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Feminist classrooms employ a variety of teaching strategies that empower students and inspire equity and justice. In this paper, we argue that integrating student-made documentary filmmaking into the college classroom is a powerful and effective form of feminist teaching. Specifically, feminist pedagogy views students as knowledge creators and demands collaborative, non-hierarchical learning experiences. These outcomes suggest that documentary filmmaking is a compelling and effective way to engage students in our increasingly visual and video-based culture. Based on our experiences teaching sociology at a women's college in the U.S., we illustrate the impact that documentary filmmaking has for student learning, empowerment, and justice work. We also develop and strengthen students' technical, multi-media skills, arguing this outcome expands feminist pedagogy to meet contemporary culture. [ABSTRACT FROM AUTHOR]

This paper examines the organization and representation of time in certain kinds of undergraduate programs, here represented by a sociology program in a US university. Written requirements for the major are analyzed as constituting a 'chart' that defines academic time in terms of units of before-after relationships. The paper shows how students 'reuse' these temporal units when charting paths through the university and reckoning their academic work to specific futures. [ABSTRACT FROM AUTHOR]