A STARK JUXTAPOSITION appears from the onset when faced with “Isang Kaibigan,” a children’s book authored by Vice President Sarah Duterte, who has overseen the closure of 55 Salugpungan schools during her tenure in local government, depriving approximately 10,000 Lumad youth of their right to education.  

Children’s literature has the power to shape the worldview of youth. It can introduce difficult topics in a long, arduous discussion through a more approachable and simpler medium. Therefore, it needs to be catered to genuinely teach children and students, especially about the peculiarities of their society—free from the malice of politicking and self-serving interest. 

From being questioned on its indiscriminate budget proposal of Php10 million for publication, to being marred with factual inconsistencies and grammatical errors, and even accusations of plagiarism, Vice President Sarah Duterte’s “Isang Kaibigan” faced controversy after controversy after it surfaced during the Senate budget deliberations for the 2025 proposed budget of the Office of the Vice President (OVP) last August 20. 

The book itself is a derision to the experiences of Lumad people, who have been victimized by its author as well as the administration she serves. Just recently, Kuni Cuba, a 16-year-old Lumad student and Manobo-Dulangan youth, was slain by the 7th Infantry Battalion of the Philippine Army last June 8. 

In commemoration of the 7th death anniversary since the killing of 19-year-old Lumad Obello Bay-ao by paramilitary forces, and in remembrance of the victims of state-enforced attacks against Lumad communities, the Friends of the National Minority, a national network of youth organizations advocating the rights of minorities in the country, held a forum and workshop on children’s literature at the University of the Philippines (UP) Diliman, Palma Hall, last September 19.  

The forum provided a situationer of the Lumad context in present times and discussed the importance of children’s literature in forwarding the rights of the youth. The succeeding discussions are key takeaways from The Bedan. 

Lumad communities: marginalized by the State 

The present realities of Lumad communities showcase the continued struggle of Indigenous Peoples (IPs) in the Philippines. Closed schools, poverty, land deprivation, and development aggression stand as deterrents to the future of Lumad communities. 

Catherine “Katkat” Dalon, a member of IP rights group Sabokahan and a product of one of the forcibly closed Lumad Bakwit Schools, spoke on the current situation of Lumad schools and the access to education available for Lumad students. 

Schools with curriculums designed and interwoven with the culture of children in these communities experienced forced closure and militarization. 10,000 Lumad youth have lost the right and privilege of education and 216 Lumad schools have been shut down. Among these 10,000 students, only three were able to continue their education in UP Diliman. Katkat is one of these three.  

She further spoke about other forms of marginalization experienced by the Lumad communities, such as how their ancestral lands continue to face abuse by private and government sectors who “wish to profit from the resources available in these areas. This extends to commercial deforestation by companies such as “Alcantara and Sons,” in which 20,000 hectares are annually deforested to aid mining and plantations. 

Lumad leaders and members of the community who dare to speak out against these practices by private and government institutions are met with harassment and coercion, and in worse cases, even death. 

A violent consequence of these incidents is the lives slain by state forces. Obello Bay-ao, Kuni Cuba, and Angel Rivas are among those whose lives were taken by state forces during the previous administration of President Rodrigo Duterte. 

Thus, Katkat further talks about the importance of commemorating the lives lost, and the need to heed the call for justice. 

“Mahalagang alalahanin mga kabataang estudyante ang buhay ni Obello Bay-ao dahil siya ay biktima ng pamamaslang ng estado siya ay biktima ng injustice system sa buong Pilipinas. Kasi hindi lang naman si Obello Bay-ao ang biktima ng Duterte regime, sobrang daming mga bata ay biktima ng Duterte regime.”  

Katkat added, “Ang pagkakalimot ay pagkalusaw ng pagpapanawagan ng hustisya. Ang lagi’t-laging pagalala ng mga biktima nung extrajudicial killings ay pagpapanawagan ng hustisya. So, kung lilimutin natin sila ibig sabihin nilimot na rin natin ang ginawa nung estado sa mga komunidad. Mahalaga ng maalala sila. Hindi lang naman mga Lumad, kundi ang mga kabataang estudyante sa iba’t bang mga sektor.” 

She also spoke on the continued abuse of human rights being perpetrated by the current Marcos Jr. regime, stating “May kaugnayan ang rehimeng Marcos [Jr.] dahil hanggang ngayon wala pa rin hustisya. Ang dami-daming mga batang pinatay, si Jerome Pangadas… at sa ngayon ‘yung kay Kuni Cuba na 16-years-old na pinatay sa ilalim ng rehimeng Marcos mismo.” 

