Breaking Barriers: Community Clean-Up and Redefining Stigma in Marginalized Spaces

In this activity, students had the opportunity to participate in a neighborhood clean-up initiative in Chinatown/Gastown area facing high rates of crime, houselessness, and drug use. The clean-up functioned as an opportunity for students to engage with community policing and local community residents, to gain exposure to the community’s struggles, and challenge their preconceived notions about crime and deviancy. While simultaneously learning about community policing.

Students worked in small teams to collect litter in public spaces. Alongside the clean-up, they engaged in unstructured conversations with residents, community organizers, and those directly impacted by crime and houselessness. The work experience and the discussions with community residents and with community police officers explored a number of topics such as the causes of crime, the impact of social and economic inequality, and how societal labels attached to people can reinforce stigmatization.

The purpose of the activity was for students to critically think how they understood crime and deviance, and how they are related to socially constructed labels that are influenced by poverty, lack of resources, opportunity and systemic marginalization, opposed to inherent traits of the individual. Students were then given with the space to rethink their assumptions and reflect on how community involvement can contribute to reshaping narratives around crime and deviance by having to submit a report on their experiences.

AUTHORING TOOL(S) USED

Blackboard

WHY WAS THIS PROJECT NEEDED?

To foster empathy and critical thinking, helping students understand that crime and deviance are often socially constructed labels influenced by poverty, lack of resources, and systemic marginalization, rather than inherent traits of individuals.

HOW DOES THIS DEMONSTRATE INNOVATION?

By moving learning beyond the classroom space and into the community. Including experiential learning that required students to engage, reflect and apply new knowledge learned.

PROBLEMS OR CHALLENGES FACED?

Overall, there was no major challenges. It did require a revision of assignments as we were not able to pre-plan the assignments. Moreover, students were told that the assignment was optional and was not mandatory. So it does require flexibility on the part of the instructor and students. But good clear communication addresses these challenges.

LESSONS LEARNED

Try to pre-plan as much as possible. Attempt to work on scheduling to ensure classes are scheduled around time that is more feasible with outside experiential learning.