Saresh Khemani: Learning from Voluntary Services – Voices of Ismaili Youth

Abstract

Experience is a key source of learning. Voluntary services are one such experiential source to learn and grow from. The present case study used mixed methods (survey tools and in-depth interviews) to explore the perspectives of Ismaili youth on the meaning, value, and educative potentials of their voluntary services based in Karachi. The data was collected from Ismaili youth (18 to 23 years) belonging to three community sites in the city Karachi (Garden, Metroville and Clifton). The study’s data showed that the participants understand the meaning and value of voluntary services in myriad ways, starting from processes of benefiting the lives of the community members, to make difference in some one’s life, to teaching academic/social subjects and skills to community. Khidmat to the religious leader and their community appeared a key force in their involvement in voluntary services. The participants were enrolled in various interconnected institutions and services established by their respective community sites. Even though volunteers learning from their services is not purposefully structured, the participants actively and subtly learnt and developed skills, knowledge and attitudes included communication, teaching, problem solving, critical thinking, reflecting, presenting, public speaking, time management, multi-tasking, people management, learning about diversity, respect towards others, patience, confidence in their ability, flexibility, leadership, and, most importantly, about justice and diversity. They expressed critical insights about favoritism, nepotism, injustice and unfair treatment of the ‘other’ during their voluntary experiences. The link between academic/school subjects and voluntary experiences was limited to religious education. Overall the youth’s learning from their voluntary services showed the potentials for developing into successful leaders for their community and larger society, with broad vision and relevant skills and dispositions for 21st century. The youth appeared to have very deeply thought suggestions, which make them natural partners to the community leaders in making VS more meaningful, relevant, and empowering. Dialogue with the youth can make the link between voluntary services and learning more robust, explicit and mutually beneficial. These transformative potentials can be tapped on, if the community leaders actively listen to their youth voices.

About

Saresh Khemani is an educationalist by profession. She started teaching in the community when she was 15 years old and since then has a love and passion for teaching and advocacy. This year (2017) she graduated as an MPhil student from the Aga Khan University Institute for Educational Development (AKU-IED). She is privileged enough that through her community services, she is also getting opportunities to apply research findings, and help young people to connect their voluntary service experiences with their personal, social, academic and professional skill. Saresh is leading the team of Darkhana Youth League, an institution formed by Aga Khan Youth and Sports Board, Pakistan. This community initiative has provided her an opportunity to work with young people and raise awareness about how voluntary service experiences can also help in making a whole career out of it. Saresh started volunteering at the age of 6 and started teaching young people at the age of 15. Those valuable experiences from the past led her to be an educationalist by profession.

Watch Saresh Khemani present her thesis here: