APPROVAL SHEET

This thesis here to entitled:

WE ARE NO DIFFERENT: THE LIVED EXPERIENCE OF INDIGENOUS LEARNERS

IN MAINSTREAM EDUCATION

prepared and submitted by MARY ROSE E. NANIA, in partial

fulfillment of the requirements for the degree of Master of Arts in
Education major in Social Studies has been examined and
recommended for acceptance and approval for ORAL EXAMINATION.

MARK CHRISTOPHER D. MALALUAN, LPT

Adviser

Approved by the Comimittee on Oral Examination with a grade of

_________________

Chairman

Member Member

Accepted in partial fulfillment of the requirements for the

degree of Master of Arts in Education major in Social Studies

ERNILDA L. DECENA, LPT, PhD

Dean, School of Graduate Studies
 APPENDIX A

Data Gathering Instruments for Katutubo Students

Corollary Question 1: Lived Experience

1. What do you usually feel when you enter class?
2. What do you expect from a regular school?
3. What problems do you usually encounter attending in a regular
school?
4. What challenges usually arise in your studies because of your cultural
background?
5. What cultural beliefs do you have which hinder your learning?
6. What is a usual schooling day for you?
7. What is your purpose in going to school?
8. What is your parent source of income?
Corollary Question 2: Coping Mechanism
1. How does being a member of the Indigenous Community affect your
learning?
2. How do you describe your relationship with your classmates?
3. How do you describe your relationship with your teachers?
4. How does the cultural atmosphere of the school affect your learning?
5. How does your community obligations affect your school
responsibilities?
6. How does the government aid you in your schooling?
7. How do you overcome the pressures of being an Indigenous learner
in a school following a regular curriculum?
8. How long did it take you to adjust to school life?
 APPENDIX B

Preliminary Interpretation

What is the essence of the lived experience of Indigenous Learners

enrolled under the Regular Basic Education Curriculum?

The following are the tabular presentation and discussions of the

answers to the corollary questions.

Corollary Question 1. How do Indigenous Learners describe their

experience in school?

The following tables provide the findings gathered through the semi

structured interviews conducted with the co-researchers on eight (7)

interview questions.

Interview Question no.1. What do you usually feel when you enter class?

Table 1.1
Annotated Exemplars on Indigenous Learners usual feeling when they enter Class
Researchers
Participants Responses Observation
“Pakiramdam ko po nun wala na po akong
pinagkaiba sa kanila, sa ibang mga studyante, The participant
kase naman po pare-parehas lang naming showed
alam at alam ko din naman po kung tutuusin Enthusiasm in
Learner 1
yung alam nila” answering.
“Sa umpisa lang naman po nakakaba”
“Masaya po kasi andyan yung mga
kaibigan ko, masaya at nag eenjoy po The participant was
ako kasama sila pero natatakot din po cautious about
Learner 5 ako kasi baka malaman nila na saying her answers
Aeta po akona hindi po ako normal”
The participant
“Normal naman po”
throw
“Okay lang po ako nakapag-adjust na po kasi
Learner 6 confident look
ako”
while answering
 “Normal lang naman po, tapos wala lang” The participant is
Pag yung di pa nila nalalaman na ano, na confused and shy
Learner 7 may lahi kami parang normal lang din yung while
tingin nila samin. Answering

When asked about their usual feelings when you enter class, the

indigenous learners talked as follows:

Learner 1: “Pakiramdam ko po nun wala na po akong

pinagkaiba sa kanila, sa ibang mga studyante, kase naman po
pare-parehas lang naming alam at alam ko din naman po kung
tutuusin yung alam nila. Sa umpisa lang naman po nakakaba
pumasok sa school”

Learner 5: “Masaya po na medyo natatakot”. “Masaya po

kasi andyan yung mga kaibigan ko, masaya at nag eenjoy po ako
kasama sila pero natatakot din po ako kasi baka malaman nila na
Aeta po ako na hindi po ako normal”.

Learner 7: “Normal lang naman po, tapos wala lang”. Pag yung di
pa nila nalalaman na ano, na may lahi kami parang normal lang
din yung tingin nila samin.

The indigenous learners started the sharing of their lived experiences

by discussing their feelings when they enter class. It was noticed that the

participant experienced diverse feelings as they join the class in regular

school. As they join the class, the feelings, like happiness, nervousness, or

anxiousness are all manifestations of excitement. Nevertheless, they are

aware that entering the class would also push them to learn and performed

different means for adjustment and adaptation. The indigenous learners

also knew that started at this point, they are about to deal with different

circumstances. They also knew that tantamount to their cultural

background, the “normal feelings of a regular student” will eventually

fade, especially if their classmates noticed they are “different”. The

indigenous learners drawn those anticipations from the negative school

experiences of older family members.

The findings of the present study is relevant to Morgan (2015) findings

which affirmed that there many improvements that need to be introduced

to address the issue especially when taking in the context of the request by

the IP population for equal access to education, taking into account the

preservation of the values, culture and traditions of these minority groups.

Interview Question no.2. What do you expect from a regular school?

Table 1.2 presents the annotated exemplars on Indigenous Learners’

expectation from a regular class.

Table 1.2
Annotated Exemplars On Indigenous Learners’
Expectation From A Regular Class
Participants RESEARCHER’S
RESPONSES
OBSERVATION
“Nung unang pasok ko po sa regular
school..diyan po sa Makiling.. ano..inisip ko nun na The participant
Learner
ano…mas hahaba pa ho yung araw ko dun sa smiles as she answer
1
school kaysa dito sa bahay”
“Inaasahan ko po na magiging mataas The participant
Learner yung grades ko…tapos po sana mabait shows strong
5 yung mga teachers ko”. Motivation
“Ahmmm, ano ba? Na mababait yung mga The participant
Learner classmate ko ma’am”. Kasi expected na sila Seems glad with her
6 yung papakisamahan ko kaya gusto ko experience
mababait sila.
“Enjoy po, at na meet naman po yung The participant
expectation na yun dahil enjoy po talaga replied with excitement
ako ever, medyo na hussle lang po nung
Learner Grade 9 nung nalaman nila na katutubo po
7 ako”
Ayun po nalaman nila na katutubo ako tapos
po inasar na nila ako ng inasar pero okay lang
po kasi barkada ko naman sila.
 “I expect na ano ma’am, yung parang hindi The participant
nila ididiscriminate yung mga katulad ko, showed confidence
naming ano indigenous or mga katutubo” and knowledge o/n
Learner
“Ahmm yung parang matutulungan pa nila
9 topics being
kaming mag grow and ma respect pa
yung ibang katulad namin “. discussed

When ask about their expectation from a regular class, the co-

researchers provided the following responses:

Learner 1: “Nung unang pasok ko po sa regular school..diyan

po sa Makiling.. ano..inisip ko nun na ano…mas hahaba pa ho yung
araw ko dun sa school kaysa dito sa bahay”

Learner 5: “Inaasahan ko po na magiging mataas yung

grades ko…tapos po sana mabait yung mga teachers ko”.

Learner 6: “Ahmmm, ano ba? Na mababait yung mga

classmate ko ma’am”. Kasi expected na sila yung papakisamahan
ko kaya gusto ko mababait sila.

Learner 7: “Enjoy po, at na meet naman po yung

expectation na yun dahil enjoy po talaga ako ever, medyo na
hussle lang po nung Grade 9 nung nalaman nila na katutubo po
ako”. Ayun po nalaman nila na katutubo ako tapos po inasar na nila
ako ng inasar pero okay lang po kasi barkada ko naman sila.

Learner 9: “I expect na ano ma’am, yung parang hindi nila

ididiscriminate yung mga katulad ko, naming ano indigenous or
mga katutubo”. “Ahmm yung parang matutulungan pa nila kaming
mag grow and ma respect pa yung ibang katulad namin “.

The above discussions provided information that indigenous learners

were expected that entering in regular class. My co-researchers expected

that they will stay in school at longer hours than in their homes. They also

expected higher grades and kind teachers and classmates that they will

enjoy learning and will not be discriminated. In meeting this expectations,

the school had to deal with negative stereotypes among indigenous

students. This is a condition of life and that children need support at school to
deal with this issue. This is relevant tothe review of Graham (2010) of the rights of

IP students to education, mentioned that access is provided but noted that

IP students were required to learn and adopt on the type of education

being taught to all students.

Interview Question no. 3. What problems do you usually encounter

attending in a regular school?

Table 1.3 presents the annotated exemplars on the problems

encountered by Indigenous Learners attending in a regular School.

