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“ THE RESILIENCE AND VULNERABILITIES OF THE LUMAD”
A case study about Lumad Indigenous Group
presented to Mrs. Jacquelyn Salazar
in partial fulfillment of the requirements
for the course subject Ethics
Aldaba, Joy
Bernardo, Shaznay lei
Velasco, Christine
BSBA Marketing Management 3107
Group 11
(September 25, 2023)
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“THE RESILIENCE AND VULNERABILITIES OF THE LUMAD”
Facts of the Case:
Lumad is a visayan term meaning “native” or “indigenous”, they are non-Muslim,
non-Christian groups whose culture is centered on their sustainable ecology-based heritage.
However, they have a belief in gods and spirits, wherein there is a god for land, water, and for the
harvest. According to the Lumads, the mountain is holy; they also believe that God's wrath is
manifested through illness, and death. The collective name given to the indigenous Mindanao
people is Lumad, these presently comprise the 18 ethnolinguistic indigenous peoples whose
previous generations have continuously inhabited the island of Mindanao since time immemorial.
The Lumad tribal groupings of Mindanao include Ata, Bagobo, Guiangga, Mamanwa,
Magguangan, Mandaya, Banwa-on, Bukidnon, Dulangan, Kalagan, Kulaman, Manobo, Subanen,
Tagabili, Takakaolo, Talandig, and Tiruray or Teduray. Lumad have a historical, community view
of land ownership as private property and any unoccupied land inside the communal boundaries
may be used by community members. Rain forests, hunting areas, cultivated and uncultivated
land, and valuable mineral resources such as copper, nickel, gold, chromite, coal, gas, and
cement, are all included in the ancestral lands of the Lumad. The Lumad people who inhabit the
southern highland areas are mostly swidden farmers and practice little trade and one of these is
Bagobo society which is governed by a class of warriors known as magani or bagani, like many
of its neighbors, anthropologists are familiar with the lavish attire and personal ornamentation of
the Bagobo. While the T'boli and Teduray are known for their brass bracelets, earrings,
ornaments, and baskets and prized textiles known as t'boli t'nalak are believed to be a
manifestation of female weavers' dreams. Numerous cultural characteristics and social structures,
including dress and religious practices, are shared by the Mandaya, Agusan Manobo, and Ata
wherein they’re engage in trading and slash-and-burn farming and the datu, who leads the
warriors, is highly regarded and valued and the mountains and ravines have separated them from
their neighbors, which may explain why many of their traditions and practices have been
preserved. However, the Subanen is also used to describe a number of ethnolinguistic
communities inhabiting Zamboanga's highlands and coastal lowlands.They are slash-and-burn
farmers who hardly engage in trade and who fish, hunt, and collect.
Lumad can be found all across Mindanao, in distant mountainous regions and valleys, on
low-lying plains, and along the coastal areas. The Lumad have fostered and safeguarded their
distinct cultures over the years, as well as their traditional ancestral grounds, with a broad variety
of languages, chants, ceremonies, dances, and other traditions, that’s why their culture is both rich
and diverse. Bai Bibyaon Ligkayan Bigkay is the leader of the Lumad, she is a nurturing
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leader, as well as a woman of courage and vision for her people, as she approaches the
centennial of a life dedicated to land, culture, rights, and life. She is considered as the
“Tandang Sora” of the countryside and most importantly, she is the mother of the Lumads
who inspire the revolution of the Filipino people for national self-determination and
freedom. However, lumads are facing struggles and challenges and these are human
protection, land grabbing, right to a quality education, destruction of traditional ways of
life and practices, and loss of identity and culture. And according to Commision on
Human Security, 2003 human security is defined as the "freedom from want" or indirect
and non-physical or structural violence, as well as "freedom from fear" or direct physical,
and Kofi Annan also included that One of the fundamental principles of human security,
is the "freedom to live in dignity", and Indigenous people among Lumads, face
significant difficulties in their search for rights and freedoms due to their precarious
situation. According to Fonbuena,(2015); Ferrie,(2016), the war between the government
and armed communist groups unfairly traps Lumads. In Northern and Davao region
Lumads, this is quite common and they have been red-tagged or connected to courting
and NPA recruitment (Gamil, 2017). Human rights abuses are frequently committed as a
result (Office of the High Commissioner on Human Rights, 2017) and this covers
unlawful detentions and arrests. According to McClure (2018), it is also frequent for tribe
