Abstract
This paper discusses strategic considerations derived from findings of a grounded theory study exploring the process of leading learning among Orang Asli students. Using Glaser’s Classic Grounded Theory method, the study captures learners’ voices and analyses how they have survived the schooling process despite the challenges and deficit theorising surrounding them. The emerging findings make explicit five strands of roles that contributed to the success of Orang Asli primary education: parents, learners, kindergartens, primary schools and significant others. In this paper, however, the authors focus on the role of kindergartens in leading the learning of Orang Asli students. The findings capture the concerns, actions and provisions that supported Orang Asli students in transiting the home to school journey. Strategic considerations for improvement of kindergartens leading learning of Orang Asli students are discussed in context with implications for practice. By listening to learners’ voices, kindergartens can reflect and raise their commitment for contextually inclusive pedagogy that avoids deficit theorising.
Highlights
The deficit model in education sees diversity in lifestyle, language, ways of learning, as problematic and views the deficiencies of poor, and minority group students, their families and communities as the main causes of students’ school problems and academic failure (Valencia, 2010)
This paper summarises an emerging theory of kindergartens leading learning among Orang Asli students and discusses strategic considerations for improvement in context with implications for practice
Kindergarten or preschool education in Malaysia is delivered through four main establishments: Preschools (The Ministry of Education), Taman Bimbingan Kanak-Kanak KEMAS (The Ministry of Rural and Regional Development), Perpaduan Kindergartens (The Department of National Unity and Integration of the Prime Minister’s Department), and private kindergartens
Summary
The deficit model in education sees diversity in lifestyle, language, ways of learning, as problematic and views the deficiencies of poor, and minority group students, their families and communities as the main causes of students’ school problems and academic failure (Valencia, 2010). In context with indigenous education in Malaysia, deficit theorising of past studies has often been used to explain issues of learning disengagement and low achievement among indigenous Orang Asli students in primary education. JAKOA (2017) records an Orang Asli population of 178,197 as at Year 2012. This represents about 0.6% of the total population of 32.0 million (DOSM, 2017). Referred to collectively as Orang Asli, as diverse groups of 18 indigenous ethnic tribes, they are distinguished by their respective ethnic languages and social-cultural identities (Lye, 2011; Masron, Masami & Ismail, 2013; JAKOA, 2017). Studies conducted by Noor (2012) and Rabahi (2018) indicate that Orang Asli’s social and economic position situates them among the disadvantaged minorities and marginalised, the majority living beneath the poverty line
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