Table 1.3

Annotated Exemplars On The Problems Encountered By Indigenous

Learners Attending In A Regular School

Participants RESEARCHER’S
RESPONSES
OBSERVATION
“Problems? Financial po, kasi sa strand The participant
Learner 1 ko po ngayun, ano po mas maraming Answers the question
ingredients mas maraming ginagastos” with strong mind and
confidence
“Nung grade 9. nung nalaman nila na may lahi
po ako..dun yung mga lalaki inaasar nila ako
yung parang nakakababa ng self- The participant
confidence” Showed disappointment
Learner 7
Mga tagalog sila tapos ikaw galing sa ibang and regrets while giving
lahi. na para bang di ka belong, hanggang the answer
sa nawawalan na ako ng gana” “Yung
bumababa yung grades ko, gawa nga ng
minsan nalang din ako pumasok kasi
nga po nahihiya at natatakot po ako”.
“Yung sa mga students na nang bubully, na The participant
Learner 9 sinabi nga na ganito, ganyan…. Ay di na yan Shows down faced while
tatagal kasi ganun yung mga kalahi nila.. di na responding to questions
nagtatapos”
 The participant
“Sometimes ilang po ako sa iba” Kasi po, Shows hesitation and
Learner karamihan sa mga nakikita kong classmate ko gloomy face
10 medyo natatakot po sila sa itsura ko tapos po
akala nila kukulamin ko po sila, kaya The participant also add
hinahayaan ko nalang po sila. that he has the feeling
Hinahayaan ko nalang po sila sa iisipin nila. that no one could
understand him.
“Tinatamad po ako eh, minsan di ko po
Learner maintindihan yung lesson. Tapos nagagalit po
The participant
12 sakin yung ibang teacher kasi makulit po
Answer lazily
ako.
When asked about the problems they encountered attending in

a regular school, the indigenous learners tells that:

Learner 1 Problems? Financial po, kasi sa strand ko po ngayun,

ano po mas maraming ingredients mas maraming ginagastos”

Learner 7 “Nung grade 9.. nung nalaman nila na may lahi

po ako..dun yung mga lalaki inaasar nila ako yung parang
nakakababa ng self-confidence”. Mga tagalog sila tapos ikaw
galing sa ibang lahi.. aasarin ka nila na para bang di ka belong,
hanggang sa nawawalan na ako ng gana”. “Yung bumababa
yung grades ko, gawa nga ng minsan nalang din ako pumasok
kasi nga po nahihiya at natatakot po ako”.

Learner 9 “Yung sa mga students na nang bubully, na

sinabi nga na ganito, ganyan…. Ay di na yan tatagal kasi ganun
yung mga kalahi nila.. di na nagtatapos”. “kailangan namin
magtagtapos para maiangat yung pamilya namin sa kahirapan.”

Learner 10 “Sometimes ilang po ako sa iba” Kasi po,

karamihan sa mga nakikita kong classmate ko medyo natatakot
po sila sa itsura ko tapos po akala nila kukulamin ko po sila, kaya
hinahayaan ko nalang po sila.

Learner 12 “Tinatamad po ako eh, minsan di ko po

maintindihan yung lesson. Tapos nagagalit po sakin yung ibang
teacher kasi makulit po ako.

The above discussions reveals the problems encountered by

indigenous learners attending in a regular school. The most usual

problems they encountered are related to financial and bullying which

causes indifference and tardiness, and so as labeling. Financial

problems occurs due to scarcity of resources of indigenous parents

which keeps them in poverty level. This corroborates the findings of

Gabriel (2018) that poverty is a big problem faced by Indigenous

Parents and Students.

Kellard and Paddon (2016) explained that like any other poor

people, issues related to the cost of education, means of

transportation, awareness and understanding by the Indigenous

Parents on the importance of this education care.

The Indigenous Learners also testified the prevalence of bullying

incidences, like those shared by learners 7, and 9 along with others.

Learner 10 is experiencing indirect bullying from classmates and learner

12 by the Teacher. These problems are also the main cause of getting

low remarks or even failing in the class.

Similar to the findings of the study of Reyes (2016), bullying was

experienced by Indigenous Students like calling them “IP” instead of

their names, cheering IP, IP, IP! During competitions hurts the Indigenous

Learners. Some students and some teachers wondered why there are

Indigenous People whose skin complexion is fair and they perceived

them as poor and backward. When some teachers and students

recognized the presence of the IP students with seemingly sympathetic

expression such as telling “so sweet oh, the IP students are here!” The IP

students perceived this situation as if they are strangers in the school. In

the classroom, some teachers would tell “I will explain the lesson/s in the

mother tongue so you can understand the topic well. You know it is only in

your class that I am using the mother tongue.” This is underestimation to

the IP students.

On the same, study, The allege giving of extra and special attention

during class discussion and assigning several coaches during

competition is perceived by the IP students as if they are intellectually

inferior,weak, and can hardly cope with instruction/s.

Interview Question no. 4. What challenges usually arise in your studies

because of your cultural background?

Table 1.4 presents the annotated exemplars on challenges

usually arise in school because of indigenous learners’ cultural

background.

When asked about the challenges usually arise in school

because of their cultural background, the indigenous learners shared

their experiences as follows:

Learner 1: “Siguro po yung nata trapped kami sa

iisang paniniwala na, hanggang dito nalang ang kakayanan
namin, na trapped kami sa kung saan kami lumaki, eh ako
po nag-adjust talaga ako kasi mas gusto ko mapalawak
yung nalalaman ko”.

Learner 5: “uhmm di ko po alam kung tama po ito,

samin po kasi sila mama di naman po kami pinapapalaki ng
may po at opo, tapos di din naman po kami nagmamano,
kaya ayun po”. Wala po maam di ko din masyado
gugustuhin na maging katutubo nakakahiya po kasi at baka
mabully pa ako.
 Table 1.4

Annotated Exemplars On Challenges Usually Arise In School Because Of

Indigenous Learners’ Cultural Background.

Participants RESEARCHER’S
RESPONSES
OBSERVATION
“Siguro po yung nata trapped kami sa iisang The participant
paniniwala na, hanggang dito nalang ang shows
Learner 1 kakayanan namin, na trapped kami sa kung saan
determination on
kami lumaki, eh ako po nag-adjust talaga ako kasi
mas gusto ko her answer
mapalawak yung nalalaman ko”.
“uhmm di ko po alam kung tama po ito, samin po
kasi sila mama di naman po kami pinapapalaki
ng may po at opo, tapos di din naman po kami The participant
Learner 5 nagmamano, kaya ayun po”. replied with
Wala po maam di ko din masyado gugustuhin hesitations
na maging katutubo nakakahiya po kasi at baka
mabully
pa ako.
“Wala po, since nga po di naman alam ng The participant
Learner 6 majority na katutubo ako at wala din naman po answers
kaming mga paniniwala na against sa pag-aaral confidently
ko”.
The participant
“Siguro po nung una, lalo na nung grade 7 po ako.. shows
di po ako pinapayagan mag enroll or mag exam
Learner 10 disappointment
kasi mahaba po yung buhok ko ang di nila alam
while giving the
inihandog na po ako kaya bawal po ako gupitan
ng buhok” responses
The participant
“Wala naman po, kasi wala na naman po
Parent 12 responded with
akong tradisyon na pinaniniwalaan”
no hesitations
Learner 6: “Wala po, since nga po di naman alam ng majority
na katutubo ako at wala din naman po kaming mga paniniwala na
against sa pag-aaral ko”.

Learner 10: “Siguro po nung una, lalo na nung grade 7 po

ako.. di po ako pinapayagan mag enroll or mag exam kasi mahaba
po yung buhok ko ang di nila alam inihandog na po ako kaya bawal
po ako gupitan ng buhok”

Parent 12: “Wala naman po, kasi wala na naman po akong

tradisyon na pinaniniwalaan”
 The findings showed that the indigenous learners lived experiences in a

regular school are enclosed with the challenges stimulated by their

cultural background. Among those challenges is education is not valued in

their homes. Parents and other family members are trapped “inside the

box”. For them, self-development and education is not worthy to obtain.

Among all the obstacles that described an out of-school factor in the

study of O’Keefe, (2012) the second most frequent was families who did not

value education. Some participants argued families did not value

education because employment was not a goal or, if it was, it was not

linked to educational achievement.

Interview Question no. 5. What is a usual schooling day for you?

Table 1.5 presents the annotated exemplars on usual schooling day for

indigenous learners.

When ask about their usual schooling day, the indigenous learners

shared their experiences as follows:

Learner 2: “Ano po… dahil panghapon po ako, sa

umaga tumutulong po ako kay mama and then sa hapon
napasok na po ako, may mga araw na hindi po ako
nakakapasok kasi walang pamasahe, ayun lang po. Bahay
at school po”
 Table 1.5

Annotated Exemplars On Usual Schooling Day For Indigenous Learners.

