Teaching TransgenderTalking about the Silent “T”

Morgan Ray

maray@student.umass.edu

Section 2 - Gender Introduction

Provides various documents listing identity words and definitions

Basic information on how to be an Ally

Basic information about the state of trans youth

Section 3 - Student Resources

Resources for questioning youth

Resources for youth’s friends

Resources for youth’s families

Resources for youth considering transition

Section 4 - Teacher Resources

Contextualizing homophobia in schools

Concrete ideas for improving the classroom, school, and school system

Models and suggestions for implementing a Safe Schools program or policy, a Gay/Straight Alliance, and creating your own inclusive curriculum

Section 5 - English

Talking BackTargeting TransgenderOh BabyDiary of a Drag QueenCrossing

Section 5 - Science

Of Genes and GenderDueling DualismsToward a Theory of

GenderTrapped in the Body of a

Man

Section 5 - Social StudiesRomancing KinshipOn LocationsThe Semiotics of Transgendered

Sexual IdentityThe Third SexPassing in IndiaBhartia Hijro Ka DharmaAs Repression Eases, More Iranians

Change Their SexThe Birth of Hate Crimes

Section 5 - HistoryAn Aztec Two-Spirit CosmologyThe Manly WomanA History of Gender Variance in

Pre-20th CenturyThe Third Gender in 20th Century

AmericaJack’s Last Years1960’s RevisitedChristine Jorgensen, 62, is Dead

Section 5 - Current Events2 Guilty of the Murder in Death of a

Transgender TeenagerA Victory for Boston’s Transgender

PopulationTranssexuals in Women’s PrisonsAn Employee Hired as a Man,

Became a WomanFirm Offers Transgender ProtectionsSexuality, Drugs and the Ideal of

Sport

Section 6 - Tool Kits

Offer various organizations ideas for working with students

Provides extended further reading lists

Addresses a variety of classroom concerns

Section 7 - Gallery

Letters written by past and present high school students who did or do identify as transgender

Place the letters up around the room, allow participants to wander and take them in

Not ideal for students, however, can be a powerful site of personal reflection or education of other teachers

What makes effective supplemental curriculum?• What pronouns are used to described the transgender or gender variant person? Are

these the same pronouns the person would chose to use for his/her/hirself?

• Does the material eroticize the transgender person or identity?

• Does the material pathologize the transgender person or identity?

• Does the material exoticize cultures that are accepting of transgender and gender variant identities?

• Does the material normalize gender variance?

• What assumptions are presented by the material about the transgender or gender variant person?

• What assumptions are your students likely to make about transgender or gender variant person based on the material? For example:

o That all transpeople are white?

o That all transpeople are middle class?

o That all transpeople are transitioning?

o That all transpeople are unhappy?

• Does the literature evoke a pity response towards the transgender or gender variant person?

• In what context are you presenting the material?

• Are you prepared to answer questions your students may have about transgender or

• gender variant issues, or direct them to the appropriate resources?