Socially engaged learning plays a big role in the new CAOS curriculum. This teaching method lets students actively engage with societal issues. “City Deal Kennis Maken provides subsidies for such projects, allowing students to contribute to the resolution of some of the city’s dilemmas,” explains Anouk Kerkhof, project leader at City Deal Kennis Maken Nijmegen. “In past times, the university would determine which issues were relevant and thus which issues were further investigated in the city. The big difference between their method and ours is that we don’t deduce the issues from scientific theory, but that we look to the neighbourhood and see what issues are truly urgent at the present moment. Besides, we try to see what the role of the various educational establishments (practical (MBO), higher educational (HBO), university (WO)) can be in helping to resolve these issues.
"Students are societal players, not researchers who are separated from the rest of the world."
Keeping this in mind, students of the course ‘Learning Project 3’ used their anthropologic knowledge to look at Lent’s local issues. According to teacher Maryse this does not only help society, but students as well: “Students can do something they think is interesting, while at the same time making a direct contribution to the community. It is important to make students aware of the fact that they are societal players, not researchers who are separated from the rest of the world.” Furthermore, the project helps to ‘decolonise’ anthropology: “We teach students that they cannot simply use the community in their own self interest by collecting data. We also teach them that they have to offer the community something in turn,” Maryse says.
"Some have nicknamed the new residents the 'cargo bike bubble'."
Student Sophia investigated how at home residents feel in Lent. “The people were very willing to participate in our research project, because the topic is so close to home for them. That helps to make the work very nice.” Sophia’s research found that the people of Lent could be divided into two groups. “The older residents still have a village mindset. There is very little contact with the new inhabitants, who have a more urban mindset. Some call it the ‘cargo bike bubble’.
Sophia presented her creative final product, a map of Lent with quotes from its inhabitants, in a community centre in Lent. The final meeting brought together the residents of Lent and the people who work for the neighbourhood (‘neighbourhood professionals’). “You see new connections being formed between the residents, or between residents and neighbourhood professionals. That, too, is a unique and positive aspect of our projects” Anouk Kerkhof observes.
"Learning in the city is truly different from education at campus."
Regardless of the positive result, some hurdles had to be overcome at the start of the project. “Both Anouk and I only became involved when the course had already started,” says teacher Maryse. “It was a lot of work to organise everything on-the-go. The expectations and obligations of the stakeholders and the students were especially challenging to manage.” Thorough preparation is thus recommended. “After all, learning in the city is truly different from education at campus! Good agreements between students, teachers, and community partners give students the ability to help the city in a positive and meaningful way,” Anouk rounds off.
Curious to see how socially engaged learning would fit into your course? Anouk Kerkhof can help you set up a project or get into contact with the right social partners.