Lesbian, Gay, Bisexual, Trans*, Queer+ Student Resource Guide
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The Flourishing of Transgender Studies
BOOK REVIEW The Flourishing of Transgender Studies REGINA KUNZEL Transfeminist Perspectives in and beyond Transgender and Gender Studies Edited by A. Finn Enke Philadelphia: Temple University Press, 2012. 260 pp. ‘‘Transgender France’’ Edited by Todd W. Reeser Special issue, L’Espirit Createur 53, no. 1 (2013). 172 pp. ‘‘Race and Transgender’’ Edited by Matt Richardson and Leisa Meyer Special issue, Feminist Studies 37, no. 2 (2011). 147 pp. The Transgender Studies Reader 2 Edited by Susan Stryker and Aren Z. Aizura New York: Routledge, 2013. 694 pp. For the past decade or so, ‘‘emergent’’ has often appeared alongside ‘‘transgender studies’’ to describe a growing scholarly field. As of 2014, transgender studies can boast several conferences, a number of edited collections and thematic journal issues, courses in some college curricula, and—with this inaugural issue of TSQ: Transgender Studies Quarterly—an academic journal with a premier university press. But while the scholarly trope of emergence conjures the cutting edge, it can also be an infantilizing temporality that communicates (and con- tributes to) perpetual marginalization. An emergent field is always on the verge of becoming, but it may never arrive. The recent publication of several new edited collections and special issues of journals dedicated to transgender studies makes manifest the arrival of a vibrant, TSQ: Transgender Studies Quarterly * Volume 1, Numbers 1–2 * May 2014 285 DOI 10.1215/23289252-2399461 ª 2014 Duke University Press Downloaded from http://read.dukeupress.edu/tsq/article-pdf/1/1-2/285/485795/285.pdf by guest on 02 October 2021 286 TSQ * Transgender Studies Quarterly diverse, and flourishing interdisciplinary field. -
LGBTQ in Social Studies Curriculum
_____________________________________________________________________________ Educator Affect: LGBTQ in Social Studies Curriculum _____________________________________________________________________________ Corrie R. Block, Bellarmine University Abstract Space has been opened to question heteronormativity and to address the assumption that each student in k-12 schools identifies as heterosexual. Is anything happening in this space? What affective behaviors, attitudes and beliefs do teachers who teach LGBTQ+ topics demonstrate? Conversely, what affective behaviors, attitudes and beliefs prevent teachers from teaching LGBTQ+ topics? These questions guided this qualitative research study. Data were collected with document analysis, interviews and measures of affect. This study measures affect by exploring the attitudes of teachers who include or do not include LGBTQ+ within social studies courses. Particular focus was given to teachers who imple- ment course content that relates to LGBTQ+ civil rights within socio-historic contexts. For this study, educator affect means the emotions that influence whether to or not to include LGBTQ+ in middle and secondary school social studies curriculum. Keywords: LGBTQ+; heteronormativity; social studies curriculum; affective measurement Middle and high schools within the United States are largely heteronormative in nature—privi- leging heterosexual practices and assuming students identify as heterosexual (Cohen, 2005). School heteronormativity is maintained by excluding anything outside of heterosexuality. Heter- onormativity goes beyond dislikes or prejudices against those who identify as lesbian, gay, bisex- ual, transgender, queer and/or questioning, by thoroughly permeating the school culture (Berlant & Warner, 2000). Sexuality tends not to be acknowledged as an area of diversity within schools. Even though the National Council for the Social Studies states “diversity and inclusiveness,” are core values, J. B. Mayo, Jr. -
Crossdressing Cinema: an Analysis of Transgender
