THE ODESSEY AND PERILS OF PERIPHERALIZED SCHOLARS: PARADOX BETWEEN FREEDOM OF IDENTITY AND INSTITUTIONAL CONSTRAINTS

Education

In the vast landscape of public education, where policies and standardized mandates often loom large, there exists a group of educators operating quietly at the margins—peripheralized teachers whose stories are rarely spotlighted but whose impact is profound. This study delves deep into the lived realities of 25 public school teachers from the Bayugan City Division, exploring how they deftly balance the heavy weight of institutional conformity with the vibrant preservation of their personal and professional identities. Employing a qualitative approach grounded in Interpretative Phenomenological Analysis (IPA), the research brings to life the nuanced, textured experiences of these teachers through rich semi-structured interviews. These narratives reveal more than just compliance; they unveil a complex dance of navigation, resistance, and reimagination. Far from being passive recipients of policy pressure, surveillance, and rigid mandates, these educators engage in strategic compliance—an act layered with intention and integrity. They resist in subtle, often silent ways, embedding their cultural heritage, ethical values, and personal convictions into their everyday practice. Here, professionalism is not a rigid, uniform standard imposed from above, but a dynamic, adaptive expression of identity—principled yet quietly subversive. The findings resonate with contemporary theories of performativity, bounded agency, and identity-based professionalism, painting a compelling portrait of teachers as agents of change within constrained systems. This study surfaces recurring themes of quiet resistance, controlled autonomy, and adaptive identity work that challenge the narrow confines of conventional definitions of teacher effectiveness. These educators embody a form of agency that is not loud or overt but powerful precisely because it is negotiated with nuance and care. Ultimately, this research redefines what it means to comply—not as mere obedience, but as a sophisticated, ongoing negotiation grounded in values and integrity. It challenges educational systems to rethink their metrics of success, urging a shift towards honoring not only what teachers deliver but who they are at their core. In doing so, it offers a hopeful vision for education that respects and uplifts the authentic voices of those teaching from the periphery

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