Leading Learning: A Grounded Theory Perspective of the Orang Asli Students’ Learning Journey

Abstract

Past research on the indigenous Orang Asli education highlights the various factors that contributed to the Orang Asli students’ learning disengagement and poor achievement in school, both primary and secondary. This paper presents a grounded theory perspective that illuminates the learning journey of Orang Asli students who have reached higher education despite the oft cited challenges and barriers. Sixteen Orang Asli students shared the experience of their early years, and of school, through in-depth unstructured interviews. Sampling was purposeful, within the context of theoretical sampling following the Grounded Theory method. Constant comparative analysis reveals an emerging theory of leading learning in the education of Orang Asli students. Implication for practice includes for stakeholders to consider the Orang Asli’s strengths, as well as the social and cultural capital in leading the learning of the community’s children. Leveraging on their strengths and continuous improvement will contribute to the sustainability of the Orang Asli education, and the thriving of the community. This study is valuable as it refers to aspects of Orang Asli education that have not been sufficiently illuminated in the existing literature and discussion on the topic, except in the context of a deficit. It contributes to the body of literature that supports hope and achievement for the minority, indigenous community, despite the deficit.