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The purpose of this study is to promote indigenous knowledge by incorporating it holistically into IP education. To achieve this main goal, it is necessary to first evaluate the legislative regulations that underpin IP education. According to the constructivist viewpoint, the study investigated the significance of localization and contextualization in the context of developing indigenous knowledge. The paper argued that strengthening curriculum contextualization and localization through indigenization is critical for groups with cultural practices that differ from those of the majority of people in the same area. Teachers and school systems must ensure that the IP community is engaged in indigenization procedures so that the curriculum is accurate and authentic to the culture in consideration.
Norberto Nataño (Tue,) studied this question.