  In the early 1990s, feminist attention to the identity of the epistemic subject abounded in such titles as Who Knows? (Nelson 1990), What Can She Know? (Code 1991) and Whose Science? Whose Knowledge? (Harding 1991). “Situated knowers” became a key term in feminist epistemologies, though theorists varied significantly on the specifics of the concept. Some focused on the socially differentiated nature of knowers (in contrast to the generic nature of knowers in the atomistic model), while others focused on their social interactive nature (in contrast to the self-sufficiency of knowers in the atomistic model). Still others argued for the adoption of the community as primary knower (in contrast to the individual as primary knower in the atomistic model). Many of these arguments intersect with each other. For example, by emphasizing the differentiated nature of knowers one strengthens the argument for the epistemic interdependence of knowers; interaction between knowers becomes crucial so that individuals can access knowledge beyond the reach of their specific social location. Since conceptions of knowers carry normative weight, making distinctions between those who know and those who don’t, or between those who know more or less well, feminist discussions of situated knowers are very much integrated with their discussions of the objectivity and justification of knowledge claims (see Section 3:  Social Models of Knowledge and Objectivity).