A phenomenological study on the ways of life of displaced sama bajau teenagers of san andres manila philippines

THAI NGUYEN UNIVERSITY UNIVERSITY OF AGRICULTURE AND FORESTRY JOSE LUIS EMMANUEL YUMANG CHAVEZ A PHENOMENOLOGICAL STUDY ON THE WAYS OF LIFE OF DISPLACED SAMA - BAJAU TEENAGERS IN SAN

THAI NGUYEN UNIVERSITY

UNIVERSITY OF AGRICULTURE AND FORESTRY

JOSE LUIS EMMANUEL YUMANG CHAVEZ

A PHENOMENOLOGICAL STUDY ON THE WAYS OF LIFE OF

DISPLACED SAMA - BAJAU TEENAGERS IN SAN ANDRES, MANILA,

PHILIPPINES

BACHELOR THESIS

Study Mode: Full-time

Faculty: Advanced Education Programs Office

Thai Nguyen, 15/11/2018

DOCUMENTATION PAGE WITH ABSTRACT

Thai Nguyen University of Agriculture and Forestry

Degree Program Bachelor of Environmental Science and Management

Student Name Jose Luis Emmanuel Y Chavez

Thesis Title A Phenomenological Study on the Ways of Life of

Displaced Sama - Bajau Teenagers of San Andres, Manila, Philippines

Supervisor(s) Professor Rhea Bailey, MAEd (Philippines)

Dr Ho Ngoc Son, PhD (Vietnam)

of displaced Sama – Bajau teenagers that was carried out in San Andres, Manila This study narrates the ways of life of the displaced Sama – Bajau teenagers through their daily routine and their accessibility and mechanisms to acquire basic needs Further, their capability to be stewards of the environment was also discussed in the present study Data collection utilized participant observation, and unconstructed informal interviews to seven selected Sama – Bajau teenagers Data from field notes, transcribed verbatim, and journals were analyzed through the Collaizi’s method The findings revealed that the daily routines of the displaced teenagers involved babysitting, going to school, begging, and working Correspondingly, the Sama – Bajau teenagers and their families are engaged in impermanent and unstable jobs that bars their access and capability to acquire basic needs Moreover, the current ways of life of these displaced individuals did not involve any of their cultural and traditional

practices, as it results to the loss of indigenous heritage that leads to the death of the stewards of the environment Further, these displaced individuals contribute to the crucial problem of waste management and disposal that may result to environmental degradation Recommendations such as the implementation of alternative learning systems, vocational courses, proper housing and sewage system, fostering green, sustainable jobs, and the formulation of culture preservation programs and workshops are highly suggested as it will greatly benefit the well-being of the displaced Sama – Bajau teenagers and their community

Keywords: Displacement, Ways of Life, Sama – Bajau, Teenagers,

Phenomenology, Basic Needs Number of pages: Seventy – Eight (78)

Date of Submission: November 15, 2018

ACKNOWLEDGEMENT

I would like to express my sincerest gratitude and appreciation to my good

friend Ome Bailey, for leading me to the right people who have the same passion

as mine Through his help, I had the opportunity to share my passion in helping indigenous peoples as I conduct this research centered in the adversities that IPs face today Well, I guess fate has its way of letting us live beyond our wishes To

my research adviser, Professor Rhea R Bailey of the Department of Human and

Family Development Studies, College of Human Ecology at the University of the Philippines – Los Baños, I am grateful for her dedication as she steered me in the right direction whenever I needed it Her friendly guidance and expert advice have

been invaluable throughout all stages of the work Deepest appreciation to Dr Ho Ngoc Son, deputy director, Forestry Faculty of Thai Nguyen University of

Agriculture and Forestry for his utmost support, valuable advice and guidance on

my research study

I sincerely thank Mr Dong Lakibul and Mr Rey Dingal of the Office of

Policy, Planning, and Research (OPPR) of the National Commission on Indigenous Peoples (NCIP) for the endorsement of the present research to the leaders of the Sama – Bajau community of San Andres, Manila I give special

credit to Mr Arnel Bautista, head of the Special Projects and Research

Department (SPRD) of the Department of Social Works and Development – Manila (DSWD) for permitting this research as he provided assistance and security

as the soon as the data collection commenced Special thanks to Honorable Guillermo Friera for granting my request to conduct data gathering procedures in

the vicinity of San Andres To my field assistants, Kheay Barahim, and Said Hujaji, I am sincerely grateful for their patience, effort, and understanding as they

ensured my security as I delved in the field with the Sama – Bajau community To

the seven respondents involved in this research, it is a great honor to be your

friend I am extremely thankful and blessed as I got the opportunity to witness how hardworking, passionate, and courageous they are I cherish the laughs, and conversations we shared

To my friends, Joy Ongkiatco, Enzo Bernardo, Francina Balido, Kristina Reyes, Pauline Hostalero, Jessica Cosico, Veatriz Malitic, Lester Lagansua, and AJ De Castro, thank you for letting me be part of your lives, and

eventually we found family in each other’s company Though our journey had cost

us tears, frustrations, and doubts, I trust that through His love and faithfulness, we

will be able to conquer life, together Nobody has been more important to me in the pursuit of this research than the members of my family I am forever thankful

to my life coaches, my parents Gertie Y Chavez, and Louie M Chavez, for the

unending love, support, and warmest of hugs that kept me fighting as I finish this journey

