Listening Beyond: Collaborative Reflections on Learning about Activism Through an Undergraduate Oral History and Podcasting Project

Abstract

ABSTRACT This article, written collaboratively by a professor and four undergraduate students, explores the pedagogical challenges and opportunities of learning oral history and creating an oral history podcast in one thirteen-week undergraduate course about activism. The article highlights four main themes that emerged: the use of oral history as a pedagogical tool and way of learning about activism, the challenges and opportunities of collaborative work, the particularities of conducting a digital project for public dissemination, and the significance of positionality and the ethical imperative of avoiding transactional and extractive approaches. This article emphasizes the inherent messiness and complexity of striving for equality in oral history pedagogy, acknowledging the tension between theory and practice, institutional constraints, and the transient nature of the classroom. The transformative potential of oral history pedagogy lies in its ability to bring diverse voices into the classroom while striking a balance between utopian aspirations and pragmatic considerations. Despite various challenges, the authors express collective effort and pride in the outcomes, reinforcing the value of teaching through oral history for meaningful engagement and personal growth.