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Navigating the Learning Labyrinth of B’laan

Students: A Phenomenological Study

Sharyll Mae A. Albona

Abstract— The objective of this study was to delve into the experiences, situations and realizations of B’laan students as they go through their learning labyrinth.There have been previous studies affirming the essentials of learning labyrinth on the success of schooling. Within the circle of this affirmation, the present study unravelled the learning labyrinth of B’laan students employing qualitative method, phenomenology in particular, among 19 B’laan students.

Keywords— B’laan students , Learning Labyrinth, Navigating, Phenomenology, Philippines

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formation or understanding of their individual rights and un-

1 INTRODUCTION

A good learning school is beneficial on any journey, particularly in complex journeys of the learners. Basic educa- tion is a complex journey in which learners form their pur- pose, establish initial vision for their lives, question long-held assumptions, and construct more complex ways of making meaning of knowledge, themselves, and their relations with others. To be a good learning school, students must be provid- ed with appropriate guidance to empower them to direct their own learning journeys (Meszaros, 2007).
On the other hand, Pizzolato and Ozaki (2007) enun-
ciated that learning schools enabled learners to see the com- plexity of knowledge, recognize that they needed to bring their own internal voices to knowledge construction, and see the importance of interdependent collaboration with others to make wise decisions and create new knowledge. They were supported in learning how to become full participants in knowledge construction, work through their own dilemmas, and build interdependent relationships.
Anent to this, Taylor and Haynes (2008) accentuated that by virtue of respecting learners’ voices and experiences, learning is linked to learners’ meaning-making capacities. They explicitly articulated the details of what teachers look for: learners who follow external authority uncritically, who are in a crossroads marked by tension between external voices and their internal voice, and who are coming to trust their in- ternal voices. On the perspective of Day, Kington, Stobart, and Sammons (2006), schools are diverse, presenting challenges for understanding the needs of learners’ learning problems.
The metaphor of the labyrinth is appropriate not just for explaining the experiences of the students but it also re- flects the multiple difficulties for policy- makers and politi- cians (Howley, 2009). According to Brophy (2008), a plethora of disembedding education mechanisms create an increased illiteracy and social exclusion of marginalized learners. The marginalized learners find themselves outside of the “main- stream”, unable to access the services that many of them take for granted. Moreover, Cameron (2006) added that lack of in-
awareness about the available services and entitlements; liter- acy, access to information and communication technologies or language skills may be a contributing factor to marginalized learners.
In order to address issues and concerns on the learn-
ing labyrinth of marginalized students, I am motivated to conduct a phenomenological study to help disadvantaged students get an adequate education which equips them with the skills and qualifications necessary to gain adequate em- ployment. A question arises about why do learning education problems of marginalized students persist despite the at- tempts to improve educational outcomes. In this sense, I will explore some explanations that may help understand this phenomenon and discover other risks that lurk in the learning labyrinth of B’laan students. The formulated research ques- tions are as follows:
1. What are the experiences of B’laan students in Davao del
Sur as they go through the learning labyrinth?
2. What are the life situations that draw the B’laan students to
their present learning labyrinth?
3. What are the realizations of the B’laan students that they
could share to their peers?

2 EXPERIENCES OF B’LAAN STUDENTS IN DAVAO DEL SUR AS THEY GO THROUGH THE LEARNING LABYRINTH

Figure 1. Major Themes on Experiences of B’laan Students in
Davao del Sur as they go through the Learning Labyrinth

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As shown in Figure 1, the B’laan students experience ex- treme financial deprivation (83%), academic challenges (80%), environmental distress (71%),tribal discrimination and biases (70%) , tribal influences (68%), personal travails and frustra- tions (58%), and coping mechanisms (70%).
On the extreme financial deprivation, B’laan stu-
dents go to school without eating and allowance because their parents are jobless. They could not pay school fees for which reason, none of their siblings graduated from high school. De- spite these, they continue to work hard to finish their studies inorder to alleviate their acute financial difficulties.
Most of them face academic challenges. They experience
difficulty in understanding different subject matters such as English, Science, Math,T.L.E.,Social Studies, etc., that results to failing grades and the decision to drop from school because of their low coping mechanisms in learning.
B’laan students also experience environmental distress
such as heavy rains, floods, landslides, political and tribal con- flicts in their respective places. At times, they need to evacuate to safer places to avoid violence among their tribe.These fac- tors negatively affect their attendance in class.
Moreover, they endured tribal discrimination and biases.
They are teased, bullied, belittled, mocked for their complex- ion and even stoned because of their tribal origins. Denigra- tion is oftentimes experienced.
On the other hand, tribal influences prevailed that these
students are inspired by some of B’laan professionals. They long to become professionals especially those who are recipi- ents of tribal scholarships. They are happy during tribal festi- vals and are proud to be members of the B’laan tribe. Like- wise, proud parents give them a source for confidence.
Meanwhile, most of them felt personal travails and frus-

trations since the school is distant from their houses. They

have to hike from the highlands to reach school. A number of them suffered due to parents’ separation, death or remarriage. While some are tired moving from one relative’s house to an- other, some also claimed not having received care and support from relatives and from their tribe at all. Frustrations also arise
from having ineffective teachers whom they can not under- stand during classes. In addition, loveless bethrothal results to further problems.
Furthermore, most of these students have coping mecha-

nisms. This means they become emotionally stable because they fight their battles of their lives with fairness and pride. When faced with problems, B’laan students have different approaches. Some students disclose to their friends, teachers and parents while some keep their own problems to theirselves.Most of them find jobs to augment family income and reflect sacrifices of parents by doing good. They believe education is a way out of poverty and they shun away from potential conflicts. Others are content of letting the problems pass and let life be.

