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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 through the innovative period. via contextualizing Buck’s educational and theoretical paintings in the upward thrust 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 therapy 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 tough the complete participation of her woman scholars and by way of tough energy 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 resources, 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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23). 10 Instead of viewing the change as the loss of argumentation and debate, they see it as a positive: the rise of a more ethical approach to rhetoric and argumentation. Similar to Buck, Yost contends that “the sophistic theory” has “held almost undisputed sway since the days of Aristotle, and to it may be traced much of the artificiality and insincerity of ‘oratory’” (“Argument from the Point-of-View” 120). According to Scott, one outcome of this influence “has been to keep rhetoric within the limits of its earliest definition—the art of persuasion” (“Rhetoric Rediviva” 415).

Political perspective” (12). Quoting Lawrence A. 6 Thus, education is not a neutral activity but serves the political function of creating a democratic society. During this time, Buck also worked in Detroit with Scott’s older sister, Harriet M. Scott, principal of the Detroit Normal Training School. Buck collaborated with Harriet M. 7 Fred Newton Scott emphasized the originality of the book, pointing out that “Professor Dewey and others who held with him or opposed him had not developed, at least in detail, the conclusions which were afterward set forth by them in so many ways” (“Address” 6).

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. Functional psychology was based on a more organic, active view of the individual. Unlike the prevalent approach with its emphasis on rules and forms, Buck underscored writing as communication. In addition, rather than diminishing the role of invention, she stressed invention as a social, cooperative, community-building process, a way to make our relationships more democratic.

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