The Development of Self-Esteem in Underprivileged Children who have Self-stigma due to Illiteracy: Participatory Action Research

Abstract

The purposes of this participatory action research were to develop empowerment teaching techniques and form a guideline for the development of self-esteem among underprivileged children, who self-stigmatized as illiterate. The research participants were divided into three groups, consisting of insider, outsiders, and researchers with a total of nine people. This qualitative data was analyzed using several methods including documentary analysis, in-depth interviews, observation, focus groups, and field survey. The findings from content analysis were suggested that participants valued the development of self-esteem for underprivileged children. Furthermore, participants worked together to accomplish the followings for underprivileged children who stigmatized themselves as illiterate: 1) Produce new knowledge with the consciousness in the development of self-esteem 2) Teaching techniques, which allow underprivileged children to develop self-esteem 3) The reflections from participants were implemented into the process and developed into a guideline for self-esteem development 4) Able to create a guideline and planning procedure for teachers and students to transfer knowledge about teaching techniques for self-esteem development among underprivileged children who stigmatized themselves as illiterate.