  With its turn to situated knowing, feminist epistemology can be described as having a pragmatic orientation, with a focus on how situated knowers can know well and inquire well in their particular social worlds. By prioritizing questions concerning good inquiry and knowing activities, and arguing that such activities involve dependencies on others and social interactions, many feminist epistemologists emphasize the ethical dimensions of epistemic pursuits, suggesting that the epistemic cannot be adequately understood if separated out from ethical analysis (Code 1991, 2006). Once feminists draw attention to the fact that knowing is something that we do and do through engagement with others, the ethical dimension of knowing becomes apparent. With their interest in how agents actively engage in practices of knowing, many feminists have developed versions of virtue epistemology that are agent-centered, articulating our epistemic responsibilities that often include an ethical dimension as we interact with and depend on each other in inquiry (Code 1991, 2006; Daukas 2006, 2011; Fricker 2007). Additionally, their focus on situated knowing directs feminist epistemologists to examine our knowing practices within particular contexts rather than providing abstract analyses of generalizable conditions of knowledge acquisition. Such requirements of pragmatic contextualization tend to result in integrative analyses that consider the intersection of traditional epistemic goals with other social values and goals, including those with an ethical dimension. For example, standards of evidence might rightly differ in various areas of knowledge production due to the differing risks of social harm that can come from the generation of certain forms of knowledge. Feminist analyses also draw attention to the different epistemic strategies required to address challenges that arise for situated knowers in specific social contexts. For example, many feminist analyses focus on the specific challenges that face the socially privileged and underprivileged when they try to know within contexts of oppression.