SPECIAL REPORT: Beyond differences, Muslims find home in Bicol
Aireen Jaymalin of bicol.ph / Patricio P. Diaz Fellow
TABACO CITY (MindaNews / 25 August) — In a world where diversity can often divide, Muslims in the Bicol Region have long sought solace and belonging. While they, too, have experienced discrimination especially in earlier years, many now say such biases have diminished over time. Today, they are finding growing acceptance and community, with locals showing respect for their faith and traditions.
Historically, the predominantly Muslim Moro were once a dominant group in the country, residing mainly in Mindanao, in the provinces of Lanao, Maguindanao, Basilan, Sulu, and Tawi-Tawi, with smaller communities elsewhere in the country.
It may come as a surprise to some that Muslims have been an integral part of the Bicol community for decades. According to Al Amin Datumanong Hassan, president of the Muslim Association in Bicol, Albay is home to the largest population of Muslims in the region, particularly in Legazpi City. Around 700 families reside there, mostly from Lanao del Sur and Lanao del Norte, along with others from Maguindanao, Basilan, and Tawi-Tawi.
Hassan recalls that the influx of Muslims to Bicol began in 1975 during the turbulent years of Martial Law. Meranaw traders, fleeing the oppressive regime – and the war in Mindanao – embarked on a perilous journey that led them to find refuge in the Bicol region.
Muslims in the Philippines, especially those in Mindanao and the Sulu Archipelago, have a distinct culture that sets them apart from the predominantly Christian communities in Luzon and the Visayas. Their customs and traditions often appear unfamiliar — even alien — to other Filipinos.
Yet these cultural differences did not prevent them from starting anew and thriving in the vast and diverse land of Bicol.
According to Hassan, it was his grandparents who first arrived in Albay during the Japanese occupation. His own family followed later from Lanao. He was 12 years old when he arrived in Albay in 1978.
Crossing cultural boundaries, Hassan said he felt a strong sense of belonging in Albay, praising Albayanos for their warmth, respect, and openness, qualities that made him feel welcome and valued.
“The people here are very respectful and inclusive. They don’t discriminate, and your faith is a non-issue. This attitude of acceptance is what makes our community so peaceful,” he shared, a hint of a smile on his lips.
Despite having lived in Barangay Oro Site, Legazpi City for decades, Hassan and his fellow Muslims remain committed to preserving their cultural roots.
During Ramadan, Muslims fast from dawn to sunset, abstaining from food, drink, and negative thoughts. This act of self-discipline fosters empathy and gratitude. They also pray five times daily, especially after breaking their fast, and attend congregational prayers at mosques.
“We pray five times a day. During Ramadan, we observe fasting and spiritual reflection. When financially able, we go on the Hajj pilgrimage. We also make it a point to visit our mothers regularly as a sign of respect and care,” Hassan said.
He noted that observing Ramadan in Bicol is more challenging than in the Bangsamoro Autonomous Region in Muslim Mindanao (BARMM), where businesses often close during fasting hours in observance of the holy month.
“But here, you make sacrifices. Fastfood outlets remain open, and you see people eating. That makes it harder,” Hassan admitted. “But eventually, you get used to it.”
Still, some challenges remain — particularly around food. “We’re very careful. When we attend gatherings, we always ask if there’s pork, to ensure we’re eating food that aligns with our faith,” he said.
He doesn’t consider this discrimination, however, acknowledging that many locals are simply unfamiliar with Islamic dietary rules.
Hassan also said that despite being a minority group, Muslims in Legazpi receive support from the local government, including access to social services and disaster preparedness programs. He expressed gratitude that, regardless of faith, the community is treated fairly—especially during emergencies.
They also actively contribute to community efforts. “In fact, we were mentors for barangay disaster response many years ago. We trained ten people to assist during typhoons, ensuring a Muslim representative was part of the rescue team,” Hassan said.
Their story is a testament to the power of inclusivity. In a region where Muslims are a minority, Hassan and his community have built a life anchored in faith, resilience, and mutual respect — showing that harmony across cultures is not only possible, but vital.
Promoting Inclusive Education for Muslims in Bicol
The Department of Education (DepEd) in Bicol is strengthening its commitment to inclusive education by implementing the Madrasah Education Program across 13 Schools Division Offices (SDOs). The initiative fosters diversity, equity, and belonging among Muslim learners.
