How a typhoon and pandemic never stopped a volunteer teacher in a Badjao community
Giving back to her indigenous community by teaching children
One of the first college graduates of the seaside Badjao community in Canlanipa, Surigao City, 23-year-old Nolyn Amad Asis has dedicated her life to helping her indigenous group access the basic right to education—an uphill battle she experienced firsthand.
“I faced a lot of discrimination in school. When you say ‘Badjao’, people think you’re dirty because you live near the streets,” she said
Recalling how she used to dive for coins thrown off ferry boats, Nolyn remarks that the priority for the fishing community is often having money for food, not school supplies.
“We are also encouraged to marry young in the Badjao community. Even just after summer break, we would sometimes find that a student wouldn’t return because she has already gotten married and is embarrassed to go back.”
This is why upon finishing with a degree in Education, Nolyn did not wait to become a fully-licensed teacher before volunteering to conduct informal lessons at a stilt house-turned-learning center in their community.
“I used my own money to buy snacks just to encourage the kids to attend. We would go over lessons they learned in school that day, and eventually, even the adults joined in.”
Nolyn also volunteered to assist Badjao students at Canlanipa Elementary School. “The lessons are all taught in Surigaonon, not our native Sama-Badjau language, so they can be diffcult for Badjao students to follow. A few of us who have graduated will sit down with the students and translate for them, even writing their modules in Sama-Badjau and then translating it back for the teacher to check.”
“I don’t want them to ever forget being Badjao, but I want them to see a bigger world. Education allows them to live the life they deserve.”
However, fate would deal Nolyn’s mission one setback after another. First the COVID-19 pandemic shuttered schools in 2020. Then, in December 2021, Super Typhoon Odette completely destroyed the seaside Badjao community—including Nolyn’s learning center.
Devastated about the loss of supplies and evacuation of her students, Nolyn also worried that any ‘temporary’ disruption might mean a Badjao student would quit for good.
Apart from the big white tents that serve as classrooms and play areas, UNICEF provided them with toys, books and other school supplies. Badjao youth volunteers from the community were also trained to give psychosocial support to the children, and where to refer them if they need professionals to intervene. Having someone they know and trust means a world of difference to children who have already gone through so much.
“It is important that the volunteers are Badjao as well. We know their culture and language, and understand all the hardships they go through.”
With classes transitioning back to face-to-face modality, Nolyn knows Badjao students will still face many social and cultural barriers. She remains committed and optimistic about the future of Badjao youth.
“I don’t want them to ever forget being Badjao, but I want them to see a bigger world. Education allows them to live the life they deserve.”
