THE INDIGENOUS IDENTITY “TAYO” AMONG IP YOUTH: BASIS FOR LOCALIZED INSTRUCTIONAL MATERIAL IN TEACHING UNDERSTANDING CULTURE, SOCIETY, AND POLITICS

Authors

DOI:

https://doi.org/10.64358/4kjeyd27

Keywords:

Indigenous identity, localization, IP youth, UCSP

Abstract

This study aimed to explore the Indigenous Identity ‘Tayo” of IP youth in San Mateo, as a basis for developing localized instructional materials in teaching Understanding Culture, Society, and Politics (UCSP). The study used qualitative phenomenology research design to understand the lived experiences of IP youth in relation to their cultural practices, values, and identity formation, as well as how these are reflected in existing school instructional materials. Data were collected through interviews with six (6) indigenous youth participants. The responses were analyzed using thematic analysis, findings revealed six major themes such as cultural practices, core values, social influences, and gaps in instructional materials. It also indicates that while the “Tayo” identity remains deeply rooted among IP youth, it is continuously evolving in response to modern influences. Moreover, existing instructional materials were found to inadequately represent Indigenous identity, highlighting the need for culturally responsive and localized content. Based on these findings, the study proposes a conceptual framework to guide the development of instructional materials that integrate Indigenous perspectives into the UCSP curriculum. The study concludes that integrating the lived experiences and cultural realities of Indigenous youth into educational materials can enhance relevance, inclusivity, and cultural sensitivity in teaching. It is recommended that educators, curriculum developers, and policymakers should prioritize localization and Indigenous representation in instructional design.

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Published

2026-03-31

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Vol. 2 No. 1 (2026): International Journal of Education, Literacies and Curriculum Studies

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