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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. -
Media Reference Guide
media reference guide NINTH EDITION | AUGUST 2014 GLAAD MEDIA REFERENCE GUIDE / 1 GLAAD MEDIA CONTACTS National & Local News Media Sports Media [email protected] [email protected] Entertainment Media Religious Media [email protected] [email protected] Spanish-Language Media GLAAD Spokesperson Inquiries [email protected] [email protected] Transgender Media [email protected] glaad.org/mrg 2 / GLAAD MEDIA REFERENCE GUIDE TABLE OF CONTENTS INTRODUCTION FAIR, ACCURATE & INCLUSIVE 4 GLOSSARY OF TERMS / LANGUAGE LESBIAN / GAY / BISEXUAL 5 TERMS TO AVOID 9 TRANSGENDER 12 AP & NEW YORK TIMES STYLE 21 IN FOCUS COVERING THE BISEXUAL COMMUNITY 25 COVERING THE TRANSGENDER COMMUNITY 27 MARRIAGE 32 LGBT PARENTING 36 RELIGION & FAITH 40 HATE CRIMES 42 COVERING CRIMES WHEN THE ACCUSED IS LGBT 45 HIV, AIDS & THE LGBT COMMUNITY 47 “EX-GAYS” & “CONVERSION THERAPY” 46 LGBT PEOPLE IN SPORTS 51 DIRECTORY OF COMMUNITY RESOURCES 54 GLAAD MEDIA REFERENCE GUIDE / 3 INTRODUCTION Fair, Accurate & Inclusive Fair, accurate and inclusive news media coverage has played an important role in expanding public awareness and understanding of lesbian, gay, bisexual and transgender (LGBT) lives. However, many reporters, editors and producers continue to face challenges covering these issues in a complex, often rhetorically charged, climate. Media coverage of LGBT people has become increasingly multi-dimensional, reflecting both the diversity of our community and the growing visibility of our families and our relationships. As a result, reporting that remains mired in simplistic, predictable “pro-gay”/”anti-gay” dualisms does a disservice to readers seeking information on the diversity of opinion and experience within our community. Misinformation and misconceptions about our lives can be corrected when journalists diligently research the facts and expose the myths (such as pernicious claims that gay people are more likely to sexually abuse children) that often are used against us. -
Transfeminist Perspectives in and Beyond Transgender and Gender Studies
Transfeminist Perspectives Edited by ANNE ENKE Transfeminist Perspectives in and beyond Transgender and Gender Studies TEMPLE UNIVERSITY PRESS Philadelphia TEMPLE UNIVERSITY PRESS Philadelphia, Pennsylvania 19122 www.temple.edu/tempress Copyright © 2012 by Temple University All rights reserved Published 2012 Library of Congress Cataloging-in-Publication Data Transfeminist perspectives in and beyond transgender and gender studies / edited by Anne Enke. p. cm. Includes bibliographical references and index. ISBN 978-1-4399-0746-7 (cloth : alk. paper) ISBN 978-1-4399-0747-4 (pbk. : alk. paper) ISBN 978-1-4399-0748-1 (e-book) 1. Women’s studies. 2. Feminism. 3. Transgenderism. 4. Transsexualism. I. Enke, Anne, 1964– HQ1180.T72 2012 305.4—dc23 2011043061 Th e paper used in this publication meets the requirements of the American National Standard for Information Sciences—Permanence of Paper for Printed Library Materials, ANSI Z39.48-1992 Printed in the United States of America 2 4 6 8 9 7 5 3 1 Contents Acknowledgments vii Introduction: Transfeminist Perspectives 1 A. Finn Enke Note on Terms and Concepts 16 A. Finn Enke PART I “This Much Knowledge”: Flexible Epistemologies 1 Gender/Sovereignty 23 Vic Muñoz 2 “Do Th ese Earrings Make Me Look Dumb?” Diversity, Privilege, and Heteronormative Perceptions of Competence within the Academy 34 Kate Forbes 3 Trans. Panic. Some Th oughts toward a Th eory of Feminist Fundamentalism 45 Bobby Noble 4 Th e Education of Little Cis: Cisgender and the Discipline of Opposing Bodies 60 A. Finn Enke PART II Categorical Insuffi ciencies and “Impossible People” 5 College Transitions: Recommended Policies for Trans Students and Employees 81 Clark A. -
Trans Issues and Later Life
Factsheet 16 Trans issues and later life July 2021 About this factsheet This factsheet provides information about later life for trans people. The main focus is on growing older for people who have transitioned and live permanently in their affirmed gender. It also provides information for people in later life who are thinking about gender reassignment. The factsheet covers a range of legal, financial and social care issues. It includes a guide to terminology and details of where to go for further information and support. Terminology used by trans people to describe their experiences and identities is varied and changes over time. We are committed to reflecting this diversity but recognise that terms used in this factsheet may vary in their usage or become outdated. The information in this factsheet is applicable to England and Wales. If you are in Scotland or Northern Ireland, please contact Age Scotland or Age NI for information. Contact details are at the back of the factsheet. Age UK Advice can give you contact details for a local Age UK in England. In Wales, call Age Cymru Advice. Contact details for any organisation mentioned in this factsheet can be found in the Useful organisations section. Page 1 of 32 Contents 1 Recent developments 4 2 Who is trans? 4 3 Trans and other gender identities 5 3.1 Transsexual people 5 3.2 People who cross-dress 6 3.3 Non-binary people 6 4 Transitioning in later life 7 5 The transitioning process 7 5.1 Transition and hormones 9 5.1.1 The trans man’s transition 9 5.1.2 The trans woman’s transition -
