Reawakening the De Rama jewelry-making culture of Dauis, Bohol, Philippines: Its exploration of a Contextualized De Rama Unified Teaching Model
DOI:
https://doi.org/10.48017/dj.v10iSpecial_3.3639Palavras-chave:
Ensino baseado na cultura, Identidade cultural, Ofício e designResumo
Exploring the culture of De Rama jewelry formed the basis for the development of a culture-based teaching model. A qualitative case study was used, interviewing the sole goldsmith involved in De Rama jewelry and museum curator Duis Bohol as research participants, using purposive sampling. Using observation, interviews with artisans, and photography, this in-depth study resulted in the development of the Contextualized De Rama Unified Teaching Model (CDRUMT) to foster the development of holistic learning. The creation of the CDRUMT facilitates the advancement of culture-based education by advocating a pragmatic approach to localizing and contextualizing the teaching and learning process for the holistic development of students. This innovation benefits teachers by making them more creative in their teaching, enabling students to enjoy learning and develop into better versions of themselves. School principals support the use of culture-based teaching among their teachers to recognize the cultural identity of their students in a volatile, uncertain, complex and ambiguous (VUCA) world, making quality education possible within the scope of SDG 4.
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