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...

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Main Author:	Misnaton Rabahi
Format:	thesis
Language:	eng
Published:	2018
Subjects:	LB Theory and practice of education
Online Access:	https://ir.upsi.edu.my/detailsg.php?det=5060
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id	oai:ir.upsi.edu.my:5060
record_format	uketd_dc
institution	Universiti Pendidikan Sultan Idris
collection	UPSI Digital Repository
language	eng
topic	LB Theory and practice of education
spellingShingle	LB Theory and practice of education Misnaton Rabahi Leading learning among Orang Asli students
description	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.
format	thesis
qualification_name
qualification_level	Doctorate
author	Misnaton Rabahi
author_facet	Misnaton Rabahi
author_sort	Misnaton Rabahi
title	Leading learning among Orang Asli students
title_short	Leading learning among Orang Asli students
title_full	Leading learning among Orang Asli students
title_fullStr	Leading learning among Orang Asli students
title_full_unstemmed	Leading learning among Orang Asli students
title_sort	leading learning among orang asli students
granting_institution	Universiti Pendidikan Sultan Idris
granting_department	Fakulti Pengurusan dan Ekonomi
publishDate	2018
url	https://ir.upsi.edu.my/detailsg.php?det=5060
_version_	1747833161341992960
spelling	oai:ir.upsi.edu.my:50602020-08-04 Leading learning among Orang Asli students 2018 Misnaton Rabahi LB Theory and practice of education 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. 2018 thesis https://ir.upsi.edu.my/detailsg.php?det=5060 https://ir.upsi.edu.my/detailsg.php?det=5060 text eng closedAccess Doctoral Universiti Pendidikan Sultan Idris Fakulti Pengurusan dan Ekonomi Aas, M. (2017a). Leaders as learners: developing new leadership practices. ProfessionalDevelopment in Education, 43(3), 439-453, DOI:10.1080/19415257.2016.1194878Aas, M. (2017b). Understanding leadership and change in schools: expansive learning and tensions.International Journal of Leadership in Education, 20(3), 278-296http://dx.doi.org/10.1080/13603124.2015.1082630Aas, M. & Blom, T. (2017). Benchlearning as professional development of school leaders in Norwayand Sweden. Professional Development in Education, 1-14. 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