STAD: Stop Transphobia and Discrimination Report
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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. -
Human Rights, Sexual Orientation and Gender Identity in the Commonwealth
Human Rights, Sexual Orientation and Gender Identity in The Commonwealth Struggles for Decriminalisation and Change Edited by Corinne Lennox and Matthew Waites Human Rights, Sexual Orientation and Gender Identity in The Commonwealth: Struggles for Decriminalisation and Change Edited by Corinne Lennox and Matthew Waites © Human Rights Consortium, Institute of Commonwealth Studies, School of Advanced Study, University of London, 2013 This book is published under a Creative Commons Attribution- NonCommercial-NoDerivatives 4.0 International (CC BY-NCND 4.0) license. More information regarding CC licenses is available at https:// creativecommons.org/licenses/ Available to download free at http://www.humanities-digital-library.org ISBN 978-1-912250-13-4 (2018 PDF edition) DOI 10.14296/518.9781912250134 Institute of Commonwealth Studies School of Advanced Study University of London Senate House Malet Street London WC1E 7HU Cover image: Activists at Pride in Entebbe, Uganda, August 2012. Photo © D. David Robinson 2013. Photo originally published in The Advocate (8 August 2012) with approval of Sexual Minorities Uganda (SMUG) and Freedom and Roam Uganda (FARUG). Approval renewed here from SMUG and FARUG, and PRIDE founder Kasha Jacqueline Nabagesera. Published with direct informed consent of the main pictured activist. Contents Abbreviations vii Contributors xi 1 Human rights, sexual orientation and gender identity in the Commonwealth: from history and law to developing activism and transnational dialogues 1 Corinne Lennox and Matthew Waites 2 -
Hrc-Coming-Out-Resource-Guide.Pdf
G T Being brave doesn’t mean that you’re not scared. It means that if you are scared, you do the thing you’re afraid of anyway. Coming out and living openly as a lesbian, gay, bisexual, transgender or supportive straight person is an act of bravery and authenticity. Whether it’s for the first time ever, or for the first time today, coming out may be the most important thing you will do all day. Talk about it. TABLE OF CONTENTS 2 Welcome 3 Being Open with Yourself 4 Deciding to Tell Others 6 Making a Coming Out Plan 8 Having the Conversations 10 The Coming Out Continuum 12 Telling Family Members 14 Living Openly on Your Terms 15 Ten Things Every American Ought to Know 16 Reference: Glossary of Terms 18 Reference: Myths & Facts About LGBT People 19 Reference: Additional Resources 21 A Message From HRC President Joe Solmonese There is no one right or wrong way to come out. It’s a lifelong process of being ever more open and true with yourself and others — done in your own way and in your own time. WELCOME esbian, gay, bisexual and transgender Americans Lare sons and daughters, doctors and lawyers, teachers and construction workers. We serve in Congress, protect our country on the front lines and contribute to the well-being of the nation at every level. In all that diversity, we have one thing in common: We each make deeply personal decisions to be open about who we are with ourselves and others — even when it isn’t easy. -
Transgender Representation on American Narrative Television from 2004-2014
TRANSJACKING TELEVISION: TRANSGENDER REPRESENTATION ON AMERICAN NARRATIVE TELEVISION FROM 2004-2014 A Dissertation Submitted to the Temple University Graduate Board In Partial Fulfillment of the Requirements for the Degree DOCTOR OF PHILOSOPHY by Kelly K. Ryan May 2021 Examining Committee Members: Jan Fernback, Advisory Chair, Media and Communication Nancy Morris, Media and Communication Fabienne Darling-Wolf, Media and Communication Ron Becker, External Member, Miami University ABSTRACT This study considers the case of representation of transgender people and issues on American fictional television from 2004 to 2014, a period which represents a steady surge in transgender television characters relative to what came before, and prefigures a more recent burgeoning of transgender characters since 2014. The study thus positions the period of analysis as an historical period in the changing representation of transgender characters. A discourse analysis is employed that not only assesses the way that transgender characters have been represented, but contextualizes American fictional television depictions of transgender people within the broader sociopolitical landscape in which those depictions have emerged and which they likely inform. Television