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UPSI Digital Repository (UDRep)
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| Abstract : Universiti Pendidikan Sultan Idris |
| This study seeks to explore and understand how learning is led among Orang Asli
students that contributed to their successful schooling progress despite the deficit
theorising of past research. Using Glaser’s Classic Grounded Theory method, the researcher explored
the learning process of Orang Asli students systemically, drawing upon their individual’s views of
realities of the process. Data are gathered from fieldwork, in-depth interviews with 16
participants, group interview, the relevant substantive literatures and documents. The findings
highlight an emerging theory of leading learning among Orang Asli students encompassing five main
strands of contributing leading learning roles involving parents, learners, kindergartens, schools,
and significant others. In conclusion, each strand reflects the concerns and resolutions that lead
to sustainable learning process of Orang Asli students. Implications from the study includes for
Orang 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 from
the success of others who have gone through similar or more difficult path. The underpinning
strengths of the successful Orang Asli students leading their own learning are indicated by their
hope, motivation, self- concept, self-efficacy, agency and continuous improvement. A key concept
arising 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. Community
self-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’s
self-concept to be at par with the mainstream
population.
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