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 through the innovative period. via 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 old and modern influence of her paintings and life.
Bordelon argues that whereas dollar didn't name herself a feminist, she embodied feminist beliefs by way of tough the complete participation of her woman scholars and by means of hard strength 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 assets, together with formerly unexamined basic fabric, A Feminist Legacy strains 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 resources for A Feminist Legacy: The Rhetoric and Pedagogy of Gertrude Buck (Studies in Rhetorics and Feminisms)
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.
Feminist” refers to those theorists, whether liberal or radical or other orientation, who argue against patriarchal domination, for equal rights, a just and fair distribution of scarce resources, etc. (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).
They also point out that by having a real audience of fellow students, writers can begin to develop their own sense of criticism, rather than relying solely on the teacher. Although such an approach encourages students to develop their critical skills, it is not always an easy process for students to learn, as most writing teachers know. This becomes evident when reading the following student’s comment: “[I]n English we had to take the essay of some other girl and criticize it. . I like that sort of thing and I can always pick everybody else’s essay apart whereas I can’t my own at all” (letter, Helen D.
A Feminist Legacy: The Rhetoric and Pedagogy of Gertrude Buck (Studies in Rhetorics and Feminisms) by Suzanne Bordelon