Abstract
This study presents a multi-institutional engaged pedagogy project responding to college food insecurity that involved partnerships among students, instructors, and campus food pantries from three U.S. universities. Through analysis of pre- and post-class surveys, class assignments, and instructor and community partner reflections, we argue that our feminist collaborative approach resulted in transformative outcomes in three areas: (a) heads, as the collaboration enabled critical understandings of food insecurity and how to combat it; (b) hearts, as the collaboration fostered a culture of care and (re)ignited shared passion in doing change work, and (c) hands, as the collaboration inspired actions to address the issue. This paper showcases how incorporating feminist collaborative ethics in community-engaged learning can result in meaningful, transformative outcomes for faculty, students, and community partners.
DOI
10.31446/JCP.2026.1.06
Author ORCID Identifier
Elizabeth Wilhoit Larson: 0000-0002-9998-688X
Jasmine R. Linabary: 0000-0001-8712-5049
Ziyu Long: 0000-0002-0514-595X
Kylie Johnson: 0000-0003-4509-3928
Recommended Citation
Wilhoit Larson, E., Linabary, J. R., Long, Z., & Johnson, K. (2026). Community problems need community solutions: Feminist collaboration across campuses to create transformative outcomes through community engaged learning. Journal of Communication Pedagogy, 10, 75–93. https://doi.org/10.31446/JCP.2026.1.06
Included in
Communication Commons, Feminist, Gender, and Sexuality Studies Commons, Higher Education Commons
