[ENGLISH] Understanding Flooded Landscapes: Exploring Frontiers, Engaging with Communities
- Samuel Evangelista
- 2 days ago
- 10 min read
Getting to know PNU GeoSTaR Laboratory, Project SiDReP and its Lab Head and Chief Researcher, Asst. Prof. TJ Cipriano
Photos by PNU GeoSTaR Lab.
PNU GeoSTaR Lab’s Project SiDReP explores flood dynamics in the Pampanga River Delta area (Pampanga and Bulacan), that sees months-long flooding events because of combined hazards from intensified rainfall, rising sea levels, habitat decline, grey infrastructure and land subsidence.
WTA Labs interviewed Asst. Prof. Timothy James L. Cipriano to get to know the project, the lab and their principles in community-based research.
Sam: Good day, Sir TJ! We recently learned you are doing field work in some Bulacan and Pampanga Towns known for their wetland landscapes bordering Manila Bay. Could you share what project you are currently working on?
TJ: Project SiDReP (Project Sinking Deltas Research in the Pampanga River Delta) is an overarching research program of the PNU GeoSTaR Laboratory1 that intends to understand how land subsidence interfaces with different issues such as livelihood, learning continuity, and the dynamics of flooding and high tide. We want to understand how these issues interact with land subsidence.
We went to Hagonoy, Bulacan last January 2026. What we did first was engage with the community to better understand their situation.
We engaged with residents, fisherfolk, and church leaders across religions because we wanted to understand how they are affected by flooding. The larger picture here is land subsidence. Based on satellite data that we are processing, we can see how fast land subsidence is happening in the area.
There are times when the floodwater catches up with the roads. Every five to ten years they raise their houses and roads so that the water will not reach them. It appears that the water is catching up with them.
1Philippine Normal University Geography and GeoSpatial Training and Research Laboratory
Geographic Context: Manila Bay and The Pampanga River Basin
Our engagement includes two municipalities in Bulacan—Hagonoy and Calumpit—and two in Pampanga—Macabebe and Masantol. These four municipalities are within the Pampanga River Delta. Macabebe and Calumpit are very close to each other; crossing one area brings you directly to the other municipality. Hagonoy and Calumpit are about 30 to 45 minutes apart by land.
The Pampanga River Basin is the fourth largest river basin in the Philippines. It spans Nueva Ecija, Pampanga, Bulacan, and Tarlac. There are many waterways and tributaries, so flooding is common. Water comes from the Sierra Madre, Caraballo Mountains, and even the Zambales Mountains. All of this drains into the Pampanga River and eventually flows through the Labangan Channel to Manila Bay.
Several municipalities are affected by flooding, such as Candaba, Macabebe, Masantol, and Lubao. According to communities, the most severe flooding occurs in Macabebe and Masantol. It can take seven to eight months before the land dries.
When we visited in February 2026, some areas were just beginning to dry. Seawater from Manila Bay also encroaches inland. Sea level rise and land subsidence are evident. Sediments from upstream accumulate in the downstream areas. Historically, agriculture thrived there. According to elders, even during high tide they could still plant crops because the water receded quickly.
Now conditions have changed due to climate change, urbanization, and upstream activities. Communities observe sediment plumes—thick deposits of mud. Geologists suggest this may be related to quarrying, mining, and land conversion upstream. Instead of forests absorbing water, rainfall becomes runoff that flows downstream.
Local Perspective
In one of our visits, one highlight that struck me was when the fisherfolk told us that they feel the ground is sinking. They noticed that the bridge appears to be rising above ground, even if there are no improvements being done to it. They felt that the ground beneath them might be going down.
We also noticed families getting water from poso along the streets. Most of their water supply comes from groundwater. Before, groundwater was their main source because they did not have access to piped water. Now they have tap water operated by the local water resource board, but it came late. Before that, groundwater extraction was very prominent because it was easily accessible. As the area becomes more urbanized and commercialized, the demand for groundwater increases.
Daniel: How was the research program conceived?
TJ: We were fortunate because I am a member of Agham National3. The organization has connections with communities. I asked colleagues if they knew people in those areas, and they connected us. One of AGHAM’s members introduced us to community members, church leaders, and barangay captains. The reception was very welcoming.
