FROM NOTHING TO SOMETHING: UNVEILING THE EXPERIENCES OF INDIGENOUS PEOPLE (IP) PROFESSIONALS

Rocelle M. Fajardo, Fortunata S. Haudar

Abstract


This qualitative phenomenological study explored the lived experiences of Indigenous Peoples (IP) professionals who are now public-school teachers in Tboli 1 District, Tboli, South Cotabato, and examined the challenges they encountered in becoming professionals. Ten IP teachers participated in in-depth interviews and focus group discussions using semi-structured guides. The transcribed and translated data were thematically coded. The teachers’ experiences reflected themes of cultural discrimination, personal growth, perseverance amid hardship, tribal identity, cultural uniqueness, heritage preservation, and educational advancement. Coping-related themes included overcoming financial hardship, accessing scholarships, persisting in education, mobilizing family and community support, preserving cultural identity, advocating equal rights, sustaining cultural heritage, and viewing education as a form of empowerment that can reshape cultural norms. Insightful themes emphasized perseverance and respect, appreciation of cultural diversity, identity shaped by nature and history, preservation of ecological knowledge, faith and determination, and education as a force that empowers culture. Overall, the findings highlight the transformative role of education in empowering Indigenous teachers while preserving cultural identity and underscore the need for inclusive programs, targeted scholarship opportunities, and culturally responsive teacher development to support Indigenous pathways to professional growth.

Keywords


educational management, indigenous empowerment, professional growth, lived experiences, cultural resilience, phenomenology, Philippines

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References


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DOI: http://dx.doi.org/10.46827/ejes.v13i5.6662

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