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. by means of 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 remedy of Buck’s achievements that elucidates the old and modern effect of her paintings and life.
Bordelon argues that whereas dollar didn't name herself a feminist, she embodied feminist beliefs by means of not easy the total participation of her girl scholars and via tough strength imbalances at each educational, social, and political level.
A Feminist Legacy reveals that Vassar collage is an undervalued yet major website within the heritage of women’s argumentation and pedagogy. Drawing on a wealthy number of archival resources, together with formerly unexamined fundamental 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 resources for A Feminist Legacy: The Rhetoric and Pedagogy of Gertrude Buck (Studies in Rhetorics and Feminisms)
In 1916, Buck published The Social Criticism of Literature, in which she attempts to solve a battle among competing approaches to literary criticism by proposing her social, democratic model: “One must listen closely to hear, amid the jangle of conﬂicting theories as to what literary criticism really is, the still small voice of their harmonious relation to one another. Once heard, however, it cannot be disregarded” (16). ’ One’s assessments were only the results of a given ‘experiment’ with a piece of writing .
In addition, although Buck’s approach shared many similarities with what could be considered “good teaching,” her assumption of inclusiveness and her stress on leveling power imbalances gave her pedagogy feminist implications, since, at this time, women were denied the right to vote and socially oppressed. ) underscores the psychological basis of Buck and the English Department’s approach to the teaching of English. ” As a Vassar colleague points out, Buck came to Vassar in 1897, “the year in which Miss Wylie became head of the department and radical reconstruction began as the joint work of two women with a philosophic grasp of their subject and modern university training” (Reed, “In Memoriam” 128).
In these theories, language served primarily as a conduit to transmit knowledge (Koch 32). In contrast, functionalist psychology meant studying the mind or consciousness as a part of nature, focusing on how it helped the human organism live in its environment. Knowledge for Buck was a communal and ethical construction. Rhetoric, then, was not a mere conduit; it was a form of knowledge. In their textbook, Buck and Woodbridge ask students to practice experiments slowing down their process of perception so that they can trace the order and sequence of their observations and better understand these universal thought processes.
A Feminist Legacy: The Rhetoric and Pedagogy of Gertrude Buck (Studies in Rhetorics and Feminisms) by Suzanne Bordelon