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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 in the course of the revolutionary 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 stream 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 historic and modern influence of her paintings and life.

Bordelon argues that whereas greenback didn't name herself a feminist, she embodied feminist beliefs through difficult the entire participation of her girl scholars and by way of not easy strength imbalances at each educational, social, and political level.

A Feminist Legacy reveals that Vassar collage is an undervalued yet major web site within the background of women’s argumentation and pedagogy. Drawing on a wealthy number of archival resources, 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)

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It was based on a theory of knowledge as a transaction among the writer, the reader, and the social context (Koch 14). Buck’s emphasis on audience and social awareness is particularly evident in her textbook on argumentation in which oral debates complement students’ written assignments. In The Methodical Memory: Invention in CurrentTraditional Rhetoric, Sharon Crowley includes Buck among a lengthy list of authors who wrote current-traditional textbooks and defined invention “in terms of its focus on the private authoring mind” (xiv, 70).

During these debates, students discussed issues “of local or general interest” (“Study of English on Psychological Principles”). In her textbook, Buck asserts that the oral debates are “useful as complementary to the writing” (Argumentative Writing vii). Similar to her approach to expository writing, Buck underscores the importance of writing as communication, a form of human interaction. Since her course was an approach to life, Buck’s pedagogy reflected her feminism. S. women’s rights/suffrage movement.

Kates’s con ™ 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 cept of activist rhetoric instruction resonates with the teaching of Buck and Wylie, whose pedagogy was politicized and highlighted service and responsibility. Like instructors that Kates examines, Buck and Wylie’s goal was to democratize education. Buck’s stress on service and social responsibility was evident in her own activism. She was involved in the women’s movement, particularly suffrage. Buck was a member of the Equal Suffrage League and later on the board of directors of the Women’s City and County Club, a reorganized version of the suffrage party after New York women won the vote in 1917.

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