Above all else, I express my deepest gratitude to the ultimate Giver of Life, my Savior, the Almighty Father of the Heaven and Earth for guiding me

in this journey For You orchestrated everything, aligned with Your purpose in

my life

Jose Luis Emmanuel Yumang Chavez

TABLE OF CONTENTS

LIST OF FIGURES viii

LIST OF TABLES ix

LIST OF ABBREVIATIONS x

PART I: INTRODUCTION 1

1.1 Research Rationale 1

1.2 Significance of the study 3

1.3 Objective of the Study 3

1.3.1 General Objective 3

1.3.2 Specific Objectives 4

1.4 Research Questions and Hypothesis 4

1.5 Scope and Limitations 4

1.6 Operational Definition of Terms 5

PART II: REVIEW OF RELATED LITERATURE AND STUDIES 6

2.1 Displacement 6

2.1.1 Internally Displaced Persons 8

2.1.2 Daily Routines of IDPs 9

2.2 Causes of Displacement 10

2.3 Impact of Displacement on Teenagers 14

2.4 Displacement and Indigenous Peoples 16

2.5 Phenomenological Approach on a Qualitative Study 18

2.6 Related Studies Using the Phenomenological Approach 20

Conceptual Framework of the Study 22

PART III: METHODOLOGY 23

3.1 Research Materials and Instruments 23

3.2 Time and Place of the study 23

3.3 The Research Design 24

3.4 Data Collection Process 24

3.5 Data Analysis 26

PART IV: RESULTS AND DISCUSSION 27

4.1.1 Morning Routine 27

4.1.2 Afternoon Routine 31

4.1.3 Evening Routine 35

4.2 Accessibility to Basic Needs 41

4.2.1 Food 41

4.2.2 Shelter 44

4.2.3 Clothing 48

4.2.4 Education 49

4.3 The Current Ways of Life and the Sama – Bajau Teenagers as Stewards of the Environment 51

PART V: CONCLUSIONS AND RECOMMENDATIONS 54

5.1 Conclusions 54

5.2 Recommendations 55

REFERENCES 57

APPENDICES 74

LIST OF FIGURES

FIGURES PAGE

1 The Conceptual Framework of the Study 22

2 Location Map of the Research Area 23

3 The Selected Sama - Bajau Respondents 25

LIST OF TABLES

TABLES: PAGE

1 The Collaizi's Method 26

2 Summary Table of the Sama – Bajau Teenager’s Morning

5 Summary Table of Sama - Bajau Teenager's Access to Food 43

6 Summary Table of Sama - Bajau teenager's Access to Shelter 46

7 Description of the Sama - Bajau Teenager's Shelter 48

8 Summary Table of Sama - Bajau teenager's Access to

Clothing 49

9 Summary Table of Sama - Bajau teenager's Access to

Education 50

LIST OF ABBREVIATIONS

ADB Asian Development Bank

ALS Alternative Learning System

CARE Cooperative Assitance and Relief Everywhere

CMRP Committee on Migration, Refugees, and Population

DSWD Department of Social Works and Development

IDMC Internal Displacement Monitoring Centre

IPRA Indigenous Peoples Right Act of 1997

IPs Indigenous Peoples

NCIP National Commission on Indigenous Peoples

RSC Research Studies Centre

TESDA Technical Education and Skills Development Authority

UNEP United Nations Environment Programme

UNPRFII United Nations Permanent Forum on Indigenous Issues

PART I: INTRODUCTION 1.1 Research Rationale

Indigenous peoples (IPs) make valuable contributions to the world’s heritage with their in-depth, varied and locally rooted traditional knowledge and their understanding

of ecosystem management Thus making them stewards for protecting and conserving the environment (The Global Environmental Facility, 2012) In fact, some of the best protected biodiversity-rich areas are those in the lands of indigenous peoples ( Painemilla, et al., 2010) IPs understand the link between culture and environment, where traditional laws, customs, and practices reflects both attachment, and responsibility for preserving traditional lands However, the relationship of IPs with their natural environment is compromised due to forced removal, violence, development programs (IPs and the Environment, n.d.) , and by “the occurrence of natural disasters intensified by climate change” (Painemilla, et al., 2010, p.5) These events compel IPs to migrate, and eventually displacement has become their mechanism in facing these challenges

According to the World Bank (2016), “forced migration is a crisis centered in developing countries” (para.1) Further, forced migrants are usually regarded as a disadvantaged group by having fewer socioeconomic resources attributed to less formal education, and poorer physical health (Ortensi, 2015) Displacement refers to the movement of large number of people from the original settlement to a new settlement (Akpanudoedehe, 2010), either through their own free will or voluntary

and exogenous factors, or is involuntary (Viser, S.A.,1970) (as cited in Zahari M., & Mohd N., 2012) Wilkinson (2016) expressed that most migrants move and settle in urban centers within their home countries, while Sather (1995) (as cited in Hoogervorst, 2012) gave evidence that migrants in urban centers are marginalized