CROSSDRESSING CINEMA: AN ANALYSIS OF TRANSGENDER REPRESENTATION IN FILM A Dissertation by JEREMY RUSSELL MILLER Submitted to the Office of Graduate Studies of Texas A&M University in partial fulfillment of the requirements for the degree of DOCTOR OF PHILOSOPHY August 2012 Major Subject: Communication CROSSDRESSING CINEMA: AN ANALYSIS OF TRANSGENDER REPRESENTATION IN FILM A Dissertation by JEREMY RUSSELL MILLER Submitted to the Office of Graduate Studies of Texas A&M University in partial fulfillment of the requirements for the degree of DOCTOR OF PHILOSOPHY Approved by: Co-Chairs of Committee, Josh Heuman Aisha Durham Committee Members, Kristan Poirot Terence Hoagwood Head of Department, James A. Aune August 2012 Major Subject: Communication iii ABSTRACT Crossdressing Cinema: An Analysis of Transgender Representation in Film. (August 2012) Jeremy Russell Miller, B.A., University of Arkansas; M.A., University of Arkansas Co-Chairs of Advisory Committee: Dr. Joshua Heuman Dr. Aisha Durham Transgender representations generally distance the transgender characters from the audience as objects of ridicule, fear, and sympathy. This distancing is accomplished through the use of specific narrative conventions and visual codes. In this dissertation, I analyze representations of transgender individuals in popular film comedies, thrillers, and independent dramas. Through a textual analysis of 24 films, I argue that the narrative conventions and visual codes of the films work to prevent identification or connection between the transgender characters and the audience. The purpose of this distancing is to privilege the heteronormative identities of the characters over their transgender identities. This dissertation is grounded in a cultural studies approach to representation as constitutive and constraining and a positional approach to gender that views gender identity as a position taken in a specific social context. -
Queer Studies Concentration Brochure
QUEER STUDIES CONCENTRATION Rachel Cooper Hall Second floor Campus Box 4260 Normal, IL 61790 Phone: (309) 438-2947 WGS.IllinoisState.edu This document is available in alternative formats upon request by contacting (309) 438-2947. An equal opportunity/affirmative action university encouraging diversity university marketing and communications 18-5631 printed on recycled paper REQUIREMENTS FOR THE QUEER STUDIES CONCENTRATION The queer studies concentration requires 12 credit hours of course work (four courses), which include three core courses and one elective. The concentration may be taken either within the WGS minor or as a stand-alone concentration independent of the minor. You may begin the concentration at any time, although we strongly recommend that students begin the sequence by first completing WGS 120 and complete WGS 292 before enrolling in WGS 392. The core courses are: • WGS 120: Gender, Sex, and Power • WGS 292: Introduction to LGBTQ Studies • WGS 392: Queer and Transgender Theory One additional elective may be chosen from the following list of approved courses: • ANT 270: Anthropology of Sex, Gender, and Sexuality • PHI 202: Sex, Values, and Human Nature • POL 337: Gay and Lesbian Political Theory WOMEN’S AND GENDER STUDIES PROGRAM • PSY/SOC 123: Human Sexuality QUEER STUDIES CONCENTRATION • Seminars and topics courses with at least 50 percent queer/ sexuality content may be subwaivered into the sequence with The Women’s and Gender Studies’ (WGS) queer studies permission of the WGS advisor. concentration is an option for students wanting to enhance their understanding of lesbian, gay, bisexual, * The concentration will not appear on a student’s transcript. -
Transantiquity
TransAntiquity TransAntiquity explores transgender practices, in particular cross-dressing, and their literary and figurative representations in antiquity. It offers a ground-breaking study of cross-dressing, both the social practice and its conceptualization, and its interaction with normative prescriptions on gender and sexuality in the ancient Mediterranean world. Special attention is paid to the reactions of the societies of the time, the impact transgender practices had on individuals’ symbolic and social capital, as well as the reactions of institutionalized power and the juridical systems. The variety of subjects and approaches demonstrates just how complex and widespread “transgender dynamics” were in antiquity. Domitilla Campanile (PhD 1992) is Associate Professor of Roman History at the University of Pisa, Italy. Filippo Carlà-Uhink is Lecturer in Classics and Ancient History at the University of Exeter, UK. After studying in Turin and Udine, he worked as a lecturer at the University of Heidelberg, Germany, and as Assistant Professor for Cultural History of Antiquity at the University of Mainz, Germany. Margherita Facella is Associate Professor of Greek History at the University of Pisa, Italy. She was Visiting Associate Professor at Northwestern University, USA, and a Research Fellow of the Alexander von Humboldt Foundation at the University of Münster, Germany. Routledge monographs in classical studies Menander in Contexts Athens Transformed, 404–262 BC Edited by Alan H. Sommerstein From popular sovereignty to the dominion -