representations and the social milieu in which they are situated are considered as parallel, mutually informing discourses, including the ways in which those representations have been engaged discursively through reviews, news coverage and, in some cases, blogs. ii To Desmond, Oonagh and Eamonn For everything. And to my mother, Elaine Keisling, Who would have read the whole thing. iii ACKNOWLEDGMENTS Throughout the research and writing of this dissertation, I have received a great deal of support and assistance, and therefore offer many thanks. To my Dissertation Chair, Jan Fernback, whose feedback on my writing and continued support and encouragement were invaluable to the completion of this project. -
Background Note on Human Rights Violations Against Intersex People Table of Contents 1 Introduction
Background Note on Human Rights Violations against Intersex People Table of Contents 1 Introduction .................................................................................................................. 2 2 Understanding intersex ................................................................................................... 2 2.1 Situating the rights of intersex people......................................................................... 4 2.2 Promoting the rights of intersex people....................................................................... 7 3 Forced and coercive medical interventions......................................................................... 8 4 Violence and infanticide ............................................................................................... 20 5 Stigma and discrimination in healthcare .......................................................................... 22 6 Legal recognition, including registration at birth ............................................................... 26 7 Discrimination and stigmatization .................................................................................. 29 8 Access to justice and remedies ....................................................................................... 32 9 Addressing root causes of human rights violations ............................................................ 35 10 Conclusions and way forward..................................................................................... 37 10.1 Conclusions -
August 2020 from Archival Silence to Screaming Queens: Reconstructing the Compton's Cafeteria Riot
August 2020 From Archival Silence to Screaming Queens: Reconstructing the Compton’s Cafeteria Riot By Isaac Fellman & Susan Stryker On an August evening in 1966, three years before the Stonewall riots in New York City, the patrons of the Compton’s Cafeteria on Taylor and Turk Streets in San Francisco’s Tenderloin district fought back against police harassment. Little documentary evidence survives of this key moment in transgender history. The photograph above from the GLBT Historical Society’s archives is an extremely rare still of the interior of the Compton’s location in question, and the exact date the riot occurred has never been determined. Our archives contain much of the documentation that does survive, which enabled historian and former GLBT Historical Society executive director Susan Stryker to research the event in the early 2000s. Together with Victor Silverman, Stryker produced the Emmy Award-winning 2005 documentary Screaming Queens, which succeeded in bringing the riot to greater public awareness. Our special program on August 5 features a screening of Screaming Queens and a conversation with Stryker. Reference archivist Isaac Fellman, who has been working extensively with our transgender-related collections, interviewed Stryker about how she uncovered the legacy of Compton’s. The story of Compton’s exposes gaps in archives; it exists in memory, but official sources, records and contemporary news reporting are scarce. Did this scarcity influence your process and philosophy as a historian? The scarcity of traditional primary-document sources really did require me to embrace creative and nontraditional research methodologies. One of the most important strategies was simply walking in the neighborhood, studying San Francisco’s urban history, using the GLBT Historical Society’s sites database to map historic trans-serving bars and SROs, and reading a lot of spatial and architectural theory. -
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. -
Every Class in Every School: Final Report on the First National Climate Survey on Homophobia, Biphobia, and Transphobia in Canadian Schools
