Good Night Stories for Rebel Girls: Disrupting a Computing Engineering Class in the Higher Education Context

This study presents the experience of a feminist pedagogical practice of inclusive readings as well as a space for critical questioning stemming from the reflective literary analysis from the reflective literary analysis of Good Night Stories for Rebel Girls Volume 1 in an English class for the Computer Engineering major at Instituto Tecnológico de Costa Rica, San Carlos Campus. Data were collected through weekly reflective journals during a university semester and analyzed using domain analysis [1, 2]. The aim of the study was to describe the students’ constructivist perceptions about the learning experience about the readings. This study highlights the inspiration behind the stories, a sense of determination in the characters, and the acquisition of knowledge through the stories; simultaneously, it emphasizes the denial of gender equality, the acknowledgement of gender inequality, and the celebration of an innovative pedagogical practice in higher education.