Picture Taken at Adams Lake, in British Columbia, on October 22nd, 2025
Experiential learning has been one of the most transformative aspects of my Master of Arts in Human Rights and Social Justice program at Thompson Rivers University. Whether through interactive classroom experiences, community engagement, or my practicum placement, I have come to understand that learning about human rights and social justice is most impactful when it moves beyond theoretical analysis into lived experience and embodied practice.
One of the most memorable experiential learning moments occurred during the Indigenous Ways of Knowing course facilitated by Jenna Woodrow. Engaging in activities such as storytelling circles, collective reflection, and hands-on cultural exercises like land-based learning offered me a deeper appreciation of knowledge systems grounded in relationship and reciprocity. These experiences allowed me to move from abstract understanding to embodied awareness, recognizing that knowledge is not only intellectual but also emotional, spiritual, and communal. This shift taught me that justice must be rooted in respect for diverse ways of knowing and being.
Beyond coursework, my practicum experience was equally formative in shaping my learning pathway. Working directly with vulnerable people in a shelter home exposed me to the daily realities of inequality, trauma, and resilience. I learnt that human rights work often unfold in subtle, everyday acts of care, listening to people’s stories, advocating for their needs, or ensuring their dignity is respected in institutional settings. These lived experiences helped bridge the gap between academic theory and social practice, reinforcing the idea that human rights and social justice are not just studied but lived.
Through both experiential coursework and the practicum, I developed a deeper understanding of reflexivity, the continuous process of examining my own assumptions, positionality, and privileges in relation to the communities I serve. I began to see myself not as an observer of injustice but as a participant in systems of change. This realization continues to guide my professional and academic growth, reminding me that effective human rights and social justice work requires humility, empathy, and ongoing learning.
In conclusion, experiential learning has been central to my journey through this program. It has allowed me to internalize theoretical concepts, cultivate cultural awareness, and strengthen my commitment to ethical and community-based approaches to justice. These experiences have not only shaped my scholarly identity but also deepened my sense of responsibility to apply what I have learnt in meaningful, transformative ways within my community and professional practice.