Leading learning among Orang Asli students
This study seeks to explore and understand how learning is led among Orang Aslistudents that contributed to their successful schooling progress despite the deficittheorising of past research. Using Glaser’s Classic Grounded Theory method, the researcher exploredthe learning process of Oran...
محفوظ في:
| المؤلف الرئيسي: | |
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| التنسيق: | thesis |
| اللغة: | eng |
| منشور في: |
2018
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| الموضوعات: | |
| الوصول للمادة أونلاين: | https://ir.upsi.edu.my/detailsg.php?det=5060 |
| الوسوم: |
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| الملخص: | This study seeks to explore and understand how learning is led among Orang Aslistudents that contributed to their successful schooling progress despite the deficittheorising of past research. Using Glaser’s Classic Grounded Theory method, the researcher exploredthe learning process of Orang Asli students systemically, drawing upon their individual’s views ofrealities of the process. Data are gathered from fieldwork, in-depth interviews with 16participants, group interview, the relevant substantive literatures and documents. The findingshighlight an emerging theory of leading learning among Orang Asli students encompassing five mainstrands of contributing leading learning roles involving parents, learners, kindergartens, schools,and significant others. In conclusion, each strand reflects the concerns and resolutions that leadto sustainable learning process of Orang Asli students. Implications from the study includes forOrang Asli parents to understand that to lead learning, it is not about what they do not have;rather it must be about what they can do despite the lack. Learners can take aspirational lift fromthe success of others who have gone through similar or more difficult path. The underpinningstrengths of the successful Orang Asli students leading their own learning are indicated by theirhope, motivation, self- concept, self-efficacy, agency and continuous improvement. A key conceptarising from this study is related to accepting and accommodating students’ cultural strengths,implying teachers’ roles in reflecting upon any deficit theorising that underpins their practice,and to establish effective educational relations that is culturally responsive. Communityself-concept is linked to a community’s social, economic and cultural capitals. In this context,the Government through its relevant agencies has the opportunity to elevate the community’sself-concept to be at par with the mainstreampopulation. |
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