A Case Study On: Social Treatment of Minority Group/Ethnic People in Afga National High

School

An Ethical Case Study Report Submitted and Presented to

Mr. Urlie G. Anino

In Partial Fulfillment of the Requirements for the Degree of Bachelor of Technical

Vocational and Teacher Education

Jemrose S. Ambrosio
Foina P. Betantos

January 2023
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TABLE OF CONTENTS

Chapter Page

TITLE PAGE i

TABLE OF CONTENT ii

I Introduction 1

II Current Contexts, Trends, Problems, and Issues 3

2.1 Current Contexts 3

2.2 Current Trends 3

2.3 Current Problems and Issues 4

III Ethical Decision-Making Model 6

IV Stakeholders Ethical Perspectives 7

4.1 Minority Group/Ethnic Students 7

V Statement of Ethical Alternative/Options 8

5.1 Alternative/Option 1 8

5.2 Alternative/Option 2 8

5.3 Alternative/Option 3 9
VI Factual Solutions for Ethical Future 10

VII Justification of Ethical Issues 11

7.1 Justification 1 11

7.2 Justification 2 12

7.3 Justification 3 12
VIII Impacts/Mitigation of the Ethical Issues 14

IX Summary of Observation 16

Observation 1. 16

Observation 2. 16
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Observation 3. 16

Observation 4. 17

Observation 5. 17

X Conclusion 18

Conclusion 1. 18

Conclusion 2. 18

Conclusion 3. 18

XI Recommendation 19

Recommendation 1. 19

Recommendation 2. 19

Recommendation 3. 19

XII Pictorials/Documentation 20

XIII Appendices 21

XIV References 22
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CHAPTER I
Introduction

The right to Education is internationally and globally recognized to bring about

changes in the world and among individuals (Mandela, 2017). It is a right not only of those

who can afford to pay for a good education but by anyone regardless of the language or

religion, whatever the color of skin and circumstances of birth or social origin,

notwithstanding opinions, political inclinations, and economic condition. The Philippines is a

culturally diverse country with an estimated 14- 17 million Indigenous Peoples (IPs) belonging

to 110 ethno-linguistic groups. They are mainly concentrated in Northern Luzon (Cordillera

Administrative Region, 33%) and Mindanao (61%), with some groups in the Visayas area. The

IPs comprise about 10% to 20% of the Philippines’s 102.9 million total populations. The

Philippines was the first in Asia to pass the Indigenous People's Rights Act (IPRA) in 1997,

which caters to protecting indigenous rights, preserving culture, and securing its continuity,

especially in education (Nation Development Programme United, 2013).

Galindo, 2018 has stressed out that for countless years, indigenous peoples (IP) were

constantly marginalized due to their different ways of living, practices, and beliefs. They were

discriminated against due to preexisting stereotypes towards them as uneducated and

uncivilized. Too often, education systems do not respect indigenous peoples’ diverse cultures.

There are too few teachers who speak their languages, and their schools often lack basic

materials. Educational materials that provide accurate and fair information on indigenous

peoples and their ways of life are particularly rare. Despite the numerous international

instruments that proclaim universal rights to education, indigenous peoples do not fully enjoy

these rights, and an education gap between indigenous peoples and the rest of the population
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remains critical, worldwide. Ethnic and cultural discrimination at schools are major obstacles

to equal access to education, causing poor performance and higher dropout rates (United

Nation, 2019)
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CHAPTER II
Current Contexts, Trends, Problems, and Issues

2.1 Current Context

Indigenous students frequently find that the education they are offered by the

state promotes individualism and a competitive atmosphere, rather than communal ways of

life and cooperation. They are not taught relevant survival and work skills suitable for

indigenous economies, and they often return to their communities with a formal education

that is irrelevant or unsuitable for their needs. They are forced to seek employment in the

national economy, leading to a vicious cycle of social fragmentation, brain drain and a lack of

development, especially because the jobs and salaries available to them often will not match

their educational achievements. Ethnic and cultural discrimination at schools are major

obstacles to equal access to education, causing poor performance and higher dropout rates.

Indigenous girls, experience difficult problems related to unfriendly school environments,

gender discrimination, school-based violence and sometimes sexual abuse, all of which

contribute to high dropout rates. (United Nation, 2019). According to Minority Rights Group

International (2009, p.13), minority and indigenous children make up most children who are

not in school worldwide. Minority and indigenous children are also regularly deprived of

access to quality education that is relevant and responsive to their specific context and needs.