Participants RESEARCHER’S
RESPONSES
OBSERVATION
The
“Ano po… dahil panghapon po ako, sa participant
Learner 2 umaga tumutulong po ako kay mama and
replied with
then sa hapon napasok na po ako.
seriousness
“Ayon po maraming gawain sa school pagkatapos The
gagala tapos uuwi sa bahay, minsan naman po participant
Learner 3
tumutulong sa kila mama paghuhugas ng kalakal sa smiledbefore
bundok” answering
“Pagkagaling po ng School sa bahay lang po ng The
barkada ako tumatambay naglalaro ng mobile participant
Parent 11
legend ganun lang po” “As in normal lang po yung replied
ginagawa namin, parang kagaya din ng ibang bata”. casually
The
“Malimit po ako sa kompyuteran naglalaro po ako eh! participant
Parent 12
Tapos uuwi na po, tas papasok ulit kinabukasan”
seems enjoying
while answering
the question

Learner 3: “Ayon po maraming gawain sa school

pagkatapos gagala tapos uuwi sa bahay, minsan naman
po tumutulong sa kila mama paghuhugas ng kalakal sa
bundok”

Parent 11: “Pagkagaling po ng school sa bahay lang

po ng barkada ako tumatambay naglalaro ng mobile
legend ganun lang po”

“As in normal lang po yung ginagawa namin, parang

kagaya din ng ibang bata”.

Parent 12: “Malimit po ako sa kompyuteran

naglalaro po ako eh! Tapos uuwi na po, tas papasok ulit
kinabukasan”

The testimonies of the participants described their usual schooling

day as school-home cycle. For those who are attending afternoon shift,

they usually doing house chores in the morning. Some of them are doing
like classmates daily routine. After school, they join others to finish projects,

play gadgets or computer games.

Interview Question no. 6. How do you overcome the pressures of being

an Indigenous learner in a school following a regular curriculum?

Table 1.6 presents the annotated exemplars of overcoming

problems and challenges in a regular school.

Table 1.6

Annotated Exemplars Of Overcoming Problems And Challenges In A Regular

School.

Participants RESEARCHER’S
RESPONSES
OBSERVATION
Ano po, parang pinaglalabanan ko po yung takot
ko na makipag communicate sa kanila, kasi po kung The participant
Learner 1 hindi ko paglalabanan yun paano po ako sa araw- answered in
araw enthusiasm
papasok, edi titigil po ako sa pag-aaral pag di ko
ginawa yun.
The participant
Wala lang po, parang iniiwan ko nalang po yung
felt down and
Learner 5 identity ko sa bahay. Parang wala pong
replied in a low
makakalam.Di ko nalang poiniisip.
tone.
Hindi naman po ako na pressure kasi wala nga po The participant
sa itsura namin yung pagiging katutubo or “Aeta” smiled as he
Learner 7
tapos po hindi nalang kami nag iingay na may lahi speaks but
kami hindi suddenly got shy
narin naman po mahalaga.
Alam niyo ma’am sa totoo lang po, hindi ko po
The participant
talaga ramdam na Katutubo ako. kaya kung
Learner 9 answers with
tatanungin niyo po ako kung paano ko po
empty expression
nalagpasan yan ay hindi ko
po alam.
Sa totoo lang po, para hindi po nila ako asarin na The participant
Learner 10 Aeta ako. Tinutulungan ko po sila kapag may looked down
kailangan sila tapos ayun ganun lang. while responding
Ahmm, think positive lang ako lagi ma’am. “NO”(shy
The participant
of being indigent) mag aadjust ako ma’am pero di
Learner 12 answers with
ko ikinahihiya na Aeta ako. Kapag may nang-
conviction
aasar sinasakyan ko nalang normal na po kasi yun.
 When ask on how they overcome with the problems and challenges

in a regular school, the indigenous learners responds as follows:

Parent 1: Ano po, parang pinaglalabanan ko po

yung takot ko na makipag communicate sa kanila, kasi po
kung hindi ko paglalabanan yun paano po ako sa araw-
araw papasok, edi titigil po ako sa pag-aaral pag di ko
ginawa yun.

Learner 5: Wala lang po, parang iniiwan ko nalang

po yung identity ko sa bahay. Parang wala pong
makakalam. Di ko nalang po iniisip.

Learner 7: Hindi naman po ako na pressure kasi wala

nga po sa itsura namin yung pagiging katutubo or “Aeta”
tapos po hindi nalang kami nag iingay na may lahi kami hindi
narin naman po mahalaga.

Learner 9: Alam niyo ma’am sa totoo lang po, hindi

ko po talaga ramdam na Katutubo ako. kaya kung
tatanungin niyo po ako kung paano ko po nalagpasan yan
ay hindi ko po alam.

Learner 10: Sa totoo lang po, para hindi po nila ako

asarin na Aeta ako. Tinutulungan ko po sila kapag may
kailangan sila tapos ayun ganun lang.

Learner 12: Ahmm, think positive lang ako lagi

ma’am. “NO”(shy of being indigent) mag aadjust ako
ma’am pero di ko ikinahihiya na Aeta ako. Kapag may
nang-aasar sinasakyan ko nalang normal na po kasi yun.

From the testimonies of Indigenous Learners’ lived experiences in

overcoming the problems and challenges in a regular school reflected

their conviction to fight whatever it takes to have better future which they

believe could be strengthened only by having good education. Most of

Indigenous learners denied their personal identity and even their roots just

to be spared of being bullied and discriminated.

 On the other hand, also some of them sort on positive means to

overcome the problems and challenges in their schooling, like, by being

helpful to others and to ride on with different tests pertaining to their

identity.

Interview Question no.7. How long did it take you to adjust to school life?

Table 1.7 presents the annotated exemplars on the span of time before

Indigenous Learners able to adjust on school life.

Table 1.7
Annotated Exemplars on the Indigenous Learners Adjustment
Period to School
Participants RESEARCHER’S
RESPONSES
OBSERVATION
“Every day of my life ma’am nag-aadjust po ako, sa
bawat classmate na nakakasama ko, sa bawat The participant
taong nakakasalamuha ko lagi po kaming nag- shows
Learner 1
aadjust. At tyaka lagi kong iniisip eh, pag hindi ako determination
pumasok paano ko I encourage yung iba. Kailangan and eagerness in
ko to, kaya dapat pumasok talaga ako kahit achieving her
mahirap. goal
“Hindi po ako nag-aadjust kasi sinasabi ko po sa sarili The participant
ko na hindi naman nila ako katutubo May time po na shows seriousness
Learner 5
umiiwas na ako sa mga batang Katutubo, wala po while giving the
mas okay po ako pag di ko sila nakikita at tyaka responses
nahihiya din po ako.”
“Since nung natuto po ako mag handle ng sarili ko The participant
yung hindi na ako masyadong nagtitiwala ganun. At showed focused
Learner 7
kagaya nga ng sinabi ko hindi na po bakas samin on the ideas of
yung pagiging her conclusion
Katutubo.”.
“Sa palagay ko po ma’am hindi naman po The participant
Learner 9 talaga ako nag-adjust kasi nga po wala namang looks like
nakakaalam na Aeta ako o may lahi akong hopeless one
Katutubo.” while giving the
answer
Hanggang ngayon po nag-aadjust parin po ako, The participant
Learner 10 pakiramdam ko po hanggang sa dulo po mag- responds calmly
aadjust and with smile
Ako
 Mabilis lang ma’am, “kahit nung Elem kasi ang mga The participant
Learner 12
kasama ko ay halos mga Katutubo rin naman”. answered the
questions directly
and with no
hesitations

When asked about the span of time before they are able to adjust

to school life, the indigenous learners shared their experiences as

follows:

Learner 1 “Every day of my life ma’am nag-aadjust po ako,

sa bawat classmate na nakakasama ko, sa bawat taong
nakakasalamuha ko lagi po kaming nag-aadjust. At tyaka lagi
kong iniisip eh, pag hindi ako pumasok paano ko I encourage
yung iba. Kailangan ko to, kaya dapat pumasok talaga ako kahit
mahirap.

Learner 5 “Hindi po ako nag-aadjust kasi sinasabi ko po sa sarili ko na

hindi naman nila ako katutubo May time po na umiiwas na ako sa
mga batang Katutubo, wala po mas okay po ako pag di ko sila
nakikita at tyaka nahihiya din po ako.”

Learner 7 “Since nung natuto po ako mag handle ng sarili ko yung

hindi na ako masyadong nagtitiwala ganun. At kagaya nga ng
sinabi ko hindi na po bakas samin yung pagiging Katutubo.”.

Learner 9 “Sa palagay ko po ma’am hindi naman po talaga ako

nag-adjust kasi nga po wala namang nakakaalam na Aeta ako o
may lahi akong Katutubo.”

Learner 10 Hanggang ngayon po nag-aadjust parin po ako,

pakiramdam ko po hanggang sa dulo po mag-aadjust ako

Learner 12 Mabilis lang ma’am, “kahit nung Elem kasi ang mga
kasama ko ay halos mga Katutubo rin naman”.

