This article argues for the pedagogical possibilities of collective community radio show production for transnational students; in particular, identifying the capacities for self-representation for students from otherwise marginalised and under-represented communities. Students are tasked in this elective module to collectively produce a community-facing show for a multilingual Leicester community radio station; in emphasising collective production alongside critical unpacking of the diverse deployments of ‘community’, the module encourages reflective approaches to community and identity. Through analysing assessment parameters and examples from student-produced shows, I suggest that the theory into practice approach of teaching the value of community cultural production alongside training in production practice by community practitioners encourages student agency, within key approaches drawn on cultural studies and media studies. At the same time, I argue the module’s assemblage of informing theories and production practice comprises a worthwhile research focus for cultural studies itself, retrieving pedagogy as a critical practice historically central to cultural studies’ disciplinary preoccupations with everyday practice, identity formation and popular culture.

本文探讨了为跨国学生制作集体社区广播节目的教学方法的可能性；尤其要确定来自边缘化和代表性不足社区的学生自我代表的能力。在此选修模块中，学生被要求为多语种的莱斯特社区广播电台共同制作面向社区的节目。在强调集体生产以及对“社区”多样化部署的批判性批判时，该模块鼓励对社区和身份采取反思性方法。通过分析评估参数和学生制作的节目中的示例，我建议，在文化研究和媒体研究的主要方法之内，将理论转化为实践的方法来教授社区文化生产的价值，同时由社区从业人员进行生产实践培训，可以鼓励学生的代理。同时，我认为信息理论和生产实践的模块组合包括对文化研究本身的有价值的研究重点，将教学法作为文化研究的日常活动，身份形成和大众文化的学科关注的历史中心至关重要的批判性实践。