This article is a case study of two English lecture courses I have taught: "Gender and Culture" and "New Voices." First, the study found that most students had proficiency in English, representing a generation educated under the national policy of "globalization," and that students had been exposed to multimedia materials ranging from movies to YouTube video clips, all produced from diverse perspectives, conservative and radical. In addition, the achievements of feminism and multiculturalism had given them access to voices that had been traditionally excluded from the curriculum. The study, however, reveals that their exposure to resistant/liberal discourses does not necessarily motivate students` participation in social movements like the feminist movement. Rather, their reactions seem to merely echo sentiments of "postfeminism" and their concerns reflect the pressures of a neo-liberalistic job market, marked by competition based on global standards. Students are rhetorically critical of conservative views on social minority groups, but are reluctant to be identified with them. Their attitudes are vulnerable to a neo-conservative backlash, and can contribute to the weakening of feminism. Therefore, a more engaged feminist pedagogy must invest itself in pragmatic approaches to social injustice that students can translate into their actual experience.