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Menacing , Educating

Robert J. Hill PennState Capital College, USA

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This is brought to you for free and open access by the Conferences at New Prairie Press. It has been accepted for inclusion in Adult Education Research Conference by an authorized administrator of New Prairie Press. For more information, please contact [email protected]. Menacing Feminism, Educating Sisters

Robert J. Hill PennState Capital College, USA1

Abstract: are engaged in a profusion of learning dynamics, critical education, opposi- tional practices and sense making. Male to transsexuals (MTFs) especially struggle to define the boundaries of what it means to be a “.” The result is an emerging , called that challenges the institutionalized system in a way that discourses can- not. Transfeminism is part of a social movement that is taking up trans/gressive acts and constructing learning communities built on gender-identity difference.

Background based, included new social movements as sites of Western is structured such that there exist: learning where a pedagogy of contestation and re- women by chance (genetic/biological; women-born- bellion are carried out; identity as a source of women), women by choice (transgendered and meaning and experience; and critical postmodern transsexuals, i.e. persons whose core gender iden- analysis to explore power asymmetries. Methods tity differs from what is culturally associated with included a review of texts with subsequent their biological at birth), and women by force analysis, a critical ethnographic qualitative survey, (intersexuals whose anatomy is assigned at birth by and the unique use of the Internet for sur- coerced “normalization”). vey/interview purposes. Numerous individuals have engaged in the con- Twenty-six transgendered folks were initially struction of feminist ideology since the 1960’s, pro- interviewed. Informants were selected from organi- ducing strands identified as liberal-, radical-, zations dedicated to / educa- socialist-, Marxist-, black-, -, cultural-, tion and through “snow-ball” techniques. postmodern-, critical-, and cyber-feminism, to name Respondents represented more male to female a few (Whelehan, 1995; Brooks, 1997). This re- (MTF) transsexuals than other groups. Interviewees search unearths a new of feminism, con- were culled to ten key trans-respondents who par- structed by transsexual and intersexual women, ticipated over a -year period. Formal interviews, termed “transfeminism.” Transfeminism is a prod- informal discussions, and other noninvasive tech- uct of the trans- and inter-sexual communities con- niques (snagging public email messages posted on structing new meanings from their lived the Internet) were used to capture data which were experiences. Transsexuals and intersexuals, nomi- coded and analyzed for themes related to adult edu- nally included in the community, are arguably cation in the transsexual community. the most marginalized group of gender outlaws (Feinberg, 1996). violence is rampant Findings of the Literature Review against this segment of society. There is currently a A review of the literature revealed several themes, powerful surge of trans-struggles positioning them including: transsexual/ intersexual communities are within the borders of new social movements work- engaged in a profusion of learning dynamics, oppo- ing for social change. sitional practices and sense making. As women, MTF struggle to write their own narratives, Methods called (Shalit, 1999). It, in part, This qualitative research investigated the ways that rejects marginalization at the hands of society, in- transsexual feminist knowledges are produced, cluding “Othering” from the straight, , and le s- used, and distributed in their contest for collective bian communities. Some respondents saw this new identity and control over their own lives. It also ex- menacing feminism as the latest development of plored the relationships of trans-people to “non- feminist thought. Trans/actional learning included transsexual” feminist discursive practices. Theoreti- educational dynamics within trans communities, cal frameworks, upon which this research was and outreach to “non-trannies,” especially to “main- stream” women feminists who frequently reject years of , we have found a special male to female transsexuals’ identity claims. Trans in a place where women can be seen without the respondents noted that few people ask, “Who male , and speak without the male ear.” Femi- counts as a woman?” The literature produced by nist music festivals with women-born-women-only transfeminists revealed a battle over identity and admittance policies were major arenas where the naming. struggle for acceptance and identity-recognition oc- Data show that: numerous organizations exist curred. Educational programs and grassroots activ- for education, support and advocacy in the trans- ism were key tools at these. Yet, not all transsexuals gender communities; the mainstream lesbian and agreed to resist -born-womyn policies at gay communities have been obstacles to transsexual festivals, saying it is “a mistake for the trans liberation; many “traditional” feminists have been movement to target [them]; do not have the especially troubling for and troubled by trans- kind of institutional power that male establishments feminists; the transfeminist community is actively have. The real enemy…should be the patriarchal creating a narrative space not yet recognized in system rather than womyn-only events.” feminist theories; and, transsexual educational ef- One of the prospective educational avenues cited forts are often specifically oriented as outreach to by a respondent was course work in “trans femi- “our sisters.” nism.” Feminism itself is a difficult term to de- The transgender movement is polyvalent, en- scribe. As Whelehan (1995) writes, “Feminism is compassing enormous within a unifying itself problematic, because the theories