2.2 Current Trend

Currently the Department of Education of the Philippines is serving 2.529 million IP

learners in 42,176 public schools around the Philippines in the first decade of the Indigenous

Peoples Education (IPEd) Program, according to the agency’s Indigenous Peoples Education

Office (IPsEO). Through DepEd Order 62, s. 2011 or the National Indigenous Peoples Education
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Policy Framework which was formulated after several consultation sessions with IP leaders

and elders the Department officially commenced the institutionalization of the IP Education

Program in 2011. The policy adopts a rights-based approach and directs the implementation

of an education that is anchored on the social and cultural context of IP learners.

Republic of the Philippines Department of Education stated that to sustain IPEd in

schools in School Year 2021-2022, the Department aims to have additional Program Support

Funds (PSF) to ensure learning continuity though continued contextualization of learning

resources and COVID-related materials, orientation of new teachers and school heads

assigned to schools in IP communities, and enhancement learning delivery modalities.

Furthermore, DepEd plans to support long-term community development through education

initiatives that can promote responsive and pandemic-relevant indigenous community

knowledges, like indigenous farming and health systems, through the rural farm schools,

senior high school offerings, and similar initiatives. The Indigenous People Education (IPEd)

Program also seeks to align with the call of UNESCO that all curricula are to have education

for sustainable development as its core by 2025.

2.3 Current Problems and Issues

According to an article by Human Rights Watch, the Covid-19 pandemic, and related

school closures, has negatively affected children’s right to a quality education around the

world. Indigenous children—both those living in and outside of Indigenous communities—

frequently faced additional barriers to distance learning alternatives. Often these barriers are

due to historic marginalization, exclusion, and systemic discrimination that resulted in

disparities prior to the pandemic, and which can manifest in lower-incomes, lower levels of
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education within families, failure to adequately accommodate Indigenous languages, and

under-investment in necessary infrastructure such as the internet.

Among other concerns are the discriminations faced by these IP youth regarding

cultural insensitivity of either the learning environment or the existing educational

approaches and lessons set by the nationally instituted education curriculum.

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Chapter III

Ethical Decision-Making Model

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Chapter IV

Stakeholders Ethical Perspectives

4.1 Minority Group/Ethnic Students

The primary stakeholder of this study are the student who belong to the Minority

Group or Ethnic People regardless of age and status. By collecting their perspectives regarding

the social treatment of people around them, this study aims to determine the students

understanding and awareness of their social treatment.

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Chapter V

Statement of Ethical Alternative/Options

5.1 Ethnic Minority’s Human Rights Commented [ff1]: Abiding to the laws in respect for the
human rights of ethnic minority groups
According to Section 27 of the Human Rights Act of 2004, anyone who is a member of

an ethnic, religious, or linguistic minority must not be denied the right to enjoy his or her

culture, to declare and practice his or her religion, or to use his or her language with other

members of the minority.

We must abide by and respect the rights of minorities as both members of society and

as human beings. Aiming to safeguard members of a minority group from prejudice,

assimilation, prosecution, hostility, or violence because of their prestige, minorities are

vulnerable in comparison to other groups in society, namely the majority population. It should

be emphasized that minority rights do not represent privileges but rather work to ensure that

people from various communities are treated equally. These rights serve to protect

vulnerable groups and to ensure that everyone in society is treated at least somewhat equally

when it comes to the exercise of their fundamental and human rights.

5.2 Ethnic Minority’s Rights to Education Commented [ff2]: Implementation and incorporation of
appropriate curriculum that is aligned with their learning
needs. Education that they find relevant in their way of life.
Everyone has the right to an education under international human rights law, which is

based on the principle of equality. The right of indigenous peoples to education is protected

by the UN Declaration on the Rights of Indigenous Peoples, which in Article 14 states that

“Indigenous peoples have the right to establish and control their educational systems and

institutions providing education in their own languages, in a manner appropriate to their

cultural methods of teaching and learning.”

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This includes acknowledging that minorities and Indigenous Peoples require special

measures to realize their right to education, such as education that is well-resourced,

culturally sensitive, aligned with their learning needs, languages, priorities and aspirations,

and delivered through culturally appropriate teaching strategies, and in culturally appropriate

settings. And that implementation of appropriate education that enables indigenous children

and adult learners to exercise and enjoy economic, social and cultural rights. It also

strengthens their ability to exercise their civil rights so they can influence political policy

processes for enhanced protection of their human rights. Education is therefore a vital means

for the enjoyment, maintenance and transmission of indigenous cultures, languages,

traditions and traditional knowledge, as well as a vehicle for individual empowerment and

agency.

