Who is Olivia Ruderman as an Educator?

Olivia Ruderman

Personal Statement

Olivia Ruderman is a third-year student at McGill University pursuing a BA in Political Science and Classical Studies at McGill University. She has a profound passion for promoting equity, justice, and human rights through education. She aims to foster an inclusive learning environment where students feel empowered to challenge systems of inequality and work toward positive societal change. Her journey as an educator began with her involvement in Amnesty International at the age of 14, where she developed a deep commitment to combating human rights abuses and political engagement. In her high school’s and McGill University's Amnesty International chapters, she has held executive positions, including being a Public Relations Officer, VP Internal, and Co-President, and has developed valuable skills to enhance her role as an educator. Over the years, Olivia’s internships in the U.S. House of Representatives, San Francisco Transit Riders, the Royal Thai Embassy, and her work as a Project Manager at McGill’s Democrats Abroad Club have shaped her understanding of policy and advocacy, experiences she integrates into her teaching philosophy.

Area of Focus

Olivia’s academic focus is on political science, law, and human rights, with particular interest in immigration reform, racial and gender equity, and LGBTQ+ rights. Her career goal is to become a lawyer specializing in human rights or immigration law, helping to address the challenges faced by marginalized communities. Olivia is committed to using her legal expertise to advocate for systemic change and to work in the public sector or with non-profit organizations dedicated to human rights.

Learners:

Olivia’s learners are individuals from diverse backgrounds, including students, activists, and young professionals interested in human rights, political advocacy, and social justice. Her teaching is tailored to those eager to understand the legal and political systems that shape our world and to use that understanding to drive meaningful change in their communities.

Olivia’s primary objective is to equip her learners with the critical thinking and advocacy skills needed to engage with complex human rights issues. Through her teaching, she aims to inspire them to become active participants in the political process, whether through careers in law, policy, or grassroots organizing. She encourages learners to apply theoretical knowledge to practical challenges, fostering both intellectual and personal growth. Olivia’s learners should know that she brings a wealth of practical experience to her teaching. Having worked in both legislative and diplomatic settings, Olivia understands the real-world impact of policy decisions and advocacy. Her teaching is driven by a deep commitment to justice, inclusivity, and empowering others to make a difference. She is passionate about supporting learners as they develop their paths to creating a more equitable world.

Contexts of Instruction:

Olivia’s teaching style is grounded in Activity Theory, which she seamlessly integrates into her educational approach. She believes students should actively engage in activities that relate directly to the subject matter, making her instruction hands-on and immersive. Olivia incorporates real-life scenarios such as volunteer work, engaging in discussions with political officials, human rights experts, and lawyers, lobbying congressmen, and even participating in street-level activism, like signing petitions. Rather than treating her students as passive recipients of information, Olivia encourages them to construct their knowledge through active participation in real-world activism related to human rights and politics. This experiential learning not only provides students with invaluable life experiences and networking opportunities but also enhances their ability to retain information and apply it in meaningful ways. In her activity system, Olivia employs a horizontal distribution of labor, assigning students different roles within the community to work toward a shared goal, not wanting to promote the traditional hierarchy of power in education. Olivia prefers for her learners to view her as a peer working towards a common cause, instead of a figure of authority. She works alongside her learners to establish a clear set of norms, rules, and guidelines, empowering her students to achieve their objectives collaboratively while ensuring that they actively contribute to the learning process and the larger community.

Location

EDPT 200: Olivia Ruderman

McGill University
Montreal, Quebec, Canada