The testimonies of Indigenous Learners described that the adjustment

into school life is continuous and unlimited journey. Adjusting everything

about themselves is their way to adapt with their teachers, classmates, and

to their school community. The way of adjustment for other some

Indigenous Learners is by avoiding other learners from their tribe. For them, as
long as they can hide their identities, adjustment to get along with others

is not necessary.

On the other hand, for other indigenous learners, it would be easy

for them to cope with the surrounding or school culture, if they are mingling

with their tribal members or supported by tribal youth members.

Corollary Question no.2: What theme emerge from the study?

A figure of the themes that emerged from the study is presented

before the charts of emerging super-ordinate and sub-ordinate themes.

Adjustment to School Has No Time Dimension

Conquer the Fear,Live With It and Be Willing,or Deny the Tribal Roots

House and Livelihood Errands,

Usual Student Works & Diversions

Confined Culture, Perplexity, and Institutional Inadvertency

Financially Scarce and Subject of Bullying

Quality Learning and Inclusiveness

WE ARE NO DIFFERENT

Figure 2: The Emerging Super-ordinate and Sub-ordinate Themes

 As shown in the chart, the themes that emerged from the

testimonies shared by indigenous learners of their feelings when they enter

in a regular school were described as “Happy or Nervous: We are No

Difference”.

For the participants who testified that their feeling is normal when

they enter the class, they talked:

Learner 1 “Pakiramdam ko po nun wala na po akong pinagkaiba sa kanila,

sa ibang mga studyante, kase naman po pare-parehas lang naming alam at alam
ko din naman po kung tutuusin yung alam nila”

Learner 6 “Normal naman po”. “Okay lang po ako nakapag-adjust na po

kasi ako”. Wala po as in normal lang po, di ako na bubully, at masaya po ako kasi
mabait po ako.

For those who felt nervous, they shared:

Learner 1: “Sa umpisa lang naman po nakakaba pumasok sa school kasi po

ano… wala kang masyadong kilala pero pagka nagtagal ka naman po, tas
natutunan mon ang pakisamahan yung…. Makisama sa bawat isa sa kanila
masisiyahan ka na po”

Learner 8: “Kinakabahan po” maam baka po kasi maraming mang- ano sakin
kasi po maraming nangbubully sakin.

Meanwhile, the following co-researchers tells that they are happy

as they enter the class:

Learner 3: “Ano po masaya” kasi po makikita ko yung mga classmate ko

tapos may bago akong matutunan

Learner 8: “Masaya po ako, kasi po pinag-aaral ako ng mga magulang ko”

Moreover, Learner 9 testified that he is also happy and aside from

that he don’t feel any pressure at all as he enter the class.

The findings showed that the feelings of Indigenous Learners as

they enter a regular school were described with varied emotions, like
 the normal feeling, referring to what all students felt in school meaning

no pressures at all, or being happy but nervous.

The most discussed feelings when they enter the class are normal,

happy, and nervous. The feeling of being normal is attributed to the fact

that they are entering into a regular school, being taught along with

other students and they are happy because of this. Meanwhile,

nervous came along with the thought that they might get bullied or

discriminated. According to Lardizabal, learning is facilitated in an

atmosphere when individual feels that they are respected and

accepted.

As can be seen in Thematic Chart 2, with the themes that emerged

from the testimonies of indigenous learners of their expectations of regular

school are: Quality Learning and Inclusiveness.

Thematic Chart 2
Quality Learning and Inclusiveness
Participants Theme: Quality Learning and Inclusiveness

“Nung unang pasok ko po sa regular school..diyan po sa Makiling..

Learner 1 ano..inisip ko nun na ano…mas hahaba pa ho yung araw ko dun sa
school kaysa dito sa bahay”
“Inaasahan ko po na magiging mataas yung grades ko…tapos po sana
Learner 5
mabait yung mga teachers ko”.
“Ahmmm, ano ba? Na mababait yung mga classmate ko ma’am”. Kasi
Learner 6
expected na sila yung papakisamahan ko kaya gusto ko mababait sila.
“I expect na ano ma’am, yung parang hindi nila ididiscriminate yung mga
katulad ko, naming ano indigenous or mga katutubo”
Learner 9
“Ahmm yung parang matutulungan pa nila kaming mag grow and ma
respect pa yung ibang katulad namin “.
 The emerging themes was manifested from the following

testimonies of the indigenous learners on their expectation from a regular

class:

Learner 1: “Nung unang pasok ko po sa regular school..diyan po sa

Makiling.. ano..inisip ko nun na ano…mas hahaba pa ho yung araw ko dun
sa school kaysa dito sa bahay”

Learner 5: “Inaasahan ko po na magiging mataas yung grades

ko…tapos po sana mabait yung mga teachers ko”.

Learner 6:
“Ahmmm, ano ba? Na mababait yung mga classmate ko ma’am”.

Kasi expected na sila yung papakisamahan ko kaya gusto ko mababait sila.

Learner 9: “I expect na ano ma’am, yung parang hindi nila

ididiscriminate yung mga katulad ko, naming ano indigenous or mga
katutubo”. “Ahmm yung parang matutulungan pa nila kaming mag grow
and ma respect pa yung ibang katulad namin“.

The most expectation of indigenous learners from a regular class are

quality learning and inclusiveness. Quality learning that manifested by their

expectation of spending longer time in school, to learn a lot and have

high grades. Kindness arose from teachers and classmates’ acceptance

of their co-existence as human and non-discrimination or equal

treatment are descriptions of inclusiveness. This gives a feeling of

respect and acceptance and encourages them to be active in class.

As can be seen in Thematic Chart 3, the themes that emerged from

the testimonies of indigenous learners of the problems they encountered

in attending regular school.

 Thematic Chart 3
Financially Scarce and Subject of Bullying

Participants Theme: Financially Scarce and Subject of Bullying

“Problems? Financial po, kasi sa strand ko po ngayun, ano po mas

maraming ingredients mas maraming ginagastos”
Learner 1 “At yung continuous adjustment po since nung una hanggang
ngayun
pag may bago akong kakilala nag-aadjust po ako lagi, hindi bilang
isang katutubo kundi kagaya ng ibang tao”
“Ano po yung sa mga projects, kasi po pag nag papa print mahal, eh
Learner 5
wala naman po kaming sapat na budget para dun”
“Nung grade 9.. nung nalaman nila na may lahi po ako..dun yung
mga lalaki inaasar nila ako yung parang nakakababa ng self-
confidence” Mga tagalog sila tapos ikaw galing sa ibang lahi.. aasarin
Learner 7 ka nila na para bang di ka belong (Low tone), hanggang sa
nawawalan na ako ng
gana”
“Yung bumababa yung grades ko, gawa nga ng minsan nalang din
ako pumasok kasi nga po nahihiya at natatakot po ako”.
“Yung sa mga students na nang bubully, na sinabi nga na ganito,
ganyan…. Ay di na yan tatagal kasi ganun yung mga kalahi nila.. di na
nagtatapos”
Learner 9
“Ma’am hindi kasi kailangan namin magtagtapos para maiangat
yung pamilya namin sa kahirapan.”
“Yung Financial problem din po isa sa mga problema namin”
“Sometimes ilang po ako sa iba”
Kasi po, karamihan sa mga nakikita kong classmate ko medyo
Learner 10 natatakot po sila sa itsura ko tapos po akala nila kukulamin ko po sila,
kaya hinahayaan ko nalang po sila.
Hinahayaan ko nalang po sila sa iisipin nila.
“ Tinatamad po ako”
Learner 12 Wala lang po, tinatamad po ako eh, minsan di ko po maintindihan
yung lesson. Tapos nagagalit po sakin yung ibang teacher kasi makulit
po ako.

As shown in the chart, the themes: “Financially Scarce and Subject

of Bullying” emerged from the following testimonies of indigenous learners

of the problems they encountered in attending regular school:

Participant
1 “Problems? Financial po, kasi sa strand ko po ngayun, ano po
mas maraming ingredients mas maraming ginagastos”. “At yung
continuous adjustment po since nung una hanggang ngayun pag may
 bago akong kakilala nag-aadjust po ako lagi, hindi bilang isang
katutubo kundi kagaya ng ibang tao”

Learner 5 “Ano po yung sa mga projects, kasi po pag nag papa

print mahal, eh wala naman po kaming sapat na budget para dun”

Learner 7 “Nung grade 9.. nung nalaman nila na may lahi po

ako..dun yung mga lalaki inaasar nila ako yung parang nakakababa ng
self-confidence”. Mga tagalog sila tapos ikaw galing sa ibang lahi..
aasarin ka nila na para bang di ka belong, hanggang sa nawawalan na
ako ng gana”. “Yung bumababa yung grades ko, gawa nga ng minsan
nalang din ako pumasok kasi nga po nahihiya at natatakot po ako”.

