IS101-Bukidnon Cultural Studies
Name: BABOR, CRISMAR T. Date:SEPTEMBER 28, 2020
Section/Subject Code: A101 IS 101
Chapter 1: The Rights of the ICCs/IPs
L earning Outcomes
At the end of the lesson, you are expected to:
explain the rights of the ICCs/IPs to
ancestral domain/land, self-governance and
empowerment, social justice and human rights,
and cultural integrity
analyze cases involving violation
against the rights of the ICCs/IPs to ancestral
domain/land, self-governance and
empowerment, social justice and human rights,
and cultural integrity
produce a case analysis paper on the
violation against the rights of the ICCs/IPs to
ancestral domain/land, self-governance and
empowerment, social justice and human rights,
and cultural integrity
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A Culture-Responsive Workbook
Introduction
This chapter engenders promotion and awareness of the fundamental rights of the
Indigenous Cultural Communities/Indigenous Peoples (ICCs/IPs), which are derived from
the National Commission on Indigenous Peoples Administrative Order No. 1, Series of 1998
on the rules and regulations implementing Republic Act no. 8371, the Indigenous Peoples’
Rights Act (IPRA) of 1997. These fundamental rights include the rights of the ICCs/IPs to
ancestral domains/lands, self-governance and empowerment, social justice and human
rights, and cultural integrity. In view thereof, you are expected to explain and apply these
fundamental rights through activities requiring higher level of thinking skills such as
analysis, evaluation, and creation. This chapter also serves as an avenue for you to venture
both on the applicability and the non-applicability of national laws to these groups of
people, imparting insights whether the national laws uphold these rights and without
encroaching the indigenous customary laws and other related indigenous knowledge and
practices.
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IS101-Bukidnon Cultural Studies
LOOKING BACK
Activity 1. Visual Analysis
Instructions: Analyze what ideas are being expressed by the following images below in
relation to what you can exercise and access freely before, today, and maybe in the future
(15pts).
Courtesy: Google Photos
Your analysis:
-The photos above highlight the importance of freedom and equality. As
Filipinos, it is very important to possess the traits of being respectful and fair
to everyone. All of us have the right to live in this world with the freedom to
access education, and vote for whoever we want. I can never really imagine my
life without freedom and equality, it is our right to be treated fairly and be
respected by everyone regardless of what province we came from, what tribe
we belong, and what skin color we have, because at the end of the day we are
all brothers and sisters and we are all humans, we deserve nothing but respect
and love.
Guide Questions:
1. What do you think are the ideas being expressed by the images above?
2. How are these ideas significant to you as a citizen of this country?
3. How would you describe your life without the implementation of such ideas?
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UNLOCKING
Activity 2. Brainstorming
Instructions: Read and analyze the following concepts below. Discuss each concept based
on how you understand them. Write your answer in the space provided for each concept
by using keywords and/or phrases (8+2=10pts).
Fundamental Rights Important Points
1. Rights to Ancestral -Right to develop lands and natural resources.
Domains/Lands -Right to stay in their territories.
Right of ownership over lands, bodies of water
traditionally and traditional hunting and fishing
grounds.
Right to resolve land conflict in accordance with the
customary laws of the area where the land is located.
-Right to claim parts of the reservations.
2. Rights to Self- -Recognize the inherent right of ICCs/IPs to self
Governance and governance and self determination and respects the
Empowerment integrity of their own values, practices, and
institutions.
3. Rights to Social Justice The main point of this fundamental right is that,
and Human Rights everyone of us deserves equal economic, political and
social rights, and other opportunities such as
education and health care.
4. Rights to Cultural -this includes recognition, respect and protection of
Integrity ICCs/IPs in order to preserve their culture, traditions,
and institutions.
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IS101-Bukidnon Cultural Studies
MOUNTING
Activity 3. Metacognition
Instructions: Study on the fundamental rights of the ICCs/IPs (see Appendix A) and
provide any representations that explain or summarize your understanding about these
rights. You may sketch images/representations or paste a cut-out picture in the space
provided. Support each representation by providing statements that will further
elaborate your insight (40pts.).
