Abstract

This article discusses the convergence of the perspectives of literary, gender, and regional studies in the implementation of an oral history project as a service-learning requirement in an upper-level southern women's literature course, providing information about the model and examining learning outcomes as presented through the final projects and student reflections.

Journal
Pedagogy
Published
2017-10-01
DOI
10.1215/15314200-3975463
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Cited by in this index (1)

  1. Pedagogy

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