The Sama - Bajaus, tagged as Sea Gypsies, traditionally resides along the sea shores of the Philippines, specifically from the south – western Mindanao (Dator, et al., 2018) However, they have gone into various cities and provinces in Luzon (Conde, 2013) The United Nations Permanent Forum on Indigenous Issues (UNPFII) (2016) attested that IPs in urban areas face unemployment, and inadequate housing Further, UNPFII also reported that IPs may experience discrimination, and loss of cultural heritage and values

The teenage life is “the period of dreams, career preparation, and the design of future” (Simigiu, 2012, p.1) However, being a teenager is by no means easy as they struggle to build their own identity and seek autonomy (Villanueva, 2015) Moreover,

“poverty, homelessness, and unemployment as well as cutbacks in educational, preventative, and health services have disproportionately negative impacts on teenagers and their families” (Leadbeater & Galmbos, 2000, p.1)

Therefore, due to displacement, and the disadvantages it cause to IPs, it is imperative to conduct a study that aims to narrate the ways of life of the displaced Sama-Bajau teenagers, specifically in San Andres, Manila, Philippines This is a

phenomenological research that used purposive sampling method, with seven respondents The data were analyzed through Collaizi method

1.2 Significance of the study

This study aims to narrate the stories of Sama - Bajau teenagers under their current living conditions These stories may influence policy makers in creating the appropriate programs, laws, and policies that promote the welfare of these teenagers

This research will provide data to other fields of science such as in Anthropology, Human Ecology, Philippine Studies, Social Sciences, and Environmental Science For the stories are to serve as a database that may provide new evidences to broaden the known information regarding the ways of life of displaced Sama - Bajau teenagers The output of this study is also significant to higher education institutions, academics and to researchers as their reference in their pursuit

to contribute to the body of knowledge

Most importantly, this study will benefit the Sama - Bajau teenagers as their stories will shed light on their current conditions Thus, a more accurate understanding and even appreciation of the Sama - Bajau community is underway

1.3 Objective of the Study

1.3.1 General Objective

This research aims to narrate the ways of life of displaced Sama - Bajau

teenagers Specifically, the study objectives are as follows

1.3.2 Specific Objectives

1 To describe the daily routine of the Sama – Bajau teenagers

2 To illustrate the accessibility and mechanisms to acquire basic needs and;

3 To determine if the current ways of the Sama – Bajau teenagers enables them to be stewards for protecting and conserving the environment

1.4 Research Questions and Hypothesis

This research aims to answer the focal questions,

1 What are the daily routine of the Sama – Bajau teenagers?

2 What are their means of securing basic needs, and its accessibility?

3 Are their current ways of life enables them to protect and conserve the environment?

1.5 Scope and Limitations

This study covers the experiences and the ways of life of the displaced Bajau teenagers in their new settlement Through participant observation, the data was gathered, and analyzed using the Collaizi method However, this study is only limited

Sama-to views of the teenagers in the Sama - Bajau community, and may not reflect concerns of all Bajaus or even other IP groups across the Philippines

1.6 Operational Definition of Terms

Basic Needs: Basic material needs most often by humans, such food, shelter, clothing

(Adepoju, 2004), and education

Displacement: The movement of large number of people from the original settlement

to a new settlement (Shahril, et al., 2012)

Purposive Sampling: Incorporation of specific criteria met by the participants at the

moment of selection (Padilla-Diaz, 2015)

Sama – Bajau: Refers to several Austronesian ethnic groups of Maritime Southeast

Asia with their origins from the southern Philippines They usually live a seaborne lifestyle, have migrated to neighboring Malaysia, and to the northern islands of the Philippines (Sama Bajau Peoples, n.d.)

Teenagers: Refers to the age, starting with thirteen all the way over to nineteen, and

ending there (Quora, 2017)

Way of Life: It is the practices of living for the day (Osler, 2013)

PART II: REVIEW OF RELATED LITERATURE AND STUDIES 2.1 Displacement

For most people facing violence, severe rights abuses, or other risks, being forced to leave their home environment is the option of last resort People evacuate their places of habitual residence, and rupture their social networks and economic livelihoods only with great reluctance – and only when other strategies to remain have failed (Refugee Studies Centre, 2012) Displacement occurs when people leave their original place to resettle in a new foreign place where they can begin a new life and adapt to the new biophysical, social and administrative systems of the new environment (Shahril, et al., 2012) According to the Internal Displacement Monitoring Centre (IDMC) (2018) 30.6 million new internal displacements associated with conflict and disasters were recorded in 2017 across 143 countries Furthermore,

it classified the Philippines as one of the countries to be heavily affected by displacement in East Asia, next to China and Viet Nam

According to CMRP (2008) the pattern of migration and displacement in the 21st century is moving from rural areas and settles in urban centers within their countries In addition, Asplet (2013) stressed that the “impact of internal displacement can be devastating for host states, which may lack the capacity or institutional structures needed to protect and assist formerly self-sustaining populations” (p.18) Moreover, the areas to which Internally Displaced Persons (IDPs) relocate may very likely be ill-prepared and under-resourced to cope with a sudden influx of people

2017) Therefore, these generalizations align with the report of Wilkinson (2016) and study of Sather (1995) as they concluded that displaced people in urban areas are marginalized Furthermore, displacement can have environmental impacts such as water, soil, and air pollution causing environmental degradation As rapid urbanization and IDPs settlements can put pressure on scarce water, energy and food resources, and lead to uncontrolled waste disposal (United Nations Environment Programme, 2016)

