Teaching Transgender (TIC 2007)
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Transcript of Teaching Transgender (TIC 2007)
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?