Putting it into Action

Putting it into Action

Last week we received an email from a student:

“FYI, this morning I used something I had learned in Ages & Stages while I was with the community learning association for my day program. And this afternoon I used all the learning I’ve done so far on land acknowledgements at a food bank standards meeting. Thank you, CCS!!!!”

It’s great when students find their learning useful, and always exciting to see them putting that learning into action. That’s why most of our learning circle assignments involve a community project or action component as well as research, critical thinking, and theological reflection. Many of our students are currently working on assignments from this fall’s learning circles (Eco-Justice and Culture & Identity), integrating their learning in practical and creative ways. These are some of the things they’re working on:

“For my Eco-Justice action,” Vanessa says, “I am working on gathering people who live, work and/or worship along the Sydenham river to form an Eco Choir.” Vanessa explains, “There is a huge dump expansion planned in Dresden, Ontario by York1 that will make a bunch of people’s wells unusable, as well as washing toxins into a creek that empties into the Sydenham. The Sydenham is home to dozens of endangered species and eventually empties into the riverway on the East side of Walpole Island First Nation and so into Lake Erie. …I want to build a community of concerned citizens to raise their voices in hopeful songs about rivers and to raise awareness about our river. This project may start with a recording and possibly continue to foster community and hope in these difficult times.”

Following up on the Culture & Identity circle, Kristie decided she wanted to engage with the Indian community in her small Saskatchewan community, experimenting with and evaluating different ways of building her cultural understanding. “Right now, I am focusing on researching and exploring the country and cultures of India,” she says. Her next step will be to connect with “cultural informants” – insiders who can unpack cultural nuances. “My cultural informants are my daughter’s roommate, who is from Mumbai and my new friend, Martin from New Delhi, whose family has recently purchased one of the restaurants in town.” Kristie is curious to learn if and how perspectives on various cultural topics differ between a young woman of 21 and a young man of 27. “I’m excited to learn what similarities and differences there are. It’s going to be amazing, I’m sure!”

For her Eco-Justice assignment, Andy is planning to make a simple video game focussed on water conservation and the Mi’kmaw legend about Glooscap and the Big Water Monster! “I am excited to finally be making good on one of my learning goals,” says Andy, who has skills in technology and robotics and has challenged herself to make at least one video game as part of her theological studies. “I’m also excited about doing another assignment with input from local Knowledge Keeper Carolyn Landry. She is going to narrate the story, the Glooscap legend, that will introduce the game to players.”

Assignments are often an opportunity for students to find that place where their passions and creativity meet the needs of the community and world.

Comments: 2

  1. Elizabeth McAdam says:

    I am very concerned to read about the effects of the dump expansion in Dresden. We are off loading the results of our life style on the people, the creatures, the plants and the water of the area as a result of this excess of garbage.

  2. Barbara Barnett says:

    I loved reading about the creative and important ways in which your energy is flowing after our time together at FortWhyte

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