Throughout my Master of Arts in Human Rights and Social Justice program at Thompson Rivers University, my academic and experiential learning has been a transformative process. Studying on the traditional lands of the Tk’emlúps te Secwépemc has provided an invaluable context for my work, grounding my studies in the lived realities of Indigenous peoples and their ongoing struggles. While all the Program Learning Outcomes (PLOs) are essential, three have been particularly meaningful and central to my intellectual and personal growth: experiential learning, critical thinking and awareness of ethical frameworks, and engaging with Indigenous knowledge.
1. Experiential Learning: Bridging Theory and Practice
The PLO of “Demonstrate knowledge, through experiential learning, of key human rights and social justice issues locally, nationally, and/or globally” has been the cornerstone of my program. This outcome pushed me to move beyond theoretical concepts and apply my knowledge in a real-world setting. My practicum at the Valid Dreams Foundation in Kamloops served as the primary vehicle for this learning. As a Community Engagement Coordinator, I was directly immersed in the challenges faced by newcomers to Canada, including issues of cultural adaptation, language barriers, and systemic racism.
My initial approach was research-oriented, focusing on understanding these issues academically. However, through organizing events like a Kenyan Cultural Dinner and facilitating anti-racism workshops, I gained a much deeper, more nuanced understanding of community needs. My “AHA” moment came from realizing that cultural events are not merely celebrations but are vital support networks that combat isolation and foster a sense of belonging. This practical application of my knowledge—transitioning from a theoretical understanding of social isolation to actively creating spaces for community connection—demonstrated my progression in this outcome. Furthermore, my work on a resource document for newcomers was a tangible project born from my direct engagement with the community, solidifying my ability to translate academic knowledge into actionable solutions.
2. Critical Awareness of Ethical and Intercultural Frameworks
The PLO to “Demonstrate a critical awareness and understanding of ethical and intercultural frameworks appropriate to research planning and communication skills to a range of audiences and social contexts” has been a continuous and evolving process. Early in the program, my understanding of ethical frameworks was largely academic, centered on principles like informed consent and data privacy in research. My practicum, however, challenged me to apply these frameworks in a dynamic, intercultural environment.
Working with individuals from diverse cultural backgrounds forced me to confront my own biases and assumptions. I learned that ethical communication is not a one-size-fits-all approach but requires cultural humility and adaptability. I was challenged by communication barriers and the need to build trust with individuals who had experienced trauma and marginalization. My progression in this outcome is reflected in my shift from struggling with cultural nuances to actively adapting my communication style and seeking to understand others’ perspectives. The positive feedback I received from peers and community members on my ability to facilitate discussions and my success in building rapport demonstrated a significant development in my intercultural competence. This went beyond a simple awareness of frameworks to a lived, reflexive practice of ethical engagement.
3. Understanding and Respecting Indigenous Knowledge and Wisdom
The PLO of “Demonstrate a sophisticated understanding of and respect for the values of a range of Indigenous knowledge and wisdom” has been deeply meaningful, particularly given my studies on the unceded territory of the Secwépemc people. My coursework has consistently challenged the Eurocentric biases of human rights theory, and this outcome has been central to that decolonization process.
My engagement with this PLO was significantly influenced by a project that utilized art and mixed media to reflect on the themes of colonialism and resistance from Arthur Manuel and Grand Chief Ron Derrickson’s Unsettling Canada. This experiential learning approach allowed me to move beyond academic analysis to a more profound and personal reflection on the emotional and psychological impact of settler colonialism. The project was an act of decolonization within my own learning, as it challenged the traditional, text-based methods of knowledge transfer. By curating visuals and soundscapes, I was able to prioritize Indigenous perspectives and acknowledge how art can be a powerful tool for cultural reclamation. This approach helped me understand that Indigenous knowledge is not merely a historical artifact but a living, dynamic system of thought and wisdom that is vital for achieving true social justice. This experience solidified my commitment to centering Indigenous voices and incorporating their worldviews into my future advocacy. It taught me that respect for Indigenous knowledge is not just an academic requirement but a moral imperative.