Chapter 8: From the Classroom to the World: Lessons from Emerging Changemakers
Posted August 28, 2024 - Linh Bui
As educators, professionals, and practitioners in social impact work, our role extends beyond imparting knowledge; it involves creating sustainable practices and a foundation upon which future changemakers can build. At the recent Systems Change Summit, emerging leaders from two pivotal research programs, Catamount Fellowship cohort 2023/2024 and Map the System Canada, shared their experiences of navigating complex social challenges. Their insights reveal not only the value of systems thinking but also how experiential, community-based learning can bridge the gap between the classroom and the real world. Here, we explore key lessons learned from these emerging changemakers, offering educators valuable takeaways for nurturing the next generation of systems thinkers.
Image description: From left to right, Cordelia Snowdon-Lawley (Catamount co-lead), David Sinclair*, Kaitlyn Squires (Catamount fellow 2021), Aira Siodina*, Chris Shaw*, Luis Rios*, Ayan Ahmed-Aden*, Reese Tofts*, Shealyn Fong*, Sydney Harder, Barb Rallison (Catamount co-lead).
*Catamount fellow 2023
Catamount Students Fellows Speak on Navigating Complexity through Systems Thinking
One of the most important insights shared by the Catamount Fellows was their use of systems thinking tools to decode and address intricate societal challenges. The students employed tools like iceberg models, mind maps, and systems mapping to visualize and understand the deeper layers of the issues they tackled, from eco-action to economic resilience.
Chris Shaw, for instance, explored the challenge of transforming online engagement into applied eco-action. He discovered that "feedback loops in the systems sustain the feeling of hopelessness," emphasizing that while access is crucial, it doesn't necessarily foster connectedness. He stated, "Access, while certainly not being a bad thing, is not the same as connectedness. So how can we cultivate connectedness from the seeds of access?"
Sama Ab delved into the Insurance Protection Gap for low-income households, identifying how existing mental models around insurance contribute to this issue. She noted, "The current insurance system assumes that people have access to disposable income to pay for deductibles... This led me to propose 'inclusive insurance' to serve the underserved, vulnerable, or low-income population."
For educators, this underscores the importance of teaching students not just to recognize patterns and structures but to challenge the underlying assumptions and mental models that drive these systems.
Community Engagement: Creating Meaningful Connections
Community engagement was another critical theme emphasized by the fellows. They organized and facilitated community conversations, bringing together diverse perspectives to enrich their research and create meaningful connections. This approach not only deepened their understanding of the issues but also fostered a sense of belonging among participants.
Chris Shaw explained the significance of reciprocity in community engagement: "Reciprocity can nourish a sense of belonging... It turns mere access to an event into a connection to the event and its cause. People will then be more receptive to not just the cause, but also participating in it."
Similarly, Shealyn Fong, explored the adaptive capacity of communities in the face of climate change, shared her experience of hosting a community conversation, which allowed her to gain multiple perspectives on her research question about climate change adaptation. She reflected, "It really emphasized the whole topic of community and how a sense of belonging is very crucial."
For educators, these insights reinforce the importance of involving students in community-based projects. By doing so, students can move beyond theoretical understanding and develop practical skills in engaging with stakeholders, fostering connections, and creating lasting impacts within their communities.
Image description: Catamount fellows from cohort 2023/2024 speaking at the Banff Systems Summit
Interdisciplinary Collaboration: Expanding Horizons
The fellows also highlighted the value of interdisciplinary collaboration in tackling complex issues. By working with faculty mentors and community organizations from diverse fields, they were able to approach problems from multiple angles, challenge their own assumptions, and gain new insights.
Chris Shaw, a science student, recounted his experience of collaborating with a faculty member who teaches Eastern religions. This unexpected pairing allowed him to explore Indigenous ways of knowing and the Buddhist concept of eco-dharma, which he would not have encountered otherwise. "It allowed me to step into other mindsets, other frames of mind, and look at things from a different point of view," he shared.
Sana Ab, a humanities student, had a similar experience when she delved into the economic aspects of insurance protection gaps, despite her background in English literature. She reflected, "It all connects for me at the end of the day... even though it's a really big turn from English to economics."
