Filipino Muslims' Representations in K to 12 Basic Education Social Studies Textbooks (2016-2022)

Abstract

This study examines how Filipino Muslims are represented in Social Studies textbooks and evaluates their alignment with the “Kultura, Pagkakakilanlan at Pagkabansa” theme of Social Studies education and the Department of Education’s mandate for culturally sensitive curriculum. Guided by Curriculum Alignment Theory and using qualitative content analysis, ten DepEd-approved textbooks (2016–2022) were analyzed for tone and historical accuracy. Findings show that representations fall into four typologies: (1) positive and accurate, (2) positive but inaccurate, (3) negative but accurate, and (4) negative and inaccurate. Positive and accurate portrayals were most common in Grade 5 textbooks, especially in themes such as Political Contributions, General Descriptions of Islam, Cultural Practices, and Architecture and Maritime Traditions. However, inconsistencies remain. In both Grade 5 and Grade 6 textbooks, the theme of Resistance and History appeared frequently but was depicted with varying levels of accuracy and tone—ranging from empowering narratives to distorted portrayals. Visual representations were generally positive, though one instance lacked accuracy. While some representations align with the curriculum’s goals, others— marked by factual errors, misdated events, or stereotypical framing—indicate partial or clear misalignment. This study affirms the value of Curriculum Alignment Theory in evaluating textbook content and recommends the revision of learning materials to reflect accurate, respectful, and inclusive narratives. It also calls for the engagement of Muslim scholars and communities in textbook development, integration of reflective and context-sensitive pedagogy, and strengthened teacher training in intercultural competence. Continued evaluation of textbooks, particularly under the new Matatag Curriculum, will be vital to ensuring sustained alignment with the principles of cultural sensitivity and inclusivity. Ultimately, the study advocates for collaborative efforts among educators, policymakers, and curriculum developers to produce educational materials that foster respect for cultural diversity.