Displacement also affects states of origin and life patterns of IDPs ( López, et al., 2011) For many communities, especially IPs, their territories of rich biodiversity

is a locus of identity, spirituality and culture as much as an economic resource (Notes, 2018) With their indigenous traditional practices and culture, they are successful on conserving their natural environment, as they follow a sustainable land use system (Painemilla, et al., 2010) However, IPs and their lands are specifically targeted by the government, terrorist groups, and private companies, as communities find themselves uprooted from their environment (Kipuri, 2009) This comes with the loss of stewards that conserves the natural environment, and the death of traditional knowledge on land and biodiversity management practices that kept their territories preserved and sustainably managed (United Nations Educational, Scientific and Cultural Organization, 2016) (UNESCO)

2.1.1 Internally Displaced Persons

Internally displaced persons (IDPs) are “persons or groups of people who have been forced or obliged to flee or to leave their homes or places of habitual residence,

in particular as a result of or in order to avoid the effects of armed conflict, situations

of generalized violence, violations of human rights or natural or human-made disasters, and who have not crossed an internationally recognized border” (United Nations Human Rights, 2018, p.1) IDPs find themselves in situations of extreme vulnerability The Refugee Studies Centre (RSC) (2011) ascertained that wherever IDPs choose to settle, their basic needs are often severely neglected Displaced populations are typically either conceptualized as highly vulnerable as a result of their displacement, or, alternatively, as a potential threat and/or burden to the host environment, host population, host state, and neighboring countries (RSC, 2011) Even where such services do exist, the influx of IDPs into already populated areas may lead to discrimination and further abuse, as access to education can also be denied (Asplet, 2013) An IDP’s lack of personal documentation – whether lost or left behind – can effectively bar his or her access to government services ( Kälin, et al., 2008) Work, and therefore access to money, may be difficult to find – even for residents of their host communities (Asplet, 2013)

The study by Senturk (2014) mirrors the assumption of Asplet (2013), where rural to urban migrants shared stories of poverty, hunger, lack of shelter, and death as they stay in the metropolitan district of Ankara, Turkey Another proof inclined with

the conclusion of Asplet (2013) is the report by the United Nations Environment Programme (UNEP) (2018), over five million internally displaced persons (IDPs) are currently living in rural camps, informal settlements, and urban slums in Sudan Where living conditions in these settlements are in many cases appalling: they are crowded and unsanitary, food and water are in short supply, insecurity is high, and livelihood opportunities are generally lacking IDPs may not be at the top of most national governments’ agendas, but it is a contingent liability that affects countries’ economic and development balance sheets as the years go by (IDMC, 2018)

2.1.2 Daily Routines of IDPs

According to Hines and Balletto (2002) the “displacement of civilians remains one of the most pressing humanitarian problems in developing countries” (p.1) Further, Guiam (2013) concluded that “displaced communities encounter a range of vulnerabilities and insecurities as they face a whole new environment where their old, familiar systems of social protection, like livelihoods are gone or fragmented” (p.1)

In line with this, a phenomenological study conducted by Van Der Aa (2016) on displaced South Sudanese teenagers revealed that working as a vendor, and helper were part of their daily routine The participants also addressed the issue of having the lack of choices and opportunities claiming they are mostly forced to do things simply to survive Further, a study made by Bracamonte, et al (2011) on the Sama – Bajau children in Iligan City reported that knocking on vehicle windows, sitting on the sidewalks, or going from house to house to beg is part of the everyday routine of

these individuals Further, these children utilize the tambol, which are improvised

drums from pipes which they beat to produce rhythms of songs Some children also engage in diving for coins thrown by boat passengers Moreover, the study also revealed that the Sama – Bajaus children are heavily reliant on the public water system connection of their neighbors for their drinking needs, washing clothes and dishes, bathing, and all other household water needs upon payment of a fee With respect to waste disposal, the Bajau houses have no sanitary toilets, rather, a communal toilet is being used on pay per-use basis Moreover, Bracamonte, et al (2011) also concluded that now that the Sama – Bajaus are exposed to the urban setting, they are drawn to modern entertainment such as television sets, cell phones, keyboard organs, cassettes, and karaokes Like everyone else, they are also caught by change in a fast-paced globalizing world

2.2 Causes of Displacement

Conflict IDMC (2018) estimates 11.8 million new displacements triggered by

conflict and violence, a much greater number compared to the 6.9 million IDPs back

in 2016

Armed Conflict As defined by international humanitarian law, when

populations are or are likely to be attacked Such conflicts may arise between States

or between States and non-State actors or between non-State actors (Asplet, 2013) In line with this, according to IDMP (2018), in the Kachin, Shan, and Chin states of Myanmar, nearly 22,000 new displacements were recorded where ethnic minorities

have been in armed conflict with the Myanmar government for nearly seven decades

In the Philippines, the battle between the armed forces and ISIL affiliates for Marawi was the most significant outbreak of urban warfare in the country’s recent history It began in May, lasted for five months and led to more than 350,000 new displacements before the government declared its military victory (The National, 2017)

