This essay considers how deployments of the acronym “LGBT” often obscure and flatten the specificity of the terms the letters reference. Also of concern here is how the “T” might be the more fundamental letter, as reactions to “LGBT identity” are indexed in gender transgression, to which the “T” refers. I argue for holding the trouble of the acronym in the “T” and that the trans underlies how “LGBT,” as a marker of subjectivity or violence, becomes legible. To carry this (...) out, the essay makes a parallel to how “LGBT” functions similarly to “people of color” as the terms obscure the fundamentality of the trans and the black, respectively; clarifies the distinction between queer and trans, and subsequently trans and transgender; and demonstrates how transphobic readings are integral to homophobic responses. (shrink)

In this article, I explore the question “What is trans philosophy?” by viewing trans philosophy as a contribution to the field of trans studies. This requires positioning the question vis à vis Judith Butler's notion of philosophy's Other (that is, the philosophical work done outside of the boundaries of professional philosophy), as trans studies has largely grown from this Other. It also requires taking seriously Susan Stryker's distinction between the mere study of trans phenomena and trans studies as the coming (...) to academic voice of trans people. Finally, it requires thinking about the types of questions that emerge when philosophy is placed within a multidisciplinary context: (1) What does philosophy have to offer? (2) Given that philosophy typically does not use data, what grounds philosophical claims about the world? (3) What is the relation between philosophy and “the literature”? In attempting to answer these questions, I examine the notion of philosophical perplexity and the relation of philosophy to “the everyday.” Rather than guiding us to perplexity, I argue, trans philosophy attempts to illuminate trans experiences in an everyday that is confusing and hostile. Alternative socialities are required, I argue, in order to make trans philosophy possible. (shrink)

This essay considers the dependency of trans youth by bridging transgender studies with feminist care ethics to emphasize a trans wisdom about solidarity through dependency. The first major section of the essay argues for reworking Sara Ruddick's philosophy of mothering in the context of trans and gender‐creative youth. This requires, first, stressing a more robust interaction among her divisions of preservative love, nurturance for growth, and training for acceptability, and second, creating a more nuanced account of “nature” in relation to (...) nurturance for growth to avoid casting transition as contrary to a trans youth's healthy development. In the second major section of the essay, I depart from Ruddick's framework to emphasize the difference of care for trans youth by trans and/or queer communities and through mutual caregiving, stressing a trans wisdom about dependency and solidarity found in the work of Sylvia Rivera and Marsha P. Johnson. Turning to Eva Feder Kittay's links between dependency work and equality, I argue that Rivera and Johnson's work contains a distinct knowledge derived from practice necessitating the connection between solidarity and dependency in particular communities. I then call for more work on trans care ethics, trans ethics, and trans wisdom more broadly. (shrink)

This article illuminates a tension internal to Elizabeth Grosz's provocative theory of the irreducibility of sexual difference: while it establishes sexual difference as an ontological force of differentiation, it simultaneously delimits the forms sexual difference can take as fixed and uncrossable. This model thus privileges cissexual difference while invalidating trans modes of embodiment and identification, a move that perpetuates antitrans logic and practices while impoverishing feminist conceptions of the generativity of sexual difference. This article examines the uses of transsexuality throughout (...) Grosz's work on sexual difference, evaluating her claim that sexual difference is irreducible alongside her insistence that transsexuality is an impossible attempt to assume a bodily sex other than that assigned at birth. Illustrating how Grosz's account narrows the generativity of sexual difference down to unchangeable dimorphic sex, this article argues that fixed dimorphic sex is not simply irreducibly given but is the effect of normative schemas. If the power of sexual difference lies in its capacity to generate difference, it need not be constrained to an immobile binary of sexually specific bodies whose morphological possibilities are fixed. This article thus argues for the capacity of sexual difference itself to become otherwise than solely cisgender. (shrink)

