The public sphere has been seen by conservatives as an arena for safeguarding private relations. Private power relations could be threatened by newly recognized social groups that make claims on the state for justice and equality. Therefore, conservatives have been concerned about who can speak and exist in public and who can thereby make demands on the state. In the debates over transgender rights in Canada, social conservatives and neoliberal forces have merged in complex and impactful ways. Analyzing House of (...) Commons and Senate debates and committee proceedings for Bill C-279 and Bill C-16, I examine three conservative arguments that illustrate attempts to maintain private power relations and hierarchal gendered divisions by ensuring that transgender and gender nonconforming people are not allowed to exist, speak or make claims in public: first, the assertion that gender identity and gender expression are not definable identity categories for claims-making because transgender people are deceptive and can change their gender based on their feelings; second, the targeting of public facilities, and particularly public bathrooms, as sites of contention, danger and necessary gender segregation; and third, the attempt to delegitimize rights claims by criminalizing transgender people in relation to cisgender women and children. (shrink)

Gender-affirming hormone therapy is increasingly available to support healthy development of transgender youth, but ethical concerns have been raised regarding fertility-related implications. In this article, I present data from an exploratory qualitative study of the decision-making experiences of trans youth, parents of trans youth, and healthcare providers serving trans youth related to fertility and family creation. I discuss how cisnormative and bionormative biases can impact care and contribute to ethically problematic narratives of regret. Finally, I offer recommendations to support ethically (...) sound, gender-affirmative fertility and family creation counseling with transgender youth. (shrink)

Este artigo tem como objetivo elucidar as diversas formas de violência vivenciadas pela população transgênera no Brasil, centrando-se nos desafios e nas dificuldades que encontram no âmbito educacional. Estudos comprovam reiterados processos de discriminação, ódio, preconceito e abandono familiar e social envolvendo esse grupo, o que o expõe a situações degradantes de vida e viola a Declaração Universal dos Direitos Humanos, construída sob a premissa de que a sociedade deve ser capaz de garantir justiça, vida e liberdade. Contudo, na contramão (...) desse tratado, a violência contra a população trans tem se manifestado em todos os espaços da sociedade brasileira de modo implícito e/ou explícito, reproduzindo-se nas instituições educacionais. Em que pese a natureza dessa instituição – locus por excelência do estímulo à pluralidade de ideias, culturas, jeitos de ser e fazer, portanto, lugar de encontro, acolhimento e formação humana – a escola tem reproduzido a cisnormatividade, ou seja, validando normas, regras e valores considerados adequados e normais pela sociedade burguesa, infringindo, dessa forma, o respeito à diversidade sexual e de gênero, à transgeneridade. Esse cenário requer esforços contínuos dos movimentos sociais, das instituições e da sociedade civil para garantir os direitos sociais e o respeito à população transgênera, além de nos provocar a seguir questionando as hipocrisias, criando transgressões e filosofando, como sugere Noel Rosa em sua composição “Filosofia”. Palavras-chave: Cisnormatividade. Violência. Desafios educacionais. População transgênera. (shrink)

Drawing on Simone de Beauvoir’s account of “the serious world” and her considerations of childhood in The Ethics of Ambiguity and The Second Sex, this paper considers how the formal and social legislation of cis gender by adults forecloses the moral freedom of children. More specifically, Beauvoir’s account of becoming is read as a claim about how the serious world works. It is argued that her description of becoming in Volume II of The Second Sex shows us how gender is (...) fastened to and enforced in lived experience by adults in order to produce and maintain an unethical social order, namely the serious world of cis. Through this reading of Beauvoir, this article accounts for the moral injury of contemporary anti-trans legislation that targets children and advances preliminary remarks on gender freedom as necessary to moral freedom. (shrink)

This article discusses the acquisition of a physical impairment/disability through voluntary body modification, or transability. From the perspectives of critical genealogy and feminist intersectional analysis, the article considers the ability and cis*/trans* axes in order to question the boundaries between trans and transabled experience and examines two assumptions impeding the conceptualization of their placement on the same continuum: 1) trans studies assumes an able-bodied trans identity and able-bodied trans subject of analysis; and 2) disability studies assumes a cis* disabled identity. (...) The perception of transsexuality and transability as mutually exclusive phenomena results from a nonintersectional analysis of transsexuality as an issue of sex/gender, but not of ability, and of transability as an issue of ability, but not of sex/gender. Difficulty recognizing continuities between these phenomena thus stems from an ableist interpretation of sex/gender and a cisnormative* interpretation of ability. This article aims to: 1) enrich intersectional analysis in trans and disability studies and transability scholarship; 2) complicate disability studies, in which disabilities are often presumed to be “involuntary,” and encourage the decentering of a cis* subject; 3) encourage trans studies to decenter an able-bodied subject; and 4) advocate for increased dialogue and the creation of alliances between trans and disability studies and movements. (shrink)

