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 throughout the revolutionary 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 flow 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 dollar didn't name herself a feminist, she embodied feminist beliefs by means of difficult the entire participation of her girl scholars and by way of demanding energy imbalances at each educational, social, and political level.
A Feminist Legacy reveals that Vassar collage is an undervalued yet major web site 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 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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Additional resources for A Feminist Legacy: The Rhetoric and Pedagogy of Gertrude Buck (Studies in Rhetorics and Feminisms)
Buck’s social perspective was integral to her ethics and approach to rhetoric. Her ethics provided an inclusive method of dealing with conﬂict and stressed the importance of democratic relationships. It also reduced the traditional duality between feelings and reason because both were necessary for moral action. Value judgments were based on the interplay between an individual’s own desires and a broad critical analysis of the consequences in terms of their social outcomes. In rhetoric, Buck’s social perspective meant that all would participate and that discourse had the potential to promote cooperation and equality.
With the entrance of women into higher education in the nineteenth century, Connors argues that the teaching of rhetoric became feminized, shifting from “a public, civic orientation” to “a more privatized, interiorized and even artistic orientation . ” (23). 10 Instead of viewing the change as the loss of argumentation and debate, they see it as a positive: the rise of a more ethical approach to rhetoric and argumentation. Similar to Buck, Yost contends that “the sophistic theory” has “held almost undisputed sway since the days of Aristotle, and to it may be traced much of the artiﬁciality and insincerity of ‘oratory’” (“Argument from the Point-of-View” 120).
Buck received her bachelor’s in 1894, master’s in 1895, and doctorate in 1898, all at the University of Michigan, where she came under the inﬂuence of two powerful intellectual ﬁgures—John Dewey and Fred Newton Scott. In her dissertation, Buck acknowledges her debt to Dewey, “for the fundamental philosophic conceptions embodied in it . ” and to Scott, “for much stimulus and criticism” in preparing her thesis (iii). As Rubin points out, Buck’s acknowledgement of Dewey “was no frivolous compliment, but rather the key to her .
A Feminist Legacy: The Rhetoric and Pedagogy of Gertrude Buck (Studies in Rhetorics and Feminisms) by Suzanne Bordelon