5.3 Ethnic Minority’s Rights to Safety Commented [ff3]: Raising awareness of the values and
rights of ethnic group is important to prevent prejudice and
in this way see them as another member of the larger
Safety is a basic human need and that everyone has the right to feel safe and community, that they too need to be ensured their safety.

respected. We all have the right to live free of violence. In many cases these rights can be

violated by violence, harassment, and bullying. They may also have an effect on other rights,

such as the right to an education and the right to health. Violence, harassment, and bullying

have a negative impact on one's well-being and quality of life.

We as members of the larger community must protect and promote the rights of

Ethnic minority groups and should widely spread awareness of their human rights to prevent

discrimination and marginalization. Ethnic people are people like any of us and has the right

to receive the same privileges we do such as safety and education. By doing so we can lessen

the threats and marginalization in our society towards the minority group and ensure their

safety in society.
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Chapter VI
Factual Solutions for Ethical Future
Marginalization is defined as ongoing inequality and hardship brought on by

prejudice, social stigma, and stereotypes. Significant obstacles prevent those on the margins

from participating in politics, including inaccessible polling places, information that is not

available in minority languages, discriminatory laws, and a lack of information. Reaching

marginalized children requires political commitment backed by practical policies. Schools and

districts have written and adopted policies to address racism, discrimination, and inequity in

schools to close the marginalization of ethnic minority groups, over the past ten years on both

a national and international level. The majority of the policies go into great detail about the

school environment as this is where children are educated. They generally describe how

school personnel can create and maintain a welcoming and inclusive environment for all

students. The representation of multiple racial and ethnic backgrounds in curricula, texts,

hallway displays, and digital media is one-way policies describe achieving this goal. They also

emphasize the importance of including positive role models and discussing race and diversity

issues in classrooms and at school-wide events.

Being nice is insufficient. Students deserve a teacher who actively embraces their

unique identities in the classroom. Maslow's Hierarchy of Needs illustrates how important it

is for students to feel safe, both physiologically and physically, before they can learn and reach

their full potential. What is required for personal safety depends on the individual. Although

a lot of drafts against bullying, discrimination and racism have been made as well as efforts

have been made to support it, it’s just not enough to completely eradicate marginalization of

ethnic minority groups, but small progress is still progress.

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Chapter VII
Justification of Ethical Issues

Egalitarianism is a philosophical perspective that emphasizes equality and equal

treatment across gender, religion, economic status, and political beliefs. Types of

Egalitarianism Approach: Moral egalitarianism is the idea that all human beings must have

equal respect and concern for everyone else. It is the idea that humanity is connected and

that everyone deserves human rights, Economic egalitarianism or Material egalitarianism

believe every member of society should have equal access to wealth and the ability to make

money, whether that be through investments, entrepreneurial efforts, or income from

employment, and that this should translate into everyone having similar levels of income and

money, and Legal egalitarianism is the principle that everyone is subject to the same laws,

meaning no group has unique legal protections over another.

7.1 Justification 1: Moral Egalitarianism Commented [ff4]: Moral egalitarianism

Discrimination is a key driver of the social exclusion of indigenous persons and
members of ethnic minorities. Many continue to face formal barriers to citizenship, voting
and access to justice. As of 2006, 196 ethnic or religious minorities in 108 countries faced
some type of formal legal discrimination (University of Maryland, 2015).
Moral egalitarianism is the idea that all human beings must
have equal respect and concern for everyone else. It is the
idea that humanity is connected and that everyone deserves
human rights. Of course, the definition of equal respect or
fairness may vary and depend on individuals, making it hard
to enforce true egalitarianism.
Commented [ff5R4]: Racial egalitarianism is the idea
that everyone should have equal respect for one another no
matter their race or ethnicity.
Commented [ff6R4]: Nag libog pako asa sakto

Indigenous children are more likely to arrive at school hungry, ill, and tired; they are

frequently bullied, and corporal punishment is still commonly used. School-based ethnic and

cultural discrimination is a major barrier to equal access to education, resulting in poor

performance and higher dropout rates. Even in countries where indigenous peoples' general

level of schooling has increased, the quality gap in schooling persists, resulting in poor

education outcomes for indigenous peoples. Extreme poverty, exclusion, and isolation do not

bode well for long-term and multicultural indigenous education programs.

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7.2 Justification 2: Economic and Racial Egalitarianism
Indigenous peoples around the world are vulnerable to a variety of social and
economic factors that affect their human rights. They are less likely to have access to
education and to live on land prone to natural disasters. Inadequate or non-existent
sanitation, as well as limited or non-existent access to health services, all contribute to lower
productivity and incomes among indigenous populations. At the same time, their lack of
Commented [ff7]: Economic egalitarianism
Proponents of economic egalitarianism or material
egalitarianism believe every member of society should have
equal access to wealth and the ability to make money,
whether that be through investments, entrepreneurial
efforts, or income from employment, and that this should
translate into everyone having similar levels of income and
money. This line of thinking forms the basis for Marxism
and socialism.
Commented [ff8R7]: Racial egalitarianism is the idea
that everyone should have equal respect for one another no
matter their race or ethnicity.

political power means that they are vulnerable. They are unable to improve their position

through the political system.