Asian and Pacific Islander Ending the Epidemic Advisory Group Implementation Strategies
Photo: API Advisory Group, January 2020 Asian and Pacific Islander Ending the Epidemic Advisory Group Implementation Strategies For Presentation to the New York State AIDS Advisory Council Ending the Epidemic Subcommittee July 15th, 2020 Contents Asian and Pacific Islander Ending the Epidemic Advisory Group Members ....................................... 2 Introduction: ............................................................................................................................ 3 Historical Context ..................................................................................................................... 4 Advisory Group Process: ............................................................................................................ 7 Focus Area 1: Data .................................................................................................................... 8 Focus Area 2: Trust-Building and Stigma Reduction ......................................................................19 Focus Area 3: Prevention, Linkage and Retention.........................................................................28 Resources: ............................................................................................................................29 1 Asian and Pacific Islander Ending the Epidemic Advisory Group Members Chair: Therese Rodriguez, Apicha Community Health Center NYS Department of Health, AIDS Institute Liaisons: Sean Ball, JD, Office of Planning and Community Affairs Margaret Brown, Office of Planning -
Homophobia and Transphobia Illumination Project Curriculum
Homophobia and Transphobia Illumination Project Curriculum Andrew S. Forshee, Ph.D., Early Education & Family Studies Portland Community College Portland, Oregon INTRODUCTION Homophobia and transphobia are complicated topics that touch on core identity issues. Most people tend to conflate sexual orientation with gender identity, thus confusing two social distinctions. Understanding the differences between these concepts provides an opportunity to build personal knowledge, enhance skills in allyship, and effect positive social change. GROUND RULES (1015 minutes) Materials: chart paper, markers, tape. Due to the nature of the topic area, it is essential to develop ground rules for each student to follow. Ask students to offer some rules for participation in the postperformance workshop (i.e., what would help them participate to their fullest). Attempt to obtain a group consensus before adopting them as the official “social contract” of the group. Useful guidelines include the following (Bonner Curriculum, 2009; Hardiman, Jackson, & Griffin, 2007): Respect each viewpoint, opinion, and experience. Use “I” statements – avoid speaking in generalities. The conversations in the class are confidential (do not share information outside of class). Set own boundaries for sharing. Share air time. Listen respectfully. No blaming or scapegoating. Focus on own learning. Reference to PCC Student Rights and Responsibilities: http://www.pcc.edu/about/policy/studentrights/studentrights.pdf DEFINING THE CONCEPTS (see Appendix A for specific exercise) An active “toolkit” of terminology helps support the ongoing dialogue, questioning, and understanding about issues of homophobia and transphobia. Clear definitions also provide a context and platform for discussion. Homophobia: a psychological term originally developed by Weinberg (1973) to define an irrational hatred, anxiety, and or fear of homosexuality. -
A Queer of Color Critique of Black Justice Discourse in Anti- Transgender Policy Rhetoric Antron D