Further expounding on the call for justice, Katkat stated “Mahalaga na maalala sila at iugnay neto sa kasalukuyang rehimen, kasi… hindi naman nakukulong ‘yung mga may sala, ‘yung pumatay sa kanila… hanggang ngayon, militarisado pa rin ang aming mga komunidad… tuloy-tuloy siya eh… hangga’t hindi masisingil ang rehimen, ilang bata pa ‘yung mabibiktima nila.” 

More than just children’s stories  

Sara Duterte’s controversial “Isang Kaibigan” opened the conversation on children’s literature and its role in shaping the youth of our country. As per Jasnyl Drek Inocentes’ article for the Philippine Collegian titled “Sa Panitikang Pambata, Gabay ang Teksto Upang Maging Kritikal at Mapang-unawa,” children’s literature has been used as a tool for “self-glorification.”  

An example is Marcos’ tale of “Malakas at Maganda” which retold the origin story by setting himself and the first lady as parental figures of the country. 

A similar agenda can be seen today in Sara Duterte’s “Isang Kaibigan,” where she uses her book to refashion her own image. 

Professor Jose Monfred Sy, an assistant professor of Philippine studies in the Department of Filipino and Philippine Literature, University of the Philippines (UP) Diliman spoke on how children’s literature can aid the plight of the Lumad.  

Children’s Literature has to cater to the contexts of children’s books across different classes and communities. It is these realities that allow the Lumad experience and stories to be told for all to bear witness.  

“Maraming saka sa kaso ng ilang mga pamayanang Lumad na nag bakwit ng ilang beses noong 2010s hanggang 2022. Isa sa mga layunin ng kanilang pag-babakwit ay makapag palawigin dun sa kanilang kampanya… pumupunta sila sa mga iba’t ibang mga institusyon para magbahagi ng totoong mga nangyayari sa kanila at dinaranas nila sa Mindanao,” stated Prof. Sy on the spread of children’s literature depicting Lumad stories.  

He further spoke on the content of these books and their use toward depicting the stories of the Lumad, such as the case of Obello Bay-ao. “Sa maraming kaso, lalo na pag bata at estudyante… gumagamit sila ng mga iba’t ibang aklat pambata. Halimbawa na nangyari ‘yan si Obello, na nakita ko rin dati na ginamit ng ilan mga estudyanteng Lumad para ikwento ang kanilang dinadaanan sa pamamagitan ng masining na kwento na mawiwili ang mga tagapagkinig o mambabasa at syempre maapektohan din at matutuhan niya rin kung ano ba ang tunay na nangyayari sa mga katutubong pamayanan sa Mindanao.” 

Change in children’s literature: turning pages with time 

“Ang kwentong pambata ay kwento, at ang kwento ay kwento kung anumang target audience neto.” Stories have the ability to materialize truth, and in the context of youth, it’s best these stories reflect their personal lived experiences. 

The concept of children itself is a social construct. Historically speaking, the concept of children back then is not what it is today. For example, as mentioned by Prof. Sy in the book Noli Mi Tangere, Crispin and Basilio worked for the church; a century or so ago children were also viewed as workers. However, this is no longer the truth in this day and age. Children spend their time in schools attending classes for eight hours or so, which is also a relatively new concept not even a century old. 

Views on children change, and with the turn of the pages in time, so should our views on how children’s literature can be used to instill more than just the mundane aspect of Filipino values and tradition. Children’s literature can peer into the social context of Filipino society and to reflect the lived experiences of readers. 

No two children are alike. Reiterating the words of Prof. Sy, “Ang batang Pilipino ay hindi isa, nahahati sa uri, nahahati sa mga sektor, may mga batang anak ng manggagawa, may mga batang manggagawa, may mga batang anak ng magsasaka, may mga batang nagsasaka sa murang edad, may mga batang katutubo na tinanggalan ng tahanan pinapaalis sa kanilang mga paaralan”. 

It’s these experiences that children’s stories should be composed of for one Filipino child and family to see through the lens of their kapwa Filipino. As aptly put by Prof. Sy, “kung masining, kasiya-siya ‘yung sining ng isang kwento mainam na maging aklat ito, at mabasa ng makararami pa. Para maging tulay doon sa pagitan ng iba’t-ibang mga bata mula sa iba’t-ibang sektor at pinagdadaanan.” 

Through children’s stories, it’s possible to ignite consciousness and for the youth to forge a genuine understanding and yearn to stand for one another through the anvil of literature.