First Nations Education and Inclusion in The Philippines: A Study of Textbooks
Why this work is in the frame
A frame that forgets how it found something cannot be audited. These are the routes that admitted this work.
Bibliographic record
Abstract
Education is a fundamental right of every person. Yet many First Nations groups around the world continue to be excluded from educational systems that do not recognise their cultures. Despite educational reform in The Philippines through the early 21st century, the impact of a long colonial history continues to influence the education of First Nations students. This research investigates how the Philippine education system accommodates First Nations students. It examines educational policy aimed at including First Nations students in education. To address these aims, the study employed critical discourse analysis and Nancy Fraser’s social justice theory to examine power relations that shape knowledge distribution in education in The Philippines. In this study education policy was investigated and compulsory school textbooks were analysed. The research focused on the intent of the Enhanced Basic Education Act of 2013, and its implementation. Social studies textbooks used in primary education in public and private schools were also analysed. Finally, the findings from the analysis of literature, educational policy, textbooks and Philippine colonial history were synthesised. This research reveals that power inequality and the embeddedness of the colonial ethos, including the colonial discourse of civilising missions, determine how First Nations students are accommodated in Philippine education.
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Full frame distilled prediction
Teacher imitationNot calibrated prevalence, not ground truth. Human validation pending. Learned from the 10,348 direct Codex labels and 10,348 direct Gemma labels. Candidate is the union of thresholded teacher heads; consensus is their intersection. These outputs are machine_predicted_unvalidated and are not human labels or direct frontier model labels.
Codex and Gemma teacher scores by category
| Category | Codex | Gemma |
|---|---|---|
| Metaresearch | 0.002 | 0.000 |
| Meta-epidemiology (narrow) | 0.001 | 0.001 |
| Meta-epidemiology (broad) | 0.001 | 0.000 |
| Bibliometrics | 0.013 | 0.009 |
| Science and technology studies | 0.003 | 0.001 |
| Scholarly communication | 0.000 | 0.000 |
| Open science | 0.003 | 0.008 |
| Research integrity | 0.001 | 0.002 |
| Insufficient payload (model declined to judge) | 0.000 | 0.000 |
Machine scores (provisional)
The two teacher heads of the student model, read on this work. A score orders the frame for review; it never asserts a category, and the validation status ships verbatim with every row.
Baseline scores from an immature model (maturity gate not passed, 7 training rounds). Scores rank; they never assert a category.
score_only:v0-immature-baseline · verbatim from the scoring run: score_only means the number may rank works, and no category label ships from it