Trans Resources Helpful Organizations, Products, and Information
Trans Resources Helpful Organizations, Products, and Information Contents Coming Out As Transgender ......................................................................................................................... 2 Transition ...................................................................................................................................................... 2 . DFAB Appearance ............................................................................................................................ 3 . DMAB Appearance ........................................................................................................................... 4 Healthcare, Hormones & Surgery ................................................................................................................. 5 Trans Rights ................................................................................................................................................... 7 Emergency/Crisis Support ............................................................................................................................. 8 Spiritual & Religious Support ........................................................................................................................ 9 Advocacy in Schools .................................................................................................................................... 10 Employment ............................................................................................................................................... -
How Trans People Simultaneously Challenge and Reproduce
Complicating Normal: How Trans People Simultaneously Challenge and Reproduce Heteronormativity A thesis presented to the faculty of the College of Arts and Sciences of Ohio University Master of Arts Katherine M. Kassner August 2010 © 2010 Katherine M. Kassner. All Rights Reserved. 2 This thesis titled Complicating Normal: How Trans People Simultaneously Challenge and Reproduce Heteronormativity By KATHERINE M. KASSNER has been approved for the Department of Sociology and Anthropology and the College of Arts and Sciences by ________________________________________ Cynthia D. Anderson Associate Professor of Sociology and Anthropology ________________________________________ Benjamin M. Ogles Dean, College of Arts and Sciences 3 ABSTRACT KASSNER, KATHERINE M., M.A., August 2010, Sociology Complicating Normal: How Trans People Simultaneously Challenge and Reproduce Heteronormativity (84 pp.) Director of Thesis: Cynthia D. Anderson This thesis examines the interactions between trans people and structural heteronormativity. Twenty-five in-depth interviews were conducted with self-identified trans people to assess how interviewees feel they’ve been affected by structural heteronormativity across the institutions of marriage, family, healthcare, education, and work. Interview questions further examined whether interviewees feel they challenge or reproduce structural heteronormativity. Analytic induction was used to analyze the interview data. Results demonstrate that all interviewees identify that they challenge structural heteronormativity and slightly more than half of interviewees identify that they reproduce structural heteronormativity. However, further analysis of the data suggests that some interviewees may challenge or reproduce heteronormativity at an individual level and had no effect or sometimes the opposite effect at the structural level. These findings were highly dependent on whether interviewees identify themselves as out or stealth as a trans person. -
Transfeminist Perspectives in and Beyond Transgender and Gender Studies Seeks to Highlight the Productive and Sometimes Fraught Potential of This Relationship
A. FINN ENKE Introduction Transfeminist Perspectives his book is born of the conviction that feminist studies and transgender studies are intimately connected to one another in their endeavor to T analyze epistemologies and practices that produce gender. Despite this connection, they are far from integrated. Transfeminist Perspectives in and beyond Transgender and Gender Studies seeks to highlight the productive and sometimes fraught potential of this relationship. Feminist, women’s, and gender studies grew partly from Simone de Beauvoir’s observation that “one is not born, but rather becomes, a woman.”1 Transgender studies extends this founda- tion, emphasizing that there is no natural process by which anyone becomes woman, and also that everyone’s gender is made: Gender, and also sex, are made through complex social and technical manipulations that naturalize some while abjecting others. In this, both feminist and transgender studies acknowledge the mutual imbrications of gender and class