Cognitive labor and the older learner: a feminist perspective on intellectual work in later life

Abstract

This conceptual article advances a feminist gerontological perspective on the intellectual and emotional labor of older adults—particularly women. Building on theories of invisible labor, care ethics, and adult learning, this article argues that unpaid, informal knowledge work (e.g., caregiving, mentoring, volunteering, community education) constitutes a form of cognitive labor that is persistently under-acknowledged in aging and education discourse. The analysis highlights the gendered dimensions of later-life learning, contending that older women act as vital yet unrecognized intellectual actors in family and community life. Through a critical synthesis of literature across gerontology, feminist theory, and adult education, this article proposes a new framework for recognizing and valuing intellectual contributions of older learners beyond formal institutions. By documenting this perspective, this article challenges deficit narratives of aging, stimulates dialog about the ethical and political stakes of recognizing cognitive labor, and identifies directions for future research and policy to advance gerontological scholarship.