Learner 9 “Yung sa mga students na nang bubully, na sinabi nga

na ganito, ganyan…. Ay di na yan tatagal kasi ganun yung mga kalahi
nila.. di na nagtatapos”. “kailangan namin magtagtapos para
maiangat yung pamilya namin sa kahirapan.” “Yung Financial problem
din po isa sa mga problema namin

Poverty and Bullying are considered as the usual problems

encountered byindigenous learners in a regular school. Those were also

the primary reason for not attending classes anymore. A poor family,

especially if the only source of income is selling fruits and vegetable or if

one member is working on a seasonal basis, will not be able to afford

to pay for the expenses to send their children to school.

Thematic Chart 4 mirrors the themes that emerged from the

testimonies of indigenous learners of the challenges usually arise in school

because of their’ cultural background.

Thematic Chart 4
Confine Culture, Perplexity, and Institutional Inadvertency
Participants
Theme: Confined Culture, Perplexity, and Institutional Inadvertency
“Siguro po yung nata trapped kami sa iisang paniniwala na,
hanggang dito nalang ang kakayanan namin, na trapped kami
Learner 1
sa kung saan kami lumaki, eh ako po nag-adjust talaga ako kasi
mas gusto ko
mapalawak yung nalalaman ko”.
 “uhmm di ko po alam kung tama po ito, samin po kasi sila mama di
Learner 5 naman po kami pinapapalaki ng may po at opo, tapos di din
naman po kami nagmamano, kaya ayun po”.
“Siguro po nung una, lalo na nung grade 7 po ako.. di po ako
pinapayagan mag enroll or mag exam kasi mahaba po yung
Learner 10
buhok ko ang di nila alam inihandog na po ako kaya bawal po
ako gupitan ng buhok”
“Wala naman po, kasi wala na naman po akong tradisyon na
Parent 12
pinaniniwalaan”

The testimonies of indigenous learners on the challenges they

experienced in school because of their cultural background emerged

the themes: Confined Culture, Perplexity, and Institutional Inadvertency.

From the testimony of Learner 1, saying:

“Siguro po yung nata trapped kami sa iisang paniniwala na,

hanggang dito nalang ang kakayanan namin, na trapped kami sa kung saan
kami lumaki, eh ako po nag-adjust talaga ako kasi mas gusto ko mapalawak
yung nalalaman ko”.

…emerged the theme “Confined Culture” emerged from

the challenges arise in school because of indigenous learners’

cultural background experienced by

The theme “Perplexity” emerged from the testimonies as

follows:

Learner 5: “uhmm di ko po alam kung tama po ito, samin po kasi sila

mama di naman po kami pinapapalaki ng may po at opo, tapos di din naman
po kami nagmamano, kaya ayun po”.

Parent 12: “Wala naman po, kasi wala na naman po akong tradisyon na

pinaniniwalaan”
 The theme “Institutional Inadvertency” emerged from the

testimony of Learner 10 saying that:

“Siguro po nung una, lalo na nung grade 7 po ako.. di po ako

pinapayagan mag enroll or mag exam kasi mahaba po yung buhok ko
ang di nila alam inihandog na po ako kaya bawal po ako gupitan ng
buhok”

It is important to note the testimony of Learner 1 that in spite of the

mind-setting of the “confined culture” of tribe which trapped her in a

belief that there is no way for them to improve (“hanggang dito nalang

ang kakayanan namin”), she learned to adjust and adapt in a society

that demands learning and knowledge in order to give better life. This

implied that for the IP students, education is one of the possible ways to

uplift them from poverty, lessen prejudice, discrimination and bullying

experiences, they should not be discouraged but rather be inspired to

continue their studies despite those hurting words from some teachers

and students.

In contrary to the findings of Patiu and Dionida (2018), the indigenous

parents have hopes that their children will reach high school or even finish

elementary education. They firmly believe that obtaining a high school

degree or having the opportunity to take some high school education is

a big contributory factor to alleviate their way of living.

The testimony of learner 10 shows the school’s “lack of awareness of

what was notunderstood”.

 As can be seen in Thematic Chart 5 are the themes that emerged

from the testimonies of indigenous learners of the usual schooling day for

indigenous learners.

Thematic Chart 5
House and Livelihood Errands, Usual Student Works &Diversions
Theme: House and Livelihood Errands, Usual Student Works
Participants
&Diversions
“Ano po… dahil panghapon po ako, sa umaga tumutulong po ako
kay mama and then sa hapon napasok na po ako, may mga araw
Learner 2
na hindi
po ako nakakapasok kasi walang pamasahe, ayun lang po. Bahay
at school po”
“Ayon po maraming gawain sa school pagkatapos gagala
Learner 3 tapos uuwi sa bahay, minsan naman po tumutulong sa kila mama
paghuhugas ng
kalakal sa bundok”
“Pagkagaling po ng School sa bahay lang po ng barkada ako
tumatambay naglalaro ng mobile legend ganun lang po”
Parent 11
“As in normal lang po yung ginagawa namin, parang kagaya din
ng ibang bata”.
“Malimit po ako sa kompyuteran naglalaro po ako eh! Tapos uuwi na
Parent 12
po,
tas papasok ulit kinabukasan”

As shown in the chart, the themes: House and Livelihood Errands, and

Usual Student Works and Diversions emerged from the following testimonies

of indigenous learners describing their usual schooling day:

Learner 2: “Ano po… dahil panghapon po ako, sa

umaga tumutulong po ako kay mama and then sa hapon
napasok na po ako, may mga araw na hindi po ako
nakakapasok kasi walang pamasahe, ayun lang po. Bahay at
school po”
Learner 3: “Ayon po maraming gawain sa school
pagkatapos gagala tapos uuwi sa bahay, minsan naman po
tumutulong sa kila mama paghuhugas ng kalakal sa bundok”
Parent 11: “Pagkagaling po ng school sa bahay lang po
ng barkada ako tumatambay naglalaro ng mobile legend
 ganun lang po”. “As in normal lang po yung ginagawa namin,
parang kagaya din ng ibang bata”.
Parent 12: “Malimit po ako sa kompyuteran naglalaro po
ako eh! Tapos uuwi na po, tas papasok ulit kinabukasan”

The findings of the study reflected that indigenous learners can live

normally along with other classmates as long as they could get along with

their usual doings. Given a decent sources of living, indigenous learners

could acquire what everyone has. Considering that their schooling in

public institution, the lifestyles of their classmates are not that expensive.

The theme emerged from the testimonies of indigenous learners on

overcoming problems and challenges in a regular school is reflected in

Thematic Chart 6.

As shown in the chart, the theme: “Conquer the Fear, Live With It and

Be Wiling, Live with It, Deny the Tribe Roots” emerged from the testimonies of

indigenous learners to overcome problems and challenges in a regular

school. In the actual interview, only one of my co-researcher answers the

question directly, all others offered preventive measures instead.

 Thematic Chart 6

Conquer the Fear, Live With It and Be Willing, or Deny the Tribe Roots

Theme 6: Conquer the Fear, Live With It and Be Willing, or Deny the Tribe
Participants
Roots
Ano po, parang pinaglalabanan ko po yung takot ko na
makipag communicate sa kanila, kasi po kung hindi ko
paglalabanan yun paano po ako sa araw-araw papasok,
Parent 1 edi titigil po ako sa pag-aaral pag di ko ginawa yun.
Tapos po, I dont feel any pressure naman po, kasi having self-
confidence is… ano…makakatulong sayo para makiharap
o makihalubilo sa ibang tao.
Wala lang po, parang iniiwan ko nalang po yung identity ko sa
Learner 5
bahay. Parang wala pong makakalam. Di ko nalang po iniisip.
Hindi naman po ako na pressure kasi wala nga po sa itsura
namin yung pagiging katutubo or “Aeta” tapos po hindi nalang
Learner 7
kami nag iingay na may lahi kami hindi narin naman po
mahalaga.
Alam niyo ma’am sa totoo lang po, hindi ko po talaga ramdam
Learner 9 na Katutubo ako. kaya kung tatanungin niyo po ako kung
paano ko po nalagpasan yan ay hindi ko po alam.
Sa totoo lang po, para hindi po nila ako asarin na Aeta ako.
Learner 10 Tinutulungan ko po sila kapag may kailangan sila tapos ayun
ganun lang.
Ahmm, think positive lang ako lagi ma’am. “NO”(shy of being
indigent) mag aadjust ako ma’am pero di ko ikinahihiya na Aeta
Learner 12
ako. Kapag may nang-aasar sinasakyan ko nalang normal na
po kasi yun.
To overcome with the problems and challenges in a regular

school, Learner 1 learned to “conquer the fear”. As she shared:

Ano po, parang pinaglalabanan ko po yung takot ko na

makipag communicate sa kanila, kasi po kung hindi ko paglalabanan
yun, paano po ako sa araw-araw papasok, edi titigil po ako sa pag-
aaral pag di ko ginawa yun.

