10th U6+ Consortium of African Universities International Conference

Feminist pedagogy advocates teaching and learning approaches that emphasize participation, dialogue, reflexivity, inclusivity, and the co-construction of knowledge. Although feminist theory is frequently taught in higher education, there remains a need for pedagogical interventions that extend learning beyond traditional lectures and create opportunities for students to engage critically with feminist ideas through discussion and shared experiences. This paper presents a reflective account of an interdisciplinary feminist pedagogy event that I, as a lecturer, co-designed and facilitated as a follow-up to an Art Theory lecture on feminism. The event aimed to deepen students’ understanding of feminist concepts through critical engagement, dialogue, and experiential learning.The event comprised a student-initiated feminist debate, an alumni guest lecture, a screenplay presentation and a panel discussion featuring a renowned artist. By bringing together students, alumni, artists, and academic staff, the event created a platform for participants to engage with feminist issues from multiple perspectives and disciplinary contexts. Through the sharing of personal, professional, and creative experiences, participants explored the relevance of feminist thought in contemporary society and artistic practice.The aim of this study is to reflect on the event as a feminist pedagogical intervention and to examine how its activities embodied feminist pedagogical principles. The study adopts a qualitative reflective methodology grounded in self-reflexive practice. Data were generated through the researcher’s reflective journal, observations recorded during and after the event, an article documenting the event and student’s feedback. The data was analysed thematically to identify key pedagogical insights and challenges associated with implementing feminist pedagogy in practice.The reflection suggests that the event fostered active participation, critical dialogue, collaborative knowledge construction, and reflexive engagement. The study concludes that interdisciplinary educational events can provide meaningful spaces for enacting feminist pedagogy and promoting inclusive, participatory, and transformative learning experiences in higher education.