Non-Participation in Co-Curricular Activities of Blaan Students Basis for a Proposed Intervention Program: A Critical Ethnographic Inquiry

Abstract

INTRODUCTION

The dreams of educators like me who is involved in the education of children coming from Indigenous Peoples (IP) tribes is of witnessing the metamorphosis of our IP pupils into successful people who do not deny their heritage. An IP learner who succeeds in the formal education system of the country, despite the insurmountable challenges of going to school, sometimes seems impossible. I had personally experienced the depressing incidents of having IP students who cannot continue with their schooling due to the myriad impediments they are experiencing. Those who are able to remain in school are often too timid to actively participate in school tasks. If they cannot fully engage in academic and co-curricular activities, their education is diminished.

METHODS

The research design used in the study was the critical ethnographic research of qualitative design. Denzin and Lincoln (2011) defined qualitative research design as a systematic subjective approach used to describe life experiences and to give them meaning. Furthermore, the qualitative research design will best fit my study because I will able to get information from the students themselves, who are experiencing the factors that do not allow them to participate in school activities.

RESULTS

This study found the non-participation in co-curricular activities by Blaan secondary level students perceive that they were not competent in dealing with the activities that they needed to participate in. The Blaan students expressed that joining in the activities do not bring with it any contributions to their lives. Furthermore, a few Blaan students have declared that it was not necessary to participate in activities because they are nonetheless promoted to the next Grade level. The Blaan students have stated that the main reason that they do not participate in co-curricular activities is the bullying of the other students. The Blaan students have lamented that the non-Blaan students exclude them from the activities, thus hindering them from participating at all.

DISCUSSIONS

The result needs to design programs that play a very important part in the participation of the Blaan Students. The government must, therefore, spearhead educating the Blaans in the proper way of preserving their culture. It must be part of the school's curriculum. The Blaans must be given the opportunity to participate in every activity designed by the Department of Education to promote equal opportunities to all the IP students.