Submitted in Partial Completion of the MAHRSJ at Thompson Rivers University
Throughout my Master of Arts in Human Rights and Social Justice program at Thompson Rivers University, my academic and experiential learning have 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, as well as 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 and a significant creative project served as the primary vehicles for this learning. I applied my understanding of systemic injustice to write and produce a stage play titled Shattered Silence, which explored the complexities of racial injustice and police brutality.
My initial approach was academic, but through this project, I realized that art and creative storytelling are powerful tools for advocacy. My “AHA” moment came from realizing that a narrative could not only educate but also build empathy and mobilize a community to action. This practical application of my knowledge—transitioning from analyzing social issues to actively creating a platform for dialogue and change—demonstrated my progression in this outcome. Furthermore, my project Beyond the Lines: Uniting Black and Indigenous Voices for Justice was a tangible representation of 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. My coursework and assignments, however, challenged me to apply these frameworks in a dynamic, intercultural environment.
My journal entries on the topic of “decolonization as a metaphor” compelled me to examine how language can be misused and the ethical implications that follow. My progression in this outcome is reflected in my shift from struggling with nuances to actively 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 the decolonization process.
My engagement with this PLO was significantly influenced by a project that utilized spoken word poetry and visual media to reflect on the themes of colonialism and resistance. 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 on both Black and Indigenous peoples. 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.