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Unlearning Gender—Toward a Critical Communication Trans Pedagogy

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Unlearning Gender—Toward a Critical Communication Trans Pedagogy Communication Teacher ISSN: 1740-4622 (Print) 1740-4630 (Online) Journal homepage: https://nca.tandfonline.com/loi/rcmt20 Unlearning gender—Toward a critical communication trans pedagogy Benny LeMaster & Amber L. Johnson To cite this article: Benny LeMaster & Amber L. Johnson (2018): Unlearning gender—Toward a critical communication trans pedagogy, Communication Teacher, DOI: 10.1080/17404622.2018.1467566 To link to this article: https://doi.org/10.1080/17404622.2018.1467566 Published online: 08 May 2018. Submit your article to this journal Article views: 596 View Crossmark data Full Terms & Conditions of access and use can be found at https://nca.tandfonline.com/action/journalInformation?journalCode=rcmt20 COMMUNICATION TEACHER, 2018 https://doi.org/10.1080/17404622.2018.1467566 SPECIAL ISSUE EDITORS’ INTRODUCTION Unlearning gender—Toward a critical communication trans pedagogy Benny LeMastera and Amber L. Johnsonb aThe Hugh Downs School of Human Communication, Arizona State University, Tempe, USA; bDepartment of Communication, Saint Louis University, St. Louis, USA ARTICLE HISTORY Received 19 March 2018; Accepted 20 March 2018 Gender eludes definition. Thus, to teach gender is to work with and against the ineffable, the uncertain, and the particular. Gender is ineffable because it is far too expansive a cul- tural and personal phenomenon to grasp with any meaningful complexity. Gender is uncertain because it is animated in the liminal space between identification and interp- olation or between self and/as other. Gender is particular in the sense that gender is ren- dered legible exclusively through competing ideological discourses that attempt to contain the ineffable and the uncertain despite their elusiveness. In short, teaching gender is necessarily complicated. Teaching gender that affirms transgender and transsexual1 sub- jects (henceforth “trans subjects” unless specificity demands otherwise) provides a unique set of challenges. These challenges include at minimum (1) mass-mediated representations and (2) the institutionalization of trans studies coupled with liberal inclusionary gestures. First, the recent proliferation of mass-mediated representations of trans subjects has ranged from the profoundly problematic to the ontologically complex. The result is a bevy of competing ideological orientations. And while it is reductive to suggest media provides the primary means of acquiring knowledge about marginalized groups, recent evidence suggests the broader public continues to avoid genuine dialogic relationships with trans subjects. For perspective, a recent YouGov survey found that while 40% of respondents know a transgender person, 27% are unwilling to befriend transgender men or women. Moreover, the survey found roughly three-quarters of respondents are unwilling to date a trans person and even more were unwilling to engage in sexual activity with a trans person. More than “preferences,” these results indicate a larger systemic patterning that positions trans subjects as being outside the scope of sociability. And in the rare moments when trans persons are present, their/our bodies emerge as unwilling pedagogues of another’s presumed terrain. Lacking dialogic encounters, cisgender and/ or nontrans folk may rely on mediated representations of trans and gender non-conform- ing folk as pedagogical means. This may include students, just as it may include instructors and senior faculty. Several scholars have noted the skewed mediated representations of transgender identity across various mediated platforms.2 In the end, trans persons emerge as spectacle to a mass-mediated audience that is more likely to know conceptually rather than to know dialogically a trans person. Mass-mediated representations, in short, provide a CONTACT Amber L. Johnson [email protected] Department of Communication, Saint Louis University, 3733 West Pine Mall, St. Louis, MO 63108, USA © 2018 National Communication Association 2 B. LEMASTER AND A. L. JOHNSON contradictory, politically rife and reductive, and largely incompetent approach to trans- affirming discourse. The second challenge includes the institutionalization of transgender studies both in and out of the communication discipline over the past decade coupled with the humani- zation of trans subjects more broadly through institutional policies, practices, and pro- cedures. Janice Raymond’s(1979) anti-transsexual monograph The Transsexual Empire proffered a violent enactment of epistemic erasure justified under a guise of “feminism.” In articulating one of her diatribes, Raymond targeted Sandy Stone who at the time worked as a sound engineer at the woman-only music collective Olivia