Communal Violence Violence perpetrated across ethnic, religious or

communal lines that has not met the threshold of a non-international armed conflict Communal, in particular inter-communal violence can overlap to a significant extent with political violence with one type of violence triggering the other (IDMP, 2018)

In line with this Myanmar’s Rohingya minority bore the brunt of unprecedented violence in the western state of Rakhine in 2017 Attacks by the Arakan Rohingya Salvation Army on 30 police stations on 25 August prompted a fierce military crackdown and inter-communal violence that forced more than 655,000 people to flee

to Bangladesh, which led to accusations of ethnic cleansing (Inter Sector Coordination Group, 2017)

Political Violence Defined as the use of force by a group with a political

purpose or motivation, such as surrounding an electoral process or during civil unrest, riots, state repression or demonstrations, in a situation that has not met the threshold

of a non-international armed conflict (IDMP, 2018)

Criminal Violence It is the homicides, threats, extortion and a general

atmosphere of violence due to drug cartels, organized crime, or gang violence, in a

situation that has not met the threshold of a non-international armed conflict With the Global Report on Internal Displacement by IDMP (2018), displacement associated with conflict and violence saw a steady increase, from 436,000 in 2016 to 457,000 in

2017 Mirroring previous years, countries like El Salvador, Colombia and Mexico were among the most affected IDMP (2018) also stressed that criminal violence was also widespread in Guatemala, Honduras and Venezuela

Development Development projects often encompass the introduction of

direct control by a developer over land previously occupied by another group Natural resource extraction, industrial parks, and infrastructure projects (such as highways, bridges, irrigation canals, and dams) all require land, often in large quantity (Narayanan, 2017) In developing countries, the scale of development - related population displacement has grown rapidly over the past few decades due to the compelling need for infrastructure to meet the demand of fast growing population (Terminski, 2015) Development induced displacement (DID) is also considered a social problem as it affects multiple levels of human organization, from tribal and village communities to well-developed urban areas (Challa, 2013) In line with this, Cernea and Guggenheim (1995) (in Stanley, 2004) discussed the displacement of 40,000-50,000 people in Indonesia to make way for a Jabotabek urban development project, which involved the widening and upgrading of roads in Jakarta and nearby cities They also tackled the modernization of Shanghai’s sewerage system, which displaced 15,000 urban dwellers in the city

Disasters Extreme environmental changes in general, and those associated

with climate change in particular, are increasingly recognized as growing drivers of displacement across the world, because of the unavoidability of its impacts (Asian Development Bank, 2012) ADB (2012) also recognized that, in Asia and the Pacific, large numbers of people are displaced every year due to floods, droughts, soil degradation, typhoons, and cyclones, where poor people suffer a disproportionate share of deaths, displacement, and damage associated with such events IDMC (2018) records 18.8 million new displacements associated with disasters in 135 countries and territories Weather related hazards triggered the vast majority of all new displacements, with floods accounting for 8.6 million, and storms, mainly tropical cyclones, with 7.5 million

Such evidences in disaster induced displacement were experienced back in July 2010; Pakistan was affected by heavy monsoon rains, which led to massive flooding

in the Indus River basin The flood led to the displacement of more than 10 million people, with about 20% of the country under water About 2,000 people perished in the disaster The provision of international aid relief was widely considered as insufficient, and the floods took a very heavy toll on the country and its population, with millions of farmers housed in refugee camps, and crops and cattle destroyed In December 2011, Typhoon Washi ravaged the Philippines island of Mindanao and displaced more than 300,000 people, mostly in the cities of Cagayan de Oro and Iligan (ADB, 2012)

2.3 Impact of Displacement on Teenagers

Displaced teenagers were faced with a whole range of losses: their homes, familiar environment, educational setting, social network, and usual patterns of family life among others

Loss of home Home plays an important role in identity formation and development

of children Not only were the displaced children driven from their homes with only very few personal belongings and the grievous psychological consequences of the event, but in addition most of them had no home of their own anymore, and no place

to go back to (Adjukovic & Adjukovic, 1998)

Living with distressed adults Adult members of displaced families are themselves

exposed to multiple stressors and trying challenges Studies suggest that during warfare displaced adults frequently display anxiety, depression, anger, aggression, alcohol abuse, distrust, somatization or `escape to illness’ ,and sleep disturbance (Moro & Vidovic, 1992) (as cited in Joshi & O'Donnell, 2003) Often, the adults lose their jobs and no longer have access to employment, resulting in a decline in their social status They feel degraded and demoralized, having to become financially dependent, and helpless These cumulative negative effects produce high levels of stress, among the adults with disturbing consequences upon children (Joshi & Cullins, 2015)

Loss of traditional way of living Many children, especially those from rural areas,

go through the acculturalization process during which they lose contact with

traditional values and ways of living in their communities These losses leave a big emptiness in the lives of many children At the same time, change in the traditional way of living and indigenous heritage has a two-fold negative impact on children when they have to adapt to an urban environment, or when they return to their communities of origin (Druzic, et al., 1997) (as cited in Bhugra & Becker, 2005 )