Meanwhile,, Learner 10 tried to “be willing” to prevent any

problems or challenges to occur while he is in the school, as he shared:

“Sa totoo lang po, para hindi po nila ako asarin na Aeta ako. Tinutulungan ko po
sila kapag may kailangan sila tapos ayun ganun lang.”

Learner 12 has also find her way to prevent problems or challenges

to occur while she is in the school that is to “live with it”. She shared:
 “Ahmm, think positive lang ako lagi ma’am. “NO”(shy of being
indigent) mag aadjust ako ma’am pero di ko ikinahihiya na Aeta ako. Kapag
may nang-aasar sinasakyan ko nalang normal na po kasi yun.”

On the other hand, “denial of roots” has been the way for some

learners, not just to overcome problems and challenges in a regular school,

but more on preventing those to be experienced. This theme emerged

from the following testimonies:

Learner 5: Wala lang po, parang iniiwan ko nalang po yung

identity ko sa bahay. Parang wala pong makakalam. Di ko nalang
po iniisip.

Learner 7: Hindi naman po ako na pressure kasi wala nga

po sa itsura namin yung pagiging katutubo or “Aeta” tapos po
hindi nalang kami nag iingay na may lahi kami hindi narin naman
po mahalaga.

Learner 9: Alam niyo ma’am sa totoo lang po, hindi ko po

talaga ramdam na Katutubo ako. kaya kung tatanungin niyo po
ako kung paano ko po nalagpasan yan ay hindi ko po alam.

Denial of roots can be attributed to changing of values caused by

their exposure to modernization of their new dwelling place. Changing

values brought modernization change to indigenous knowledge,

especially among the young. They are no longer interested to learn from

their elders. Some elders are reluctant to pass on their knowledge,

preferring that youth seek a formal education and a degree to be able

to find work to support their families (Carino and Jacqueline, 2009; cited

by Chantengco and Dimalanta, 2015).

As can be seen in Thematic Chart 7 are the themes that emerged

from the testimonies of indigenous learners of the span of adjustment

period for school life.

Thematic Chart 7
Adjustment to School has no time Dimension
Participants
Theme: Adjustment To School Has No Time Dimention
“Every day of my life ma’am nag-aadjust po ako, sa bawat
classmate na nakakasama ko, sa bawat taong nakakasalamuha
Learner 1 ko lagi po kaming nag-aadjust. At tyaka lagi kong iniisip eh, pag
hindi ako pumasok paano ko I encourage yung iba. Kailangan ko
to, kaya dapat pumasok talaga ako kahit mahirap.
“Hindi po ako nag-aadjust kasi sinasabi ko po sa sarili ko na hindi naman
nila ako katutubo May time po na umiiwas na ako sa mga batang
Learner 5
Katutubo, wala po mas okay po ako pag di ko sila nakikita at tyaka
nahihiya din po ako.”
“Since nung natuto po ako mag handle ng sarili ko yung hindi na
Learner 7 ako
masyadong nagtitiwala ganun. At kagaya nga ng sinabi ko hindi na
po bakas samin yung pagiging Katutubo.”.
Hanggang ngayon po nag-aadjust parin po ako, pakiramdam
Learner 10
ko po hanggang sa dulo po mag-aadjust ako
Mabilis lang ma’am, “kahit nung Elem kasi ang mga kasama ko ay
Learner 12
halos mga Katutubo rin naman”

As shown in the chart, the theme: “Adjustment to School Has No Time

Dimension” emerged from the following testimonies of indigenous learners

describing the span of time before Indigenous Learners able to adjust on

school life:

Learner 1 “Every day of my life ma’am nag-aadjust po ako,

sa bawat classmate na nakakasama ko, sa bawat taong
nakakasalamuha ko lagi po kaming nag-aadjust. At tyaka lagi
kong iniisip eh, pag hindi ako pumasok paano ko I encourage
yung iba. Kailangan ko to, kaya dapat pumasok talaga ako kahit
mahirap.

Learner 5 “Hindi po ako nag-aadjust kasi sinasabi ko po sa sarili ko na

hindi naman nila ako katutubo May time po na umiiwas na ako sa
mga batang Katutubo, wala po mas okay po ako pag di ko sila
nakikita at tyaka nahihiya din po ako.”

Learner 7 “Since nung natuto po ako mag handle ng sarili ko yung

hindi na ako masyadong nagtitiwala ganun. At kagaya nga ng
sinabi ko hindi na po bakas samin yung pagiging Katutubo.”.
 Learner 10 “Hanggang ngayon po nag-aadjust parin po ako,
pakiramdam ko po hanggang sa dulo po mag-aadjust ako

Learner 12 Mabilis lang ma’am, “kahit nung Elem kasi ang mga
kasama ko ay halos mga Katutubo rin naman”.

The testimonies of Indigenous Learners which described the span of

adjustment into school life speaks that with their life in a regular school

adjustment has no time dimension, which means it could be immediate,

short, or lifetime. The findings implied that adjustment depends on how long

will it takes before an Indigenous Learner learned to handle

themselves. If he/she neverlearn tohandle himself/herself adjustment

would cost him/her a life time. On the other hand, the shortest or

immediate adjustment for an Indigenous Student to cope with the

surrounding or school culture could be possible and easy, if they are

mingling with their tribal members or tribal youth members are supporting

them.
Consolidated Findings and Reflections

The Aeta tribe are divided into two groups the first one, resided in

Barangay Makiling, Calamba City specifically they called it

“Itahan”(originally because the people who lived there have black

to brownish skin tone and smaller height and body features.) “Ita” is a

Spanish word which means small, this word usually used to represent small

objects, person etc. example: Sampagu-“ita” ,Lamis”ita”,Aeta(“Ita”)

and the other Aeta tribe exist in Barangay Milagrosa, Calamba City, this

place is also called as Itahan. The researcher found out that Aeta

community have their own governing system lead by the Chieftain and

his constables but they are not active as before in upbringing their way

of life, cultures and traditions because they are much focused in earning

money for their daily living.

The lived experiences of Indigenous Learners in a regular public

school were described in seven themes: Happy and Nervous: We are no

difference!”; “Finanially Scarce and Subject of Bullying” Quality Learning

and Inclusiveness”; “House and Livelihod Errands, and Usual Student Works

and Diversion”; “Conquer the Fear, Live With It and Be Wiling, Live with It,

Denial of Roots”;” and “Adjustment to School Has No Time Dimension”.

The indigenous learners started the sharing of their lived

experiences by discussing their feelings when they enter class. It was

noticed that indigenous learners experienced diverse feelings as they

join the class in regular school. As they join the class, the feelings, like

happiness, nervousness, or anxiousness are all manifestations of

excitement. Nevertheless, they are aware that entering the class would

also push them to learn and performed different means for adjustment

and adaptation. The indigenous learners also knew that started at this

point, they are about to deal with different circumstances. They also

knew that tantamount to their cultural background, the “normal

feelings of a regular student” will eventually fade, especially if their

classmates noticed they are “different”. The indigenous learners drawn

those anticipations from the negative school experiences of older family

members.

The indigenous learners expected that entering in regular class like,

staying in school at longer hours than in their homes, obtain higher grades,

having around kind teachers and classmates, and will enjoy learning

and will not be decimated or bullied. In meeting those expectations, the

school had to deal with negative stereotypes among indigenous students.

This is a condition of life and that children need support at school to deal

with this issue.

The problems encountered by indigenous learners attending in a

regular school are finances and bullying. Financial problems occurs due
to scarcity of resources of indigenous parents which keeps them in

poverty level. The indigenous learners also testified the prevalence of

bullying incidences which directly victimized them. Those problems are

also the main cause of getting low remarks or even failing in the class. For

those who are attending afternoon shift, they usually doing house hold

chores in the morning. Some of them are doing like classmates daily

routine. After school, they join others to finish projects or play gadgets or

computer games.

Overcoming the problems and challenges in a regular school

reflected their conviction to fight whatever it takes to have better future

which they believe could be strengthened only by having good

education.

Most of the indigenous learners denied their personal identity and

even their roots just to be spared of being bullied and discriminated.

The testimonies of Indigenous Learners which described the span of

adjustment into school life speaks that with their life in a regular school

adjustment has no time dimension, which means it could be immediate,

short,or lifetime. The findings implied that adjustment depends on how

long will it takes before an Indigenous Learner learned to handle

themselves. If he/shenever learn to handle himself/herself adjustment

would cost him/her a life time. On the other hand, the shortest or
immediate adjustment for an Indigenous Student to cope with the

surrounding or school culture could be possible and easy, if they are

mingling with their tribal members or tribal youth members are supporting

them.

Recommendations

Based on the findings of the study, the following recommendations

are offered:

1. The need to establish local linkages so learning resources for

indigenous learners may be acquired and delivered to regular

schools.

