Author

Devina A. Osngar*
St. Louis College of Bulanao – Belong, Tinglayan, Kalinga, Philippines

Abstract

This study explores the traditional Indigenous restorative justice practices of the Sumadel Tribe in Kalinga and examines their potential as a basis for curriculum contextualization. Recognizing that many Indigenous communities continue to rely on customary justice systems, the study situates these practices within broader discussions on access to justice, social cohesion, and peacebuilding. As emphasized by Tamnagen (2021), peace is fundamental to sustainable development, while global frameworks such as the United Nations Sustainable Development Goal 16 and the United Nations Declaration on the Rights of Indigenous Peoples highlight the importance of inclusive and culturally grounded justice systems. Restorative justice, as defined by the United Nations Economic and Social Council (2020), emphasizes healing, dialogue, and restoration rather than punishment, as supported by Braithwaite (2004) and Sherman and Strang (2020). In the Philippine context, mechanisms such as the Katarungang Pambarangay and the Indigenous Peoples’ Rights Act of 1997 recognize the role of customary justice systems, particularly in the Cordillera where the bodong remains central to conflict resolution (Tamangen, 2020). Using a descriptive qualitative design, the study involved twenty participants, including officials, community leaders, bodong holders, victims, and offenders. Data were gathered through interviews and focus group discussions and analyzed thematically and narratively. Findings reveal seven key restorative practices: areglo, palikna, sipat, sunglip, lono, chernat, and kalikad. These practices emphasize dialogue, accountability, and communal participation, fostering peace, preventing conflict escalation, and reinforcing social cohesion (Guadamor and Martinez Jr., 2017; Vecaldo et al., 2015; Pawilen, 2023). The study highlights their relevance in education by promoting values such as empathy, accountability, and conflict resolution, which support learners’ social and emotional development (Garcia, 2021; Doak, 2020; Sherman and Strang, 2021 as cited in Van Ness and Strong, 2020). It proposes a culturally contextualized framework that integrates Indigenous knowledge into curricula through culturally relevant modules, community participation, and reflective assessment. This approach supports culturally responsive education while preserving Indigenous knowledge and fostering socially responsible learners.

Keywords: Restorative justice, indigenous practices, curriculum contextualization.

*Corresponding author/ Email: dosngar6@gmail.com
DOI: http://doi.org/10.69651/PIJHSS0502886

Recommended citation:
Osngar, D. A. (2026). Exploring the traditional indigenous restorative justice practices of the Sumadel tribe: Basis for curriculum contextualization. Pantao (The International Journal of the Humanities and Social Sciences) 5 (2), 30-44. http://doi.org/10.69651/PIJHSS0502886

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