The proliferation of work by autistic writers continues apace, defying a long and multidisciplinary tradition of constructing autistic people as lacking the capacity for narration. To study neurodivergent literature, then, is to witness the refusal of these exclusionary narrative conventions, and to register the ideological presuppositions that underpin pathologization. In this article, I engage with recent insights from Neurodiversity Studies (especially the work of Justine Egner, Erin Manning, Julia Miele Rodas, Nick Walker, and Remi Yergeau) to explore the connections between (...) narrative neuronormativity and other discourses of oppression, especially those that have generated racialized, gendered, and colonial narratives of desubjectification. Focusing on the neuroqueer movement – an emergent practice of disidentification that refuses the interpellations of neuronormativity, ableism, heteronormativity, and cisnormativity – I discuss the concept of allism, arguing that this satirical critique of pathologization harbors a deconstructive force that denaturalizes the dialectic of recognition. Neuroqueer work on allism reveals this dialectic to be the hegemonic form of relationality that marks neurodivergence as asocial and intersubjectively non-reciprocal in order to secure a non- autistic identity. The dialectic of recognition thus instrumentalizes neurodivergence to confer normalcy and neutrality upon subjects that meet its criteria. Pursuing the discursive context and theoretical implications of this critique, I provide a short genealogy of narrative neuronormativity, connecting the operation of the dialectic in the early novel to the clinical texts of child psychology. To demonstrate the neuroqueer subversion of this tradition, I then read An Unkindness of Ghosts, by Rivers Solomon, a text that stages a disidentification with storytelling. Aster, the novel’s protagonist, is neurodivergent as well as Black, enslaved, and gender non-conforming. As she struggles against an authoritarian regime, Aster also declines to comply with the rules that would allow her to narrate her own story. Aster’s neuroqueer refusal reveals a similarity between the construction of Blackness as an ontological foil for whiteness, and the construction of autism as a standard of disordered sociality that neuronorms can be measured against. In both cases, the colonizing term articulates its supremacy via a comparison with that which it denigrates, while disavowing this dependence at all costs, dependency being inimical to free subjectivity in the liberal humanism that has shaped these procedures. My reading of Unkindness suggests that the extant techniques of literary narratorship are political instruments that, unless repurposed, will continue to disseminate these dispossessive dialectics. (shrink)

Since the 2010s, popular YouTube channels have used derogatory humour at the expense of gendered and racialised others. Founded upon the perception of an influx of ‘wokeness’ in comedy, these videos mock the mythologised ‘unfunny, angry SJW’ and teach the audience to laugh at enemies of the alt-right. Although empirical research has analysed the algorithmic radicalisation of viewers, few have addressed the role of cultural discourses in disseminating alt-right ideology through online media. Here, the right-wing ‘pipeline’ is understood as a (...) tool of radicalisation that weaponises laughter as a tool of regulations and oppression. This paper analyzes the production of derogatory laughter by studying a network of North American content creators including Russell Peters, Lilly Singh, Jordan Peterson, Steven Crowder, and Matt Walsh, using critical tools from psychoanalysis, social psychology, and critical humour studies. Contrary to the alt-right rhetoric that ‘edgy’ humour is harmless, this paper posits derogatory humour as a tool of marginalisation and domination that reinforces white supremacist and cisnormative patriarchal value systems. (shrink)

Dans cet article, je me tourne vers Maurice Merleau-Ponty et Luce Irigaray pour offrir une phénoménologie critique de l’expérience de l’orgasme en relation à la sexualité trans. Je le fais afin de démontrer comment les compréhensions dominantes de la sexualité empêchent des possibilités sexuelles pour les personnes trans tout autant que cisgenres. Les expériences sexuelles trans servent d’illustration non pas en tant qu’exceptionnelles, mais simplement parce que la profondeur des normes inscrites dans nos expériences sexuelles deviennent apparentes lorsque certains présupposés (...) (par exemple, à propos de la configuration génitale) sont remis en question. Je commence en examinant le rôle de la sexualité dans la perception en conjonction avec la discussion par Merleau-Ponty du schéma sexuel. De là, je me tourne vers un examen de l’orgasme et j’offre une brève phénoménologie de l’expérience orgasmique trans féminine. Je porte particulièrement attention aux manières dont l’expérience orgasmique change au fil des processus de transition, de sorte qu’à saper le langage de la perte qui détermine les compréhensions cisnormatives de la sexualité trans. Enfin, j’offre une lecture de la notion de différence sexuelle d’Irigaray qui vise à faire exploser les conceptions du genre et de la sexualité en s’attardant sur les moments d’hésitation dans son œuvre comme un site d’où le travail de phénoménologie critique sur la sexualité pourrait débuter. Je place cette lecture en conversation avec la notion de sexualité comme une « écologie de sensations » développée par Amit Rai afin d’offrir une direction possible pour reconceptualiser la sexualité. (shrink)