These experiences highlight the need for educators to encourage interdisciplinary learning, allowing students to break out of their disciplinary silos and approach problems with a broader, more integrative perspective.
Catamount Students Fellows Speak About Their Growth as Changemakers
In the journey of becoming a changemaker, personal experiences, academic research, and community engagement often intertwine, shaping both the individual and their impact on society. Their stories highlight how lived experiences, research, and the embrace of complexity contribute to their growth as changemakers.
Connecting Personal Experience to Research
For many student fellows, their personal backgrounds have been pivotal in shaping their research questions and approaches. Ayan Ahmed-Aden, for instance, used her lived experience as a Black student to explore how racial and socioeconomic barriers affect the participation of Black and racialized youth in higher education.
Reflecting on her journey, Ayan shared, “From my lens, I tackled these issues and unexplored topics, such as what barriers my present Black and racialized youth face that lead to lower participation in post-secondary education and organized sports.” This personal insight led her to identify significant gaps in the existing systems and policies, underscoring the importance of understanding the lived experiences of marginalized communities to inform research and advocacy.
In her presentation, Ayan further elaborated on the challenges her siblings faced upon arriving in Canada, including the unavailability of programs, long waiting lists, and the financial burdens associated with transportation and equipment fees. She noted, “Not knowing where to find the information, having a hard time filling up the forms because of the lack of language... And in post-secondary education, the patterns of negative experiences, micro-aggressions, and racism make you feel socially excluded.”
These reflections emphasize the importance of linking local issues to broader, global challenges. Shealyn connected her education and climate change research to the United Nations Sustainable Development Goals (SDGs). She shared, “I believe that everyone around the world deserves good quality education, access to education. And with climate change being such a topic of interest right now, many people don’t look at it as a societal or community issue where there are gaps and barriers.”
Embracing Complexity
As changemakers, these student fellows have learned to navigate the complexities of societal and environmental issues. David Sinclair, for instance, acknowledged the challenges of balancing academic requirements with Indigenous knowledge systems. His research focused on Indigenous sports and the cultural significance of these practices within Blackfoot communities.
David shared, “There’s the Western system and the way we look at education, academics, sports, culture, finance... Whereas in the Indigenous community, the history of sports and connectivity interplays with spirituality, seasonal changes, success in hunting, and community relationships. Trying to integrate them into one system was a problem for me.” This realization led David to explore the “Two-Eyed Seeing” approach, which allows for the coexistence of different perspectives without forcing them into a singular narrative.
This embrace of complexity is also reflected in Aira Siodina’s journey. Her research focused on government support for children and families facing adversities, and she overcame self-doubt to fully embrace her role as a changemaker. Inspired by Bell Hooks' quote, “The enemy within must be transformed before we can confront the enemy outside,” Aira learned the importance of courage, resilience, collaboration, and continuous learning.
Drawing parallels between her fellowship experience and learning pottery, Aira reflected, “Pottery offers the freedom of self-expression by working with clay and transforming it into both functional and creative forms. It serves as a source of therapy, demanding mindfulness in the present and highlighting the value of the process over the final outcome.” This perspective resonated with her journey as a fellow, where she learned to embrace feedback and collaboration as avenues for growth.
Map the System Canada Alumni Speaking to How They Deal with the Overwhelm of Social Issues Complex
Image description: Canadian finalists from the Map the System Canada 2024 engaged and enjoyed themselves in the Banff Systems Summit.
It’s not uncommon for students and emerging changemakers to feel overwhelmed. The complexity of social issues can be paralyzing, leading to a tension between the need to act and the fear of not knowing where to start. Through conversations with alumni who have faced these challenges, several key insights and strategies have emerged that can help navigate this overwhelm.
Embracing Humility and Curiosity
One of the most valuable lessons learned is the importance of approaching complex social issues with humility and curiosity. As Dr. Katherine McGowan reminded, "It's important to come to the space deeply curious but also keep it humble about the work that you've done." This mindset not only grounds the work in a genuine desire to learn and grow but also helps manage the feelings of being overwhelmed. The balance between humility and action was a recurring theme, with alumni emphasizing the importance of slowing down to reflect, even as they felt the urgency to make a difference.