2. Conduct a study to ascertain the support needs of regular

schools in regard to Indigenous students including where their

small minority.

3. The school needs to create a school wide policy as prescribed

by law on standardized labeling of sections of the students in the

different year levels, not according to particular group of

people.

4. Educational Community needs to be culture sensitive to any

school endeavour.

5. The local government needs to consider the socio-economic

conditions of indigenous people which sometimes hinder their

dependents in pursuing further education.

 APPENDIX C

Responses of Katutubo Students

Participant (1)

1. How does being a member of the Indigenous Community affect your

learning?

Actually, wala naman po talaga.(Malubhang nag-iisip)Kasi parang

normal na mga studyante lang rin naman po kami. Pero at the back

of our minds, may big concept kami na kapag Aeta ka o Katutubo ka

ay hanggang dito nalang. Kaya gusto ko na ipakita sa kanila na hindi

lang hanggang doon ang kakayanan namin. Iyon po yung isang

epekto sakin ng pagiging isang katutubo naging masigasig po ako sa

pag-aaral, nag ALS po ako para makahabol at makatapos ng pag-

aaral(May pagmamalaking tono).

2. How do you describe your relationship with your classmates?

Relationship po eh? (may halong pag-iisip)Okay naman po sa

ngayon. Okay na po, nawala na yung pag aadjust. Wala

na(nakangiti). Although there are set of groups sa klase,kumbaga

mga samahan ng mga magkaka classmate parang “tropa tropa po”

di naman ako nawawala doon.

3. How do you describe your relationship with your teachers?

 Uhmm..wala naman po akong galit sa adviser ko, kasi supportive

adviser po namin yun

3.1. Simula noong Elementarya ka hanggang ngayon, kamusta

ba yung relasyon mo sa mga nagiging Guro mo?

Okay lang naman po, “mababait at maunawain naman po silang

lahat lalo na po pag nalalaman nila yung sitwasyon ko bilang isang

katutubong mag-aaral”.

4. How does the cultural atmosphere of the school affect your learning?

Malaki po ang naitutulong ng school sa pagkatuto ko bilang isang

katutubong mag-aaral (seryosong tono). Unang una po tanda kung

elementary palang ako(nakangiti) natatakot ako pumasok kapag

unang araw, kasi baka masungit yung teacher ko, pero pagkatapos

ng ilang araw napatunayan ko na hindi naman pala kaya

nagustuhan ko na din pumasok.Para sakin po kasi, based on my

experienced “mabilis matuto ang isang bata kapag panatag siya sa

Teacher, sa ka klase or sa School na ginagalawan niya”.

5. How does your community obligations affect your school

responsibilities?

Wala po. (Wala?) Opo wala, since malayo na po kami sa Bundok at

may halo (ang ibig sabihin ng halo ay hindi na siya purong katutubong

Aeta) narin naman po kami kaya wala na kaming mga tradisyon na

ginagawa. Hindi na rin po kami aktibo sa mga gawain kasi may priority
 na po namin ang paghahanp-buhay kagaya ni tatay

(nanghihinayang na tono).

5.1. Wala na ba talaga kayong naipapasang tradisyon o mga

paniniwalang katutubo na nakikita o ginagawa hanggang

ngayon?

Wala na po. Yung iba nga po samin kinakahiya na(medyo

nakangiti), na sila ay Aeta. Kaya yung iba ayaw po nila na

pinapunta sa bahay yung mg aka klase ganun. “Yung

paggawa nalang ng herbal medicine yung alam ko po na

ginagawa ng sama sama ng mga matatandang babae sa

lugar namin”.

6. How does the government aid you in your schooling?

Ah. Wala naman po akong naririnig na may tumutulong sa mga Aeta

na studyante (medyo naguguluhan). Meron po akong naririnig sa

school yung 4p’s po, pero di po ako kasama doon.

6.1. Scholarship na ino-offer sa inyo ng non-governmental

sectors, wala ka bang naririnig tungkol doon?

Wala po. Hindi din po ako aware na may ganun at hindi rin

po ako nag try.(Bakit hindi ba kayo ini-inform ng Tribal

Leader niyo?) Hindi po.

7. How do you overcome the pressures of being an Indigenous learner in

a school following a regular curriculum?/

 Ano po, parang pinaglalabanan ko po yung takot ko (masigasig na

tono) na makipag communicate sa kanila, kasi po kung hindi ko

paglalabanan yun(malakas na boses) Paano po ako sa araw-araw

papasok, edi titigil po ako sa pag-aaral pag di ko ginawa yun.

8. How long did it take you to adjust to school life?

Every day of my life ma’am nag-aadjust po ako, sa bawat classmate

na nakakasama ko, sa bawat taong nakakasalamuha ko lagi po

kaming nag-aadjust. At tyaka lagi kong iniisip eh, pag hindi ako

pumasok paano ko I encourage yung iba. Kailangan ko to, kaya

dapat pumasok talaga ako kahit mahirap(masigasig at may

pagpupursigeng tono).
 Participant (2)

1. How does being a member of the Indigenous Community affect your

learning?

Ah wala naman po. (Paanong wala?) di ko din po alam lumaki na

naman po kasi akong kagaya ng ibang bata(tonong nag-iisip) yun

nga lang po pagnalalaman nila na Katutubo po ako, kami medyo

nahihiya na ako.

1.1. Halimbawa sa school nakaka-apekto ba yung pagiging

Katutubo mo sa iyong pag-aaral?

Hindi din naman po.(Nakangiti ngunit may bahid ng

pagiging seryoso)

2. How do you describe your relationship with your classmates?

Mabuti naman po.(Paanong mabuti?) Ano po may ka closed naman

ako, gumagawa po kami ng assignments ng magkasama tapos

gumagala kami sa Walter pag uwian.

2.1. Alam ba ng mga kaibigan mo na ikaw ay isang Katutubo?

Hindi po.(Payag ka ba na ipaalam sa kanila kung sino ka

talaga?) Hindi po nahihiya po ako.(Bakit?) Basta ayaw ko

po(seryosong pahayag, medyo naiilang na rin siya)

3. How do you describe your relationship with your teachers?

Okay Lang po. Nakakapag recitation naman po ako (mababait ba

sayo yung mga teachers mo?) Opo ma’am. (Alam ba nila?) Hindi po.
 (Ayaw mong ipaalam?). Para san pa po ma’am? Eh okay na naman

ako.

4. How does the cultural atmosphere of the school affect your learning?

Dahil po mababait yung Teacher ko pati yung ibang classmates ko

mas naiingganyo po ako pumasok.(Nakangiti na medyo

nahihiya)Mas nakakapag focused din po ako sa school gawa nang

di po ako naiistorbo ng mga kapatid ko.

5. How does your community obligations affect your school

responsibilities?

Wala naman po. Wala po kaming gawain bilang isang Katutubo na

naka- apekto sa mga gawain po sa school.

6. How does the government aid you in your schooling?

Pagkakaalam ko po yung iba samin kasama sa 4 p’s pero ako po

hindi. (Bakit) Hindi po na aprobahan yung samin ni nanay.

7. How do you overcome the pressures of being an Indigenous learner in

a school following a regular curriculum?

Wala lang po, parang iniiwan ko nalang po yung identity ko sa bahay.

Parang wala pong makakalam.Di ko nalang po iniisip.

8. How long did it take you to adjust to school life?

Hindi po ako nag-aadjust(na may kasamang pagmamalaki)kasi

sinasabi ko po sa sarili ko na hindi naman nila ako kauri.(Paano yun?)

May time po na umiiwas na ako sa mga batang Katutubo, (Bakit?)

wala po mas okay po ako pag di ko sila nakikita at tyaka nahihiya din

po ako.
 Participant (3)

1. How does being a member of the Indigenous Community affect your

learning?

Wala naman po kasi wala namang nakakaalam, ayaw ko din po

ipaaalam kasi medyo nahihiya ako at maari po na yun yung

pagsimulan ng pam- bubully (Seryosong tono).

2. How do you describe your relationship with your classmates?

Okay naman po. Masaya naman ako sa kanila, since wala nga po sa

itsura ko na Katutubo ako kaya di po mahirap sakin ang makisama sa

kanila. Nagala po kami minsan kagaya po ng isang normal na bata.

Halos wala na naman po kaming pinagkaiba sa kanila.

3. How do you describe your relationship with your teachers?

Okay naman po, mababait po yung mga naging teachers ko lalo na

po ngayung grade 8. Approachable naman po sila.(Alam ba nila na

Katutubo ka?)Hindi po, di naman po kasi halata sa itsura ko.(Medyo

nahihiyang pahayag)

4. How does the cultural atmosphere of the school affect your learning?

Siguro po kahit malaman nila na Katutubo ako hindi rin naman

nakakatakot kasi mababait naman po yung Teachers ko tapos

makakapag-adjust din naman po siguro ako, gawa ng mga

classmates ko may tiwala naman po ako sa kanila.

