Cultural Responsiveness and Educational Equity: Exploring the MATATAG Curriculum in the Light of Sociocultural Theory
Keywords:
MATATAG Curriculum, sociocultural theory, foundational skills, multilingual education, continuous improvementAbstract
This study explores the MATATAG Curriculum within the context of sociocultural theory, emphasizing its alignment with principles of social interaction, cultural diversity, and contextualized learning experiences. Through comparative analysis, the curriculum's focus on foundational skills, particularly in literacy and numeracy, is highlighted, alongside the integration of multilingual education principles, such as the Mother Tongue-Based Multilingual Education (MTB-MLE) program. The study also examines the curriculum's commitment to continuous improvement and adaptation, showcasing evidence-based decision-making and stakeholder engagement as key drivers of curriculum enhancement. Overall, the MATATAG Curriculum emerges as a comprehensive framework that fosters meaningful engagement, equips students with essential skills for academic success, promotes linguistic diversity and inclusivity, and embraces a culture of continuous learning and improvement. This study underscores the Department of Education's dedication to providing quality education for all Filipino learners, preparing them to navigate the complexities of the 21st century and contribute positively to society.
References
Assessment Curriculum and Technology Research Centre [ACTRC]. (n.d.). Curriculum Review and Enhancement: Shaping the MATATAG Curriculum. https://actrc.org/
Baker, C. (2011). Foundations of bilingual education and bilingualism. Multilingual matters.
Banks, J. A. (2008). Diversity, group identity, and citizenship education in a global age. Educational researcher, 37(3), 129-139.
Benson, C. (2005). The importance of mother tongue-based schooling for educational quality. commissioned study for EFA Global Monitoring Report, 24.
Bruner, J. (1997). The culture of education. In The Culture of Education. Harvard university press.
Bryson, J. M., Crosby, B. C., & Bloomberg, L. (2014). Public value governance: Moving beyond traditional public administration and the new public management. Public administration review, 74(4), 445-456.
Cummins, J. (2000). Language, power, and pedagogy: Bilingual children in the crossfire (Vol. 23). Multilingual matters.
Department of Education [DepEd]. (2019). Policy Guidelines on the K-12 Basic Education Program. https://www.deped.gov.ph/wp-content/uploads/2019/08/DO_s2019_021.pdf
EFA Global Monitoring Report. (2006). Literacy for life. UNESCO. https://unesdoc.unesco.org/ark:/48223/pf0000144270
Fullan, M. (2007). Leading in a culture of change. John Wiley & Sons.
Gal, I. (2002). Adults' statistical literacy: Meanings, components, responsibilities. International statistical review, 70(1), 1-25.
García, O. (2011). Bilingual education in the 21st century: A global perspective. John Wiley & Sons.
Gee, J., & Gee, J. P. (2007). Social linguistics and literacies: Ideology in discourses. Routledge.
Gredler, G. R. (2002). Snow, CE, Burns, MS, & Griffin, P.(eds.)(1998). Preventing reading difficulties in young children. Washington, DC: National Academy Press. Hayes, BL (1991). Effective strategies for teaching reading. Boston: Allyn & Bacon. Hengari, JU (2007). Identification of reading difficulties amongst grade, 4, 191-209.
Hattie, J. (2008). Visible learning: A synthesis of over 800 meta-analyses relating to achievement. routledge.
Hornberger, N. H. (2009). Multilingual education policy and practice: Ten certainties (grounded in Indigenous experience). Language Teaching, 42(2), 197-211.
Jorgensen, R. (2016). Curriculum leadership: reforming and reshaping successful practice in remote and regional indigenous education. Leadership in diverse learning contexts, 275-288.
Kilag, O. K., Jesus, J., Uy, F., Sasan, J. M., Seblos, K., & Gier, R. A. (2024). Educational Transformation: Perspectives on the Implementation of the MATATAG Curriculum in the Philippines. International Multidisciplinary Journal of Research for Innovation, Sustainability, and Excellence (IMJRISE), 1(5), 306-311.
Kilag, O. K., Andrin, G., Abellanosa, C., Villaver Jr, M., Uy, F., & Sasan, J. M. (2024). MATATAG Curriculum Rollout: Understanding Challenges for Effective Implementation. International Multidisciplinary Journal of Research for Innovation, Sustainability, and Excellence (IMJRISE), 1(5), 172-177.
Lave, J., & Wenger, E. (1991). Situated learning: Legitimate peripheral participation. Cambridge university press.
McCarty, T. L. (Ed.). (2011). Ethnography and language policy (Vol. 39). New York: Routledge.
Mullis, I. V., Martin, M. O., Foy, P., & Hooper, M. (2017). International results in reading. Chestnut Hill, Mass.: TIMSS & PIRLS International Study Center, Lynch School of Education, Boston College, and International Association for the Evaluation of Educational Achievement.
National Council of Teachers of Mathematics. (2000). Principles and standards for school mathematics. Reston, VA: Author. https://www.nctm.org/Standards-and-Positions/Principles-and-Standards/
National Mathematics Advisory Panel. (2008). Foundations for success: The final report of the National Mathematics Advisory Panel. U.S. Department of Education. https://files.eric.ed.gov/fulltext/ED500486.pdf
Remillard, J. T. (2005). Examining key concepts in research on teachers’ use of mathematics curricula. Review of educational research, 75(2), 211-246.
Rogoff, B. (1990). Apprenticeship in thinking: Cognitive development in social context. Oxford university press.
Schleicher, A. (2020). Developing Twenty-First-Century Skills for Future Jobs and Societies. Anticipating and Preparing for Emerging Skills and Jobs: Key Issues, Concerns, and Prospects, 47-55.
Senge, P. (1990). The fifth discipline: The art and practice of the learning organization. New York: Currency Doubleday. SengeThe Fifth Discipline: The Art and Practice of the Learning Organisation1990.
Sylvia, A. (2022). Southeast Asian Ministers of Education Organization (SEAMEO)'s role in digitalisation for vocational education development: a comparative analysis of Indonesia and Thailand.
Thomas, W., & Collier, V. (2002). A national study of school effectiveness for language minority students' long-term academic achievement.
Torres, C. A. (1998). Democracy, education, and multiculturalism: Dilemmas of citizenship in a global world. Comparative education review, 42(4), 421-447.
UNESCO. (2015). Education for All 2000-2015: Achievements and Challenges. United Nations Educational, Scientific and Cultural Organization. https://www.unesco.org/gem-report/en/efa-achievements-challenges
UNESCO. (2008). Education in a multilingual world. United Nations Educational, Scientific and Cultural Organization. https://unesdoc.unesco.org/ark:/48223/pf0000129728
Vygotsky, L. S., & Cole, M. (1978). Mind in society: Development of higher psychological processes. Harvard university press.
Walker, B., Holling, C. S., Carpenter, S. R., & Kinzig, A. (2004). Resilience, adaptability and transformability in social–ecological systems. Ecology and society, 9(2).
Downloads
Published
Issue
Section
License
Copyright (c) 2024 Guarin S. Maguate, Osias Kit T. Kilag, John Michael V. Sasan, Maria Fe L. Divera (Author)
This work is licensed under a Creative Commons Attribution-NonCommercial-NoDerivatives 4.0 International License.