University of Maryland Law Journal of Race, Religion, Gender and Class Volume 19 | Issue 1 Article 3 When the Spirit Says Dance: A Queer of Color Critique of Black Justice Discourse in Anti- Transgender Policy Rhetoric Antron D. Mahoney Heather Brydie Harris Follow this and additional works at: https://digitalcommons.law.umaryland.edu/rrgc Recommended Citation Antron D. Mahoney, & Heather B. Harris, When the Spirit Says Dance: A Queer of Color Critique of Black Justice Discourse in Anti- Transgender Policy Rhetoric, 19 U. Md. L.J. Race Relig. Gender & Class 7 (). Available at: https://digitalcommons.law.umaryland.edu/rrgc/vol19/iss1/3 This Article is brought to you for free and open access by the Academic Journals at DigitalCommons@UM Carey Law. It has been accepted for inclusion in University of Maryland Law Journal of Race, Religion, Gender and Class by an authorized editor of DigitalCommons@UM Carey Law. For more information, please contact [email protected]. MAHONEY & HARRIS WHEN THE SPIRIT SAYS DANCE: A QUEER OF COLOR CRITIQUE OF BLACK JUSTICE DISCOURSE IN ANTI-TRANSGENDER POLICY RHETORIC ANTRON D. MAHONEY* HEATHER BRYDIE HARRIS** INTRODUCTION In a closed-door forum on July 11, 2017, United States Attorney General Jeff Sessions invoked Martin Luther King, Jr. in a speech given to and in support of the Alliance Defending Freedom (ADF), an anti- LGBT religious freedom group responsible for crafting many early anti- transgender bathroom bills.1 Employing King, Sessions parallels the ra- cial civil rights struggle of the past to the current “important work” of the ADF—by representing a divine moral right that he suggests be pro- tected by the state.2 Besides the personal criticism of Sessions’ civil rights record by Coretta Scott King when he was nominated for federal judgeship in 1986,3 Sessions’ deployment of King seems paradoxical on © 2019 Antron D. -
Organizations Endorsing the Equality Act
647 ORGANIZATIONS ENDORSING THE EQUALITY ACT National Organizations 9to5, National Association of Working Women Asian Americans Advancing Justice | AAJC A Better Balance Asian American Federation A. Philip Randolph Institute Asian Pacific American Labor Alliance (APALA) ACRIA Association of Flight Attendants – CWA ADAP Advocacy Association Association of Title IX Administrators - ATIXA Advocates for Youth Association of Welcoming and Affirming Baptists AFGE Athlete Ally AFL-CIO Auburn Seminary African American Ministers In Action Autistic Self Advocacy Network The AIDS Institute Avodah AIDS United BALM Ministries Alan and Leslie Chambers Foundation Bayard Rustin Liberation Initiative American Academy of HIV Medicine Bend the Arc Jewish Action American Academy of Pediatrics Black and Pink American Association for Access, EQuity and Diversity BPFNA ~ Bautistas por la PaZ American Association of Child and Adolescent Psychiatry Brethren Mennonite Council for LGBTQ Interests American Association of University Women (AAUW) Caring Across Generations American Atheists Catholics for Choice American Bar Association Center for American Progress American Civil Liberties Union Center for Black Equity American Conference of Cantors Center for Disability Rights American Counseling Association Center for Inclusivity American Federation of State, County, and Municipal Center for Inquiry Employees (AFSCME) Center for LGBTQ and Gender Studies American Federation of Teachers CenterLink: The Community of LGBT Centers American Heart Association Central Conference -
WGSS 392Q Introduction to Queer Theory Spring 2017
1 WGSS 392Q Introduction to Queer Theory Spring 2017 Tuesday & Thursday, 1:00-2:15 PM Class room: South College W101 Dr. J. Jeanine Ruhsam [email protected] Office Hours: T-TR. 10:00-11:15 AM Office: South College W421 Course Description Queer Theory critically examines the way power works to institutionalize and legitimate certain forms and expressions of sexuality and gender while stigmatizing others. Queer Theory followed the emergence and popularity of Gay and Lesbian (now, LGBT or Queer) Studies in the academy. Whereas LGBT Studies seeks to analyze LGBT people as stable identities, Queer Theory problematizes and challenges rigid identity categories, norms of sexuality and gender and the oppression and violence that such hegemonic norms justify. Often considered the "deconstruction" of LGBT studies, Queer Theory destabilizes sexual and gender identities allowing and encouraging multiple, unfettered interpretations of cultural phenomena. It predicates that all sexual behaviors and gender expressions, all