Exploring Education Communicationally: A Symbolic Interaction Study of Indigenous People Learners
Exploring Education Communicationally: A Symbolic Interaction Study of Indigenous People Learners
Date
2020
Authors
NATAÑO, NORBERTO M.
Journal Title
Journal ISSN
Volume Title
Publisher
Abstract
The main objective of this study was to explore the meanings of education from how
it was communicated by the indigenous people through the lens of symbolic
interactionism.
Mead explained that “our thoughts, self-concept, and the wider community we live in
are created through communication—symbolic interaction” (Griffin, 2012). Herbert
Blumer, the student of Mead, adapted this concept. For Blumer: Meaning arises out of
the social interaction that people have with each other. In other words, meaning is not
inherent in objects; it’s not pre-existent in a state of nature. Meaning is negotiated
through the use of language —hence the term symbolic interactionism (Griffin, 2012).
More than just knowing the views of the IPs about education, the study also explored
possible refinement on the existing policies that involve the IPs.
As a qualitative type of research, the study utilized narrative approach or
pakikipagkuwentuhan (exchanging stories) for the data gathering. Guide questions
were used to organize easily the data gathered. The narratives of the IPs were audio
recorded and transcribed, and emerging themes were derived. Four female
indigenous people served as the research participants. Three were already married
and one was still single when the study was conducted. They were selected because
they were among the IPs in their community who have resumed their studies after
more than ten years of hiatus. They were enrolled in a home-based education program
which provided them with the chance to be part of a formal schooling again. Three of
the IPs identified themselves as Dumagats and one as a Remontado which implicates
that one’s identity is determined by personal choice. Prior to being part of the home based program, all of them had only reached first year high school due to reasons like
lack of financial support, distance of school from their home, and discrimination.
Based on the results of the study, the following communication patterns were
observed:
First, when the indigenous people learners communicate education as a sense of self fulfillment,
they are attributing it to value of education, development of personality,
improvement of individual capabilities, good traits and qualities, and obtained
academic support. It is interpreted as their cherished desire to finish their studies in
order for them to reach their personal goals in life and to develop their self-confidence,
which can be considered as an off shoot of the discrimination they experienced when
they were still part of the formal school system.
Second, the IPs also communicate education as a way to give family support, and they
are attributing it to strong family ties, passive interactions, motivation, socio-economic
conditions, and discipline. It is interpreted as their uplifted hope to improve the living
condition of their family and to give in return to their parents.
Finally, when they are communicating education to become relevant to their
community, they are attributing it to being involve in the community and to aspire for
the development of their community. It is interpreted that for the IPs, education can be
their way to support the needs of their community.
The study further explained that symbolic interactionism as theoretical framework can
be used to locate how communication between individuals and their significant others
can be interpreted.
Description
Keywords
Citation
Nataño, N. (2020). Exploring Education Communicationally: A Symbolic Interaction Study of Indigenous People Learners