Prisoners of Lexicon: Cultural Cisgenderism and Transgender Children

Abstract

This paper focuses on cultural cisgenderism and its effects on trans people and trans children in particular. Based on a sociological analysis of the key assumptions of the construct of cultural cisgenderism, the author examines how cultural cisgenderism impacts the development of self-perceptions in trans people and trans children, and clearly reveals in detail the different effects of the system of cultural cisgenderism. Cultural cisgenderism is here primarily contrasted with transphobia, in the hope of contributing to a better understanding of the problems that trans people face with cultural cisgenderism. IntroductIon Whilst trans people, and in particular, trans children often suffer from transphobia, that is, direct discrimination and prejudice 2 , often it is not possible to (exclusively) put this down to an individual attitude of a particularly transphobic individual or group. In many cases the negative effect on trans people's lives is systemic, ideological and cultural. Being clear about this, and giving it a name, ›cultural cisgenderism‹ develops an understanding of this concept and may make it easier to identify and reduce its effects in a constructive way. This essay examines cultural cisgenderism and its effects on trans children and young people.

YouTube as a site of desubjugation for trans and nonbinary youth: pedagogical potentialities and the limits of whiteness

“…For example, she explains that counterpublics involve the creation of spaces for 'members of subordinated groups' who have limited 'arenas for deliberation among themselves about their needs, objectives, and strategies' for addressing societal inequality and finding their voice (66). In fact, the emerging research reveals that trans and non-binary youth in schools are not only 'less likely to find the right voice or words to express their thoughts', but are not encouraged to 'invent and circulate counterdiscourses, which in turn permit them to formulate oppositional interpretations of their identities, interests and needs' (Fraser 2009, 67;Greytak, Kosciw, and Diaz 2009;Kennedy 2018;Sinclair-Palm 2017;Travers 2018;Ullman 2017).…”

Thriving or Surviving? Raising Our Ambition for Trans Children in Primary and Secondary Schools

“…Pathologising approaches can also be expressed in more subtle ways which nevertheless erase and delegitimise (Frohard-Dourlent, 2018 ), such as when trans children's identities are denied, or replaced with pathologising and delegitimising terms. The avoidance of the word trans when referring to trans children is a form of erasure, that denies trans children “self-intelligibility” (Kennedy, 2018 , 135).…”

“…There is a tradition of stigmatization and problematisation of trans children (Pyne, 2014 ; Kennedy, 2018 ) with trans children defined through their association with trauma (Marx et al, 2017 ). Educators also need framings that centre joy, romance, laughter, strength, and resilience (Marx et al, 2017 ; Shelton and Lester, 2018 ).…”

“…The educational disadvantage trans youth experience is not individualised, but structural and systemic (McBride, 2020 ). Trans pupils experiencing macro and micro aggressions (Miller, 2016a ) are forced to develop defensive strategies (Greytak et al, 2013 ; Bowers et al, 2015 ; Ingrey, 2018 ; Kennedy, 2018 ) which are emotionally and cognitively difficult, reducing well-being and the ability to learn and thrive.…”

“…Miller ( 2016a , 6) highlights the importance of schools being affirming with a “pedagogy of recognition” where trans pupils can see that they are valued, not merely tolerated. Trans representation can also have huge importance for gender questioning children, with access to the word trans, and knowledge of the existence of trans identities opening doors to self-discovery (Kennedy, 2018 ). Most pupils do not see any trans representation in schools (Bradlow et al, 2017 ), and the representation that does exists is mostly negative, framing trans people as “at risk” (Bittner et al, 2016 ).…”