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" A Phenomenological Case Study of the Cultural Values of Education in the Chittagong Hill Tracts of Bangladesh "
Carrera, Bonnie
Kamm, Brandy
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Latin Dissertation
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English
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| Record Number
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1104164
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| Doc. No
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TLpq2199391996
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| Main Entry
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Carrera, Bonnie
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Kamm, Brandy
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| Title & Author
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A Phenomenological Case Study of the Cultural Values of Education in the Chittagong Hill Tracts of Bangladesh\ Carrera, BonnieKamm, Brandy
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| College
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Northcentral University
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| Date
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2019
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| student score
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2019
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| Degree
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Ph.D.
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| Page No
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123
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| Abstract
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The Mru, Tripura, and Bawm tribes in the Chittagong Hill Tracts of Bangladesh have low educational attainment. The purpose of this exploratory, phenomenological case study was to explore the Chittagong Hill Tracts cultural values regarding education, as perceived by members of the Mru, Tripura, and Bawm tribes in the Chittagong Hill Tracts of Bangladesh. Expectancy value theory facilitated the study’s aim to gain knowledge of the cultural value of education and to guide the analysis and interpretation of findings. A purposive convenience sample of 11 individuals met the inclusion criteria: adults aged 18 or over from the Chittagong Hill Tracts tribes of Mru, Tripura, and Bawm. Recruitment proceeded by using social media of Facebook to find potential participants, an initial permission to survey questionnaire for Facebook group administrators using Survey Monkey, and a participant screening survey using Survey Monkey. The data collection instrument was an online questionnaire consisting of two parts, a personal characteristic section and a motivational determination section. The findings revealed that the cultural values, both intrinsic and extrinsic, do deem education as valuable for most individuals. The educational attainment value was found to be influenced by family, community, school associations, and tribe. Participants elaborated on ways to improve the value of education with ideas ranging from the intrinsic to extrinsic motivators as well as ways to increase the attainment value to students as well as parents. Participants viewed education as a valuable tool to improve oneself, build leadership and career skills, and bring honor and respect to the tribal community. The implication is that all citizens should be empowered to challenge and transform themselves. Recommendations for use in educational practice and future research include curricular reviews and decisions to integrate indigenous cultural values in both classroom materials and teacher training.
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Education Policy
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Educational sociology
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South Asian Studies
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