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 throughout the revolutionary period. by means of contextualizing Buck’s educational and theoretical paintings in the upward push of women’s academic associations like Vassar university, the social and political circulate towards suffrage, and Buck’s personal egalitarian political and social beliefs, Suzanne Bordelon bargains a scholarly and well-informed remedy of Buck’s achievements that elucidates the ancient and modern effect of her paintings and life.
Bordelon argues that whereas dollar didn't name herself a feminist, she embodied feminist beliefs via challenging the whole participation of her lady scholars and by means of tough 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 heritage 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)
In addition, Buck used an inductive approach in her own teaching practices. In a 1999 interview, Evalyn A. Clark, a noted Vassar historian and teacher who was in Buck’s Composition and Reading class in 1920, discussed her experience in the required yearlong course. 22 According to Clark, who was ninety-six at the time of the interview, Buck’s course was not a “routine question-and-answer” type class: “We never quite knew what we were going to be doing in class or what we were supposed to be doing outside of class.
An example of deductive thinking was the traditional rhetoric course at many all-male universities in which the teacher lectured and students typically read, memorized, and then applied the principles they had learned. Inductive reasoning offered a new method of learning. Rather than passively accepting received knowledge, an inductive approach emphasized investigation, discussion, and intellectual curiosity. By beginning with inductive reasoning, Vassar women were not simply accepting received opinion and thus preserving cultural authority.
13 Their mutual devotion was evident in many ways, particularly in Wylie’s establishment of a Gertrude Buck fund after Wylie’s death in 1932. In her will, Wylie, who shared Buck’s love for community theater, created a ten-thousand-dollar fund to “perpetuate friendly relations between the college and the city,” achieved by Buck through her work with the Poughkeepsie Community Theatre (“Laura J. Wylie Dies”). Wylie also directed that “her body be cremated and the ashes buried in the grave of her friend, Gertrude Buck, in Woodlands Cemetery, Philadelphia” (“Miss Wylie’s Will Probated”).
A Feminist Legacy: The Rhetoric and Pedagogy of Gertrude Buck (Studies in Rhetorics and Feminisms) by Suzanne Bordelon