that inform field surrounding gender. The antagonistic tendency it are heterogenous (p.25).” Yet, she has discovered of new social movements to produce and simulta- that “all feminist positions are founded upon the neously deconstruct group identity (Gamson, 1998) belief that women suffer from systematic social in- is operative in the transgender movement. A tension justices because of their sex and therefore, ‘any exists between creating stable collective identities feminist is, at the very minimum, committed to through an essentialised educational discourse on some form of reappraisal of the position of women one-hand and blurring/deconstructing identity in soc iety’” (Evans, in Evans et al. 1986, p. 2). boundaries on the other. Koyama (1999), a respondent, wrote, “trans- feminism cuts through all of the major themes of Interview Findings third wave feminism: diversity, postmodern identi- Education was universally posited by the transsex- ties, /, self-definition, and ual community as indispensable in the struggle for female agency.” It has been pointed out that this “is identity, acceptance and building an equitable soci- not merely about merging trans politics [with] ety. The terms education and learning emerged as feminism, but it is a critique of the second wave key words in transcribed interviews; concepts re- feminism from third wave perspectives.” Koyama lated to them dominated. also points to the diverse strands of “transfemi- nism.” Trans feminism has at least two distinct ex- To the Rescue: Trans/itional Sites and pressions in the trans community. One is the Trans/Actional Education application of feminist perspectives to trans dis- The research located multiple transsexual sites and course, aptly called “transsexual feminism.” Trans- opportunities employed in the struggle for cultural sexual feminism is premised on an extrinsic authority against the of transphobic dis- acceptance of transsexuals as women. A second courses. One wrote about the relationship between manifestation is “transfeminism.” This strand is female transsexuals and other women, “There is no more than a transsexual reading of feminism. It is enemy. This is not . This is a rescue mission.” It about establishing transfeminism within the main- is a sortie to liberate their sisters. Another penned, stream of feminism with specific content that re- “I will not fight [them]...I’ll do my best to educate lates to transsexuals’ experiences, but which is them....” The education was trans/actional; one applicable to all women. Transfeminism has char- male-to-female transsexual wrote, “The women acteristics unique and special to the trans commu- who socialized me taught me that sisterhood is nity. Both strands of trans feminism challenge the fierce, not demure.” Another MTF extolled the vir- rigorously policed links between biological sex and tues of -space saying, “After thousands of gender. When articulated, these trans/visions make the family of richer. Outreach education to trans youth has become an increasingly important endeavor as well. A Menacing Feminism In a flier distributed at a women’s music festival, Education as a Rite to be Themselves two gender outlaws with divergent beliefs wrote, For MTFs, education in the trans community is a “in defying [a rigid, destructive, and archaic gender into female adulthood. This is espe- system] we learn to convert fear into anger [and] cially important given the absence of intervening this makes us dangerous (Dobkin & Wilchins, stages that most genetic women travel during their 1995).” Califia (1997) notes that, “Nothing upsets childhood and adolescent development and female the underpinnings of feminist fundamentalism more social enculturation. For some , it is a crash than the existence of transsexuals. MTF trans mem- course in the pursuit to appear like they feel–as a bers are engaged in informal education for control woman. Educational literature is replete with ad- and ownership of the meaning of “woman.” They vertisements to assist a transitioning person to be are employing transfeminist discourse as a counter- the woman of her dreams. Topics for self-directed hegemonic practice. Transfeminism, a menacing learning projects include voice lessons and instruc- feminism, is pro-feminist (supportive of) as well as tions in such as contemporary women’s proto-feminist (archetypal; a prototype of femi- . To be “style-clueless” is a trans/gression nism). Transsexual feminists articulate that trans- to be avoided. The group , an education feminism exemplifies the kind of self-determination and support organization, is one of many that are that is a prerequisite of feminism. It is proto- educating transsexuals. Their newsletter stated, feminist in that it critiques mainstream notions of “keep in mind some of our overtly feminine ges- . It is profeminist in that it takes up the tures and postures we affect as part of our own rit- sentiment that women deserve equal rights and that ual are actually designed to attract...partners” gender is a patriarchal social construct used to op- (Amberle, 1996, p. 8). Many MTFs challenge the press women. feminist objection to becoming an object of desire; the of promenading is a ritual that allows the Education as a “Right to be Myself” actor to gaze and to be a spectacle, an object of an- One wrote, “The mission of [several organizations other’s gaze. cited] is to educate society about Trans/ is- Some MTF transsexuals exaggerate traditionally sues.” Targets of educational campaigns varied. In feminine traits–traits that some forms of feminism some instances it was “the feminist community,” have repudiated. “” is critical to the process while in others it was education at “women cen- of transitioning. As a result there is contention in ters.” At times participants built trenches of resis- expressing notions of , femininity and the tance and survival in the emergence of identity construction of the “female body” between some politics. Other times, they built new identities that feminists and