66 SOS Network and Sy subjects are only one component of their curriculum. Alongside are Agriculture and Health, which seek to help Lumad students and graduates contribute to the selfsustenance of indigenous communities. Through this setup, indigenous lifeways, ecological knowledge, and community organizing are syncretized as foundations of knowledge production. Ultimately, the Lumad schools operate on a liberatory model of learning that strengthens and harmonizes their spiritual attachment to land and their shared responsibility of protecting their communities (Sy 2020). Unfortunately, the operation of these schools has been disrupted by heavy militarization as part of the Philippine government’s counter-insurgency program (Belisario 2019). As reported by the Save Our Schools Network, a campaign network for the right to education of indigenous Lumad children, the rising number of attacks, child rights violations, and the use of schools for military purposes have effectively denied and continue to deny education for almost 4,000 Lumad children. These attacks forcibly evacuate Lumad communities from their ancestral domains. To sustain the schooling of the Lumad youth, communities, parents, teachers, and supporters mounted the Bakwit School, a makeshift and mobile learning environment. Appropriated from the verb “evacuate,” to bakwit is not simply to cope or to survive; it means “to fight another day” (Canuday 2009). More than 3,000 Lumad students dislocated by militarization study in these refuge classrooms Figure 1 Students attend class in a Lumad school. The classroom was built by members of the community mostly using local materials Photo by Save Our Schools Network