Some authors in disability studies have identified limits of both the medical and social models of disability. They have developed an alternative model, which I call the ‘composite model of disability’, to theorise societies’ ableist norms and structures along with the subjective/phenomenological experience of disability. This model maintains that ableist oppression is not the only source of suffering for disabled people: impairment can be as well. From a feminist, queer, trans activist, anti-ableist perspective and using an intersectional, autoethnographic methodology, I (...) apply this composite model of disability to trans identities to consider the potentially ‘debilitating’ aspects of transness. I argue that transness, like disability, has too often been perceived from two perspectives, medical or social, without the benefit of a third option. From a medical perspective, transness is reduced to an individual pathology curable with hormonal/surgical treatments, a conceptualisation that erases structural oppression. From a social point of view, transness is conceptualised as a neutral condition and variation in sex/gender identity. In this model, structural oppression (transphobia/cisgenderism) is seen as the only cause of ‘trans suffering’. I argue that, just as the medical and social models of disability provide limited opportunities for reflection on the complex experience of disability, medical and social understandings of transness, respectively, are insufficient to describe the complexity of trans experience. I explore the possibilities presented by the application of a composite model of disability in trans studies. By both problematising cisgenderist oppression and acknowledging trans people's subjective experiences of suffering through some of the debilitating aspects of transness, this composite model avoids the pitfalls of the medical and social models. The application of tools from disability studies to trans issues uncovers cisnormativity in disability movements and denounces ableism in trans movements. This will, I hope, solidify alliances between these communities and fields of study. (shrink)

ABSTRACT This article offers an account of cis sense in order to draw attention to the relation between meaning-making and cisnormativity. By drawing on Merleau-Ponty’s notion of institution and phenomenological considerations of habit, it is argued that cis sense is a mode of perception that institutes and sediments an individual and social habit of the third-person conferral of gender that occludes gender variance and creates the social conditions necessary for transphobia. This consideration of cis sense challenges the mainstream conception (...) of cis as an identity category, highlighting instead that it is a habitual disposition, and gestures to the significance of trans sense as an alternative institution of gendered meaning. (shrink)

Feminist theorists have long looked to motherhood and mothering behaviour as an important site at which to examine women’s lives, gender inequality and the social construction of gendered institutions. One important line of theorisation has concerned itself with the de-essentialisation of motherhood, a project that I argue remains incomplete, as feminist theorisation of motherhood naturalises biological sex and therefore essentialises mothering as behaviour performed by ‘female bodies’ and fathering behaviour as performed by ‘male bodies’. Using two cases from a larger (...) qualitative interview project with LGBTQ parents, I show that current theories of motherhood fail to have explanatory power in cases – such as gay and transgender parents – when gendered embodiment and mothering (and/or fathering) fail to align as expected. I suggest that research related to queer parenting – particularly research on gay male co-parenting, on the experiences of transgender parents and their children, on non-white LGBTQ parents and on mothering from outside the nuclear family – will be especially fruitful in moving the de-essentialisation of mothering in new directions that will further contest heteronormative, cisnormative and nuclear assumptions about the family. (shrink)

In this article, we examine the ways gendered frames shift to make room for societal changes while maintaining existing pillars of systemic gender inequality. Utilizing the case of U.S. media representations of transgender people who reproduce, we analyze how media outlets make room for increasing societal recognition of transgender people and maintain cisnormative and repronormative traditions and beliefs in the process. Specifically, we outline how these media outlets accomplish both outcomes in two ways. First, they reinforce cisgender-based repronormativity via conceptualizations (...) of transgender reproduction as new and occurring in contrast to normative, cisgender reproduction. Second, they create a transnormative reproductive subject, which establishes a new socially sanctioned script for what it means to be transgender and what types of transgender experience may be recognized or accepted in mainstream society. In conclusion, we draw out implications for understanding how social authorities may shift existing gender frames to make room for changes in society while at the same time maintaining normative beliefs. These normative beliefs continue to facilitate societal patterns of gender inequality within such new frames. (shrink)

This study examines what Social Studies teachers can learn from Gay-Straight Alliances (GSA) in terms of the content that club members examine and the queer pedagogical approaches they employ. Findings reveal how educators can borrow students’ queer teaching and learning practices, and integrate their insights within Social Studies classrooms to disrupt (hetero/cis)normativity. Data derived from semi-structured interviews with five Canadian high school GSA members were analyzed using the queer theoretical and pedagogical insights of Britzman (1995. Educational Theory, 45(2), 151–165 ; (...) 1998. Lost subjects, contested objects: towards a psychoanalytic inquiry of learning. New York, NY: State University of New York Press), Sedgwick (1990/2008. Epistemology of the closet. Berkeley and Los Angeles, CA: University of California Press.), and Shlasko (2005 Equity & Excellence in Education, 38(2), 123–134). Three prominent themes emerged: (1) GSAs’ queer educative role compensated for a void in LGBTQ curricular content. Although LGBTQ-inclusive content was evident within some Social Studies, English, and French classes participants called for their teachers to integrate more content that disrupts homophobia and transphobia; (2) the personal characteristics of GSA members provide insight into how Social Studies educators can mirror students’ drive to learn about and challenge preconceived and (hetero/cis)normative assumptions/beliefs; and (3) GSA's queer educational approaches differed from the (hetero/cis)normative teaching and learning practices of their educators. GSA members engaged in student-led dialogue, and spearheaded queer initiatives and events to contest anti-LGBTQ attitudes at their schools. It is argued that when educators follow the lead of GSA members they may enhance their approach to and engagement with LGBTQ topics, and expand the queer pedagogical potential of the Social Studies. (shrink)