By Suzanne Bordelon

The first book-length research of a pioneering English professor and theorist at Vassar university, 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 collage, the social and political circulation towards suffrage, and Buck’s personal egalitarian political and social beliefs, Suzanne Bordelon deals a scholarly and well-informed therapy of Buck’s achievements that elucidates the ancient and modern effect of her paintings and life.

Bordelon argues that whereas greenback didn't name herself a feminist, she embodied feminist beliefs by way of tough the entire participation of her woman scholars and by means of demanding strength imbalances at each educational, social, and political level.

A Feminist Legacy reveals that Vassar university is an undervalued yet major website within the heritage 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

She was involved in the women’s movement, particularly suffrage. Buck was a member of the Equal Suffrage League and later on the board of directors of the Women’s City and County Club, a reorganized version of the suffrage party after New York women won the vote in 1917. She published two limericks, “Anti-Suffrage Sentiments,” in The Masses, and she and Wylie participated in suffrage parades and activities. According to Vassar President Henry Noble MacCracken, Buck and Wylie’s home “in the center of old Poughkeepsie became a rallying place for suffrage and for many other movements” (“Appreciations I” 150).

They are more earnestly aware of the social responsibility that rests upon them. . She is a freer being, capable of doing more and being more. (107–8, emphasis in original) This social consciousness, felt by many middle-class white women during the Progressive Era, also influenced Buck. These ideas were reinforced by “[t]he atmosphere of social action” that pervaded Vassar during this period (Rubin 10). In her life and work, Buck emphasized accepting broader social obligations and breaking down the barriers that separate people.

4) As Tong notes, although these two approaches differ, “they share many ontological and epistemological assumptions” (80). Namely, an individual supporting these ideas will tend to view the self as “an interdependent being rather than an atomistic entity. S/he will also tend to believe that knowledge is ‘emotional’ as well as ‘rational’ and that thoughtful persons reflect on concrete particularities as well as abstract universals” (80). These assumptions were central to Buck’s ethics, which framed her approach to pedagogy, rhetoric, and drama.

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