Rights to Ancestral Domains/Lands
Further Explanation:
This picture is one of the examples of rights to ancestral domains and lands.
The land of the Ati is located in Boracay where the island's reputation as a top
tourist destination has spawned countless beach resorts and commercial
establishments. The increasing commercial development on the island is what
drove the Ati from their homes in the mainland, and despite the awarding of 2.1
hectares of land in Boracay Island to the Ati tribe, security concerns and violence
still threaten the indigenous peoples community. Source: Rappler
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Rights to Self-Governance and Empowerment
Further Explanation:
this photo shows the community Leaders from 28 Indigenous Peoples Groups in
the Philippines were convened to assert their right to self-governance in the
“National Indigenous Peoples’ Dialogue on the Expanded National Integrated
Protected Areas System (ENIPAS)” at the Assembly Hall of the National College
of Public Administration and Governance, University of the Philippines, Diliman,
Quezon City. Source: [Link]
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IS101-Bukidnon Cultural Studies
Rights to Social Justice and Human Rights
Further Explanation:
In 2015, a 3,000 person-strong people’s caravan, or Lakbayan, formed on the island
of Mindanao to protest the criminalization and murder of Indigenous Peoples and
environmental defenders in the Philippines.
Uniting Indigenous Peoples, peasants, workers, faith groups, teachers and youth,
the caravan marched for three days and over a hundred kilometers from Davao
del Sur to Koronadal City under the banner ‘Resist imperialist plunder! Stop
Lumad killings!’ Source: [Link]
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A Culture-Responsive Workbook
Rights to Cultural Integrity
Further Explanation:
-Festivals such as Kaamulan Festival is one of the activities that recognize and
preserve the cultural intigrity, traditions, and institutions of IPs/ ICCs.
ASSESSING
Assessment 1. Writing a Case Analysis Paper
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IS101-Bukidnon Cultural Studies
Instructions: Read and analyze the given situation below and determine what particular
fundamental right of the ICCs/IPs is violated. Following the given template, write a case
analysis paper using the provided answer sheet. You will be rated based on the
provisions provided in the rubric below (16+4=20pts).
“In a statement, the indigenous tribes said pretty stationeries (‘magagarang papel’ lin their
language) are inutile once foreign corporations come to dig and mine their lands or when they
inundate communities and rivers with mega dams. “With the titling of ancestral lands through the
CADT of IPRA, ancestral lands become privately owned, destroying our traditional communal
practice of ownership and land use. With private ownership, foreign companies can easily coerce
or entice IPs to sell their ancestral lands, because instead of getting the consent of the whole
community, only the consent of the individual the CADT is named after is needed,” they said.
IPRA is indeed a viable tool for the government to facilitate the entry of foreign projects in the
indigenous peoples’ ancestral lands “leaving us as squatters in our own lands, threatened every
now and then to be displaced. Worst it breeds animosity and disunity among our people causing
tribal wars over land disputes. Such disputes were always easily resolved before through
traditional settlements but not during the IPRA implementation,” they also said.”
Source: [Link]
Writing a Case Study Analysis or Case Analysis Paper
A case study analysis requires you to investigate a business problem, examine the alternative solutions,
and propose the most effective solution using supporting evidence.
Writing the Case Analysis Paper
Once the necessary information is gathered, a draft of your analysis should include these general
sections, but these may differ depending on your assignment directions or your specific case study:
a. Introduction
- Identify the key problems and issues in the case study.
- Formulate and include a thesis statement, summarizing the outcome of your analysis in 1–2
sentences.
b. Background
- Set the scene: background information, relevant facts, and the most important issues.
- Demonstrate that you have researched the problems in this case study.
c. Evaluation of the Case
- Outline the various pieces of the case study that you are focusing on.
- Evaluate these pieces by discussing what is working and what is not working.
- State why these parts of the case study are or are not working well.
d. Proposed Solution/Changes
- Provide specific and realistic solution(s) or changes needed.
