If we are to regain some of the energy which characterized the Women's Movement during its earliest years and again during the 1960's and 1970's, we must endeavor to raise awareness among young people about the work for social justice that remains undone and we must find ways to inspire them to re-embrace activism and to develop, what Smyser (2003) calls, "the humanitarian conscience." This task has become increasingly difficult in our current American culture, which strongly promotes the idea that equal opportunity exists for all and that those who fall behind do so primarily because they will not work hard and have made poor personal choices. Paradoxically, most of the young people who have the skills and freedom to effectively advocate for social justice and gender equality are those who have suffered relatively little oppression themselves and whose life experiences thus far have affirmed the proposition that hard work does yield the promised fruits. Given these realities, a large proportion of college age women do not identify themselves as feminists and they frequently argue that the problems addressed by the Women's Movement essentially have been solved. Although this mind set clearly challenges efforts to regain the momentum for women's rights, it also provides us, as educators, with the challenge of developing new strategies to engage young women in the struggle for equality and social justice. Accordingly, this paper describes efforts to develop a pedagogy based on the idea that teaching young women about the obstacles to equality that still exist around the world will broaden their awareness of the work still undone, will generate a spirit of solidarity with women everywhere, will capture their youthful energy, and will infuse new momentum into the quest for women's rights.