Tboli Students’ Lived Experiences in a Hiligaynon- Speaking Public School
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Abstract
Every child has the right to education, regardless of background. A safe, supportive environment is key to nurturing their skills talents and potential. This qualitative study employing transcendental phenomenology examined the lived experiences of ten Tboli students enrolled in a Hiligaynon-speaking public school in Talisay Integrated School, Lake Sebu. This study was conducted among TVL students. The study explored the life world, the context of lived experiences, and how Tboli students view themselves in the future. Thematic analysis identified eleven themes about the lifeworld and context of Tboli students experiences in a Hiligaynon-speaking public school: Cultural and linguistic adaptations, Cultural sensitivity and Overcoming Stereotypes, Social Connectivity, Positive Interactions Fostering Cultural and Linguistic Integration, Impact of Bullying on Emotional and Social Well-Being, Cultural Bridging to Overcome Linguistic Barriers, Social Skill, Boost Confidence and Self-Esteem, Building Connections through Linguistics Adaptation, Cultural Fluidity and Selective Assimilation and Cultural Assimilation and its impact. Additionally, three themes emerged on how Tboli students view themselves in the future: Professional Expertise, Linguistic Competence, and Agent of Change. Tboli students overcome linguistic, cultural, and social challenges through adaptation. Their aspirations as professionals and cultural advocates reflect their commitment to growth, integration, and community development. These findings highlight the need for inclusive, culturally sensitive education. Integrating such curricula can empower Indigenous students to thrive academically and socially, aided by school program. The study advocates for Indigenous representation in policies, Tboli student leadership, and integrating Indigenous knowledge into mainstream curricula for a more equitable learning environment and a brighter future.
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