Title: Philosophy of the basic education curriculum: implications for gender-sensitive education Presenter: Eva Aurora Callueng

1. Philosophy of the Basic Education Curriculum:
Implications for Gender-Sensitive Education
BACKGROUND OF THE STUDY
 Our upbringing is influenced by family beliefs and
traditions, culture, school attended, and society
EVA AURORA D. CALLUENG conditions.
– Educational frameworks shape notions and
6th International Conference on Teacher Education ideas that reflect to our knowledge of and
2010 (ICTED 2010)
attitude toward certain truths
SEAMEO INNOTECH Regional Center, Quezon
City, Philippines Ex. Christian schools viewed homosexuality
July 30, 2010 with disapproval that is captured well in the
following biblical passages:
Don’t you know those who do wrong will have no
share in the Kingdom of God? Don’t fool
yourselves. Those who indulge in sexual sin, BEC Cornerstone
who are idol worshipers, adulterers, male (Makatao, Makabayan, Makakalikasan,
prostitutes, homosexuals, thieves, greedy Maka-Diyos)
people, drunkards, abusers, and swindlers, none
of these will have a share in the Kingdom of God Discriminatory practices against LGBTs,
(I Corinthians Chap.6 Verses 9-10) (New Living
stereotyping, labeling et al.
Translation, 1996) (Italics supplied)
SWS surveys (1996, 2001)
Thou shalt not lie with mankind, as with
womankind: it is abomination. Leviticus 18:22 YAFSS surveys (2002, 2004)
(Gideons International, 1983).
SIGNIFICANCE OF THE STUDY DEFINITION OF TERMS
 There are few researches in the Philippines that  Discrimination shall be understood to imply any
focus on gender and sexuality education issues. distinction, exclusion, restriction, or preference
which is based on any ground such as sex, sexual
 BEC provides the importance of addressing the orientation, gender identity, whether actual or
social needs and awareness of students. perceived, and which has the purpose of effect of
 Exposition of the gaps between policy formulation nullifying or impairing the recognition, enjoyment
and implementation or exercise by all persons of an equal footing of
 Presentation of discriminatory practices rights and freedoms (United Nations, 2003).
committed against LGBT in the Education Sector  LGBT stands for Lesbian, Gay, Bisexual, and
Transgender.

2. REVIEW OF RELATED LITERATURE
Gender Identity refers to the personal sense of AND STUDIES
identity as characterized among others by
manner of clothing, inclinations, and behavior  Major philosophical frameworks in education
in relation to masculine or feminine 1. Conservative or the Traditionalist
conventions (LAGABLAB, 2001). 1.1 Perennialism
1.2 Essentialism
2. Progressive
Sexual Orientation refers to the enduring
2.1 Pragmatism
emotional, romantic, sexual, or affectional
2.2 Naturalism
attraction to another person (APA, 1998 p.1)
2.3 Existentialism
2.4 Reconstructionism
RRL CONCEPTUAL FRAMEWORK
Philosophical Foundation/s Of Education
 BEC 2002 G
E
N
D
 Homosexuality in the Philippines
Vision
E
Content of the BEC
R
 Gender Sensitivity
Mission
S
E
 Heterosexism and Homophobia N
S
Learning Areas
I
 Centralization of Power
T
I
V
I
 Fluidity of Human Sexuality
Implementation
T
Y
 Sheets of Oppression
Assumed in this study is, the content of the Basic Education
Curriculum (BEC) is based on a certain philosophical
METHODOLOGY
framework. This means, in turn, that the vision, mission,
learning content and objectives of the BEC, because it is based  A descriptive study that utilized primary sources of
information through:
on the content of the BEC, is partly or significantly influenced
Documentary Analysis
by that philosophical base. The content of the learning areas is
Key Respondent Interviews
further assumed to be selected based upon the consideration of
– Faculty Members and Principals
the curriculum’s philosophy. Implementation, on the other – Department of Education Administration and
hand, is believed to be congruent with the philosophical Staffs of Curriculum Division
framework upon which the BEC is based. • Dr. Moraleda, Chief Curriculum Division,
The basic assumption of the conceptual framework is that, if BSE
the philosophical base of the BEC includes teaching of • Dr. Nolido, Chief Curriculum Division,
BEE
homosexual issues as one of its core concepts, then the
• Ms. Melinda P. Rivera, Project Lead,
inclusion of gender sensitive issues is carried on to all bodies DepEd
of learning areas whenever possible. • Ms. Rosalie B. Masilang, Co-Lead, DepEd