Lack of educational structure Displaced and children and teenagers had poorer

conditions for learning, including high levels of spatial density in their temporary homes Over time, all of the displaced and refugee children were enrolled in school, but many of them started displaying numerous difficulties in adapting to the new educational environment as they longed for their old schools (Svob, 1993) (as cited in UNICEF, 2015) They also displayed more psychological difficulties and problems

of adaptation to their new surroundings (Ivanek & Jakopovic, 1995) (as cited in Adjukovic & Adjukovic, 1998)

Poor Physical Environment Approximately 20% of displaced people were

accommodated in collective centers and the rest were in individual or family placement In many cases, two or even three families with children had to share one room Many children did not have a bed of their own In most collective centers there was no place for play activities or for learning (Ajdukovic, 1993)

Malnutrition Both in the preflight and displacement phases, a lot of children did not

have access to adequate nutrition (Ajdukovic, 1993) In Croatia, a study by Gruguric and Hirsl - Hecej (1993) showed that a third of the displaced children in Zagreb, Croatia showed a significant degree of malnutrition Another research revealed that

one of every two children who were displaced longer than six months were malnourished (Svob, 1993)

2.4 Displacement and Indigenous Peoples

Indigenous peoples, according to the Indigenous Peoples Rights Act of 1997

or IPRA law of 1997 is defined as a group of people or homogenous societies recognized by self-ascription and ascription by others The IPRA also covers societies who have common bonds of language, traditions and other distinctive cultural traits,

or who have, through resistance to political, social and cultural inroads of colonization (National Commission on Indigenous Peoples, 1997) Cooperative for Assistance and Relief Everywhere (CARE) (2013) highlighted that indigenous communities in the Philippines lack opportunities for them to improve their lives as they’re typically remote and are heavily reliant on natural resources IPs also have less access to education, financial services and safety nets, which limits their opportunities for development (Dhir, 2015)

Indigenous peoples have always protected their lands and the rich resources they hold; managing their resources through customary laws and traditional practices Rich in natural resources, traditional indigenous lands and territories may contain up

to 80 percent of the planet’s biodiversity (Global Environment Facility, 2007) However, Painemilla et al., (2010) concluded that indigenous territories are often situated in landscapes experiencing rapid social and economic change In addition, they also stressed that securing their basic human rights, rights to their lands, and their

access to the natural resources they depend upon is increasingly affected, by the shocks and stresses induced by such as climate change, violent conflicts and natural disasters

Majority of indigenous peoples worldwide still live in rural areas, however they’re increasingly migrating to urban areas, both voluntarily and involuntarily With this fact, the United Nations Permanent Forum on Indigenous Issues (UNPRFII) (2007), resonates that indigenous peoples that migrate to urban areas face particular and often additional challenges, most prominently unemployment, limited access to services and inadequate housing In addition, indigenous peoples in urban areas may experience discrimination and have difficulties in sustaining their language, identity and culture and educating future generations which can result in a loss of indigenous heritage and values (Phukan, 2012)

In line with this, a study by the UN (2007) in Mexico revealed that unschooled urban indigenous population are four times higher than non-indigenous city-dwellers, since these faction of people seeks employment earlier than their non - indigenous counterparts This then leads to a pattern of working in poorly paid, low-skilled jobs, with 50 per cent of the indigenous population earning an income of between $150-

300 per month A research by Yanes (2007) even proved that the quality of housing

of indigenous peoples settling in urban centers are generally lower, with having only one room, and incorporating asbestos sheeting

On a different light, Migration and displacement can also be a positive phenomenon (UNDP, 2015) Since it provides better opportunities for indigenous peoples since it provides access to education and employment, with income generated

by urban indigenous peoples often used to support families in their communities of origin (Patrinos & Skoufias, 2007) In some instances, indigenous peoples have been able to adapt and improve their situations, preserving their indigenous identities while maximizing the benefits of urban society (UN, 2007) In Tanzania, 90 percent of Masaai men who have migrated to the capital city, Dares Salaam, end up working as security guards, earning around $40 per month and are often only able to afford to live

in slums on the outskirts of the city (Kaunga, 2002)

The effects of migrating and settling to urban areas on indigenous peoples could vary greatly Some are able to adapt and improve their situations considerably without loss of cultural identity; however, the impact of displacement are overwhelmingly negative CMRP (2008), where, in other cases, indigenous peoples are subject to discrimination, exclusion, violence, and unemployment (UN, 2007)

2.5 Phenomenological Approach on a Qualitative Study

The goal of qualitative phenomenological research is to describe a lived experience of a phenomenon (Waters, 2017), it also aims to develop clear description, and understanding of a particular human experience (Koch 1995 in Laverty, 2003) This type of research provides a rich and complete description of human experiences and meanings (Brown, 2018) Because there is a wide range of things that people can

consciously experience (e.g., phenomena such as emotions, decisions, plans, and activities), this research approach has been used in many disciplines and academic fields Insights gained from this research supports development of more humane workplace practices and policies as well as providing opportunities for inductively developing experience-based theories about phenomena (Bliss, 2016)

Phenomenological research is an investigation of what experiences mean to people At its core, it concerns the investigation of everyday human experiences in order to learn people’s common sense understanding and the meaning they make of their experiences and the experiences of others (Larkin, et al., 2011) Phenomenology have different types and classes, however, this study in will be following the descriptive or hermeneutical phenomenology pattern that refers to the study of personal experience and requires a description or interpretation of the meanings of phenomena experienced by participants in an investigation (Padilla - Diaz, 2015)

