Thème 2 : The perception of civic and community engagement.
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| Sharing a moment with friends in the heart of Temple Bar |
PART 1: Extended Interview – SVP Youth Club Member
Name: Lee Tierney
Age: 20
University: Maynooth University
Association: St Vincent de Paul (SVP) – Youth Club
Role: Volunteer Mentor in After-School Programme
Q1: Hi Lee, can you start by telling us what SVP Youth Club is?
Lee: Sure! SVP Youth Club is part of the larger St Vincent de Paul charity here in Ireland. It focuses on engaging young people—mostly students—in helping local communities, especially vulnerable groups like children in disadvantaged areas, the elderly, or homeless people. We organize different activities throughout the year, from mentoring to food drives and awareness campaigns.
Q2: How did you first hear about SVP, and what motivated you to join?
Lee: I discovered it during the student societies fair at the beginning of my first year. I've always been interested in volunteering, and the idea of working directly with kids really appealed to me. Plus, I liked the idea of doing something that matters outside of just studying.
Q3: What kind of activities do you do in the SVP Youth Club?
Lee: Personally, I volunteer with the after-school homework club, where we help children from low-income families with their schoolwork. Other students help organize food parcels for families in need, or visit nursing homes. There's also fundraising and awareness events on campus, like sleep-outs to highlight homelessness.
Q4: What is your weekly commitment like?
Lee: On average, I give 3 to 4 hours a week. Sometimes more if we're preparing a big event or doing a special project, like at Christmas. It's very flexible and understanding of our academic schedules.
Q5: How are the children selected for the after-school programme?
Lee: SVP partners with local schools and social workers who identify families that could benefit from extra support—financial or educational. These kids come from areas where resources are limited, and they often don't get much individual academic attention.
Q6: What challenges do you face as a volunteer?
Lee: Sometimes it's hard to see the impact right away, especially with kids who are very shy or struggling. But building trust over time is so rewarding. Another challenge is time management when we have exams, but the team is always supportive.
Q7: Have you ever received any training before starting?
Lee: Yes! We all go through child protection and safeguarding training. We also attend workshops on communication, diversity, and mental health awareness. SVP takes this very seriously.
Q8: Do you think students in Ireland are socially engaged in general?
Lee: Yes, I do. Maybe not all are in formal volunteering groups, but many are involved in fundraising, social movements, or community-based projects. There's definitely a strong culture of civic engagement in Irish universities.
Q9: What about the university? Do they support your engagement?
Lee: Absolutely. Maynooth has a great support system for student societies. We can book rooms for events, promote our initiatives on campus, and even get small funding. Some lecturers even allow flexibility around big volunteering commitments.
Q10: Have you noticed any difference between Irish students and Erasmus students regarding volunteering?
Lee: Definitely. Some Erasmus students are surprised by how institutionalized volunteering is here. In some countries, they said volunteering is seen as something older people do, or just for religious reasons. Here, it's more part of student life.
Q11: Do you think volunteering should be compulsory in university?
Lee: That's a tough one. I think everyone should be encouraged, but making it compulsory might take away the passion. Volunteering should come from the heart. But more promotion and visibility would help get people involved.
Q12: What impact do you think your actions have had so far?
Lee: I've seen kids become more confident, open up more, and improve in school. One boy I worked with had no motivation at the start of the year, but by June he was helping others. That really stayed with me.
Q13: Has this experience changed you personally?
Lee: Oh yes. It made me more patient, more aware of social issues, and grateful for my own education. It also helped me with leadership and emotional intelligence. I think I've grown a lot since I started.
Q14: What would you say to a student who's never volunteered before?
Lee: I'd say: start small and follow what touches you personally. It's not about being perfect or doing a huge amount—it's about being present and caring. You'll get back more than you give, trust me.
Q15: Do you plan to continue volunteering after university?
Lee: Definitely. Whether it's with SVP or another organization, it's something I want to keep doing throughout my life. It gives me a sense of purpose beyond academics or a job.
PART 2: Analysis of Student Involvement: An Interview with Lee Tierney (SVP Maynooth)
The second pillar of this study focuses on the field reality of civic engagement in Ireland. To understand how young people aged 18-25 perceive and practice solidarity, I conducted an 8-minute interview with Lee Tierney, a 20-year-old student at Maynooth University and an active member of the Saint Vincent de Paul (SVP) Youth Club. This exchange provided deep insights into the structured nature of Irish student volunteering and allowed for a critical comparison with the French "SoliCity" model.
1. The Irish Model: Professionalism and Academic Integration
Through Lee’s experience in the after-school homework club, it is evident that Irish student engagement is characterized by a high degree of professionalism. Unlike some casual volunteering initiatives, Lee emphasizes that all volunteers must undergo "child protection and safeguarding training" (Q7). This ensures that the intervention—helping children from low-income families—is not only well-intentioned but also safe and effective.
Furthermore, the university plays a central role as a facilitator. Lee notes that Maynooth University provides "small funding," rooms for events, and even "flexibility around big volunteering commitments" (Q9). This suggests that in the Irish geographical area, the university is not just a place of learning but a hub for civic life, where social work is recognized as a component of personal and professional development (the "leadership and emotional intelligence" mentioned in Q13).
2. Comparative Analysis: Lee’s Engagement vs. SoliCity in France
Comparing Lee’s testimony with my own SoliCity mission at the Foyer Notre-Dame des Sans-Abri in Lyon reveals significant parallels and notable differences:
Nature of the Mission: My mission in Lyon was focused on the immediate needs of a homeless population (meals and logistics), which corresponds to the "food parcels" or "sleep-outs" Lee mentions. However, Lee’s primary role is long-term educational mentoring. While SoliCity often focuses on "doing" (manual or logistical help), the Irish student model seems heavily invested in "mentoring" and social bonding over the long term.
Perception of Youth: Lee points out a fascinating cultural difference (Q10): some Erasmus students are surprised by the youth-led nature of SVP. In France, while organizations like the Restos du Cœur have many young volunteers, the leadership and "image" of the volunteer are often associated with retirees. In Ireland, the "Youth Club" brand makes volunteering a "student thing," integrated into the social fabric of campus life.
Impact and Transformation: Both experiences lead to the same conclusion: volunteering changes the volunteer. Just as my mission in Lyon made me more aware of precariousness, Lee explains how he became "more patient" and "grateful" for his education.
3. Critical Reflection on the "Zone" and the 18-25 Demographic
Lee’s observation that there is a "strong culture of civic engagement in Irish universities" (Q8) highlights a geographical specificity. The "Anglo-Saxon" model of education often values community service more formally than the French model. In France, engagement is frequently seen as a "plus" or a separate passion, whereas in the Irish context, it is almost a standard part of the "Student Experience."
However, Lee raises a valid point about the limit of this model: the debate on compulsory volunteering (Q11). He argues that making it mandatory could "take away the passion." This is a crucial reflection for our own SoliCity program: how can we balance the educational requirement of a "mission" with the need for authentic, heart-driven commitment?
Conclusion
The interview with Lee Tierney demonstrates that the 18-25 demographic in Ireland is not just "socially aware" but actively trained and supported by their institutions to tackle social exclusion. This field analysis confirms that while the human values of solidarity are universal between Lyon and Maynooth, the institutional framework in Ireland provides a more integrated pathway for students. This structured approach is perhaps the key to the high level of participation observed during my semester abroad.
https://www.youtube.com/watch?si=poN6_UO5tc13RTUb&v=x8z4JHXzp-c&feature=youtu.be