leaders to be targeted and killed, increased militarism follows, which starts the cycle of
bloodshed. In terms of their ancestral lands, the majority of Lumads reside in remote
regions which serve the theatre of operations of the government’s campaign against the
NPA. The Lumads are frequently compelled to leave their homes and means of support in
search of safety since they are caught between these two warring parties.Sometimes they
are displaced for days or weeks, at times they are unable to return for months, Many
leave behind not only their homes and possessions but also their farms and ancestral
lands, which exacerbates the sorrow of leaving and undoubtedly increases the desire to
come back. Moreover, the majority of Lumad people rely on agriculture as their main
source of income, yet they are forced to leave their productive areas due to mobility and
their fields frequently become neglected when they are displaced, which results in crop
losses and failures. During the combat or immediately afterward, their homes are robbed
or destroyed, and when they return they are forced to rebuild from scratch. Their assets
base is being destroyed by this cycle of violence and displacement, which is also
lowering their standard of living results in driving them deeper into poverty. Indeed, the
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lands and lifestyles of Lumads have been grasped by land exploitation and grabbing. And
the other reason is the emergence of mining firms and other businesses preoccupied with
natural resources has harmed and exploited livelihoods. The ongoing interests of private
enterprises have been fought by environmental activists and defenders, but this has
proven to be harmful and fruitless (Aspinwall, 2019; Simbulan, 2016). According to
Molintas, (2006) many of them had to deal with unofficial armed organizations; this has
led to forced migration when coupled with state repression and active militarization.
Lumads are forced to leave their homes and temporarily reside in shelters for evacuees in
appalling conditions. Their general welfare is impacted since they are not accustomed to
the lifestyle in large cities. The elevated incidence of poverty combined with the physical
remoteness of the Lumads limits the quality of education accessible to children and
youth. In contrast to those who live in Luzon and the Visayas, 41% of Lumad children are
out of school and obtain an inadequate education. Those schools that are operational are
confronted with the problem of insufficient teachers and learning facilities. The
construction of the Lumad schools was necessary for social and historical reasons.
Lumad have experienced challenges enrolling in or entering "mainstream" public or
private schools for a long time and in order to enroll their children in school, the lumad
have had to travel long distances and spend additional travel and living costs because
there aren't many such schools in the areas where they dwell. Many Lumad students have
suffered from discrimination in mainstream schools not only from their teachers or fellow
students, but from a curriculum that does not reflect their distinct cultural and historical
contexts. Due to their difficulty understanding the language of teaching used in
mainstream schools because Lumad languages are their mother tongues, Lumad pupils
have frequently fallen behind other students.
I. TIME CONTEXT
● Year 2015 up to present 2023
II. VIEWPOINT
● Bai Bibyaon Ligkayan Bigkay
The leader of the Lumad community in Mindanao
III. STATEMENT OF THE PROBLEM/S
1. How to ensure the safety and security of the Lumad people?
2. What are the ways to resolve the struggle of Lumads in accessing a good quality
of education?
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IV. STATEMENT OF THE OBJECTIVE/S
1. To provide strategic plans and actions that will strengthen the protection of the
Lumads community.
2. To establish a variety of ideas for further development and improvement of the
education system in the community of Lumad in order to attain a proper
education.
V. AREAS OF CONSIDERATION
A. STRENGTHS
1. Cultural richness: The Lumad have a diverse and rich culture, with unique
traditions, rituals, and art forms that contribute to the overall cultural heritage of
the Philippines.
2. Indigenous Knowledge Systems and Practices: The Lumad possess a wealth of
traditional knowledge and practices related to agriculture, herbal medicine,
sustainable land management, and other areas. This knowledge contributes to
their self-sufficiency and sustainable livelihoods.
3. Community cohesion: Lumad communities often possess a strong sense of
community spirit, promoting solidarity, cooperation, and mutual support among
their members.
4. Environmental knowledge: Many Lumad groups have a deep understanding of
their local environment, including sustainable farming practices and traditional
knowledge about natural resources.
