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. via contextualizing Buck’s educational and theoretical paintings in the upward push of women’s academic associations like Vassar university, the social and political circulation towards suffrage, and Buck’s personal egalitarian political and social beliefs, Suzanne Bordelon deals a scholarly and well-informed remedy of Buck’s achievements that elucidates the old and modern effect of her paintings and life.
Bordelon argues that whereas greenback didn't name herself a feminist, she embodied feminist beliefs by means of tough the total participation of her woman scholars and via demanding 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 fundamental 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)
The term is primarily based on historians’ analyses of rhetoric } 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 and grammar textbooks to understand the teaching of writing at men’s eastern colleges such as Harvard, Yale, Amherst, and Michigan (Campbell, Toward xl). Current-traditional rhetoric emphasizes the formal aspects of writing over content, which “meant that students received little instruction in invention, wrote in the modes of discourse . . 9 In contrast, Buck drew on insights from functionalist psychology, which meant studying the mind or consciousness as a part of nature, focusing on how it helped the human organism live in its environment.
Although current-traditional rhetoric has become a general label for virtually any theory that current practitioners view as negative, it typically has been used to characterize dominant approaches to pedagogy and rhetorical theory in the late nineteenth century. The term is primarily based on historians’ analyses of rhetoric } 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 and grammar textbooks to understand the teaching of writing at men’s eastern colleges such as Harvard, Yale, Amherst, and Michigan (Campbell, Toward xl).
Scott; A Course in Expository Writing (1899) with Elisabeth Woodbridge Morris, a Vassar colleague; A Brief English Grammar (1905) with Fred Newton Scott; A Course in Narrative Writing (1906) with Elisabeth Woodbridge Morris; and A Handbook of Argumentation and Debating (1906) with Kristine Mann, another Vassar }[ 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 colleague. She also edited an edition of John Ruskin’s Sesame and Lilies and wrote numerous scholarly journal articles, many of which emphasized a democratic ethics and applied insights from progressive education and the new ﬁeld of psychology to rhetoric and pedagogy.
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