Final Honors Reflection

The program's subjects not only enriched my understanding of Danish history and culture but also offered a valuable opportunity for introspection and personal growth. While I have a deep appreciation for exploring society, culture, and history, I've come to realize that focusing solely on these areas can be emotionally and mentally taxing for me. I even found myself yearning to solve calculus equations and tackle chemistry problems. Courses in the arts and humanities challenge me to think in ways distinct from the natural sciences. I recognize that my true growth and learning as a student lie in achieving a balance between both realms of study. I excel and flourish academically when I have a balance and mix of subjects in my schedule, including both the natural sciences and the arts. This recognition also made me consider my privilege to be able to gain an interdisciplinary education and become the well-rounded student I strive to be.

That being said, this program has influenced me greatly to reflect on education systems and how they provide access to certain groups of people. We’ve learned that place and wealth determine which narratives and perspectives are told as fact. General Bhuddhoe is described as the liberator in the Virgin Islands, but in Denmark, it is General Peter von Scholten who freed the slaves. Who is learning which narrative? In our discussion with Mas, we observed that in the UK only the “posh” schools get access to learn about certain narratives. In my experience attending a private school in Canada, we mainly learned about the Indigenous perspective, but now I’m questioning what was hidden and what narratives were told. To gain a deeper understanding of the greater truth, we must examine and observe all the narratives included. This program has taught me to question which narratives I’m being told and zoom in and out to find the whole truth, not just pieces of the puzzle.

Within that privilege lies a bit of discomfort and guilt. The discomfort was a common thread throughout our program and an aspect I’ve reflected on quite a bit once I returned home. The discomfort was not only tied to the program topics we were covering but also as we experienced traveling to a new country and immersing ourselves in Danish culture. From traveling alone to learning about the atrocities of our history, I’ve learned to become comfortable with being uncomfortable. Squirming in my seat, holding back tears, sitting in feelings of guilt and responsibility – these moments are where I gain a deeper understanding of the world's complexities and my positionality. Because of this, I believe there’s a limited level of international engagement you can receive without traveling. There's only so much one can learn from internet sources and academic classrooms.

But of course, traveling is associated with privilege and wealth, not everyone has the resources to do so. This reflection on international engagement instigated me to reflect on who has the access to engage in international learning. Who chooses to pursue these learning experiences and who is restricted from doing so? It stimulated many questions that we’ve discussed around education, accessibility, and privilege. Both my moments of enlightenment and discouragement have allowed me to dig deeper into what my privilege means to me and how it affects the definition I have of myself. Seeing institutions like Reden Kobenhavn and individuals, such as Dr. Karen inspired my reflection on my future professional aspirations. I want my future to entail contributing to progressive and intentional work in my community, whether it's for mental health or racial inequities. I want to be the most authentic, reliable, and supportive figure I can be for the people around me. I believe that my privilege comes with an aspect of responsibility to be educated, be critical, and be aware because I have the resources and opportunities to do so.

Back home I’ve noticed how the knowledge and skills gained from the program have intersected with my job, academics, and daily life. Particularly, in the context of examining information and academic learning. In my job as a Peer Health Educator, we've been actively engaging in conversations regarding media literacy in the context of mental health. A significant part of my responsibilities involves reading and analyzing research articles relating to our work, with topics ranging from sleep to alcohol education. I've observed a shift in my approach to reading these sources and conducting workshops. I've become more critical of the narratives presented to me, consistently questioning the truths that surround me. Even in the news I’m reading on social media, I’m asking what's the full story. What’s being hidden? Whose perspective is narrating this? Do I have all the facts?

Along with a more developed critical and comparative lens, I’m noticing that I’m more invested and aware of social issues - not just looking at headlines but looking at the bigger picture. In my final share out, I discussed my personal experiences with being emotionally affected by the Sikh genocide and how the cultural fragmentation in Canada affects individual and national identity. Recently, tensions between India and Canada have increased significantly due to suspected Indian government interference in the killing of a Canadian Sikh figure. These events made me reflect on my time in Denmark and how we are still grappling with the legacies of the past. We see how historical events and conflicts continue to influence present-day decisions. I've witnessed communities experiencing anger, sadness, and frustration, and how politics and social dynamics are deeply interconnected.

In our discussion with Mas, it was mentioned that the Danish ambassador asked “Will we get in trouble for this?” when speaking about slavery and colonialism in Ghana. There are many debates on the actions Justin Trudeau, the Canadian Prime Minister, has taken around speaking out against the Indian government and his “failed” promises for Canadian First Nations. These concerns about public image and caution raised questions for me about political reparations and whether reparations can be achieved without it being a political move or mutually beneficial.

Examining Danish culture in comparison to Canada is interesting as we examine national identity as well. When countries and political figures preach Make America Great Again, Canada is so peaceful, and Denmark is the happiest country, it makes me question Great for who? Peace for who? Happiness for who? The systems are still structured to accommodate certain people, but not everyone. How do we dismantle and disrupt this? One way I've begun to tackle this challenge is by initiating dialogue around these questions. We see our governmental systems at play in the news and daily life and we can challenge and question it everywhere we go. Even at our Aarhus dinner, Dr. Karen mentioned that when she arrived in Denmark, the government placed her and her daughter under “refugee status,” when they didn’t fit that definition. How are the systems different for different groups of people?

Comparatively, how are ‘promised’ healthcare systems in Canada more difficult for Indigenous people? This raises questions about the accessibility of promised healthcare systems in Canada, which remain elusive for Indigenous people. I've previously discussed in our program how reservations in Canada lack basic healthcare services that should be part of Canada's supposed 'welfare system.' Additionally, Indigenous people are significantly overrepresented in Canada's prison system, despite constituting only 4% of the overall population. As a country that prides itself on being a welfare state, that carries its citizens from ‘cradle to grave’ with accessible healthcare and affordable housing, the inherent discrimination is infuriating. The system isn’t designed for everyone.

While frustrating and saddening, these questions and complexities are important to keep digging into as I examine more news throughout my academic career and beyond. Being in Denmark not only taught me immensely about examining social constructs and dismantling narratives, but it also gave me insight into my thinking and preconceived biases. I had the opportunity and space to delve into personal history and emotional complexities. An opportunity I am incredibly grateful for. As Juliana, our program director, wisely emphasizes, I am determined to "keep the complexities alive" as I carry forward my role as a Peer Health Educator, as an Honors student at UW, and as a responsible global citizen.