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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 in the course of the revolutionary period. through contextualizing Buck’s educational and theoretical paintings in the upward thrust 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 ancient and modern impression of her paintings and life.

Bordelon argues that whereas dollar didn't name herself a feminist, she embodied feminist beliefs by way of not easy the entire participation of her lady 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 assets, 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 info for A Feminist Legacy: The Rhetoric and Pedagogy of Gertrude Buck (Studies in Rhetorics and Feminisms)

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Adams, a historian at Yale (Bohan, “Go to” 141): “We are having the most killing things to do in English you ever heard of. She flashes up some object behind a screen and you have to write down what you saw no. 1. Then she flashes it again and you write down the observations made the second time and so on. That is to make us notice what we see first in order to write good descriptions of things. It’s very amusing” (Sept. 1900, 2). , 1905, titled “Some Suggestive Subjects for A English,” is a backhanded demonstration of the significance of the method: Characterize the acoustic properties of sound sleep.

Once heard, however, it cannot be disregarded” (16). ’ One’s assessments were only the results of a given ‘experiment’ with a piece of writing . ” (11). Thus, no longer were judgments based on “conventional morality and supposedly timeless standards”; instead, the “test of great writing was whether it enriched the life of the reader” (Rubin 11). Buck and Vassar’s Approach to Teaching English Buck’s ethics was particularly evident in her approach to the teaching of English at Vassar. Her ethics is apparent when examining the required English curriculum from 1898 to 1903, which was offered to students during their first two years.

This included, for instance, Buck at Vassar, Frederick H. Koch at the University of North Carolina, and Alexander M. 16 For Baker, the theater was able to break down traditional barriers, promoting a more democratic drama. 17 The theater was no longer under the control of a theater manager and dependent on commercial success for its survival. The audience now helped to shape the productions, becoming an integral part of the dramatic process. After returning to Vassar, Buck created a similar workshop, which gave its first production in 1916.

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