The project originated from our partnership with Wageningen University & Research in the Netherlands. They proposed a visual problem appraisal project where we would document community experiences through videos.
Since I am interested in land subsidence and had previous fieldwork on the topic during my undergraduate years, I thought we could develop a larger project around it.
Before designing the project, we wanted to visit the community. We thought of going there first because we cannot design a meaningful project without understanding the context.
Our goal is not only to collect data but also to empower communities. We want the data and tools we produce to strengthen their campaigns and advocacy.
During preliminary visits, we were overwhelmed by the narratives and issues raised by the community. Students who joined the fieldwork also proposed ideas for research areas. From these inputs, Project SiDReP and its five research areas emerged.
Project SiDReP’s five research areas:
Studying flood regimes: how do tides, river discharge, and subsidence-driven flooding interact? We want to characterize these interactions and create typologies of flooding based on their dynamics. I lead this research area.
Flood control infrastructure in the Pampanga River Delta: The community told us about the Pampanga River Development Project from the early 2000s. Residents from Macabebe and Masantol were displaced and relocated to other parts of Bulacan. Flood walls, dikes, and other infrastructure were built. John Aaron Corpuz, the Research and Training Program Head of the Laboratory leads this research area.Now, there is a Phase 2 of the flood control project extending across seven municipalities in Pampanga and Bulacan including Hagonoy, Calumpit, and Apalit. Some people oppose the project because they do not want to be displaced. Others accept it because they want to leave the hazardous environment, as long as they are compensated. However, there are concerns because some people from previous projects were not fully compensated.
Intersections with reclamation projects: how land subsidence intersects with reclamation projects, livelihood, and the political ecology of flooding. One of our members, Roberto Romualdo III, leads this research area.
Schools in sinking deltas: Some schools are submerged for up to seven months before water subsides and face-to-face classes resume. Hence, it is heavily inferred that land subsidence interrupts the academic activities of schools. I also lead this research area.
Visual appraisal methods: In partnership with Wageningen University Research in the Netherlands, we intend to use visual problem appraisal methods to understand the situation on the ground. Our co-head of the Laboratory, Neil Keno Sangreo, leads this research area.
For 2026, we are prioritizing research on flooding dynamics and learning continuity. We received funding from PNU (Philippine Normal University) to study how learning continuity happens in environments affected by flooding. When classes are suspended because of floods: what happens if floodwaters stay longer or if saltwater encroaches into schools? How does learning continue in that environment? Since PNU is a teacher education institution, we thought that while we could study the intersection of land subsidence, flooding, and tidal flooding, we should also look at how these hazards affect education.
3 Agham National (AGHAM - Advocates of Science and Technology for the People): A Philippine grassroots organization of scientists, engineers, researchers, and STEM educators dedicated to promoting science and technology that serves the public interest. The group focuses on assisting marginalized communities, advocating for environmental justice, and pushing for science-based national development.
Sam: How do you conduct fieldwork—from communicating with communities to collecting and analyzing data?
TJ: During preliminary visits we avoid bringing pens and notebooks during conversations. We want the discussion to feel natural. Instead, we absorb as much as we can and take notes afterward.
We conduct field notes after the visit. We also take photos and videos with permission.
After each visit we conduct debriefings with the community and with our research team. Even during bus rides or meals, we discuss our observations and reflections. Students share what they saw and felt during the visit. Through these reflections and community narratives, we refined the design of Project SiDReP.
One thing we realized is that flooding dynamics differ from Metro Manila. Provincial flooding has different interactions with tides, rivers, and land subsidence.
Visiting communities helps students understand these realities better than purely theoretical discussions. Fieldwork also involves many administrative challenges—permits, waivers, and compliance with CHED and university requirements—but it is necessary.
Now that we have defined the research areas, our future fieldwork will be more focused.
Building Trust With Locals
Daniel: Since community engagement is central to your work, how do you build trust with local stakeholders?
TJ: We build trust by listening. I always tell my students that we should listen first without commenting or judging. Communities often just want someone to hear their stories.
When people feel heard, they become comfortable sharing more. One community leader told me that he felt validated because we listened to him and confirmed that his understanding of river dynamics was scientifically correct.
We also avoid asking questions that emphasize what communities lack. Instead, we ask about their capacities—how they cope, how they adapt, and how they sustain livelihoods. For example, we ask how they manage work during floods or how they adapt their daily lives using tidal calendars. These calendars guide their routines based on predicted water levels.