5. Talented People: They are skilled hunters and farmers. Lumad are also
well-known for their tribal music, generated using musical instruments they built.
B. WEAKNESSES
1. They are pressured to leave their productive lands during the combat since their
location is on a remote area of mountain.
2. Lack of access in public hospital facilities and social service in mainstreams.
3. Lumad children face limited access to quality education due to issues of lack of
instructors and classroom space.
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4. They also suffer from discrimination in public institutions, not just from their
teachers or fellow students but also from a curriculum that fails to take into
account the diversity of their cultural and historical backgrounds.
5. They are Lack of recognition and protection of rights as an individual of
indigenous group.
C. OPPORTUNITIES
1. Cultural tourism: Lumad communities have a rich cultural heritage that can be
shared with visitors. This includes traditional dances, music, crafts, and rituals.
The promotion of cultural tourism can provide economic opportunities for the
Lumad people, like offering guided tours, homestays, or selling traditional crafts
to tourists.
2. Agricultural and Farming: Many Lumad communities rely on agriculture as
their primary livelihood. Opportunities exist in organic farming, traditional
agricultural practices, and sustainable land management. With growing interest in
organic and locally sourced products, Lumad communities can capitalize on this
demand by offering their unique produce.
3. Agricultural trading: Since Lumad can be found all across Mindanao, in distant
mountainous regions and valleys, on low-lying plains, and along the coastal areas;
and skilled in farming. They engage in trading in their neighboring community.
4. Traditional crafts and textiles: The Lumad are known for their craftsmanship
and creating beautiful traditional handicrafts, such as woven baskets, textiles, and
wood carvings.
D. THREATS
1. Armed groups' presence and militarization in indigenous people's regions
contribute to the poor peace and order situation and the displacement of
indigenous peoples.
2. Extreme poverty brought on by the destruction of the forests, which provided
their food, improper agricultural practices, and a lack of attainable livelihood
opportunities
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3. The destruction of traditional ways of life and practices, and loss of identity and
culture.
4. The Lumads are unfairly entangled in the conflict between the government and
armed communist organizations.
5. The practice of land-grabbing and resource extraction has had a significant impact
on the lands and the lives of Lumads, indigenous communities in the Philippines.
6. The proliferation of mining and other companies driven by a relentless pursuit of
natural resources has resulted in the exploitation and severe disruption of their
livelihoods.
7. people lack of historical awareness and the commission's ignorance of the Lumad
struggle in Mindanao.
VI. ALTERNATIVE COURSE OF ACTION
A. How to ensure the safety and security of the Lumad people?
1. Strengthen legal protection: Implement and enforce laws that protect the
rights and well-being of indigenous communities.
Advantages:
1. it will help to promote and regain their equal human rights.
2. Lumads could sustain their rich culture and traditions.
3. Lumads will be free from any kind of discrimination and harassment.
4. Lumads have control and access to cultural heritage materials.
5. It will also help to build public awareness.
Disadvantages:
1. They will not adapt in modernity.
2. It may take a long time to implement.
3. A lot of adjusting that can lead to protesting.
2. Focusing on Lumad cultural development and its sustainability
Advantages:
1. Preserved the traditions and culture of Lumads.
2. Engaged and contributed to the tourism industry of the country.
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3. It strengthens their skills in weaving and craftsmanship.
4. They can lead in craftsmanship in their community.
5. They can make it as a source of income.
6. They will be recognized for their culture.
Disadvantages:
1. Risk of financial stability.
2. Environmental damage due to tourists visits.
3. Lack of stable jobs since it is only seasonal occurrence.
3. Provide adequate healthcare facilities and services, as well as educational
opportunities
Advantages:
1. It will provide to assist people in understanding and talking about their
health and any specific issues they may be having.
2. Prevention disease and cause of death.
3. Schools will be able to thrive and attain better learning outcomes.
4. Lumad students will be able to study in a better environment.
Disadvantages:
1. It will be cost highly
2. It will take long to provide facility and in planning
3. Lack of availability of facilities
B. What are the ways to resolve the struggle of Lumads in accessing a good quality of education?
1. Advocate for increased government funding and resources specifically
allocated to improving education in Lumad communities.
Advantages:
1. Lumad could afford to purchase better quality resources, which can
positively impact student learning outcomes.
