Abstract

This article describes the match between feminist epistemology and pedagogy in a service-learning literature and gender course in which undergraduates became partners with residents of a local retirement home. The author argues that, based on this classroom experience, age and gender belong together in a feminist critique of subjectivity because of the intersecting indeterminacies of the body and its significations.

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Additional Information

ISSN
2151-7371
Print ISSN
2151-7363
Pages
pp. 61-84
Launched on MUSE
2006-03-22
Open Access
No
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