Records. In response, Stone (2006), who would become a trans pioneer, penned “The Empire Strikes Back: A Posttranssexual Manifesto.” In it, Stone envisions “transsexual” less as a class and more as a “genre—a set of embodied texts whose potential for productive disrup- tion of structured sexualities and spectra of desire” have yet to be realized (p. 231). She additionally argues for “a deeper analytical language for transsexual theory, one which allows for … ambiguities and polyvocalities” (p. 231). Stryker, Currah, and Moore (2008) seek to develop a deeper analytic language in their special issue of Women’s Studies Quarterly titled “Trans-, not Trans, and not Transgender.” In their introduction, they deconstruct and reconceptualize trans-gender: “Trans-” thus becomes the capillary space of connection and circulation between the macro- and the micro-political registers through which the lives of bodies becomes enmeshed in the lives of nations, states, and capital-formations, while “-gender” becomes one of several set of variable techniques or temporal practices (such as race or class) through which bodies are made to live. (p. 14) At the same time, scholars and artists spanning multiple disciplines and paradigmatic commitments increasingly explore both trans subjects and the analytic potentiality in “trans,” effectively crafting an epistemic foundation on which to create a field of study (i.e. Cotten, 2011; Enke, 2012; Stryker & Aizura, 2013; Stryker & Whittle, 2006). Setting an institutional tone, University of Arizona (UA) launched the Transgender Studies Initiative (TSI) in 2013 while opening a number of tenure track lines focused on Transgender Studies. Susan Stryker, who was then Director of the Institute of LGBT Studies, proposed TSI and in 2014 co-founded the flagship journal Transgender Studies Quarterly (TSQ). In 2016, TSI hosted their inaugural international transdisciplin- ary conference titled Trans*Studies and express plans for a master’s program (Joselow, 2016). Meanwhile, the University of Victoria announced Aaron Devor as endowed chair in transgender studies; what they claim is the first of its sort (Jaschik, 2016). The larger point we are making is the institutional weight of a shifting discourse. The discursive development of a trans discourse via a formalized “transgender studies” risks championing a particular formation that we intend to cite and resist in this issue. Rather than assume pedagogues approach the same conversation with the same bank of knowledge, or assume that this issue can resolve the tensions that emerge through contextual uncertainty, we construct this introduction in a way that highlights productive links to larger conversations; that is, as invitations for you to develop your own trans pedagogical repertoire. On this note, we invite you to approach the conversa- tion of transness embracing the potentiality in failure (LeMaster, 2017; McIntosh & Hobson, 2013; Muñoz, 2009). COMMUNICATION TEACHER 3 The increasing proliferation of reductive and problematic mass-mediated represen- tations of trans folk coupled with the discursive constitution of a formalized transgender studies provides pedagogues with a bevy of competing discourses and resources. When confronted with gender difference, however, the limits of respectability quickly fade away. Indeed, while there is increasing access to discourses about trans people, there is far less interaction with trans peoples. To reiterate an earlier point, folk tend to know trans folk conceptually rather than dialogically. Thus, as institutionalized inclusionary ges- tures work to increase enrollment and retention of trans students necessarily, pedagogues are confronted with the limits of their/our embodied knowing about gender in the midst of a changing discursive landscape. In fact, most institutions are ill-equipped to cater to the unique needs of actual trans folk once they/we enter new institutional terrain under the purview of inclusionary gestures. Higher education is no exception (Park, 2016; Pomer- leau, 2012; for a discussion on trans pedagogies, see Nicolazzo, Marine, & Galarte, 2015). It’s one thing to include trans folk and an entirely different thing to confront the very real material conditions and embodied effects of cissexism in an interpersonal context. The National Center for Transgender Equality (2015) found in the largest survey of its kind (a sample size of 27,715 trans-identified folk) that 15% of respondents experience harassment at work as a result of their gender, while 27% of respondents engage in self- disciplinary practices that seek to “suppress” gender difference so as to avoid harassment, including avoiding bathroom use entirely or refusing to eat or drink so as to minimize bathroom usage. Moreover, the inclusion of trans folk—especially the most vulnerable among us—necessarily requires reconciling
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