A Feminist Legacy: The Rhetoric and Pedagogy of Gertrude by Suzanne Bordelon

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 innovative period. through contextualizing Buck’s educational and theoretical paintings in the upward thrust of women’s academic associations like Vassar collage, 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 historic 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 not easy the entire participation of her woman scholars and by means of difficult strength imbalances at each educational, social, and political level.

A Feminist Legacy reveals that Vassar university is an undervalued yet major website within the historical past of women’s argumentation and pedagogy. Drawing on a wealthy number of archival assets, 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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Additional info for A Feminist Legacy: The Rhetoric and Pedagogy of Gertrude Buck (Studies in Rhetorics and Feminisms)

Example text

As Vickie Ricks points out, by focusing on issues of power and the need to equalize the communicative process, Buck’s social view of rhetoric “raises hope for the oppressed of our own day as well as for hers, hope for those marginal groups—such as women, immigrants, blacks, children, and the elderly—who posit an alternative to the universal male voice” (6). Buck’s approach contrasted with dominant rhetorical theories in the late nineteenth century, which tended to be more mechanistic and structure based, guided by assumptions in faculty and associational psychologies.

According to the 1899–1900 Department Report, the publication of these textbooks benefited the department by allowing for greater program uniformity in the first-year and sophomore courses and by enabling new instructors to grasp more quickly the course material (qtd. in Campbell, Toward 257). In addition, the textbooks provided students with a “body of illustrative literary material, the accumulation and printing of which on our own account was previously a considerable drain upon the time and energy of the department at the beginning of each year” (qtd.

D. D. student in rhetoric to graduate from Fred Newton Scott’s program }“ 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 at the University of Michigan,5 among the first teachers to pioneer the “Dewey school of thought,” among the first women to attend George Pierce Baker’s playwriting and stage production course, and among the first teachers to implement the new playwriting curriculum in women’s colleges (Connors, “Teaching and Learning” 137; Campbell, “Gertrude Buck” 1; Snyder 118; Flanagan 16).

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