Experiential Learning Reflection
One of the most meaningful aspects of my Master’s in Human Rights and Social Justice program has been the opportunity to engage in experiential learning—learning that extends beyond the classroom and allows me to apply knowledge through direct experience. While my Practicum was a central part of this process, I also found experiential learning in other courses, particularly in HRSJ 5020 – Indigenous Ways of Knowing: Resurgence of Land-Based Pedagogies and Practices. In that course, we were encouraged to move beyond written texts and engage with Indigenous teachings through lived experiences—activities such as land-based learning, drumming, storytelling, and reflection circles. These practices were not only educational but deeply transformative. They helped me understand that knowledge is not confined to books or lectures; it is embedded in relationships, traditions, and the land itself. For example, participating in a drum-making session taught me about patience, respect for natural materials, and the interconnectedness between people and the environment. This hands-on experience made me realize that learning can be spiritual, communal, and embodied, not just intellectual.
Coming from Nigeria, where I witnessed communities dealing with social and economic marginalization, I found these experiential lessons profoundly relevant. They reminded me of the traditional African philosophy of Ubuntu—“I am because we are”—which, like Indigenous knowledge systems, emphasizes interdependence, community, and respect for all forms of life. These parallels allowed me to see global connections between different cultures’ approaches to justice and collective well-being.
Experiential Learning and Human Rights Understanding
Experiential learning also expanded my understanding of human rights. Through these experiences, I realized that human rights are not abstract or legalistic—they are lived realities that manifest in daily interactions, environmental stewardship, and cultural practices. In the Indigenous Ways of Knowing course, for instance, we discussed how land is not merely property but a living entity central to identity and survival. Experiencing this teaching firsthand made me appreciate that the right to land is deeply tied to the right to culture, self-determination, and dignity. Similarly, experiential components in other courses, such as HRSJ 5030 – Problem Solving in the Field and HRSJ 5160 – Social Justice and Culture, allowed me to engage with real-world issues like poverty reduction, inequality, and inclusion. These experiences made me more aware of how theory can inform practice and how practice, in turn, reshapes theory.
The Practicum as a Continuation of Experiential Learning
Even though experiential learning took place in multiple courses, my Practicum served as its culmination. It provided a bridge between academic study and community engagement, giving me the opportunity to apply theoretical frameworks to real human challenges. Working directly with individuals and families facing marginalization deepened my empathy and reinforced the importance of dignity, advocacy, and compassion in human rights work. This experiential journey also enhanced my critical thinking and problem-solving skills. I learned to approach complex social issues from both systemic and human-centered perspectives, combining analytical insight with lived understanding. The process encouraged self-reflection—examining my own assumptions, privileges, and responsibilities in pursuing social justice.
Impact on My Pathway Through the Program
Experiential learning has been central to my personal and academic growth in this program. It has shifted my understanding of education from a process of acquiring knowledge to one of co-creating meaning through shared experiences. This shift has influenced my career path by motivating me to pursue a role that integrates research, advocacy, and direct community engagement, particularly with marginalized and vulnerable populations. Overall, experiential learning, whether through land-based activities, community interactions, or practicum engagement, has given me a deeper, more holistic understanding of human rights and social justice. It has taught me that learning is most powerful when it is embodied, relational, and transformative. As I continue my journey, I carry forward the lesson that true justice begins with experience, empathy, and the willingness to learn from others’ lived realities.