Indigenous peoples who migrate to cities face challenges, most notably

unemployment, are frequently encountered. Access to services is limited, and housing is

inadequate in addition to that, Indigenous peoples in cities may face discrimination and face

challenges in preserving their language, identity, and culture as well as educating future

generations, which may result in the loss of Indigenous values and heritage. Many young

indigenous people are caught in a "no man's land" between urban societies that do not fully

embrace them. Accept them and their indigenous communities, which frequently fail to

provide them with the opportunities they require and desire.

7.3 Justification 3: Legal Egalitarianism Commented [ff9]: Legal egalitarianism

Legal egalitarianism is the principle that everyone is subject
Geographic isolation presents an obstacle to social protection coverage for indigenous to the same laws, meaning no group has unique legal
protections over another.

peoples and some ethnic minorities. Lack of information about programs and eligibility

requirements also constitutes an important barrier to the enrolment of indigenous persons

and members of ethnic minorities (Hossain, 2011; South African Social Security Agency and

UNICEF, 2013). The continued exclusion of indigenous peoples and racial and ethnic

minorities from social protection has also been significantly influenced by discrimination.

Despite the repeal of many discriminatory laws and regulations, prejudice and discriminatory
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practices still limit access to social protection. Social protection programs can help improve

the well-being of indigenous people and members of ethnic minorities by reducing inequality

between them and the ethnic majority.

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Chapter VIII
Impacts/Mitigation of the Ethical Issues
Every society values education. It is a source of growth and development to shape the

lives of individuals and create a better society. Education is even more important in modern

society. The current generation requires education to improve their work opportunities and

become better citizens. Obtaining a higher-paying job through education is only possible if

people recognize the value of literacy and education in society.

Adequate education allows indigenous children and adults to exercise and enjoy their

economic, social, and cultural rights. It also improves their ability to exercise their civil rights

and influence political policy processes in order to improve the protection of their human

rights. Therefore, education is essential for the enjoyment, preservation, and transmission of

indigenous cultures, languages, traditions, and traditional knowledge. It also serves as a

means of promoting individual empowerment.

Critical education gap is observed towards ethnic minority groups, is caused by a lack

of respect and resources, they are frequently marginalized and discriminated against, making

them even more open to abuse and violence. Indigenous peoples often face difficulties in

accessing social protection benefits, usually because of discrimination, economic and social

disadvantages. In many case, indigenous peoples' access to education is not only

inappropriate, but also threatens their very existence. There assimilation into society, has all

been done through the use of education, which has led to the destruction of indigenous

peoples' cultures, languages, identities, and rights as well as the eviction of these people from

their ancestral lands and natural resources, as education systems fail to recognize the diverse

cultures of indigenous peoples.

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Since ethnic minority group are less likely to have access to education and that even

if they do have access to education, they do not find what they learn in schools to be relevant

and other social factors such as social mistreatment may affect their academic performance

and well-being. Thus, they do not see the value of education to be important to their way of

life, making them vulnerable and ignorant of society. With such ethnic minority groups

continue to be ignorant of their rights as humans and citizens, their social treatment would

greatly be affected as they will be likely to be taken advantaged by people.

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Chapter IX
Summary of Observation
Observation 1.

In our case study we conducted an interview session with students who belong to the

ethnic minority group specifically the Manobo Tribe. The Manobo are several people groups

who inhabit the island of Mindanao in the Philippines. They speak one of the languages

belonging to the Manobo language family. Their origins can be traced back to the early Malay

peoples who came from the surrounding islands of Southeast Asia. Today, their common

cultural language and Malay heritage help to keep them connected.

Observation 2.

Answering the key question posed in this ethical case analysis report will required the

participation of student who are Manobo studying in Afga National High School. Fully

exploiting the opportunities afforded by the new data collected in this ethical case analysis

report we gathered different data from different respondents.

Observation 3.

Bullying is found all over the world (Wang, 2013). It is another form of aggressive

conflict. It’s about repeatedly harassing a vulnerable, lower-status victim. Aggressiveness in

schools is a universal problem. Bullying and victimization represent different types of

involvement in violent situations during childhood and adolescence. Bullying is a form of

interpersonal power affirmation by means of aggression. By victimization is meant aggressive

behavior performed towards a less powerful person by a more powerful one. People should

not bully a person who is a member of the Manobo tribe or any group of ethnic minorities,

we are all the same only the language is different due to their rich culture and practices.
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Observation 4.