Trust also comes from maintaining relationships. Even after field visits we stay connected through messages and social media. It should not be transactional.
When communities say “come back here soon,” we make sure to return. Sustaining relationships is essential for community science.
Sam: Looking ahead, what is the role of grassroots or community-centered research in shaping conversations about the environment and public spaces in the Philippines?
TJ: Grassroots research allows us to contextualize environmental issues. Flooding may have general patterns, but its impacts differ across communities and sectors.
Understanding these contexts helps ensure that solutions are appropriate. There is no one-size-fits-all approach.
In our laboratory we practice community science because we believe scientific knowledge should be co-created with communities. Their observations are also scientific knowledge.
For example, fisherfolk identified land subsidence simply by observing bridges and sediment layers. Their lived experiences provide valuable insights. By combining academic science and community knowledge, we can produce more meaningful research.
Scientific and Community Approaches to Policy Making
Daniel: How could your study contribute to policy discussions? How could you, as researchers, responsibly represent community perspectives?
TJ: Our end game for this project is to come up with a more scientific way of approaching the problem — towards at least a better, more responsive—government action. If this is the scenario, that it has been seven (7) months that the school is flooded, what kind of learning continuity plan are we going to do?
We want to contribute to the conversation on how we can make sure the learning continues even in this situation. Whether you call it disaster-proofing or climate-proofing education, we want to contribute to that because we understand how disasters affect students’ learning in general. With so many class suspensions, it doesn't help psychologically when it comes to mastering new skills; they'll think, "Oh, we're getting flooded. What are we going to do with that? What if this situation is forever?
EDCOM II has recognized that multiple suspensions affect learning, but the conversations on what we'll do and what the actual dynamics are, are insufficient. Hopefully, we’ll be able to formulate a policy on that soon, but the conversation could become richer if inputs come from the community. And so far, we have talked to different stakeholders in Calumpit: teachers from daycare, elementary, and high school.
Community Perspectives in Policy
In terms of putting together perspectives into policy, it's important to determine who's affected. For learning continuity, who are the main stakeholders? Students, parents, and teachers. There are many groups butting in the conversation, like the private sector. While their perspective is important, they don't really see and fully experience what is going on the ground.
I put a premium on those who have experience on the ground. Rather than us telling them what to do, maybe it's about time we ask the people directly affected by the policy. We should prioritize the stakeholder mostly affected by the issue.
One challenge we face in the education sector, and even within bodies like EDCOM, is the gap between policy-making and the actual classroom experience. While new perspectives are necessary to innovate, there is a unique insight that only comes from having taught in basic education. We aren't disregarding fresh ideas, but I believe we must prioritize the voices of those who are most affected by these decisions.
You get different perspectives and you try to understand where everyone is coming from, but in the final analysis, the voice that matters belongs to the main stakeholders. It’s not about disregarding others, but you always have to think of your end user—the people who will actually live with the policy.
Daniel: What advice would you give to researchers exploring climate-sensitive urban or community contexts?
TJ: In our laboratory, we practice community science because we want to democratize scientific research. Scientific knowledge should not remain confined to academia.
We have to reclaim our space online because many are sharing fake news and false scientific information in social media that causes panic. We need to democratize scientific research to allow our local communities to drive it. The problems that they face are deeply contextualized. For example, flooding has general patterns, but its impacts vary heavily across different communities and sectors.
Ultimately, we do community science to empower them to address their own problems. They themselves are in the best position to solve these issues because it is based on their everyday experience.
We, researchers, are merely instruments in improving their lives through science, that's why it's important that we go to their community first to truly understand where they are coming from.
We democratize science so that communities will be able to drive research and will be able to drive policies that will benefit them and will respond to their everyday needs.
About Asst. Prof. Timothy James Cipriano
Asst. Prof. Timothy James “TJ” Cipriano is a geographer leading the Geography and GeoSpatial Training and Research Laboratory (GeoSTaR Lab) and is an Assistant Professor of Geography at the Faculty of Behavioral and Social Sciences in the Philippine Normal University. His expertise lies in physical, urban, and environmental geography.
Follow GeoSTaR Lab on Instagram: @pnugeostarlab
