Experiential Learning

Reflection on Experiential Learning in the MA in Human Rights and Social Justice Program

When I think about the experiential learning I gained throughout the MA in Human Rights and Social Justice program, the Nepal field school stands out as the moment when everything I had been studying shifted from theory into lived reality. The coursework gave me the conceptual tools, but the practicum gave me the space to live the work, to witness it, and to understand its complexity in ways that no classroom could replicate.

How the Program Prepared Me for Experiential Learning

Throughout the program, each course built a foundation that shaped how I interpreted what I later encountered in Nepal. Foundations of HRSJ gave me “the vocabulary, the concepts, and the ability to think critically about human rights issues from multiple angles.” Courses like Indigenous Ways of Knowing taught me that knowledge is relational and that learning requires humility, patience, and accountability. Problem Solving in the Field reframed research as an ethical practice shaped by power and positionality. And courses on genocide, trauma, global capitalism, and social movements sharpened my understanding of structural inequality and the lived consequences of injustice.

By the time I arrived in Nepal, I wasn’t just observing NGOs, but I was entering these spaces with a deeper awareness of how histories, politics, and social structures shape people’s lives.

Experiential Learning in Nepal: Where Theory Became Practice

The practicum in Nepal was the most transformative experiential learning of the program. It offered a rare opportunity to engage directly with humanitarian NGOs, community organizations, and educational institutions. As I wrote in my practicum summary, “I had the unique opportunity to engage with multiple humanitarian non-government organizations (NGOs). This experience provided valuable insights into the operations, challenges, and impacts of these organizations in the context of a developing country.”

Learning Through Immersion

Each NGO visit began with an orientation—sometimes formal, sometimes informal—but always relational. Whether it was a slideshow, a circle conversation, or sharing traditional food, the common thread was connection. As I noted, “the common thread of these orientations was that us students were presented the opportunity to interact with the workers and/or clients of the NGO, ask questions, and share about our own experiences.”

This relational approach mirrored what I had learned in class: that social justice work is built through dialogue, trust, and shared understanding.

Seeing Structural Inequality Up Close

Experiential learning also meant confronting the realities of inequality in ways that were immediate and embodied. At Engage, conversations with staff and clients revealed the profound barriers faced by people with mobility challenges in Nepal – barriers that extended far beyond physical infrastructure. As I reflected, “I was informed of the many obstacles faced by people with mobility issues… barriers that result in inadequate education or work opportunities.”

Similarly, learning from the Youth Initiative and speaking with young people in Kathmandu illuminated the systemic issue of brain-drain and the lack of political and economic opportunities for Nepalese youth. These were not abstract case studies, but lived experiences shared by the people most affected.

Learning Through Contrast

Experiential learning also involved recognizing my own assumptions. Coming from Canada, I was used to certain forms of infrastructure, legislation, and social supports. Being in Nepal made those assumptions visible. As I wrote, “having been used to the established infrastructure… I was able to see where there were gaps.” This contrast deepened my understanding of how social justice issues manifest differently across contexts.

Connection as Learning

The most meaningful part of the practicum was the human connection. Speaking with NGO workers, clients, students, and community members expanded my understanding of HRSJ issues in ways no textbook could. These conversations were not just informative, but transformative.

Networking as Experiential Learning

Networking became another form of experiential learning. The informal conversations, shared meals, and group discussions allowed me to build relationships that may support my thesis research and future career. As I noted, “I see great value in fostering these international relations, as it offers the opportunity to expand in a career beyond borders.”

Learning Through Challenge

Experiential learning also meant navigating discomfort. The pace of the practicum, the emotional weight of the stories shared, and the sheer volume of information were challenging. I wrote that “the influx of information and experiences… felt overwhelming,” and that challenge was itself a lesson: social justice work is rarely neat, controlled, or predictable. It requires adaptability, reflection, and emotional resilience.

A Transformative Integration of Theory and Practice

The practicum did not stand alone. It was the culmination of everything I had learned in the program; the theories, frameworks, and critical perspectives from my coursework shaped how I interpreted what I saw. And the practicum, in turn, gave depth, texture, and humanity to the concepts I had studied.

Experiential learning taught me that human rights and social justice work is not only about understanding systems, but it is about understanding people, relationships, and the lived realities behind the theories. It is about listening, witnessing, and being willing to be changed.

The practicum in Nepal was not just an academic requirement; it was a transformative experience that will continue to shape my research, my practice, and my sense of responsibility as I move forward in this field.