- Explain why this solution was chosen.
- Support this solution with solid evidence, such as: concepts from class (text readings,
discussions, lectures), outside research, or personal experience (anecdotes).
e. Recommendations
- Determine and discuss specific strategies for accomplishing the proposed solution.
- If applicable, recommend further action to resolve some of the issues.
- What should be done and who should do it?
Source: [Link]
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A Culture-Responsive Workbook
(Use this sheet)
A Case Analysis Paper
A. Introduction
As we all know, it is part of the IPRA law to issue Certificates of Ancestral Domain
Titles (CADTs) to indigenous groups who applied for recognition, but is it really
working the way it should? or violating some of the rights of IPs?
B. Background
Many indigenous communities like the Balatik refuse to apply for the
Certificates of Ancestral Domain Titles (CADTs), because according to them this
feature of the law alone already violates their inherent rights to their ancestral
[Link] companies can easily coerce or entice them to sell their ancestral
lands, because instead of getting the consent of the whole community, only the
consent of the individual the CADT is named after is needed which can lead
their ancestral lands to become privately owned, destroying their traditional
communal practice of ownership and land use.
C. Evaluation of the case
This case study sought to discuss the negative impacts of CADTs as part of IPRA
law. As it is stated by Calbayog (chair of the Bigkis at Lakas ng mga Katutubo sa
Timog Katagalugan) that while the IPRA empowers the state to control and
supervise exploration, development and utilization of natural resources, it
disempowers the indigenous peoples from freely using the resources in their
ancestral lands.
D. Solutions/Changes
As a solution to this problem I believe that reviewing or revising some parts of
IPRA law that violates the rights of IPs is, and also giving all the members of the
tribe a freedom to decide about their lands (the decision of Majority) and not
focusing on the CADTs only.
E. Recommendations
-Lawmakers should always reassess, review, and carefully study every little
detail of such law.
- Government should have a clear information drive to the scope of such law, so
confusions won’t rise and conflict will be avoided.
-IPs Leaders should always have a strict monitoring as to what papers the
government wanted them to sign.
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IS101-Bukidnon Cultural Studies
The Case Analysis Paper Rubric
Very Satisfactory Satisfactory Fair Poor
Criteria
(4) (3) (2) (1)
Identification Identifies and Identifies and Identifies and Identifies and
of the main understands all the understands most understands some understands few
issues main issues in the of the main issues of the main issues of the main
case study. in the case study. in the case study. issues in the case
and/or
study.
problems
Analysis of Insightful and Insightful and Insightful and Incomplete
the key thorough analysis of thorough analysis thorough analysis analysis of the
issues all the key issues. of most of the key of some of the key key issues.
issues. issues.
Alternative Alternatives cover all Alternatives cover Alternatives cover Incomplete
solutions the key issues with most of the key some of the key analysis of
and/or method to evaluate all issues with method issues with method alternatives with
equally. to evaluate. to evaluate. no evaluation
options
method.
Observations Well-reasoned, Solid, well-thought Shallow Superficial
and/or logical, relevant out observations observations and observations and
recommenda observations and and recommendations recommendation
recommendations on recommendations on effective s on effective
tions on
effective solutions to on effective solutions to some solutions to a
effective most of the solutions to many of the few of the
solutions problems/issues. of the problems/issues. problems/issues.
problems/issues.
Total Score: ______
Comments and Suggestions:
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A Culture-Responsive Workbook
DRIVING FORWARD
Activity 4. Writing an English-Binukid Slogan
Instructions: Compose a slogan in English that promotes the fundamental rights of the
ICCs/IPs based on the lessons that you have learned in this chapter. Limit your slogan
for 1 to 2 sentences. Translate your slogan from English to Binukid, and then present it to
an IP community/member to validate your translation. Once finalized, design your
English-Binukid slogan by adding appropriate graphics (15pts). Use the space provided
below (15pts.).
Explanation (Optional):
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IS101-Bukidnon Cultural Studies
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