formations, dis/abilities, racializations, political economies, incarcerations, nationalisms, migrations and dislocations, and so forth. We share, perhaps, a certain delight and trepidation in the aware- ness that gender is trouble: Gender may trouble every imaginable social relation and fuel every imaginable social hierarchy; it may also threaten to undo itself and us with it, even as gender scholars simultaneously practice, undo, and rein- vest in gender.2 Women’s and gender studies have registered increasing interest in things transgender since the mid-1990s. Scholars have organized conferences on the topic, and numerous feminist journals have published special transgender issues.3 Th is interest has been inspired in part by inquiry into the meanings of gender, bodies, and embodiment, by transnational and cross-cultural studies that address the varied ways in which cultures ascribe gender, and also by insti- tutional practices that circumscribe or broaden the range of gender legibility. -
IPGLBT's Pride Guide
Pride Guide IPGLBT 2019 Letter from the Editor Last year, IPGLBT tried something different. We This year, we are also using the Pride flag that created the first edition of the Pride Guide with includes the black and brown stripe, introduced helpful information, programming examples, in June 2017 by the City of Philadelphia (with and featured resources and insights to help the help of IPG’s own Tierney). While not an offices and employees learn more about the “official” Pride flag, we feel the inclusion of the LGBTQ+ community. The feedback received black and brown stripe calls attention to the from employees and executives was extremely marginalization and, sometimes, intentional positive and also served as a catalyst for more exclusion of people of color from the LGBTQ+ employees across the network to learn more narrative. about and join IPGLBT. As always, something like this is a team But with all the good we are doing at IPG, the effort and I would like to thank David Azulay, LGBTQ+ community has taken a few hits in Christina Cairns, Barbara Harris, Melynda the last year as well. We have seen a roll back Rowe, and Jeremy Thomas as well as all the in protections for employment and public fabulous individuals who have taken time accommodations. We’ve seen the Pentagon out of their busy schedules to dial in for the issues a policy banning trans individuals national calls, push us to do more, and share from serving openly in the military and the their perspectives. I also want to thank the IPG Department of Health and Human Services Diversity & Inclusion Team including Heide (along with several state legislatures) working Gardner, Bridgette O’Neal, and Sandy Chum- to deny healthcare coverage to trans people. -
PAA 2015 Abstract Submit
ABSTRACT PREPARED FOR PAA 2015 PLEASE DO NOT QUOTE OR CITE WITHOUT PERMISSION GENDER GRADATIONS: MEASURING SEX AND GENDER DIVERSITY IN SURVEYS Aliya Saperstein, Stanford University Laurel Westbrook, Grand Valley State University Devon Magliozzi, Stanford University Concerns about existing sex and gender categories and calls for new response options for surveys and official data collection are growing around the world. Thus far, most of the attention has been focused on providing what have become known as “third gender” or “third sex” categories aimed to include a range of experiences from identifying as transgender to being born intersex. In 2011, Nepal became the first country to include a third gender in its national census; India soon followed (Bochenek and Knight 2012). By the end of 2013, a third sex option was available on passports in New Zealand, all “personal documents” in Australia, and the option of not specifying a child’s sex is now allowed in German birth registries. In the U.S., federal hate crimes law was expanded in 2009 to protect transgender people, and 17 states and the District of Columbia currently prohibit discrimination based on actual or perceived gender identity in housing and both public and private sector employment (HRC 2014). However, both U.S. administrative data and national surveys used for social science research have been slow to adapt and recognize sex and gender diversity. Standard measures of sex and gender also lag behind contemporary theory. Social science theory generally sees sex and gender as separate concepts; distinguishes between identity, expression and perception; and recognizes multiple, internally heterogenous sex and gender categories (see, e.g., West and Zimmerman 1987; Connell 1995; Kessler 1998; Fausto-Sterling 2000; Valentine 2007; Ridgeway 2011; Spence 2011; Westbrook and Schilt 2014). -
Transmisogyny, Femininity, and Artificiality