The Power of Passion and Boundary Setting
Anna Johnson, an alumna who participated in Map the System Canada, highlighted the significance of choosing a topic you’re passionate about. "When things were getting really complex, I could sit in the complexity a lot easier just because I cared about the issue," she shared. Passion provides the resilience needed to stay engaged, even when the work becomes daunting.
However, passion alone isn’t enough. Anna also stressed the importance of setting boundaries in the work. She recommended spending more time upfront defining the scope of your project, deciding what to include and exclude. "Boundary work is the groundwork of any mapping work," she noted, explaining that this clarity helps manage the scope of the project and prevent overwhelm.
Image description: Anna Johnson on the left and Dr. Katherine McGowan on the right at the session 'Map the System 2.0' in Banff Systems Summit
Grounding in the Basics
The sheer volume of information and tools available in systems thinking can be overwhelming for many students. Ashley Dion, another alumna participating in Map the System Canada 2020 and currently the Map the System Canada Lead, shared her strategy for overcoming this: starting with the basics. "Most of the students that come through have never done systems thinking or systems mapping. It's a brand new concept that they've just learned. So, I always point them to start with something foundational, like the Impact Gaps Canvas. Just doing that alone can get you pretty far," she advised.
Starting with foundational tools helps create a solid grounding from which students can build. This approach also provides a clear starting point, making the work feel more manageable.
Image description: From left to right, Kaitlyn Squires, Ashley Dion, and Matthew Conisbee.
The Importance of Support and Teamwork
Alumni also emphasized the role of support systems in managing overwhelm. Ashley spoke about the value of having a team: "I had a team, and that always helps to ground you and bounce ideas off. It's really about becoming part of a team mentality." Whether it's working closely with peers, educators, or mentors, having a support network can make a significant difference in how one navigates complex issues.
Starting at the Ground Level
Kaitlyn Squires, an alumna participating in Map the System Canada 2022, shared her experience of working on a project related to sex work, a topic she had no prior experience with. She emphasized the importance of starting at the ground level, even when you think you know the issue. "Just really go back and see what the base knowledge is. Then build from there," she advised. By breaking down the problem into its most basic components, Kaitlyn was able to gradually build a deeper understanding and navigate the complexity more effectively.
Kaitlyn also highlighted the value of visual tools that help in comprehending complex systems but also in communicating those systems to others. "The iceberg diagram was really helpful. It allowed me to see how all these things intersect visually, which is so powerful for understanding the problem," she explained.
Lesson learned: Dealing with the overwhelm of complex social issues can be overcome by embracing humility and curiosity, grounding their work in passion, setting clear boundaries, starting with the basics, and seeking support. They can navigate this complexity with greater confidence. As these alumni have shown, it's about acknowledging the overwhelm, not letting it paralyze you, and finding a path forward, one step at a time.
Image description: From left to right, Anna Johnson, Dr. Katherine McGowan, and Kaitlyn Squires.
These student fellows' experiences illustrate the intricate relations between personal growth and societal impact. By leveraging their lived experiences, embracing complexity, and connecting their research to global challenges, they have not only grown as individuals but have also contributed to the broader discourse on social and environmental justice.
As Aira concluded,
“I want to end with a quote from a previous fellow that also inspires us to embrace the role of a changemaker: ‘Do it because you think you can’t.”
A note for educators
The experiences shared by the Catamount Fellows and participants in Map the System reveal valuable lessons for educators in the social impact field. Systems thinking, community engagement, and interdisciplinary collaboration are not just academic exercises; they are essential tools for navigating the complexities of real-world challenges.
As educators, our responsibility is to equip future changemakers with these tools, encouraging them to think critically, engage deeply with communities, and collaborate across disciplines. By doing so, we can help them build a strong foundation for the continued work of systems change in their communities, ensuring that the impact of today's learning extends far into the future.
Next up Chapter 9: Is the Policy System the Policy Problem? A Student Changemaker’s Perspective
Creating policies does not also create systems change, it’s PR and a reason to/not to vote for you in the next election. Public policies are like wind and they blow through our Ani to Pisi vibrating our collective being.
Previous Chapter 7: The Nexus of Peace Building, Learning and Systems
Systems-led approaches can help depolarize and illuminate interests, values, and mental models that lie beneath the surface. This session explores the nexus of peacebuilding, learning, and systems.