This study examined how Mindanaoan cultural artifacts are represented in Philippine literature textbooks used in higher education institutions. It identified the dominant artifacts included, assessed the inclusiveness of their representation, and determined how these shaped students’ cultural awareness. Thirteen textbooks authored by Mindanaoan writers were analyzed, supported by interviews with student participants. A qualitative content analysis guided by Narrative Theory (Bruner, 1991), Multicultural Education Theory (Banks, 2004), and Cultural Representation Theory (Hall, 1997) was employed. Findings showed that only one textbook contained substantial cultural materials such as folktales, myths, epics, proverbs, and indigenous practices. Most textbooks offered limited or no local cultural content, reinforcing exclusion and stereotyping. Students reported that textbooks with local narratives fostered stronger engagement, identity formation, and motivation. Conversely, texts dominated by Luzon-centric and Western content weakened cultural connection and interest. The results emphasize the need for inclusive literature textbooks that affirm regional identities. Integrating Mindanaoan culture promotes meaningful learning, strengthens cultural pride, and contributes to educational equity. The study supports curriculum reform and the involvement of local writers, educators, and cultural experts in textbook development to ensure authentic representation of Mindanaoan traditions. Keywords: Philippine Literature, Cultural Representation, Mindanaoan Artifacts, Qualitative Content Analysis, Inclusive Pedagogy
Lagrimas et al. (Thu,) studied this question.