Transmisogyny 867 but it does not include all aspects of identity. transphobia and misogyny) was intended to better The lived experiences, including harassment and capture this disparity. violence, of Black trans women are additionally affected by other elements of their identities, Transmisogyny and the “Lesser Sex” including class, (dis)ability, and religion. A rudimentary understanding of transmisogyny Kelsey N. Whipple follows from the fact that women have histori- See also Black People; Cox, Laverne; Racialized cally been viewed as inferior to men in Western, Femininities; Racialized Masculinities; Transmisogyny; North American culture, and therefore people United States Transgender Survey (USTS) tend to view AMAB individuals who express a desire to be female or feminine as more perplex- citation: ing or pathological than assigned-female-at-birth FurtherJulia Readings M. Serano, “Transmisogyny,” (AFAB) individuals who desire to be male or mas- in Abbie E. Goldberg & Genny Beemyn (eds.), culine. This premise is supported by research Bailey, M. (2013). Misogynoir. Retrieved from https:// The SAGE Encyclopedia of Trans Studies showing that feminine AMAB children are viewed moyazb.tumblr.com/post/62922146054/misogynoir (Thousand Oaks, CA: SAGE Publications, 2021), far more negatively and are brought in for psy- Bailey, M., & Trudy.Vol. (2018). 2, 868–868. On misogynoir: Citation, chotherapy more often than masculine AFAB https://www.doi.org/10.4135/9781544393858.n296erasure, and plagiarism. Feminist Media Studies, 18(4), 762–768. https://doi.org/10.1080/14680777 children. Furthermore, throughout the mid-to- .2018.1447395 late 20th century, trans-related psychiatric stud- Hunt, G. (2018). Intersectionality: Locating and ies, diagnoses, theories, and therapies were critiquing internal structures of oppression within centered on “effeminate” boys and men, AMAB feminism. -
Sexual Pleasure and Health Guide for Transmen Who Have Sex With
Sexual Pleasure & Health Resource Guide for Transmen who have Sex with Men FORWARD CHAPTER 1: THE INDIVIDUAL: ME, MYSELF AND I Currently there are no comprehensive materials in the United States that focus on transmasculine Gender Identity vs. Sexual Orientation vs. Sexual behavior people who have sex with men (TMSM). The term TMSM is being used here to include a wide range of We’ve already started talking about who we are as a community of transmasculine people, and identities including transgender men, non-binary assigned female at birth (AFAB), trans masculine the kinds of sex we have. Transmasculine is a word we are using as an umbrella term to include many individuals, and men with a transgender history. The pronoun “we” appears throughout this text because gender identities, including transgender men, non-binary assigned female at birth (AFAB), and men with many of the authors identify as members of this community, and are impacted by these issues. We also a transgender history. Gender identity is the language we use to describe our deeply felt, internal sense recognize that some TMSM, and some who are not TMSM, have sex with trans women and transfeminine of our own gender. Sexual orientation is the language we use to describe the category of people who we people, and that those of us who do have both overlapping and distinct needs from TMSM who have sex like to have sex and romantic relationships with. Both gender identity and sexual orientation are labels with men. that occur within a cultural context or community. As medical providers, we know that labels like gay, straight, pansexual, or questioning do not mean we can guess the exact kind of sexual behavior a person participates in. -
Best Practices for the Ethical Conduct of Research Involving Sex, Gender and Sexual Orientation Minorities Before Conducting
Best Practices for the ethical conduct of research involving Sex, Gender and Sexual Orientation Minorities Before conducting studies about or that involve members who self-identify as sex, gender or sexual orientation minorities, we urge researchers to familiarize themselves with the following foundational principles , definitions and suggested best practices. Bear in mind that the duty to protect human subjects includes the duty to uphold antidiscrimination guarantees, which at UWM include protections on the basis of sex, sexual orientation, and gender identity. I. Foundational Principles Institutions which commit themselves to protecting against discrimination on the basis of sex and of gender identity or expression (GIE) must give individuals the right to self-identify their sex/gender. Whenever data are gathered about sex/gender, the rights of GIE minorities (intersex individuals, trans men, trans women, and individuals with alternative gender identities) must be protected. Whenever data are gathered about sexuality, the rights of sexual minorities must be protected, including the right to identify as lesbian, gay, bisexual, pansexual, asexual, or with some other sexual identity. II. Definitions “GIE minorities” include intersex individuals, transgender individuals (trans men, trans women, and individuals with alternative gender identities), and people with variant gender expression. Intersex Persons While it is common to believe that sex is binary—that is, that all people are born either male or female—in fact, sexual characteristics exist as a spectrum. There is a great deal of variation in chromosomes (XX, XY, XXY, XYY, etc.), hormones (relative levels of estrogen, progesterone and testosterone), secondary sexual characteristics (breasts, hair distribution, etc.) genital configurations, and gonads (ovaries, ovotestes, testes).