Counter-Knowledge in the Classroom: A Foucauldian Analysis of Indigenous Science in Bukidnon STEM Education

Janice Apura1*, Epiphany C. Sombilon2*, & Gladys S. Escarlos PhD3
1Teacher, Dilapa Integrated School, Department of Education, Philippines
2Teacher, Paitan Integrated School, Department of Education, Philippines
3Professor, Department of Professional Education, Central Mindanao University, Philippines
DOI – http://doi.org/10.37502/IJSMR.2025.81209

Abstract

The Philippine K–12 science curriculum prioritizes, and highlights standardized Western scientific knowledge, often putting behind Indigenous Knowledge Systems (IKS) in regions like Bukidnon. Using Michel Foucault’s theory of power–knowledge, this conceptual paper examines how Indigenous science practiced by the Higaonon, Talaandig, and Manobo communities is governed, marginalized, and selectively recognized in Junior and Senior High School STEM education. Using numerous policy documents, ethnographic literature, and critical science education scholarship, the paper argues that Philippine STEM normalizes Western science while treating Indigenous ecological knowledge, herbal medicine, agriculture, and climate adaptation as supplementary. Indigenous knowledge represents subjugated knowledges and offers potential for epistemic justice and decolonial STEM education. The paper recommends curriculum reform, teacher development, and community engagement to integrate Indigenous science as legitimate knowledge.

Keywords: Foucault, power–knowledge, STEM education, Indigenous science, Bukidnon, Philippines, subjugated knowledge.

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