Widely used in phenomenology (Freeby, 2013), participant observation is defined as the process of learning through exposure to or involvement in the day-to-day or routine activities of participants in the researcher setting (Schensul et al., 1999

in Hildermeier, 2016).Participant observation is also used as a way to increase the validity of the study (Adler & Adler L 1951 in Kawulich, 2005) as observations may help the researcher witness events that informants may be unable or unwilling to share, brings understanding of cultural terms, and it establishes a connection between the researcher and the respondent (Marshall & Rossman, 1989)

This study focuses on the way of life the displaced Bajau teenagers to better understand their experiences and situation through participant observation The results

of the study will help develop database to formulate appropriate development programs in benefit of these teenagers

2.6 Related Studies using the Phenomenological Approach

In 2013, Wa-Mbaleka conducted a descriptive- phenomenologically approached study on the education systems of the indigenous community of Mangyan

in the Philippines The study by Wa-Mbaleka (2013) conducted unstructured in depth interviews, both with Mangyan students, and their teachers, Wa-Mbaleka also did participant – observation as a method to understand the scenario inside the classrooms

He then concluded that to be successful in educating katutubo learners, the schools

must use a holistic approach of human development and community development They must set high standards and provide assistance and support to achieve them

Dator, et al (2018) conducted a phenomenologically themed research about the live experiences of street children in Cabanatuan City, Philippines back in December 2017 Their research examined the situation and daily routines of street children and their reasons for going back in the streets despite the decent life which the government has planned in their new relocation sites The study utilizes the qualitative phenomenological research and used interview guide questions and observation checklist The findings were analyzed using Colaizzi method The results

of findings revealed that the age of most street children ranges from 10 to 12 years

old, male and are grade 3 students Regarding their routines, they attend school, help their family by assisting in the household and by taking care of their siblings They also go on streets to beg and ask for help, especially those who do not go to school The routines of these children, especially begging may be attributed to the poverty which their families are experiencing when they transfer to Cabanatuan

These phenomenologically – approached studies have greatly contributed to the increased understanding of the ways of life and lived experiences of people in different fields, under different living conditions Therefore, it is imperative to conduct a study regarding the ways of life of the displaced Sama - Bajau teenagers, in order for the public, academics, and law makers to hear and understand their life stories

Conceptual Framework of the study

Figure 1 The Conceptual Framework of the Study

Aside from being a living representation of culture, IPs have always been charge of enriching agriculture, and conserving the natural environment through their traditional beliefs and practices However, due to natural disasters, conflicts and violence, they are either forced, or by their own free will, migrates, and eventually gets displaced commonly to urban centers, within their own countries

Displacement is a global issue that needs attention Though it provide employment and better access to education, its effects are overwhelmingly negative especially to IPs that in the first place, is poorer and armed with skills inapplicable to their new environment Thus, affecting the ways of life of IPs as they find themselves

on new, unfamiliar territories

PART III: METHODOLOGY

This chapter presents the research strategy and approach, the methods of data collection, the selection of the respondents, and instrument for data analysis

3.1 Research Materials and Instruments

This research is a qualitative study that aims to determine the ways of life the Sama – Bajau teenagers Participant observation and informal interviews were done and materials such as notebook, pen, and audio recorder were used for data collection

A laptop was also used to transcribe, and analyze data from recordings and journals

3.2 Time and Place of the study

This study took place in San Andres, Manila, Philippines from April to July of

2018 San Andres is one of the 16 administrative districts of Manila, and is considered

to be an area where most of the displaced Sama – Bajaus reside The Local Government Units (LGUs) and social workers from the Department of Social Works and Development (DSWD) of San Andres, estimates 260 families which accounts for

800 residents are of Sama – Bajau group from Zamboanga

Figure 2 Location Map of the Research Area Note Adapted from Map of Manila by Balingit R (2012).Copyright by Creative Commons 3.0

San Andres

3.3 The Research Design

The present study followed a qualitative research design based on phenomenological methods This approach was chosen given that the purpose of the research was to illustrate and describe the ways of life of the Sama – Bajau teenagers The study was carried out in a natural setting, mainly through participant observation, and informal interviews to permit an understanding of their perspectives, and behaviors in their daily lives Primary data were collected through the transcripts of the audio recordings, field notes and journal made by the researcher As suggested by reviewed literature, the significant statements and observed data were extracted from transcripts and journals, and themed in accordance to the Collaizi’s method The output was presented in tables, and explained in narrative

