Tales of Sibalom River for a Culturally-Responsive Teaching in Early Childhood Education

Abstract

Rivers have long been integral to the identity and cultural development of communities, shaping traditions, beliefs, and ways of life. This study explores the cultural narratives and local knowledge associated with the Sibalom River, aiming to uncover its role in shaping values, traditions, and livelihoods within the community ensuring that indigenous knowledge and historical narratives are meaningfully integrated into education. A qualitative research approach was employed, utilizing in-depth interviews, participant observations, field notes, and photographic documentation to capture the rich cultural and historical significance of the Sibalom River. Through thematic analysis, key patterns and insights emerged, reflecting the deep connection between the river and the lives of the people who depend on it. The findings of this study reveal that the Sibalom River is not just a body of water but a keeper of the community’s history and identity. Through the stories, beliefs, and customs passed down along its banks, the river continues to shape the values, traditions, and everyday lives of the people who call it home. From these insights, the study brings forward two important ideas: Flowing Identities, which captures how the river shapes the way people live and the values they hold, and Anchored in Story, which reminds us how shared narratives help preserve cultural identity and strengthen the bonds within the community. These ideas offer meaningful ways for schools and local groups to include local culture in learning and community activities, making sure these stories and values live on. By recognizing the Sibalom River as a cultural and educational resource, educators and curriculum developers may create meaningful learning experiences that strengthen community identity and environmental stewardship while fostering a deeper appreciation for local heritage.