{"title":"年龄在女权主义课堂上很重要","authors":"E. Norris","doi":"10.2979/NWS.2006.18.1.61","DOIUrl":null,"url":null,"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.","PeriodicalId":88071,"journal":{"name":"NWSA journal : a publication of the National Women's Studies Association","volume":"18 1","pages":"61 - 84"},"PeriodicalIF":0.0000,"publicationDate":"2006-03-22","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":"6","resultStr":"{\"title\":\"Age Matters in a Feminist Classroom\",\"authors\":\"E. Norris\",\"doi\":\"10.2979/NWS.2006.18.1.61\",\"DOIUrl\":null,\"url\":null,\"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.\",\"PeriodicalId\":88071,\"journal\":{\"name\":\"NWSA journal : a publication of the National Women's Studies Association\",\"volume\":\"18 1\",\"pages\":\"61 - 84\"},\"PeriodicalIF\":0.0000,\"publicationDate\":\"2006-03-22\",\"publicationTypes\":\"Journal Article\",\"fieldsOfStudy\":null,\"isOpenAccess\":false,\"openAccessPdf\":\"\",\"citationCount\":\"6\",\"resultStr\":null,\"platform\":\"Semanticscholar\",\"paperid\":null,\"PeriodicalName\":\"NWSA journal : a publication of the National Women's Studies Association\",\"FirstCategoryId\":\"1085\",\"ListUrlMain\":\"https://doi.org/10.2979/NWS.2006.18.1.61\",\"RegionNum\":0,\"RegionCategory\":null,\"ArticlePicture\":[],\"TitleCN\":null,\"AbstractTextCN\":null,\"PMCID\":null,\"EPubDate\":\"\",\"PubModel\":\"\",\"JCR\":\"\",\"JCRName\":\"\",\"Score\":null,\"Total\":0}","platform":"Semanticscholar","paperid":null,"PeriodicalName":"NWSA journal : a publication of the National Women's Studies Association","FirstCategoryId":"1085","ListUrlMain":"https://doi.org/10.2979/NWS.2006.18.1.61","RegionNum":0,"RegionCategory":null,"ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":null,"EPubDate":"","PubModel":"","JCR":"","JCRName":"","Score":null,"Total":0}
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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