Applying challenge-based learning in the (feminist) communication classroom: Positioning students as knowledgeable change agents

ABSTRACT

This article explores the potential of challenge-based learning (CBL) for feminist pedagogy. In a qualitative case study of an introductory mass communication and social theory course, students were more likely to indicate sophisticated, intersectional understandings of course concepts following the CBL project. Before the CBL project, students spoke tentatively and hypothetically about “making change.” Self-reported ability to take action was defined passively and negatively. In contrast, after the CBL project, students employed positive frames when discussing ability to act, and proposed avenues for action were expanded. The paper concludes with a discussion of how faculty might incorporate CBL.

Notes on contributor

Dr. Katherine M. Cruger is Assistant Professor of Communication and Director of MA Programs in Professional Writing and Communication.

ORCID

Katherine M. Cruger http://orcid.org/0000-0002-4947-5483

Notes

1 While these responses were to be anonymous, these students referred directly to their racial identity within their responses.