2. It can increase access to education by building schools in remote and
underserved areas.
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3. It can be used to provide training and professional development
opportunities for teachers specifically teaching lumad students.
4. It can help to reduce obstruction to education.
Disadvantages:
1. It may be financial burden
2. The funds may not be utilized properly
3. It may not be distributed equally among all lumad communities.
2. Develop a curriculum that is culturally sensitive and inclusive, incorporating
the traditions, languages, and values of the Lumad community.
Advantages:
1. It helps to promote their unique traditions and culture.
2. It ensures that Lumad cultural knowledge and practices are not forgotten.
3. It will help to appreciate and value diversity of ethnic groups.
4. They will feel a greater sense of connection and relevance to their
education
Disadvantages
1. May face opposition from segments of society.
2. It may require additional educational resources.
3. It may be challenging in making a standardized curriculum that adequately
represents all Lumad groups.
3. Provide specialized training for teachers working in Lumad communities to
better understand and meet the specific needs of Lumad students.
Advantages:
1. It can help teachers to recognize and value the rich indigenous knowledge
and wisdom of the Lumad community.
2. It can provide a more holistic and relevant education that incorporates
traditional practices and indigenous perspective.
3. It helps to create connections to the Lumad youth.
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4. It enables teachers to adapt their teaching methods and materials to align
with the students’ cultural context.
Disadvantages:
1. It may cause cultural insensitivity.
2. it may not be accessible to all members of the community due to
requirements
3. It may cost a lot.
4. It requires a long training process.
VIII. CONCLUSION
It is a sad reality in the Philippines, that Indigenous People like the Lumads have been
subject to historical discrimination and marginalization from political processes and economic
benefit. These indigenous communities have faced various forms of exclusion, including the loss
of their ancestral lands, displacement, and the destruction of their traditional way of life and
cultural practices. Consequently, this has also resulted in the loss of their identity and cultural
heritage.
In defiance of these challenges, it is important to recognize the rich art and tradition of
indigenous cultures that exist in the Philippines, specifically represented by the Lumad
community in Mindanao. Their unique cultures and traditions offer a captivating window into the
daily lives and pre-colonial heritage of the Filipino people. This serves as a reminder of the
immense significance and value of preserving and celebrating these indigenous cultures within
the foundation of Philippine society.
Despite the fact that this study does not provide a thorough analysis of Lumads' human security
issues and prospects, it does extend an invitation for future conversations to involve Lumads in
developing solutions for their issues. Human security needs to be clarified and placed within the
Philippine local context, according to Atienza (2015). The challenge and potential for human
security in one of the underprivileged groups in the Philippines are examined in this paper as a
response to that appeal. However, the inclusive idealism of human security is more than just
platitudes; it is a strong, workable framework that may improve the lives of Lumads in
Mindanao.
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IX. RECOMMENDATION
The recommended action to the problem that Lumads facing are:
The alternative course of action number 1 for ensuring the safety and security of the Lumad
people which is to strengthen the legal protection: Implementing and enforcing laws that protect
the rights and well-being of indigenous communities; it will result to help building public
awareness, regain their equal human rights, free from any cultural discrimination and
harassment, and lastly, Lumad will have control and access to their cultural heritage.
Nevertheless, to execute this action it may take a long time to implement and a lot of adjustment
that can lead to protesting of the indigenous group.
As for the other problem that Lumad encountered, which is the struggle in accessing a good
quality of education. The proposed solution is the alternative course of action number 1 which is
to advocate for increased government funding and resources specifically allocated to improving
education in Lumad communities; the possible outcome is that the Lumad could afford to
purchase better quality resources. It can also increase access to education by building schools in
remote and underserved areas. Moreover, It can be used to provide training and professional
development opportunities for teachers specifically teaching Lumad students, which can
positively impact student learning outcomes and motivate them to gain knowledge and acquire
skills. However, this may come at disadvantage such as, It may be a financial burden for the
government. Also, the funds may not be utilized properly and It may not be distributed equally
among all Lumad communities.
To sum it up, these recommendations could help and benefit the Lumad Community in their
problems and struggles that they are facing until now. However, it could start with every
individual by respecting and supporting their cultures.
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