some transsexuals. Certain feminists redefined their social while seeking social challenge cultural and ideological formations of transformation. Pedagogical trans-tools, in addition “the feminine” and reject the marginalizing status to collective action at music festivals, differed of femininity. Not so many transsexuals. Some widely. Strategies involved: dialog; effective use of seem to worship normalized female beauty as they the media, such as appearances on talk-radio and struggle to make their appearance coterminous with TV shows; authoring columns for the pulp press their self-perception. In her book Crossing, and on-line journals; networking (especially ele c- McCloskey (1999) points to many reasons why tronically); linking with sympathetic non-trans or- MTF transgender individuals learn stereotypical ganizations; “camp behavior;” political activity, feminine gestures. Her answer is simple: it’s an act election to community Boards of Directors; joining of deployment! To the charge that the gender peer groups at centers; forming crosser is perpetuating offensive clichés, she re- panels/speakers bureaus; Websites; and permeating plies, “It’s to keep from getting murdered, dear. Get reading groups at commercial bookstores. Many it!” (2000). paralleled Gramsci’s “war of position” (1971) in order to counter or replace the dominant hegemony. Being Out: A Pedagogy of Presence; Reaching Out: attributed progress to the attitudes of younger gen- A Pedagogy of Praxis erations. One wrote, “I notice that my younger Being “Out,” was regarded as a quintessential edu- friends accept gender-bending of all kinds more cational device. This particular approach to adult readily, so I think that there is generational change education was not located in specific places or sites, coming.” This belief was echoed by a 41-year-old but instead was based on a set of common under- self-described MTF transitioning lesbian feminist, standings and principles precisely taught through “Younger dykes play with gender with a breath- exposure to new ideas, dialog and the shared expe- taking forthrightness which I find invigorating.” rience of presence. One person opined, “the best Regionalism appeared to play some in the gender-education...[is for trans-people to become] type of education in which transsexuals engaged. more common images.” One transsexual, writing from North Carolina stated Most respondents agreed that in addition to be- that “here, there is no education [going ing-out, “reaching-out” was essential. Reaching out on]...education is something that occurs in larger was about making connections to communities. One cities with more diversity.” claimed, “As the partner of an MTF, everyday is Although this study did not examine class and like educating the public just walking down the economic issues, some respondents’ comments–and street.” Out/reach was a key activity used to: be- trans community literature suggests–that both topics come known; ease fear; advocate for social change merit deeper exploration. For the economically dis- and challenge medical policy; provide or receive advantaged, seemingly a disproportionate number medical information; access information on con- who are people of color, money for identity and structing femininity; and seek justice and safety. body reconstruction is often out of reach. As one The role of education in the emergence from gender interviewee wrote, “ is a central theme in confusion to personal responsibility was sometimes any trans activism.” cited. Of significant concern to the transsexual community was the frequency of hate crimes, in- Trans/Actional Adult Education cluding violent death, to which members were sub- Adult education has a venerable and long ject. Out reach often surrounded this theme. and commitment to political action and social trans- formation. This study, in part, positions direct ac- Balance and Unity tion as a pedagogical tool, locates transsexuality as Multiple, and at times contentious, meanings a site of learning in adulthood, and situates it as a emerged around the construction of a stable trans place for knowledge- and meaning-making. It cap- group-identity that was produced for consumption tures an under-investigated new social movement and distribution in the . The term, that has taken up trans/gressive acts and constructed “educating our sisters” thus had various expressions learning communities built on difference. Too, and a fuller meaning than to provide learning op- mainstream adult education has been heavily influ- portunities for non- feminists alone. It also enced by feminism(s). Only recently has it been meant educating MTF transsexuals. After an activ- challenged by the postmodern project of “messing” ist event one wrote, “[This] was an important edu- with the boundaries of (Hill, cation for me about TG [transgender]/TS 1995; 1996), but it has yet to address gender orie n- [transsexual] issues, and started me on my own path tation in any significant way. (1994) re- to transition.” Calls for unity were exemplified by minds us that the has been the claim, “Being gender-different is not just a notorious for its censorship and exclusionary be- ‘trans right,’ it is a women’s right havior, and proposes that it will grow and mature too... against any woman must al- only to the degree that it passionately welcomes and ways be contested.” The simultaneous intersection encourages, in theory and practice, diversity of of collective identity and difference adds to the opinion, new ideas, critical exchange, and dissent. critical-postmodern theorization of transsexualism. Eisenstein (1991) criticizes feminism for becoming respectable, drifting from its radical roots. Trans- Differences feminism opens up new possibilities for feminist There were frequent remarks about generation dif- debate; it will help mainstream feminisms to regain ferences; some self-identified “older” transsexuals their lost rebellious center and subversive quality. 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