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A Trans of Colour Critique of Trans Scholarship and Policy Development in Post

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‘NO ONE LIKE ME SEEMED TO HAVE EVER EXISTED’: A TRANS OF COLOUR CRITIQUE OF TRANS SCHOLARSHIP AND POLICY DEVELOPMENT IN POST-SECONDARY SCHOOLS By Syrus Marcus Ware A thesis submitted in conformity with the requirements for the degree of Master of Arts Graduate Department of Sociology and Equity Studies in Education Ontario Institute for Studies in Education University of Toronto © Copyright by Syrus Marcus Ware 2010 ‘NO ONE LIKE ME SEEMED TO HAVE EVER EXISTED’: A TRANS OF COLOUR CRITIQUE OF TRANS SCHOLARSHIP AND POLICY DEVELOPMENT IN POST-SECONDARY SCHOOLS Master of Arts 2010 Graduate Department of Sociology and Equity Studies in Education Ontario Institute for Studies in Education University of Toronto Abstract This thesis considers the burgeoning development of trans studies and trans policies in post-secondary schools in Canada and the United States. It is concerned with the impact of trans scholarship and trans policies on trans students of colour. The thesis consists of a textual analysis of scholarship, policy documents and newspaper articles. The tendency to prioritize the experiences of white trans people in contemporary scholarship is replicated in trans studies curricula and reinforced through policy documents. These whitening practices affect trans students of colour and limit their ability to find meaning in trans studies. Similarly, these practices limit racialized trans students’ access to university programs and services. ii Acknowledgements This thesis was made possible through the assistance of many people. First, I would like to thank my thesis supervisor, Dr. Rinaldo Walcott, whose encouragement to keep going and belief in my work allowed me to finish. I am thankful for his assistance in helping me to articulate my objectives and to synthesize a huge idea into a realistic project. I would also like to acknowledge and thank my second committee member, Dr. Sheryl Nestel. Dr. Nestel’s insight and feedback was incredibly helpful throughout this process. Thank you to Jessica Ware, Nik Redman, Giselle Dias, Sean Lee Popham, Brady Yu, Zack Marshall, Ayden Scheim, Joan Johnson and Paulina Vivanco for providing a sounding board and for endless conversations and discussions which have shaped my understanding of the social world and which helped inform this thesis. Thank you to Cole Gately whose research into solidarity amongst racialized trans men has been an inspiration . Your work is an important contribution to trans scholarship. Thank you to Omisoore Dryden for help with editing and for providing humour and support just when I needed it most. Thank you to Jessica Ware for being an excellent example of how to merge academia with passion and creativity. I would like to acknowledge Nik Redman for his unconditional love and support through this process. Thank you for believing in me and knowing that I could finish this project even when I didn’t know that I could. I’d also like to acknowledge Lashon Ware- Kreuchi for being such a great cheerleader and amazing sister. Thanks also to my maternal grandparents Gwen and Harold Irons for consistently encouraging me (since kindergarten) to pursue graduate studies! Thanks to the Ware, Irons and Brown families for their support. iii Dedication Jessica, as my identical twin, you know these words before I even write them. You have been an incredible and tireless advocate in the wings all through this process. Thank you for sharing your enthusiasm, expertise and experience with me. You are the best womb-mate a person could ask for, and I am so thankful for you. Nik, you are such a strong force in so many communities here in Toronto and for giving so much of your time and dedication to making this world a more liveable place for all of us. Thank you for also midnight sandwiches and for always giving me the first bite! To my brave nieces Zora and Aeshna and nephews Noah, Jacob and Frost: Despite the fact that some of you are under 10 years old, you have already challenged the intergenerational cycle of transphobia and homophobia in our family. Thank you for taking the courageous steps towards living and loving as you see fit. You truly are inspirations! Thank you to Hilary Offman for your support and for helping me to understand what nachus is, and what it means to feel it. This thesis is dedicated to every trans person out there who has faced the terror of the first day of class, dreading having their ‘old’ name read aloud on the class list; every racialized trans person who poured through trans studies courses looking to find validation of their experience only to not find themselves there. Lastly, this thesis is dedicated to Sylvia Rivera and Marsha P. Johnson. Thank you for starting the Street Transvestite Action Revolutionaries; for fighting for us racialized trans folks and for inspiring a trans activist movement built on the premise that ‘if you mess with one trans person, you are messing with all of us’. iv Table of Contents Abstract………..............................................................................................................................ii Acknowledgements.......................................................................................................................iii Dedication……..............................................................................................................................iv Table of Contents...........................................................................................................................v Chapter One: Introduction...........................................................................................................1 Trans Students in Post-Secondary Institutions: Policies, Scholarship and Reporting.....................2 Objective and Scope........................................................................................................................7 Emergence of the Thesis Questions.................................................................................................8 Methodology..................................................................................................................................10 Theoretical Framework: Towards a Trans of Colour Critique......................................................11 Synopsis......................................................................................................……………………...15 Chapter Two: Trans Scholarship...............................................................................................16 Trans Scholarship...........................................................................................................................17 Black Studies, Queer Studies and Trans Studies: Replicating Exclusion………………..............18 Where is Trans Studies Located? The Impact of the Site of Inquiry on Scholarship……………21 Weaving Together Disability, White Privilege and Trans Identity...............................................23 ‘I Couldn’t Find Myself in History’...............................................................................................31 Trans Studies in Post-Secondary Institutions................................................................................39 Location and Impact......................................................................................................................44 Chapter Three: Trans Policy......................................................................................................53 The Experiences of Trans Students on University Campuses…………………………………...55 Anti-Discrimination Policies.........................................................................................................58 Anti-Discrimination Policy in Practice: The University of Iowa as a Case Study………………60 Policies Governing Access: Leadership Examples and Terrible Warnings………………….......66 The University of Toronto: Access Through Recommendations..................................................70 University of Vermont: An Example of Leadership......................................................................75 Whose Policies: Racialized Trans People and Policy Development.............................................78 Trans Scholarship, Trans Policies..................................................................................................80 Chapter Four: Conclusion..........................................................................................................82 Bibliography…….........................................................................................................................86 v 1 Chapter 1: Introduction 2 In keeping with theories of transgender citizenship that imagine it as a compromised citizenship, doing so requires trans people to construct their identities in line with neoliberal imperatives, sacrificing self determination for the social recognition and citizenship that come with being an efficient and productive worker.[...] The marginalization experienced by trans people of colour, for instance, or trans people who do not speak English or French goes unchallenged through tacit acceptance of a neoliberal citizenship regime. The self-sufficient model of the citizen-worker thus ‘undermine[s] the potential for a politics of resistance and create[s] fractures within [trans] communities based on class, race, [...] and ability,’ in ways suggestive of the notion of compromised citizenship described above. (Cattapan, 2009, p.7) Trans Students in Post-Secondary Institutions: Policies, Scholarship and Reporting
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