Exploring the Educational Barriers in Indigenous Communities

This study was conducted to explore the educational barriers in the Indigenous communities in the four (4) barangays in Upper Pulangi, Malaybalay City. Furthermore, this study aims to explore the experiences of Indigenous learners in the communities and the barriers and challenges that hinder them from accessing education in terms of distance and financial resources. There are six (6) participants in this study, and they are the tribal elders or the Datu’s or Bae’s of the Higaonon tribe in each of the four barangays. The interview data were analyzed using thematic analysis. The themes that emerged in the academic challenges of indigenous peoples are financial, geographical location, and health. The findings indicate that academic challenges are experienced by indigenous peoples in Upper Pulangi and that these issues have affected their education. On this basis, it is recommended that intervention programs be established to address these issues. This study employed a qualitative research design. Phenomenological research design focuses on understanding the human experiences and perspectives through collecting non-numerical data using interviews, focus groups, observations, and document analysis. The elders, as the leaders of the community, extended their support and cooperation to the school. The parents may continuously guide their children, especially by giving them their full support in all educational endeavors. The teachers are encouraged to strengthen their will to learn and assimilate. The Division Office, through its key officials, could utilize the personal insights to explore the educational barriers among indigenous communities.