Abstract
Doing Feminist Theory Through Digital Video is an assignment I designed for my undergraduate feminist theory course, where students created a short digital video on a concept in feminist theory. I outline the assignment and the pedagogical and epistemological frameworks that structured the assignment (digital storytelling, participatory video and feminist approaches to service learning) before presenting an analysis of its learning outcomes gleaned through interviews with students. I argue that incorporating creative and service learning components into a feminist theory course deepens student learning about praxis and subjectivity because it engages their spirit, mind and body, leading to a sustained engagement with feminist theory and an ability to imagine feminist theory outside of the university classroom. My objective for this paper is to share what I have learned as an educator from this project, and that this will be useful to others interested in adapting this kind of assignment to their own pedagogical contexts.
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