concepts linking such to prescribed, associated identities, and their categorization into “normal” or “deviant” sexualities or gender, are constructed socially and generate modes of social meaning. Queer theory follows and expands upon feminist theory by refusing the belief that sexuality and gender identity are essentialist categories determined by biology that can thus be empirically judged by fixed standards of morality and “truth.” We will begin the course by developing a critical understanding of Queer Theory through reading foundational texts by Michel Foucault, Judith Butler, Eve Sedgwick, Gayle Rubin and Leo Bersani. We will then examine the relationships between Queer Theory and other social and cultural theories that probe and critique power, privilege, and normativity, including critical race theory, transgender studies, feminist theory, and disability studies. -
Nondiscrimination in Health and Health
Officers May 20, 2020 Chair Judith L. Lichtman National Partnership for Women & Families Vice Chairs Thomas A. Saenz Mexican American Legal The Honorable Alex Azar Derek Kan Defense and Educational Fund Hilary Shelton Secretary Executive Associate Director NAACP Secretary/Treasurer U.S. Department of Health and Office of Management and Budget Lee A. Saunders American Federation of State, Human Services 725 17th Street NW County & Municipal Employees 200 Independence Avenue SW Washington, DC 20503 Board of Directors Kevin Allis National Congress of American Indians Washington, DC 20201 Kimberly Churches AAUW Paul Ray Kristen Clarke Lawyers' Committee for Roger Severino OIRA Administrator Civil Rights Under Law Alphonso B. David Director Office of Management and Budget Human Rights Campaign Rory Gamble Office for Civil Rights 725 17th Street NW International Union, UAW Lily Eskelsen García U.S. Department of Health and Washington, DC 20503 National Education Association Fatima Goss Graves Human Services National Women's Law Center Mary Kay Henry 200 Independence Avenue SW Seema Verma Service Employees International Union Sherrilyn Ifill Washington, DC 20201 Administrator NAACP Legal Defense and Educational Fund, Inc. Centers for Medicare & Medicaid Services David H. Inoue Japanese American Citizens League 7500 Security Boulevard Derrick Johnson NAACP Baltimore, Maryland 21244 Virginia Kase League of Women Voters of the United States Michael B. Keegan People for the American Way Samer E. Khalaf Re: Nondiscrimination in Health and Health -
Case 1:20-Cv-02403 Document 1 Filed 03/19/20 Page 1 of 39
Case 1:20-cv-02403 Document 1 Filed 03/19/20 Page 1 of 39 IN THE UNITED STATES DISTRICT COURT FOR THE SOUTHERN DISTRICT OF NEW YORK FAMILY EQUALITY; TRUE COLORS UNITED, INC.; and SERVICES & ADVOCACY FOR LGBT ELDERS, Plaintiffs, v. Civil Action No. ______ ALEX M. AZAR II, in his official capacity as Secretary, United States Department of Health and Human Services; THE UNITED STATES DEPARTMENT OF HEALTH AND HUMAN SERVICES, Defendants. COMPLAINT FOR DECLARATORY AND INJUNCTIVE RELIEF INTRODUCTION 1. Plaintiffs Family Equality, True Colors United, and Services & Advocacy for LGBT Elders (“SAGE”) (collectively “Plaintiffs”) bring this action under the Administrative Procedure Act (“APA”) to challenge the United States Department of Health and Human Services’ (“HHS”) unlawful Notice of Nonenforcement of Health and Human Services Grants Regulation, 84 Fed. Reg. 63809-01 (Nov. 19, 2019) (“Notice of Nonenforcement”). Issued in November 2019, the Notice of Nonenforcement announced that HHS will not, under any circumstances, enforce 45 C.F.R. § 75.300, which prohibits discrimination based on age, disability, sex, race, color, national origin, religion, sexual orientation, or gender identity in grant programs funded by HHS. 1 Case 1:20-cv-02403 Document 1 Filed 03/19/20 Page 2 of 39 2. HHS administers approximately $500 billion in grants. Those grants fund critically important programs that provide essential health and welfare services to millions of people around the country. Those people include some of the most vulnerable members of our society such as children in foster care, youth experiencing homelessness, and older people. Prior to the November 2019 Notice of Nonenforcement, a uniform and explicit regulatory prohibition against discrimination protected beneficiaries of, and participants in, these programs.