Abstract
Asserting a responsive, appropriate, and relevant education has historically always been a problem for most learners from marginalized groups. This extant inequality has been magnified in the present novel crisis. Thus, drawing from the lived experience of college students belonging to the marginalized group of indigenous peoples, this research described the essence of education in the context of the current COVID-19 crisis. Following the phenomenological approach based upon the hermeneutic rule of Dahlberg et al. (2008), the researcher interviewed 10 Filipino college students who identify themselves as indigenous peoples. Four themes emerged: 1.) It surprised me: Education has a changed ecology; 2.) It overwhelmed me: Education is fraught with divides; 3.) It motivated me: Education is a driver of aspiration beyond crisis; and 4.) It taught me: Education has unintended positive outcomes. These themes form the structure of the essence of education amid the COVID-19 crisis from the perspectives of college students belonging to the group of indigenous peoples. This research underlines the practical significance of analyzing the state of the students amid a virulent crisis. Given the extant inequality and considering the anticipated educational recovery phase, measures should be planned towards the attainment of responsive, appropriate, and relevant education.
Highlights
Asserting a responsive, appropriate, and relevant education has historically always been a problem for most learners from marginalized groups
Drawing from the lived experiences of college students from the marginalized group of indigenous peoples, the goal of this paper is to describe the essence of education in the context of the current disruptive COVID-19 crisis
Crisis afforded students with skill on being persistent in difficult situations. It surprised me: Education has a changed ecology. It overwhelmed me: Education is fraught with divides
Summary
Appropriate, and relevant education has historically always been a problem for most learners from marginalized groups. Drawing from the lived experience of college students belonging to the marginalized group of indigenous peoples, this research described the essence of education in the context of the current COVID-19 crisis. Four themes emerged: 1.) It surprised me: Education has a changed ecology; 2.) It overwhelmed me: Education is fraught with divides; 3.) It motivated me: Education is a driver of aspiration beyond crisis; and 4.) It taught me: Education has unintended positive outcomes These themes form the structure of the essence of education amid the COVID-19 crisis from the perspectives of college students belonging to the group of indigenous peoples. A partir de la experiencia vivida por estudiantes universitarios pertenecientes al grupo marginado de los pueblos indígenas, esta investigación describió la esencia de la educación en el contexto de la actual crisis del COVID-19. At the heart of the pressured educational changes are the vulnerable groups of learners at risk of stark inequalities
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