Student who got bullied because they were part of the Manobo tribe through their

color, hair and appearance can greatly affect their mental health. All respondents said that

they would rather choose to do an activity alone than to push their selves to other student

that doesn’t want them to be part of the group and that being treated differently hurts them

as stated by one of our interviewed students “Being treated differently hurts me. For me it

means that because of who I am that’s why they treat me differently” and that to them

discrimination meant having a different ‘language’ and having a different appearance. This

can lead to isolation, further decline of their mental health and as well as denial of one’s

heritage.

Observation 5.

It was observed that for them it was normal that they got bullied because they are

Manobo although some of their peers respects their heritage, isolation was still prevalent.

Their coping mechanism for such treatment where to ignore and distance themselves to

others one of the respondent stated: “By ignoring them, because the more you react to what

they say and do, the more they will bully you”. This should be change, no one should feel like

this. We all should be treated the same way as another human being is, no one should be left

behind. Equity is very important because Equity ensures everyone has access to the same

treatment, opportunities, and advancement. Equity aims to identify and eliminate barriers

that prevent the full participation of some groups.

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Chapter X
Conclusion
Conclusion 1.

All the responded got bullied because of being part of an ethnic minority group

specifically of the Manobo tribe, having different language and appearance. Manobo’s are

victims of bullying because of their indifference in color, tone of voice and height. There is

persistency on bullying during childhood and adolescent since majority of the respondents

experienced bullying during their elementary years and still being bullied during high school.

Conclusion 2.

In terms of coping the students where more accustomed to ignoring and distancing

themselves which shows how much their social and mental health has been affected by such

treatments that they receive from the people around them, which is an alarming thing since

more and more ethnic children may choose to not continue their education and rather be

ignorant than to receive such treatment.

Conclusion 3.

In conclusion although there are a few exceptions, a lot of efforts to stop

discrimination and isolation of ethnic minority groups it is still a stigma even in today’s society.

And that more efforts to put a stop on discrimination and marginalization of any ethnic group

or of people should be mitigated for the better future of many children.

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Chapter XI
Recommendation
Recommendation 1.

In this case the school should create a system wide policy on standardized labeling of

sections of the students in the different year levels, not according to particular group of

people. Educational Community should be culture sensitive to any school endeavor. It is

important to remember why diversity and cultural awareness are so important in the

classroom, as well as the benefits they can have on students both now and in the future.

Recommendation 2.

Creating a safe environment by discouraging discrimination and marginalization, and

fostering inclusion and awareness of multicultural education, and teaching in a culturally

responsive manner benefits all students. Increasing multicultural awareness and inclusion not

only helps students with diverse backgrounds and needs succeed, but it also encourages

acceptance and prepares students to thrive in an increasingly diverse world.

Recommendation 3.

Promoting awareness and personal connections with people from different cultures

in the classroom can help students avoid developing prejudices later in life. Because they are

more aware of the experiences that people of a different race or cultural group may face,

they can empathize with those who are different from themselves. Naturally, exposing

students to a wide range of perspectives, ideas, and cultural backgrounds encourages them

to be more open-minded later in life. This will make them more open to new ideas and allow

them to gain a better understanding of a subject by considering various points of view.

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Chapter XII
Pictorials/Documentation
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Chapter XIII
Appendices
Name (Optional): Grade Level:
Age: Gender:

1. Are you aware that you belong to the minority group/ethnic people? Yes/No
2. Which population group do you identify yourself with?
3. Have you ever felt that you were treated differently because of your ethnicity or skin
color?
4. Have you ever experienced discrimination/prejudice because of your ethnicity or skin
color?
5. What made you think/feel that it was because of your ethnicity or skin color? (Could it
have been because of something else or a mix of factors (i.e., gender, age, accent,
language, weight/size, other physical characteristics)?
6. What does ‘being treated differently’ mean to you?
7. In this context, what does ‘discrimination’ mean to you?
8. What do you feel when you are being treated differently from the rest of your peers?
9. Does it affect you in anyway when they treat you differently?
10. What do you do when others treat you differently?
11. When a sensitive issue of diversity arises in class, how easily can you think of strategies
to address the situation?
12. How do you handle bullying or discrimination about your ethnicity?
13. How much respect do colleagues in your school show you?
14. How comfortable are you discussing race-related topics with your colleagues?
15. Does your school help staff speak out against racism?
16. How effective has your school administration been in helping you advance student
equity?
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Chapter XIV
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