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The end of the semester always means evaluating professors, studying for finals, and trying to complete all those last minute tasks.  It is always pretty straightforward; you just check items off a to-do list until everything is completed.  However, things start getting more complicated when you become the subject of an assignment and a final, overall reflection about yourself is needed.  I consider final reflections to be harder than organic chemistry exams, but I always love a challenge and below you will find my last thoughts about citizenship, community service, and how they are intertwined through ways I never saw before. 

I came into this class on January 13th as a student trying to complete a general education requirement that also overlapped as a honors requirement.  All I knew about the citizenship class, was that it involved forty hours of community service and those hours would be spent helping a neighborhood in Charlotte.  My peers who completed the course prior to this semester had, of course, shared their thoughts with me, but the lack-of concrete information I had been given, left me confused and eager with really high hopes about what I would be learning and doing (after all, it was a honors course.)  The confusion never left my mind, in fact it linearly grew through the semester up until about two weeks ago when we were working on our group projects.  I finally had my “ah-ha” moment about what I thought the intentions of this class were, but even as I am writing this, I am still questioning if my underlining conclusion is correct, so let’s dig in and start reflecting from the very beginning.

As the class progressed, I was very pleased with the material that was covered.  I felt my assignment posts and forum reflections were becoming less general and that I was truly finding and sharing my opinion and voice by the time the last post was due.  For instance, here is an excerpt from my forum post about The Voice of Witness Reader: Ten Years of Amplifying Unheard Voices, “without this story, I would not have considered the wars impact on Achol’s life and the life of other child slaves.  I would have only known media coverage and Achol’s story is worth sharing and capturing to remember the impact a war can have” (Coates, Witness.)  This was from my first assignment for the semester, and when compared to my last forum post responding to “Unpacking the Invisible Knapsack,” I feel my writing has progressed.  “Caucasians are not the only ones who can meet in the company of the same race and by McIntosh opening up the list of daily effects of white privilege with this statement, I was hesitant to even continue on reading the rest of the article,” (Coates, Knapsack.)  This course covered some sensitive and debatable topics, and as the semester progressed my writing deepened to express my thoughts about the reading assignments and videos we watched.  Rereading my assignments from the semester and noticing these progressive changes, indicates that my understanding of citizenship and personal identity of a citizen has broadened.  Initially, I only considered citizenship in legal terms, but now I notice how it is not just as simple as the definition we spoke upon from the U.S. Citizenship and Immigration Services.  Instead, citizenship is more about the expectations and qualities a person should have in trying to be a responsible community member. A citizen’s behavior should show leadership and generosity while constantly striving to highlight the world around them. Citizenship is more than a legal concern, it is a personal concern that everyone can consistently improve upon, and taking this class helped me realize how I can strive to be a better citizen.

Apart from the assignments this semester, we frequently touched upon conducting our oral histories.  The idea of performing an oral history seemed odd to me, as the indication of gathering this information never appeared relevant with the class goals and material when the assignment was first explained.  The question as to why we were performing oral histories was partially answered once when we were told it was to gather information about how Habitat for Humanity impacted the Optimist Park neighborhood; however, we never asked questions relating to that topic when performing the oral history.  The disorganization of implementing the project made the assignment feel unnecessary and unenjoyable, but when I actually sat down to hear Mrs. Burris tell her story, I was glad the project was assigned.  Mrs. Burris is a native to Optimist Park and her family was one of the first to move into a Habitat for Humanity house after they were built.  Right now, I am not going to disclose any information she said off the record to protect her true feelings about Optimist Park, but I found her hidden information very intriguing and it made me question the community service work we were trying to do as a class.

 

In the past, I considered community service to be volunteering at a soup kitchen or helping to plant a garden, not walking around a neighborhood passing out flyers.  I can see how this may be helpful in terms of promoting the Optimist Park Community Association (OPCA) meetings, but I do not think this was the best use of our time to help the neighborhood.  When I went to one of the OPCA meetings, there was a grim turnout.  Obviously our flyer handouts did not do the job of attracting the residents.  In order to make sure Optimist Park stands strong against gentrification, I think we could have helped the community by aesthetically promoting the area.  If a neighborhood looks visually appealing, more families will move there, possibly creating less concern associated with apartments being built.  This may or may not further promote gentrification, but I think it would help bring the community closer together and make the families in Optimist Park want to remain in the area, even if apartment companies offered everyone a surplus check.   My views on community service have not been changed after this semester, as I still feel that helping with Crisis Assistance Ministries or another company is more impactful than the volunteering that occurred this semester, but I still appreciate learning about a new way to volunteer with a local areaThe work we did this semester was at the grassroots level to try and serve a larger goal and purpose. While our intentions were good, I am not sure if our success paralleled. My main concern is that we are the second class to help Optimist Park within a year and I am not sure if improvements have been made based on the turnout at the OPCA meetings and the decreased interested in finding residents for oral histories. Learning about how to address larger inequalities with volunteering was a great tool for me to see and experience, but I wonder if there could be a different approach to further help Optimist Park.

Apart from volunteering in the neighborhood and conducting the oral histories, the final component of the course was our group project.  Working on this project made all the Optimist Park associated assignments fall into place.  The project tied in numerous Optimist Park resources and I feel I learned and helped the neighborhood more completing the website than I did passing out flyers.  Optimist Park is truly a historical place and now that they have an informative website, local areas can appreciate the rich cultural contained within the community. 

 

Overall, this course taught me the underlying components surrounding citizenship and I grew from learning the material.  I have now started paying closer attention to the actions of leaders and myself, and I am questioning whether our intentions are what I consider to fall under a “scholarly citizen.”  I do wish this course had a few more weeks left because I feel I can now help Optimist Park more since I know their goals.  My growth as a student cannot properly occur unless clear expectations are introduced at the beginning of the semester, and now that I know the goals of Optimist Park, I want to further help the community towards success. 

Works Cited

 

Coates, Carlie. The Voice of Witness Response. 17 Jan, 2016

 

Coates, Carlie. Unpacking the Invisible Knapsack Response. 17 March 2016.

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