EVERY CLASS IN EVERY SCHOOL: FINAL REPORT ON THE FIRST NATIONAL CLIMATE SURVEY ON HOMOPHOBIA, BIPHOBIA, AND TRANSPHOBIA IN CANADIAN SCHOOLS RESEARCHERS: CATHERINE TAYLOR (PRINCIPAL INVESTIGATOR), PH.D., UNIVERSITY OF WINNIPEG AND TRACEY PETER (CO-INVESTIGATOR), PH.D., UNIVERSITY OF MANITOBA Human Rights Trust EVERY CLASS IN EVERY SCHOOL: FINAL REPORT ON THE FIRST NATIONAL CLIMATE SURVEY ON HOMOPHOBIA, BIPHOBIA, AND TRANSPHOBIA IN CANADIAN SCHOOLS RESEARCHERS: CATHERINE TAYLOR (PRINCIPAL INVESTIGATOR), PH.D., UNIVERSITY OF WINNIPEG AND TRACEY PETER (CO-INVESTIGATOR), PH.D., UNIVERSITY OF MANITOBA RESEARCHERS: PROJECT FUNDERS: Catherine Taylor Egale Canada Human Rights Trust (Principal Investigator), Ph.D., Canadian Institutes of Health Research University of Winnipeg and Tracey Peter (Co-Investigator), Ph.D., The University of Winnipeg SSHRC Research University of Manitoba Grant Program Sexual and Gender Diversity: Vulnerability PROJECT RESEARCH ASSISTANTS: and Resilience (Canadian Institutes for Health TL McMinn, Sarah Paquin, and Kevin Research) Schachter (Senior RAs) Stacey Beldom, Allison Ferry, and Zoe Gross Winnipeg, Manitoba PROJECT ADVISORY PANEL: May 2011 Joan Beecroft, Jane Bouey, James Thank you to The McLean Foundation for so Chamberlain, Ellen Chambers-Picard, Tara kindly supporting the printing and distribution Elliott, Noble Kelly, Wayne Madden, Joan of this report. Merrifield, Elizabeth J. Meyer, Susan Rose, Annemarie Shrouder, and Helen Victoros Human Rights Trust Published by Egale Canada Human Rights Trust 185 Carlton Street, Toronto, ON M5A 2K7 Ph: 1-888-204-7777 Fax: 416-963-5665 Email: [email protected] www.egale.ca When referencing this document, we recommend the following citation: Taylor, C. & Peter, T., with McMinn, T.L., Elliott, T., Beldom, S., Ferry, A., Gross, Z., Paquin, S., & Schachter, K. -
The Outing System at the Carlisle Indian School
ssiii Apprenticeship for Civilization: The Outing System at the eM.Il I o Carlisle Indian School o <*> A 7 7 a By R. L. BRUNHOUSE University of Pennsylvania APPRENTICESHIP FOR CIVILIZATION: THE OUTING SYSTEM AT THE CARLISLE INDIAN SCHOOL By R. L. B ru n h ou se University of Pennsylvania N the story of the education of the American Indians the Car I lisle Indian School takes high rank. Now remembered chiefly for its record in athletics, the institution made definite contribu tions in the field of Indian education during the period of its existence from 1879 to 1918. As it was the first non-reservation Indian school established, it was forced to develop new methods by experience in order to cope with its peculiar problems. The educational policies evolved at Carlisle became the pattern which many later non-reservation Indian schools in the West and Middle West followed. One of these policies, however, no other school employed to the same extent or with the same success as Carlisle. This was the Outing system. Essentially the Outing system was an apprenticeship for civiliza tion. General Richard Henry Pratt, who originated and ad ministered the plan during the twenty-five years he was in charge of the school, believed that Indian boys and girls should have an opportunity to live in private homes for a period of time in order to gain practical experience in self-support and to learn the ways of civilized living. Since many of the young aborigines came to Carlisle directly from the reservations, they were required to spend at least two years at the school where they received formal classroom instruction as well as training in some trade. -
Seeking Equality: Family Portraits When New Jersey Passed a Civil Union Law in 2006, Lesbian and Gay Couples Were Told Their Unions Would Be Equal to Marriage
COVER STORY Seeking Equality: Family Portraits When New Jersey passed a civil union law in 2006, lesbian and gay couples were told their unions would be equal to marriage. They aren’t. Meet the brave families fighting for marriage equality in the Garden State. ambda Legal is once again fighting for justice in the New Jersey courts. In 2002, Lambda Legal represented seven Garden State couples in the fight for marriage equality. Four years later the case reached the state’s high court, which ruled unanimously that same-sex couples must be provided all the benefits and responsibilities of marriage, and gave the state legislature 180 days to provide equality. The legislature hastily passed a civil union law in December 2006 and began issuing civil union licenses to lesbian and gay couples in February 2007. However, civil unions are a broken promise. In December 2008 the Civil Union Review Commission, created