‘Daloy ng Karunungan sa Gitna ng Krisis’: A Virtual Teachers’ Training Series
Navigating through the highs and lows of these unprecedented times, volunteer teachers have found new ways of learning together and supporting each other, to be of better service to indigenous children!
Spanning five weekly sessions, between 11th June and 9th July 2020, a virtual Teachers’ Training series entitled “Daloy ng Karunungan sa Gitna ng Krisis” was held for community educators, with the aim of harnessing their capacities and creativities in delivering relevant education to indigenous learners, amid the new realities brought about by the COVID-19 pandemic.
The training series—participated in by eight (8) volunteer teachers and community facilitators who serve Sama-Bajau learners in Zamboanga, Manila and Parañaque—was organized by Cartwheel through its partnership with Consuelo Zobel Alger Foundation, in coordination with the Department of Social Welfare and Development-National Capital Region, the City Social Welfare and Development Office of Parañaque, and the Ateneo de Zamboanga University’s Center for Community Extension Services.
Notwithstanding logistical and geographical challenges, the participants came together in a shared space via the Zoom online platform. Through expressive approaches that draw from the arts and the richness of their own indigenous culture, the participants found strength in each other and learned together about COVID-19, children’s rights, and other issues and considerations that may impact on how they will educate and hold space for their learners when the new school year opens.
KUMUSTAHAN AT KAPATIRAN (Sharing of Journeys). On the training’s launch on June 11, the participants from various Sama-Bajau communities shared a virtual space for the first time ever—bridging both physical and proverbial distances amid quarantine restrictions.
Inspired by the theme of “laran” (“wave” in the Sinama language)—an element central to the experience of the Sama-Bajau as a seafaring people—the participants shared with each other the ups and downs of their journey during the on-going crisis. Through an arts-based affirmation and reflection exercise, they were able to “connect the dots” of their shared journeys and drew strength in the sense of community they found in each other, even when they were miles apart.
KAMALAYAN (National and Community Situationers). On June 19, the training focused on expanding the participants’ awareness of COVID-19, from a sociological perspective. In particular, resource person Ms. Clarence Salvador presented a comprehensive National Situationer on the pandemic, vis-à-vis the context of indigenous communities.
In the session, the primary concern about practicing safety measures in crowded and under-resourced environments was tackled. It was highlighted that “community engagement is key,” especially when social distancing is not feasible.
Ms. Salvador likewise touched on the subject of fake news. From this segment, the participants learned to tell the difference between fact, opinion, speculation, and fiction. At the end of the session, several shared their own “encounters” with fake news, and how it has increased fear of COVID-19 in their communities. In the word of one of the participating community facilitators (originally in Filipino): “Information, Education and Communication materials are important in preventing the spread of fake news. It is vital that this is disseminated to the communities we work with.”
KALINGA SA KABATAAN (Child Protection). Digging deeper into emerging issues amid the pandemic, the session on June 19 zeroed in on the rights of children. Through the presentation and sharing of resource speaker Ms. Rowena Seblario, the participants were reminded of the four major categories of children’s rights—namely, survival, participation, development and protection—all of which are prone to being violated increasingly as the health crisis progresses.
In the ensuing discussion, the teacher participants expressed having increased awareness of their roles as upholders of the rights of children, especially in the midst of the multiple risks and vulnerabilities posed, not just by pandemic, but by many other social determinants. Some of them highlighted the significance of the law on protection to their roles as duty-bearers. The participants likewise became cognizant of the need to be mindful of children’s behavior as reflective of underlying needs.
These realizations led to the resolve that, in each of the communities represented, in-depth discussions must be held—along with the local DSWD partners and other relevant agencies—to clarify and document the support and referral systems in dealing with cases of child abuse, neglect or exploitation. This, in turn, can be institutionalized into policies that can help guide teachers in fulfilling their overall roles as holders of safe spaces for the children they serve.
KANLUNGAN (The Safe Learning Space). The 4th day of the training, July 2, saw a double header that gave participants insight on the significance of creating safe spaces for themselves and for each other.
The first session underlined the importance of emotional literacy and mindfulness. Guided by Ms. Jaymee Duran of JMEAD Arts Factory, the participants creatively represented the look and feel of how they were at that moment through emojis, in response to the question, “Magay na ka bitnaan?” (“How are you,” in the Sinama language).
In the process, the teachers discerned the value of recognizing and respecting their own and each other’s emotions, especially in these trying times. The teachers likewise expressed their excitement in sharing the emoji exercise with their students, to be more attuned to the young ones’ emotional needs as they hold space for them.
From learning to be comfortable with their own and each others’ emotions, the participants explored the concept of a SAFE SPACE. Through an interactive arts-based activity using homemade rag dolls and indigenous materials, the participants symbolically represented their understanding of the term.
The process resulted to the group’s shared expressions of a safe space as a state or existence in which (a) one’s physiological, social, mental, and psychoemotional needs are met, (b) one can be oneself, surrounded by people who care, (c) one can think, speak, and move freely, (d) one can learn, grow, and exercise one’s cultural identity, and (e) one can be healthy, free from harm, and at peace.
From these expressions, the teachers explored considerations and possibilities for creating a safe learning environment for Sama-Bajau children when the school year opens—all to ensure their continued learning and growth, amid the continuing challenges posed by COVID-19.
KALUSUGAN AT KATATAGAN (Self and Community Care). The final day of the training, on July 9, was devoted to health and its various aspects. Through the valuable input of medical practitioner Albert Antonio Jr., the participants were presented with an overview of the public health situation in the Philippines, which led to a discussion on real-life scenarios that affect Filipinos, as well as its multi-layered determinants.
From this conversation, the participants realized that—while no one has control over the manifold factors that determine the health situation in the Philippines, especially in the time of COVID-19—each of them can do their part by taking care of themselves and those in their spheres of influence.
Through an interactive arts-based activity to close the training, the participants shared their self-care commitments—from gardening, to eating right, to staying at home, to getting enough sleep, exercise, and sunshine—so they can continue to take care of others around them. Ultimately, these practices may be key to helping sustain the participants’ strength and sense of purpose, as they continue nurturing the children and communities they serve.
KILOS KOMUNIDAD (Community Mobilization). After five training days spent together and countless of insights shared, the participants ended the training by expressing their profound joy in being able to deepen their awareness on relevant issues and widen their sense of community, through the shared learning experience, even when they were miles apart.
Al-Fatima Ahiyal, a participant from Zamboanga, summarizes the group’s experience as follows (originally in Filipino): “The entire journey…was meaningful, fruitful and relevant…. It made us realize the importance of critical thinking, especially amid the crisis. The flow was therapeutic, even when held virtually. In all of this, we learned that is important to start with taking care of the self, so we can continue reaching out to others. Thank you for the opportunity!”
While the training has come to a close, the teachers and their support groups recognized that the real work is only beginning. Hence, they have resolved to work hand in hand with their respective communities in the coming weeks to concretize ways forward for the opening of the new school year.
Indeed, the Daloy ng Karunungan participants are committed to live out the Sama-Bajau virtue of “ag-beya beya palaran kaut” (journeying together)—all to ensure that Sama-Bajau learners can continue accessing relevant education, safely and securely, even as they ride through the changing tide of the times.