 Researchers note: Sa palagay ko, malaking Tulong kapag yung

teacher at mga classmates nila ay tanggap sila mas mataas yung

part na mag-continue sila sa schooling.

5. How does your community obligations affect your school

responsibilities?

Wala po.(mahinang tugon)

Researchers note: Hindi na ako nag follow up questions kasi halos iisa

lang naman yung nagiging sagot ng mga co-researchers.

6. How does the government aid you in your schooling?

Wala din po akong alam(Di ka ba aware sa 4 pcs?)Hindi po, alam ko

naman yung 4ps na to pero hindi po kami kasama dun, hindi narin

kami nag try.

7. How do you overcome the pressures of being an Indigenous learner in

a school following a regular curriculum?

Hindi naman po ako na pressure kasi wala nga po sa itsura namin yung

pagiging katutubo or “Aeta”(nakangiting tugon) tapos po hindi

nalang kami nag iingay na may lahi kami hindi narin naman po

mahalaga.(Nahihiyang tugon)

8. How long did it take you to adjust to school life?

Since nung natuto po ako mag handle ng sarili ko yung hindi na ako

masyadong nagtitiwala ganun.(Nahihiyang tugon) At kagaya nga ng

sinabi ko hindi na po bakas samin yung pagiging Katutubo.

a. May alam ka bang mga tradisyon o kultura bilang isang

Katutubo na isinapamumuhay ninyo hanggang sa ngayon

na nagiging sanhi upang mag-adjust ka sa buhay studyante

mo?Wala po.(Mariing tugon)

 Participant (4)

1. How does being a member of the Indigenous Community affect your

learning?

Wala naman po ma’am, hindi naman po ako apektado kasi nga po

di naman nila alam un.(ang ibig sabihin ng bata ay hindi naman daw

alam ng ibang mag-aaral na siya ay Katutubo.)

2. How do you describe your relationship with your classmates?

Normal lang ma’am. (Paanong normal?) Normal na magkaklase lang

po.(Masaya ka ba?)Opo.(maiksing sagot). (Ano ano yung naitutulong

ng mga kaklase mo sa iyo?) Minsan ma’am mga sinabi nila sa akin

yung assignment (tinatamad na tono).

3. How do you describe your relationship with your teachers?

Okay naman po. (paanong okay?) Mababait naman po

sila.(mahinang sagot)

4. How does the cultural atmosphere of the school affect your learning?

Wala naman po.(nalilito niyang sagot).(Nakatutulong ba iyo n

5. How does your community obligations affect your school

responsibilities?

Ma’am wala naman po ako responsibilidad na ginagawa bilang

isang Katutubo.(seryosong pahayag)

6. How does the government aid you in your schooling?

 Wala po ma’am sila tita lang po yung nagpaparal sakin, wala din

naman po akong scholarship na sinusubukan.(sagot na may

kasiguraduhan at pagsisigurado)

7. How do you overcome the pressures of being an Indigenous learner in

a school following a regular curriculum?

Alam niyo ma’am sa totoo lang po, hindi ko po talaga ramdam na

Katutubo ako.(boses na may halong panghihina)kaya kung

tatanungin niyo po ako kung paano ko po nalagpasan yan ay hindi

ko po alam.

8. How long did it take you to adjust to school life?

Sa palagay ko po ma’am hindi naman po talaga ako nag-adjust kasi

nga po wala namang nakakaalam na Aeta ako o may lahi akong

Katutubo.

Researchers note: Based on my interviews to this child, his coping

mechanism as an indigenous learner is not allowing anyone to talk

about who he really was. He was afraid of being rejected because of

his ancestral blood.

 Participant (5)

1. How does being a member of the Indigenous Community affect your

learning?

Sa palagay ko wala naman po, wala na rin naman po kaming

ginagawa na maaring maka apekto sa school namin.

2. How do you describe your relationship with your classmates?

Masaya naman po, mababait naman sila.

3. How do you describe your relationship with your teachers?

Mababait rin po yung mga Teacher, medyo closed ko rin po

sila.(sagot na may kasamang pagmamalaki)

4. How does the cultural atmosphere of the school affect your learning?

Ah kumpara po dito sa bahay mas natututo po ako sa school, mas

nakakapag concentrate po ako. (ano ba yung meron sa school at

mas natututo ka?) may nagtuturo po kasi at komportable naman ako

sa kanila.(mababakas sa kanya na masaya talaga siya sa school)

5. How does your community obligations affect your school

responsibilities?

Wala pong ganun.

Researchers note: When I talked to Mrs. Dela Luna, acting secretary of

the tribed, she mentioned that the young Aetas really don’t have any

obligations nor activities that might affect their studies.

6. How does the government aid you in your schooling?Wala din po, di

din po kami priority sa for peace na project sa school (kasama na

sumagot ang kanyang nanay na sinigundahan naman ng bata).

7. How do you overcome the pressures of being an Indigenous learner in

a school following a regular curriculum?

Sa totoo lang po, para hindi po nila ako asarin na Aeta ako.

Tinutulungan ko po sila kapag may kailangan sila tapos ayun ganun

lang.

8. How long did it take you to adjust to school life?

Hanggang ngayon po nag-aadjust parin po ako, pakiramdam ko po

hanggang sa dulo po mag-aadjust ako.(may halong nahihiyang

pahayag)
 Participant (6)

1. How does being a member of the Indigenous Community affect your

learning?

Ma’am nung grade 9 po nung nalaman nila “Allyssa” binubully nila

ako.(may kahalong pagsisi na sana di nalang nila nalaman)

2. How do you describe your relationship with your classmates?

Okay lang ma’am. (Paanong okay lang?)wala ma’am “vibes” ganun.

(nagbago ba yung tingin nila nung nalaman nila na ikaw ay

Katutubo?)HINDI,(mariing sagot)ganun parin ma’am kumbaga inasar

lang nila ako saglit tapos okay na hindi ko na din po masyado

dinamdam.

3. How do you describe your relationship with your teachers?

Okay naman po, ikaw lang ang nakaka alam ma’am na aeta ako

pero yung iba hindi po. (Yung ibang subject teachers’ mo ba,

kamusta yung relationship mo sa kanila?) Okay lang din ma’am

mababait naman ang teachers sa makiling.

4. How does the cultural atmosphere of the school affect your learning?

Sa palagay ko naman ma’am yung cultural atmosphere ng school

natin ay maganda naman at maayos kahit na ikaw man ay Katutubo

o isang normal na studyante.(nangiting pahayag)Pero para sa akin

ma’am Malaki ang Tulong ng school natin ngayon sa akin kasi hindi

ko matutununan yung mga lessons kung hindi maganda yung turo.

5. How does your community obligations affect your school

responsibilities?

Wala naman po ma’am.

6. How does the government aid you in your schooling?

Ayun ma’am kasama po ako sa for peace (magkano ang

narerecieve mo doon?) Di ko po alam kina mama, sila po kasi

naghahawak nun. Binibigyan lang po nila ako ng baon araw-

araw.(Aware ka ba sa mga scholarship na open for indigenous

people?) Hindi po, tyaka nalang po siguro pag mag ka college na

ako.

7. How do you overcome the pressures of being an Indigenous learner in

a school following a regular curriculum?

Ahmm, think positive lang ako lagi ma’am.(Kinahihiya mo ba yung

pagiging indigenous mo?) “NO”(mariing sambit) mag aadjust ako

ma’am pero di ko ikinahihiya na Aeta ako. Kapag may nang-aasar

sinasakyan ko nalang normal na po kasi yun.(may pagmamalaking

tono)

8. How long did it take you to adjust to school life?

Mabilis lang ma’am, “kahit nung Elem kasi ang mga kasama ko ay

halos mga Katutubo rin naman”.

Researchers note: It is easy for an Indigenous Student to cope with the

surrounding or school culture, if they are mingling with their tribal

members or supported by tribal youth members.

Participant 7

Participant 8

Participant 9

Participant 10

Participant 11

Participant 12

Participant 13

Participant 14
APPENDIX D
https://kwekudee-tripdownmemorylane.blogspot.com/2012/10/aeta-people-one-of-first-
natives-of.html

http://www.aspbae.org/sites/default/files/pdf/IEP%20Philipines%20Case%20Study.pdf

ADULT EDUCATION AND INDIGENOUS PEOPLES IN THE PHILIPPINES Geraldine L. Fiagoy

https://plato.stanford.edu/entries/phenomenology/#WhatPhen

https://beyondculturaldifferences.wordpress.com/research-theories/

Shraddha Bajracharya, "Cultural Identity Theory," in Businesstopia, January 7, 2018,

Palistha Maharjan, "Sociocultural Theory," in Businesstopia, January 8,
2018, https://www.businesstopia.net/communication/sociocultural-theory.

https://www.businesstopia.net/communication/cultural-identity-theory