3. Priest
Fr. Conegondo Garganta, Executive Secretary,
PRESENTATION, ANALYSIS, AND
Episcopal Commission on Youth INTERPRETATION OF DATA
CBCP
Gender experts, Gender rights activists  Research Question number 1
Participant Observation Method What is/are the philosophical basis/bases of the Basic
- students of Pinyahan Elementary School Education Curriculum (BEC)?
and Flora A. Ylagan High School
Focus Group Discussions (FGDs)
-Out of School Youths (OSYs)
-Sangguniang Kabataan Council Members
of Western Samar and Cagayan De Oro City
-University of the Philippines Integrated
School (UPIS) students
Results
 On philosophical basis/bases Research Question number 2
BEC is progressive based on its content. It aims
to address the ongoing forces that influence the Which part/s of the philosophical base of the BEC
educational system. refers to gender-sensitive education?
“The current curriculum compliments the changes The four cornerstone (4 M’s) showed that gender
in the society for students to better understand sensitivity is part of the BEC’s guiding
their lessons” ( Moraleda, 2007). (translated) philosophies.
Makatao (mindful of humanity) and Maka-Diyos
Document shows that DepEd remodeled the (Godly) provided the explanation for this.
curriculum in recognition of the different societal
crises they aim to respond to. GAD plan was GAD Plan in 1997 referred gender education as
included in 1997 Population Education one of the core areas for development.
Curriculum to respond to the gender issues in
education.
*GAD Curriculum Research Question number 3
 Gender
 Rights
and Responsibilities In what particular learning area/areas is/are teaching
 Changing Role of Men and Women of gender sensitivity included?
Women Empowerment
 Gender Issues and Concerns
 Since gender- sensitivity is part of BEC’s guiding
E. Gender issues and concerns should be considered in the formulation
philosophies, it is assumed that gender issues are
of policies and programs related to development. reflected to the five (5) Learning Areas
E3. Homosexuality is a reality in the Philippine society and (Makabayan, Filipino, English, Mathematics, and
homosexuals should be respected and allowed to participate actively in Science).
development activities.
-Different understanding about the topic
E4. Gender stereotypes which occur in the home, media, field of
entertainment, industry, education, and other sectors should be -Close examination if the curriculum plan
discouraged and eliminated (DECS, 1997). -E3 is the only concept not integrated in both elementary and
secondary education lessons.

4. Research Question number 4
Are gender-sensitivity issues being taught at the
Research Question number 5
basic education level?
a.How are gender-sensitivity issues being taught at
What are the implications of this curriculum
the basic education levels? to:
Gender sensitivity issues are taught at the basic a. Teachers?
education levels. Teachers include on their lesson plans b. Students?
specific objectives that deal with the different gender
issues and as mandated by the curriculum. c. School Policies?
-Participant observations results d. Society in General?
-Language used, extent of teaching; role of teachers
-hidden messages
Cont…
SUMMARY
 The philosophical framework of BEC is progressive  Noted is the fact that homosexuality is the only
and is guided by Reconstructionism topic among the eighteen (18) key concepts
 BEC recognizes homosexuality as a social reality and provided in the GAD Curriculum that is neither
is integrated in the Population Education Curriculum introduced nor integrated in both elementary and
of 1997 but does not provide at what grade level it secondary education lessons.
should be introduced.  Gender sensitivity extends only up to the token
 The VMG of the BEC clearly provides us with the idea recognition of homosexuality in paper.
that gender sensitivity is indeed part of the  Some teachers are not aware of gender issues and
philosophies guiding the educational framework. concerns in education. They are unaware or
 Gender and Development (GAD) is being taught in unfamiliar with the GAD curriculum.
learning areas namely:  Teachers and students use the terms sex, gender,
– English, Filipino, Hekasi (for elementary students), and sexuality interchangeably.
Social Studies (for high school students), Science
and Technology, and PEHM (Physical Education,
Health and Music).
•The aim of the BEC to produce makabayan,
makatao, maka-Diyos, and makakalikasan CONCLUSIONS
learners is unattainable because it is lacking in
force in producing a holistic and gender sensitive Topics and ideas that are still unclear to most people
are:
approach to education.
 Different notions of ‘philosophy’
Different realities, religious convictions, traditional  Homosexuality
beliefs, and discriminatory practices against this  Gender sensitivity
community will continue to exist since there is no  Ignorance
proper education that would explain its nature. Education system may not yet be ready in integrating
the concept of homosexuality in the curriculum.
Lastly, it goes to show that there is much work to Possible reasons for this hesitation are as follows:
be done to attain a gender sensitive nation through  Religiosity
the utilization of the BEC’s content.  Media
 Family

5. RECOMMENDATIONS
 To the Department of Education
 To Faith-Based Institutions
THANK YOU!
 To School Administrators
 To Fellow Researchers
 To Fellow Teachers
 To Students