3.4 Data Collection Process

Data gathering commenced by securing permits from government agencies specifically with the National Commission on Indigenous Peoples (NCIP) and the Department of Social Works and Development – Manila (DWSD) to ensure assistance and security in the field A presentation was also conducted with the baranggay chairman In order to have a deeper understanding and exposure to the truest scenarios

on the lives of the displaced Sama – Bajau teenagers, the researcher made frequent visits to the Sama – Bajau community in the area in order to build rapport as this research seek to study their ways of life in natural settings The study utilized the purposive sampling method with seven respondents In the present study, the

must be 13 – 19 years of age Nevertheless, this number was supported by the conclusions of Creswell (1998) that recommends 5 to 25, and of Morse (1994) that advises at least 6 respondents in doing a phenomenological study The participant observation and informal interviews starts from as early as 5am, until 11pm The researcher allotted a full day to interact, participate, and observe the ways of life of a Sama – Bajau teenager With informal unconstructed interviews within the day, audio recorder and field notes were utilized to retain significant statements and scenarios in the day These notes were also kept and compiled in journals as it can supplement the data collected through informal interviews by providing further description Data analysis revealed themes from observed data and significant statements These themes were carefully verified through a focus group discussion with all respondents Adjustments were made accordingly after clarifications

Figure 3 The Selected Sama - Bajau Respondents Note From left to right, top row Respondent A, Respondent B, Respondent C, and Respondent D From left to right bottom row Respondent E, Respondent F, and Respondent G

3.5 Data Analysis

The data from the interviews was transcribed The data from the transcripts, field notes and journals were analyzed through the Collaizi’s method, since it has been used by phenomenological studies for it exhibits an efficient description of the lived experiences of people (Shosha, 2012) Analysis of the data entailed extracting significant statements or phrases relating to the objectives of the study Further incorporating into emergent themes, providing a rich and descriptive picture of the

participants’ lived experience

Table 1 The Collaizi's Method

Note Adapted from Employment of Colaizzi’s Strategy in Descriptive Phenomenology by Shosha, G A (2012) European Scientific Journal, Vol 8, No.27

The Collaizi’s Method

1 Read and review respondent's verbatim transcripts, notes, and/or journals

2 Significant statements or phrases are extracted from respondent's transcripts pertaining directly to the research phenomena

3 Formulated meanings are constructed from the significant statements

4 Formulated meanings are arranged into themes

5 Incorporation of the results into a rich and exhaustive description of lived experience

6 Validation of the exhaustive description from the participants involved in the research

7 Incorporation of any new pertinent data from participant's validation

PART IV: RESULTS AND DISCUSSION

This chapter presents the findings and interpretation of data based on qualitative analysis Transcribed verbatim and field notes were analyzed in order to provide in depth narration of the ways of life of displaced Sama – Bajau teenagers Certainly, the indicated results in this section provided answers to the research questions of the present study

4.1 Daily Routine of the Displaced Sama – Bajau Teenagers

Since the respondents are extremely marginalized, protecting these human subjects is the priority of the present study Thus, keeping their identities hidden ensures the respondents security as the researcher delved into their personal lives Therefore, codenames for each of the respondents were made respectively

4.1.1 Morning Routine

There were a shared commonality between respondents A and B as they started their day by performing house hold tasks Further, respondents A and B were also responsible for babysitting their younger siblings, and own children Since respondent A (RA) is a young mother, part of her daily morning routine was to prepare and bring her eldest child to school However, RA admitted that she was having a difficulty looking after her three kids from time to time, as she stressed that

“Sometimes I find myself crying because of exhaustion caused by my children from being too playful, as they require much of my attention and care” and adding, “I am not able to take a rest during the day since I have to look after them” RA brought

her child to school at 9:30am, since class starts at 10:00am RA began cleaning the house at around 10:30am as she arranged old toys, and beddings that lain on the floor Meanwhile, respondent B (RB) being the eldest of his six siblings, took the responsibility of helping his family through accomplishing house chores Upon

waking up at 8:00am, RB refilled a 5 – gallon water container, as he stressed that “My

mother hands me tasks, whenever she knows I have nothing to do.” From 9:00am

onwards, RB held his youngest sister in his arms as he stated that “She is used to being

taken care of me” On the other hand, since respondent C (RC) is a grade 7 student,

part of her morning routine was to eat breakfast, identical with respondents A, D, E,

F, and G RC also attends to her personal hygiene by washing her face, and brushing

her teeth in a communal poso similarly to what respondents D, E, F, and G practices

every morning These routines of RC was followed by commuting to school at

6:30am, since class starts at 7:00am while she stressed that “I wash this uniform every

day since I only have one, and school was five days a week” Meanwhile, upon waking

up at 9:00am and following the same routine of RC, respondent D (RD) made a visit

to her father who works as a vendor to claim her daily allowance amounting to php

60

For respondents E, F, and G, mornings are spent in the sports complex, where they play basketball with their peers that lasts for about two hours The basketball game only have three players, as a team needs 13 points to win Minor activities prior

to the basketball game included having a cup of coffee, brushing their teeth, washing

Does Household Chores

Babysits younger siblings, and own children

Plays Basketball

Goes to school

Significant Statements

“I am not able to take a rest during the day since I have

to look after them”

“She is always with me since she cries all the time”

“I wash our clothes twice a week”

“I always help my mother clean the house, since I am the eldest”

“My mother hands me tasks”

Table 2 Continuation Respondent Breakfast/

Coffee

Attends to Personal Hygiene

Does Household Chores

Babysits siblings, and own children

Plays Basketball

Goes to school Significant Statements

“I wash this uniform every day since I only have one, and school was five days a week”

“I will go to my father who

is at work”

“Since I have nothing to do,

I play basketball with 30php”

“I play basketball since I get

to move, and sweat”