Contextualization of Indigenous Knowledge in the Selected Elementary Schools

This study focused on the contextualization of indigenous knowledge in selected elementary schools La Trinidad District. The teachers contextualizing Indigenous Knowledge is limited to translation words and mentioning practices; are teaching only what available at hand without mapping needs be learned Knowledge; essential lessons practices not identified different levels curriculum; challenges instruction, curriculum, L1 learners. informal interview was used as main instrument gathering needed data for this study. results were narrated analyzed citing direct quotes narratives from respondents. presentation included verbal enrich themes that emerged during interview. findings revealed respondents’ use mother tongue learners resources. using basics localization indigenization; respondents frequently made contextualized encountered categorized teachers; learners; parental other stakeholders.