Program Learning Outcomes Reflection

The Master’s in Human Rights and Social Justice (HRSJ) program has been a transformative journey for me, one that has allowed me to critically interrogate systems of inequality while also equipping me with the tools to engage meaningfully in advocacy and social change. Coming from Nigeria, where I grew up in an environment where violence and marginalization were rampant, I entered this program with a firm personal conviction about the need for justice and equity. Over the course of my studies, I have deepened this conviction into an academically rigorous and practically grounded approach to social justice.

In this reflection, I will discuss four Program Learning Outcomes (PLOs) that have been especially meaningful to me:

1. Articulate and apply advanced, interdisciplinary theories and practices of human rights and social justice.
2. Demonstrate a critical awareness and understanding of past and present debates that have shaped human rights and social justice issues.
3. Demonstrate a sophisticated understanding of and respect for the values of a range of Indigenous knowledge and wisdom.
4. Creatively engage in finding solutions to issues of justice and fairness in contemporary society.

Through specific courses, assignments, and experiences, I have made significant progress in each of these areas, and they collectively reflect the growth I have experienced as a student, researcher, and aspiring advocate.

1. Articulating and Applying Interdisciplinary Theories and Practices

From the very beginning of the program, particularly in HRSJ 5010 – Foundations of Human Rights and Social Justice, I was challenged to move beyond narrow definitions of human rights as purely legal constructs. This course exposed me to an interdisciplinary lens that combined law, philosophy, sociology, and Indigenous perspectives to show how justice must be understood in relation to lived experience.

An assignment that stands out for me in this context was a critical analysis paper on the universality of human rights. I examined tensions between universalist frameworks—often shaped by Western thought—and culturally specific understandings of justice. My argument was that while universal principles provide an important baseline, they risk silencing Indigenous and local epistemologies if applied uncritically. By integrating readings from Makau Mutua, Sally Engle Merry, and Indigenous scholars, I was able to articulate a nuanced position that acknowledged the value of universality while also advocating for pluralism.

This ability to synthesize multiple disciplines has been one of my biggest areas of growth. I now see human rights not just as legal entitlements but as socially embedded practices that must be adapted to context. This interdisciplinary perspective is also shaping my career trajectory, as I prepare to enter fields of advocacy and behavioral intervention that require balancing policy frameworks with the lived realities of marginalized communities.

2. Critical Awareness of Past and Present Debates

Another area where I have grown is in my ability to situate human rights and social justice issues within historical and contemporary debates. For me, this came most powerfully through HRSJ 5120 – Colonialism: Decolonization and Responsibility and HRSJ 5160 – Social Justice and Culture. These courses pushed me to interrogate how colonial legacies continue to shape contemporary injustices and how cultural narratives influence what we consider “just” or “fair.”

My research paper in HRSJ 5020, “Decolonization of Indigenous Peoples: Pathways to Reconciliation in Canada”, exemplifies this growth. In the paper, I engaged with Tuck and Yang’s (2012) seminal argument that “decolonization is not a metaphor” and examined how Canadian reconciliation efforts risk becoming symbolic without concrete action on land rights and governance. I also drew from Coulthard’s (2014) Red Skin, White Masks, which critiques the politics of recognition.

Through this assignment, I came to appreciate that debates in human rights and social justice are not simply academic—they have direct implications for policy, governance, and lived realities. I also realized that debates are often sites of struggle between dominant and marginalized voices. Recognizing whose voices are amplified and whose are silenced has become a guiding principle for me in my academic and professional work.3. Understanding and Respecting Indigenous Knowledge and Wisdom

One of the most meaningful PLOs for me has been the emphasis on respecting Indigenous knowledge systems. Coming from Nigeria, where Indigenous knowledge also plays a vital role in community governance and sustainability, I resonated deeply with the discussions in HRSJ 5020 – Indigenous Ways of Knowing: Resurgence of Land-Based Pedagogies and Practices.

In this course, I learned that Indigenous knowledge is not only an epistemological system but also a way of being, rooted in relationships to land, community, and spirituality. My participation in land-based learning activities helped me to appreciate how knowledge is produced through lived experience, storytelling, and practice rather than abstract theorizing alone.

This perspective shifted my approach to research and advocacy. For example, in preparing my practicum (HRSJ 5040), I began to think more intentionally about how to incorporate community voices and avoid extractive methods. I also realized that proper respect for Indigenous knowledge means engaging not only at the intellectual level but also at the ethical and relational levels—recognizing responsibility, reciprocity, and humility.

This outcome has had a profound personal impact as well. It reminded me of the Indigenous wisdom traditions in Nigeria, many of which have been marginalized by colonial and modern systems. Making connections between Canadian Indigenous struggles and African Indigenous resilience has deepened my sense of solidarity and strengthened my belief in cross-cultural dialogue as a tool for justice.

4. Creative Engagement in Solutions for Justice and Fairness

The final PLO that has been transformative for me is the ability to creatively engage in finding solutions to justice issues. This skill was especially sharpened in HRSJ 5030 – Problem Solving in the Field and HRSJ 5260 – Moral Economies and Social Movement.

In Problem Solving in the Field, I worked on case studies that required balancing multiple interests—governmental, community-based, and international. I learned that solutions to justice issues are rarely straightforward; they require creative thinking, negotiation, and the courage to challenge dominant assumptions.

For example, one case study focused on access to resources in marginalized communities. Drawing from my banking background, I proposed a model of community-based microfinance that was not purely profit-driven but rooted in solidarity and sustainability. This allowed me to merge my prior professional expertise with my growing social justice knowledge.

Meanwhile, in Moral Economies and Social Movement, I analyzed how grassroots organizations resist exploitative economic structures. This taught me that creativity in social justice is not just about innovation but also about drawing from traditions of resistance and finding strength in collective action.

These experiences have reinforced my commitment to building a career that bridges finance, advocacy, and human rights, where I can design practical solutions that empower marginalized groups.

Conclusion

Reflecting on these Program Learning Outcomes, I recognize how much I have grown during my time in the MA in Human Rights and Social Justice program. I have learned to articulate interdisciplinary theories, critically engage with historical and contemporary debates, respect and integrate Indigenous knowledge, and creatively design solutions to pressing justice issues.

These outcomes are not isolated skills but interconnected capacities that now shape the way I see the world and my role in it. They reflect my journey from growing up in Nigeria, where marginalization was rampant, to becoming a scholar-advocate committed to equity, reconciliation, and sustainable justice.

This program has not only given me academic knowledge but has also nurtured my personal transformation—helping me align my values, my career, and my vision for a more just society. As I continue my studies and prepare for professional practice, I am confident that these learning outcomes will guide me in making meaningful contributions to the field of human rights and social justice, both locally and globally.