VOICES OF PROMISE: EXPERIENCES AND EDUCATIONAL DREAMS OF OBO MANUVU LEARNERS

ANGELICA A. DAMANSILA

Abstract


This qualitative phenomenological study explored the lived experiences and educational dreams of Obo Manuvu learners in public elementary schools in the Kidapawan City Division, Mindanao, Philippines. Anchored on Colaizzi’s phenomenological method, the study sought to understand how Indigenous learners navigated their educational journey, how they interpreted the meanings and significance of their educational aspirations, and what practical insights could be drawn from their narratives to improve educational support and opportunities. Data were gathered through in-depth interviews and focus group discussions with selected Obo Manuvu learners and were analyzed systematically to identify significant statements, formulate meanings, and cluster emergent themes. Findings revealed that Obo Manuvu learners experienced schooling as a complex and negotiated process shaped by geographic isolation, material scarcity, language and curriculum barriers, and the need to balance schooling with family and cultural responsibilities. Despite these challenges, learners demonstrated resilience sustained by relational support from families, peers, culturally responsive teachers, and school-based programs. Educational dreams emerged as powerful emotional anchors that motivated persistence and were collectively oriented toward family upliftment, cultural continuity, and future service to the community. Learners also articulated clear, context-sensitive insights, emphasizing the need for culturally responsive pedagogy, holistic school-based support, financial and structural assistance, and strong community–school partnerships. The study underscored the importance of centering Indigenous learners’ voices in educational research and practice. It concluded that meaningful educational support for Obo Manuvu learners requires culturally grounded, relationally supportive, and structurally responsive systems that affirm Indigenous identity while addressing systemic inequities.

Keywords


Obo Manuvu learners, Indigenous education, lived experiences, educational dreams, phenomenological study

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References


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DOI: http://dx.doi.org/10.65010/seairj.v7i2.273

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