Through the Arabic Language and Islamic Values Education (ALIVE) curriculum, the program aims to preserve Muslim students’ heritage by helping them master Arabic and practice their Islamic faith, even outside of Mindanao.
Young Muslims attend classes on weekends, where they study Arabic, learn about their faith, and explore their cultural identity.
“With Madrasah education, learners develop a strong sense of cultural and spiritual identity while embracing diversity and inclusivity,” said Sheila Bulawan, DepEd Bicol Madrasah Education Coordinator.
To amplify its impact, the program includes three major initiatives: the annual Musabaqah competition, regional training and capacity-building for Asatidz (teachers), and curriculum enhancement workshops.
However, the nationwide rollout has been delayed, as the final policy has yet to be released. For now, the program is only available at the elementary level.
“Typically, our ALIVE program caters to learners from Grade 6 onwards, regardless of age,” Bulawan said.
Last year, 39 schools in the region implemented the program, enrolling 1,190 Muslim students. “Not all schools have the capacity to implement Madrasah Education,” she noted.
To bridge that gap, even schools with no prior experience are encouraged to join training programs focused on classroom management and lesson planning.
The Madrasah Education Program began in 2003 but was initially limited to Muslim-majority regions. Bicol began implementing it in 2007, starting with Sorsogon City. In 2009, it expanded to Albay after the Muslim population in the province was officially recognized. Currently, there are 61 enrollees in Legazpi City.
One of the trailblazers of inclusive education in Legazpi is Ustadzah Moomina Dimpingun-Asal, 26. Born in Pangasinan to parents from Lanao del Sur, she grew up in Legazpi City and studied at Divine Word College, a Catholic institution.
“I didn’t experience discrimination while studying there,” she said.
Now a teacher at Ibalon Central School, where she also studied, Mina became a madrasa instructor after her mentor stepped down. Encouraged by her principal, she took and passed the teaching board exam on her first try. She was the first in the region’s madrasah system to gain a permanent teaching post, followed by two more instructors. “Most of our colleagues still work under annual contracts,” she noted.
Mina and her peers regularly confront deep-rooted misconceptions such as associating Muslims with aggression or extremism. “If people studied our religion, they’d know Islam means peace. We’re not what we’re often portrayed to be,” she said.
Her own faith has deepened through teaching. “I didn’t always wear the hijab consistently. But now, I understand its importance and teach my students the same,” she shared.
Thanks to the ALIVE program, Muslim children learn Arabic, Islamic values, and proper cultural practices, especially crucial for those growing up outside Mindanao. “We’re grateful for the program. It helps preserve our heritage,” Mina said.
She also teaches in regular classes, wearing her hijab as a visible symbol of diversity. Students, she said, are generally accepting and respectful.
The madrasah curriculum uses a competency-based guide per grade level. Classes are held on weekends due to limited school space, posing a challenge, especially for students already exhausted from their regular schedules. Many parents keep their children home to rest, impacting attendance. The absence of a high school-level counterpart in Legazpi also means many students lose access to Islamic education after elementary.
According to Bulawan, the program has helped eliminate bullying and discrimination in schools. In the past, Muslim students were often targeted due to negative media portrayals of the Mindanao conflict.
“I tell them not to be ashamed. What they see on the news isn’t the full truth,” said Estada Tata Guendo Sarip, another ALIVE teacher who has lived in Legazpi for 20 years. She credited the program for shifting public perception and raising awareness of their culture.
Still, challenges persist including a lack of appropriate classrooms and trained teachers. Many students want culturally responsive learning spaces, complete with prayer rooms and relevant materials. Unfortunately, standardized instructional materials remain scarce and outdated.
“Thanks to regional efforts, we’ve started developing new modules and learning activity sheets,” Bulawan said.
Another hurdle is the shortage of Arabic-speaking teachers, who often leave for better opportunities. To address this, DepEd Bicol is working closely with Muslim communities to identify and train local candidates.
Bulawan hopes for further improvements, better classrooms, more dedicated teachers, and deeper institutional support to strengthen Islamic education and help Muslim learners foster identity and spirituality.
“We are currently awaiting guidance from the central office regarding the new curriculum framework,” she said.
[Aireen P. Jaymalin of bicoldotph.com / Patricio P. Diaz Fellow. This story was produced under the Patricio P. Diaz Fellowship Program implemented by the Mindanao Institute of Journalism and MindaNews under the Media Impact Philippines project. The program is supported by International Media Support (IMS) and co-funded by the European Union and the Danish International Development Agency (DANIDA)]
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