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 through the innovative 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 move 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 ancient and modern impression of her paintings and life.
Bordelon argues that whereas dollar didn't name herself a feminist, she embodied feminist beliefs by way of challenging the total participation of her lady scholars and by way of hard strength imbalances at each educational, social, and political level.
A Feminist Legacy reveals that Vassar university is an undervalued yet major web site 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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Additional resources for A Feminist Legacy: The Rhetoric and Pedagogy of Gertrude Buck (Studies in Rhetorics and Feminisms)
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.
While current feminist approaches to pedagogy differ, they typically involve strategies aimed at “bringing the learner to the center of the learning activity rather than positing the learner as the recipient of knowledge generated by authoritative others” [ 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 (Scarboro 1065). The objective of such strategies is to support the “development of voice and authority in the classroom” (Scarboro 1065). Like current feminist practices, the inductive approach placed the student at the center of the learning process by promoting dialogue, collaboration, and exploration, thus fostering student voice and agency.
I n t roduc t ion In the chapters that follow, I examine Buck’s social theory of rhetoric and pedagogy in relation to different reform movements in order to show how her ideas were connected to a new democratic ethics emerging during this period. Emphasizing freedom, equality, and cooperation, this ethics was central to Buck’s feminism, which, through her pedagogy, empowered her female students at Vassar. She wanted her students to be active, critical citizens who would recognize and work against systems of dominance and oppression, beginning at the level of the communicative process.
A Feminist Legacy: The Rhetoric and Pedagogy of Gertrude Buck (Studies in Rhetorics and Feminisms) by Suzanne Bordelon