3 LIFE SITUATIONS THAT DRAW THE B’LAAN STUDENTS TO THEIR PRESENT LEARNING LABYRINTH

Figure 2. Major Themes on Life Situations that Draw the
B’laan Students to their Present Learning Labyrinth

As shown in Figure 2, the life situations of the B’laan students were strengthened with tribal fun and other festivi- ties (87%), acquiescence and acceptance (37%), filial love and affection (35%) , and faith in the Divine (28%).
B’laan students enjoyed tribal fun and other festivi-

ties.They are happy during tribal dances, intramurals, school

programs and other significant activities in the municipality. Such activities keep them motivated in attending the school.
Certainly, acquiescence and acceptance took place in their minds and hearts through facing problems and situations with positive attitude. They try ignoring the bullies and judgmental people around them. They also try to be content with what they have and not be discouraged.

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Conversely, filial love and affection appeared to re- mind them to help their family for a better future. They think for the family and desire to lift them from poverty. Their de- termination to help the family is evident.
Consequently, faith in the Divine surface to lead and
guide them to praise and worship God in moments of sadness and during times of success. They attend masses and call on God to forget problems. They believe that pastors are helpful during difficult times.

4 REALIZATIONS OF B’LAAN STUDENTS THAT THEY COULD SHARE TO THEIR PEERS

Figure 3. Major Themes on Realizations of B’laan Students that they could Share to their Peers

As shown in Figure 3, realizations of the B’laan students came out because of tribal pride (80%), discernment (41%) , learning from experience (33%), motivations (27%), and out- look on their success and achievement (20%).
B’laan students have tribal pride.They fight for their
rights using the right weapons: the heart and the mind. They are proud to be B’laan and believe the tribe must unite for a common goal.
Seemingly, discernment has arrived to B’laan stu-
dents for they believe that schooling is important to them and they try not to be affected with their problems. They acknowl- edged the school as a big help for them and do not allow hin- drances to impede their education.They are persistent of reaching their goals.

Learning from experience intensified them to avoid

people with negative attitude towards them. They are hopeful that they can overcome their problems by not giving up. Be- cause of their experiences, they avoid mocking and judging other people. They learned to be hopeful and continue educa- tion during crisis. Confiding to others becomes their outlet during problematic times.
As they came across the ups and downs of their learn- ing labyrinths, they think of motivations to ignite; fuel them to learn and study; and be inspired of their accomplishments for them to continue to fight their battle cry of having adequate education. Tribal scholarships, sports, education and personal accomplishments keep them driven in their life quests.
In addition, B’laan students are reflecting on their

outlook on success and achievement which is necessary to heighten their drives to become successful and achieve their long-cherished dreams. They are gratified and elated when given recognitions for their achievements. Although other B’laan students tend to forget their roots and others get envi- ous when they become honor students; they still aim to be- come successful even without parental support.

5. CONCLUSION

The outcome of the study disclosed that B’laan students experience extreme financial deprivation; academic challeng- es; environmental distress; racial discrimination and biases; tribal influences, personal travails and frustrations; and coping mechanisms. On one hand, the life situations of the B’laan students were strengthened with tribal fun and other festivi- ties; acquiescence and acceptance; filial love and affection; and faith in the Divine. Moreover, realizations of the B’laan stu- dents came out because of tribal pride, discernment, learning from experience, motivations, and outlook on their success and achievement.
These factors emerge in the sense that students who are
aware of their learning labyrinth experience more positive views than those students who are not aware of one’s self as they travel the learning milestone of educative processes. If the individual critically examines his views, opens himself to al- ternatives, and consequently changes the way he sees things, he has transformed some part of how he makes meanings out of the world. This thought of a fundamental change in per- spective or frame of reference is at the heart of the transforma- tive learning. When someone undergoes such a change, he has in essence “transformed” his view of the world, how he inter- acts with others and his environment.
This is exactly what educators love to see happening in
their students: they come to understand that they have held a limiting view of the world or how things work, and they ad- just their thinking to accommodate a more accurate or expan- sive understanding. Whether this is a part of disciplinary real- izations or a part of self-understanding in relation to the world, the student has transformed a perspective of his per- sonal view of reality in the labyrinth of learning.

ACKNOWLEDGMENT

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The researcher wishes to convey her deepest and sin- cerest gratitude to the following persons who made possible the completion of this research by providing valuable infor- mation, assistance and support:
Dr. Mary Ann E. Tarusan, the researcher ’s adviser, for her guidance and encouragement;
Dr. Gloria P. Gempes, the university Research Direc-
tor and the Chairman of the Panel for her significant contribu- tions for the completion of the study;
Dr. Eugenio S. Guhao and the panelists for their sup- port, advice and feedbacks that improved the study;
Ma’am Vilma S. Mosura and Ma’am Juanita O. Borja
for their sincere support during the conduct of the research; Moreover, the researcher expresses appreciation and
recognition to the members of her family, especially her grandmother Amparo,sis Tata, Roy, Aunt Daday and Uncle Ben for providing the strength and inspiration to reach great- er heights.

SM.A.A.

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