Dallot as a liberatory cultural and pedagogical practice

Abstract

This study aimed to understand Dallot, an indigenous epistemological art form, as a culturally sustaining and indigenous methodology and pedagogy that may be used within the classroom to impact Ilokano students to connect with their heritage identity and strengthen their greater sense of self and commitment to the community. Through narrative inquiry, this study examined the experiences and processes of dallot practitioners in the Philippines and diaspora. The findings in this study utilized descriptive and thematic coding to understand the art form, its practice, its methodology, and its pedagogy. Findings include the need for the revival of the art form, connections and community, the values of dallot, the importance of modeling, and the evolution of dallot through blending the practice with modern methodologies. Conclusions from the research provide insights into dallot’s connection to Ilokano and Philippine identity, its importance to culturally relevant and indigenous education, Ilokano and Philippine consciousness, and the importance of its revival through the sharing of its liberatory methodology and practice.