Alexandre Baril | : Cet article traite de la sous-représentation des personnes trans spécialistes des enjeux trans, professeur.e.s dans les universités canadiennes, et s’attarde au cas des départements d’études féministes et de genre. La question de recherche est : quelles sont les barrières systémiques empêchant le décentrement du sujet cis-centré du féminisme universitaire francophone canadien et contribuant à l’exclusion des personnes trans? Cet essai analyse ces obstacles. La première partie démontre la présence d’un cisgenrisme dans l’enseignement et la recherche, créant (...) un plafond de verre pour les personnes trans dans le milieu universitaire. La deuxième étudie l’absence du traitement des enjeux trans dans l’enseignement et la recherche féministe francophone, malgré l’intérêt des étudiant.e.s pour ces enjeux. La troisième partie utilise l’approche transféministe pour troubler la cisgenrenormativité des études féministes et de genre, et les divisions disciplinaires qui marginalisent les personnes trans dans le milieu universitaire. | : This article considers the under-representation of trans persons who specialize in trans issues employed as professors in Canadian universities, with particular attention paid to the case of departments of gender and feminist studies. The research question is : what are the systemic barriers preventing the displacement of the cis-centric subject from the center of francophone Canadian academic feminism, and contributing to the exclusion of trans persons? This article analyzes these obstacles. The first part demonstrates the presence of cisgenderism in teaching and research, creating a glass ceiling for trans persons in academia. The second studies the absence of trans issues in feminist francophone teaching and research, despite the interest of students in these issues. The third part employs a transfeminist approach to trouble the cisgender normativity of gender and feminist studies and the disciplinary divisions that marginalize trans persons in academia. (shrink)

This paper explores the concept of “gendered seeing”: the capacity to visually perceive another person's gender and the role that one's own gender plays in that perception. Assuming that gendered properties are actually perceptible, my goal is to provide some support from the philosophy of perception on how gendered visual experiences are possible. I begin by exploring the ways in which sociologists and psychologists study how we perceive one's sex and the implications of these studies for the sex/gender distinction. I (...) then discuss feminist philosopher Linda Alcoff's concept of “interpretative horizons,” which highlights the role that one's social and political identities play in how we understand the world around us. I also discuss Elizabeth Grosz's notion of double sensation. I then apply some work in the philosophy of perception on perceptual learning and the cognitive penetration of perception to gendered seeing. My hypothesis is that we can explain how one's interpretative horizons are acquired through some notion of perceptual learning. I conclude by suggesting some of the epistemic and ethical implications of gendered seeing. (shrink)

In 2013 the mayor's office of Bogotá organized the first ever Mujer T. The event, originally conceived as a beauty pageant, generated considerable controversy. Unexpectedly, however, most of the criticism came not from conservative groups, but from well-known cisgender feminist scholars who criticized the event from a traditional gender perspective. A heated debate about the needs, challenges, desires, and opportunities of trans women continued during the weeks prior to the event. The discussion played out through blogs, social media, and private (...) and public conversations. Nevertheless, although there was much talk about transwomen, there was little room for their voices. This article argues that because of the actors involved, the dynamics and content of the conversations, and the changes that took place in its aftermath, Mujer T 2013 highlights how trans people's bodies, expressions—whether related to gender, culture, or politics—and self-determination processes are intensely policed and contested, even by those whose explicit intent is to support and celebrate them. Therefore, understanding the dynamics of what happened around Mujer T 2013 has important lessons for the development of trans-inclusive policies and initiatives, feminist scholarship and practice, and institutional and societal change. (shrink)

Mental healthcare research increasingly focuses the needs of trans people and, in doing so, acknowledges knowledge and epistemic resources developed in trans communities. In this article, we aim to raise awareness of an ethical issue described by Emmalon Davis that may arise in the context of engaging with community knowledge and epistemic resources: the risk of epistemic appropriation. It is composed of two harms (1) a detachment of epistemic resources developed in the originating community and (2) a misdirection of these (...) epistemic resources for epistemic goals of a dominant community. In this article, we map and discuss the ethical concerns in using knowledge originating in trans communities in terms of epistemic appropriation in the context of mental healthcare research. We first argue that misgendering, failing to reference non-academic sources and a lack of attribution in community authorship are forms of epistemic detachment. Second, we problematize cases of epistemic misdirection of trans epistemic resources, focusing on the examples of detransition and transition regret. We discuss harms related to epistemic appropriation in relationship to risks to safety. The article aims to raise awareness about the risk of epistemic appropriation both in researchers engaging with trans knowledge as well as in mental healthcare workers who seek information on trans. (shrink)