By Suzanne Bordelon
The first book-length research of a pioneering English professor and theorist at Vassar collage, A Feminist Legacy: The Rhetoric and Pedagogy of Gertrude Buck explores Buck’s contribution to the fields of schooling and rhetoric in the course of the revolutionary period. through contextualizing Buck’s educational and theoretical paintings in the upward push of women’s academic associations like Vassar university, the social and political circulation towards suffrage, and Buck’s personal egalitarian political and social beliefs, Suzanne Bordelon bargains a scholarly and well-informed therapy of Buck’s achievements that elucidates the old and modern influence of her paintings and life.
Bordelon argues that whereas greenback didn't name herself a feminist, she embodied feminist beliefs by way of difficult the entire participation of her girl scholars and by way of demanding energy imbalances at each educational, social, and political level.
A Feminist Legacy reveals that Vassar collage is an undervalued yet major website within the historical past of women’s argumentation and pedagogy. Drawing on a wealthy number of archival resources, together with formerly unexamined basic fabric, A Feminist Legacy lines the beginnings of feminist theories of argumentation and pedagogy and their lasting legacy in the fields of schooling and rhetoric.
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Extra info for A Feminist Legacy: The Rhetoric and Pedagogy of Gertrude Buck (Studies in Rhetorics and Feminisms)
Instead, Clark said the class of about ﬁfteen students was based on the principle of student “self-organization”: “You always had the feeling that it was up to you to take part in the conversation, and I never yet had a lecture when I was in the English Department, never listened to a lecture. And I mean that” (20 Mar. 1999). 23 Students’ humorous perception of the English Department’s focus on the inductive method is evident in a composite picture of Laura Johnson Wylie in the 1901 student annual, the Vassarion.
As Vickie Ricks points out, Buck was “more a progressive educator for the masses than a radical feminist” (6). Her feminism resembled what scholars have called “social feminism,” which emphasized broader social reform rather than women’s rights alone (Lemons viii). However, because Buck’s ideas underscored a “social” perspective at a time when women were socially oppressed and disenfranchised, they had feminist implications, particularly in terms of her female students. Buck and the English Department faculty empowered their students to become active participants in the creation of a more democratic society.
Like an ever-broadening circle rippling in a pool, Buck’s feminism permeated all aspects of her life. While Buck identiﬁed with women’s causes and feminism was an inextricable aspect of her life, she did not speciﬁcally call herself a feminist, a term that wasn’t widely used until the 1920s (Crocco, Munro, and Weiler 5). Nevertheless, her feminism was implied in her approach to } buc k ’s “s o c i a l” v i e w of e t h ic s a n d r h e t or ic pedagogy, rhetoric, administration, and drama. At the center of Buck’s feminism was her focus on the “social,” which is particularly evident in her ethics and approach to rhetoric.
A Feminist Legacy: The Rhetoric and Pedagogy of Gertrude Buck (Studies in Rhetorics and Feminisms) by Suzanne Bordelon