With Eurocentrism continuing to be at the core of pedagogical practices in third-world countries, the chapter reflects on the persistent elitism as academia discusses the theory of underdevelopment and marginalization in unequal classrooms. The chapter discerns the fissures in the construction of social change or development communication as a subject matter in the media and communication academia, while emphasizing the need to teach and learn social change as a practice rather than a theory. The chapter employs in-depth interviews with students and faculty engaged in communication for social change and development, while drawing on the authors’ experience as faculty and students of the subject matter to bridge the gap between the recipients and imparters of knowledge.