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. by way of 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 influence of her paintings and life.
Bordelon argues that whereas dollar didn't name herself a feminist, she embodied feminist beliefs by means of challenging the whole participation of her woman scholars and by way of not easy energy 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 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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Extra resources for A Feminist Legacy: The Rhetoric and Pedagogy of Gertrude Buck (Studies in Rhetorics and Feminisms)
Although this style is not exclusive to women, Campbell explains that it reﬂects their learning experiences during this period (Man Cannot 14). Since women were denied formal education, instruction came in the form of craft-learning, in which women learned from each other “through a supervised internship combining expert advice with trial and error” (Campbell 13).
A leader in the development, Buck developed a feminist theory of argument quite separate from the agonistic, patriarchal approach that Robert Connors contends was displaced after women entered higher education but also different from the “irenic rhetoric” that he claims took its place (Composition-Rhetoric 24). Buck’s approach challenged the traditional persuasion-oriented focus and instead emphasized the social signiﬁcance of argument in terms of communication and community building. }k 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 Buck’s social perspective was particularly evident in her work at Vassar.
He was a Civil War veteran, a skilled rhetorician, and a “pioneer of Kalamazoo county, and for more than ﬁfty years a member of [the] Kalamazoo bar . ”). Less is known about Gertrude Buck’s mother, Anne (Bradford) Buck, a descendent of Gov. William Bradford (“Buck, Hon. ”). ” and “The Return,” suggest a loving relationship (Ricks 3–4). 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.