by the L legislature itself, issued a report showing the many ways civil unions failed to bring equality to gay couples. Legislative efforts followed, and Lambda Legal plaintiffs were among those who testified on behalf of a subsequent marriage equality bill, which New Jersey legislators failed to pass. In 2010, Lambda Legal filed to reactivate the 2002 case, but the New Jersey Supreme Court wanted development of more of a record. This summer we launched our current suit, led by Deputy Legal Director Hayley Gorenberg, on behalf of seven same-sex couples and their children as well as Garden State Equality. Relegating same-sex couples to an inferior civil union status violates both the New Jersey and the federal Constitutions. -
'A Failed Experiment': Why Civil Unions Are No Substitute for Marriage Equality
11 arguments for marriage equality rather than civil unions ‘A failed experiment’: Why 1. Civil unions do not offer the kind of legal civil unions are no substitute equity that comes with marriage 2. Civil unions do not offer the same practical for marriage equality benefi ts as equality in marriage 3. Civil unions lead to many day-to-day problems, including outing ivil unions do not provide civil unions by enacting equality as closely as possible for same- 4. Civil unions do not offer the same social same-sex couples with the in marriage. Australia must learn sex couples without using the acceptance or status as equality in marriage, same legal rights and social from the mistakes others have term ‘marriage’ and do so within C and actually reinforce stigma and entrench acceptance as equality in marriage. made rather than repeat them. jurisdictions which allow marriage discrimination They consistently fail legal tests of for opposite-sex couples. equal treatment. They have been 5. Recent civil union inquiries have reached The New Zealand civil union found to create many problems Defi nitions and damning conclusions scheme is an example of this. in daily life, lead to forced distinctions Such a scheme at a national level 6. Political support for civil unions overseas is outing, and reinforce stigma and in Australia would be another shifting to the right discrimination. The term ‘civil union’ generally encompasses all schemes for the example. In our view schemes 7. Same-sex partners overseas prefer marriage Same-sex couples in other formal recognition of personal of this kind are established to civil unions countries who have the choice relationships that are not as substitutes for equality in 8. -
Public Opinion and Discourse on the Intersection of LGBT Issues and Race the Opportunity Agenda
Opinion Research & Media Content Analysis Public Opinion and Discourse on the Intersection of LGBT Issues and Race The Opportunity Agenda Acknowledgments This research was conducted by Loren Siegel (Executive Summary, What Americans Think about LGBT People, Rights and Issues: A Meta-Analysis of Recent Public Opinion, and Coverage of LGBT Issues in African American Print and Online News Media: An Analysis of Media Content); Elena Shore, Editor/Latino Media Monitor of New America Media (Coverage of LGBT Issues in Latino Print and Online News Media: An Analysis of Media Content); and Cheryl Contee, Austen Levihn- Coon, Kelly Rand, Adriana Dakin, and Catherine Saddlemire of Fission Strategy (Online Discourse about LGBT Issues in African American and Latino Communities: An Analysis of Web 2.0 Content). Loren Siegel acted as Editor-at-Large of the report, with assistance from staff of The Opportunity Agenda. Christopher Moore designed the report. The Opportunity Agenda’s research on the intersection of LGBT rights and racial justice is funded by the Arcus Foundation. The statements made and views expressed are those of The Opportunity Agenda. Special thanks to those who contributed to this project, including Sharda Sekaran, Shareeza Bhola, Rashad Robinson, Kenyon Farrow, Juan Battle, Sharon Lettman, Donna Payne, and Urvashi Vaid. About The Opportunity Agenda The Opportunity Agenda was founded in 2004 with the mission of building the national will to expand opportunity in America. Focused on moving hearts, minds, and policy over time, the organization works with social justice groups, leaders, and movements to advance solutions that expand opportunity for everyone. Through active partnerships, The Opportunity Agenda synthesizes and translates research on barriers to opportunity and corresponding solutions; uses communications and media to understand and influence public opinion; and identifies and advocates for policies that improve people’s lives.