The Trans*-ness of Blackness, the Blackness of Trans*-ness

Bey, Marquis

doi:10.1215/23289252-3815069

Cited by 121 publications

(14 citation statements)

References 25 publications

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“…This observation concurs with Ahmed's (2007) point that '[w]hiteness is only invisible for those who inhabit it, or those who get so used to its inhabitance that they learn not to see it, even when they are not it' (157). As the above postings by black trans youth illustrate, while the visibility of black trans/non-binary youth and people of colour is disruptive in the sense of exposing 'YouTube's sea of whiteness' (Raun 2012, 307), it does not necessarily mean that there is a focus on 'the complex interplay between race and trans as it unfolds' for these youth in this space (Raun 2012, 204;Bey 2017).…”

Section: The Gender Tag Project As a Site Of Unmarked Whitenessmentioning

confidence: 99%

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

Martino

Omercajic

Cumming-Potvin

2021

Pedagogy, Culture & Society

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In this paper, we examine the educative significance of YouTube as a space of self-expression for transgender and non-binary youth without being hindered by pervasive cisnormative and cisgenderist expectations that are institutionalised and sanctioned in the education system. We employ transgender studies informed epistemological frameworks to investigate one specific online project called The Gender Tag Project created by and for youth, which we argue serves as a desubjugating space for self-identification of gender, and specifically, trans self-determination. Case analysis of selected videos posted by trans and non-binary youth is undertaken as a basis for providing critical insight into their relevance for generating knowledge about gender expansiveness and their pedagogical potential in the classroom. We reflect on the implications of The Gender Tag Project for envisaging more broadly a trans expansive educational agenda that is cognisant of addressing the limits of whiteness.

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Section: The Gender Tag Project As a Site Of Unmarked Whitenessmentioning

confidence: 99%

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

Martino

Omercajic

Cumming-Potvin

2021

Pedagogy, Culture & Society

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“…In the midst of these factors, queer and trans* HBCU students also exist in educational spaces that have been prominent agents of imparting particular ideologies to their students-especially as it pertains to their socialization around Black sexuality, gender, and gender identity (Grundy, 2012;Johnson, 2017). But, these schools ultimately have the power (should they choose to enact it) to liberate Blackness, queerness, and transness from being looked upon as separate entities as they have been key stakeholders in the creation of what is and can be deemed as "Black" (Bey, 2017).…”

Section: Making a Case For The "Queer And Trans* Hbcu Student Engagemmentioning

confidence: 99%

(Re)Defining Queer and Trans* Student Retention and “Success” at Historically Black Colleges and Universities

Mobley

Hall

2020

Journal of College Student Retention: Research, Theory & Pr

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Unfortunately, within the extant scholarship that has explored queer and trans* historically Black college and university (HBCU) students, the discourse(s) that deliberately center how they can be retained, persist, and ultimately graduate have largely been absent from the literature. Thus, this conceptual exploration offers strategies that HBCUs can and should utilize to ensure that their queer and trans* students persist and graduate. A practice-oriented model is also presented to serve as a guide for HBCU student affairs practioners, presidents, and faculty members to implement so that they may inculcate environments of “success” for their queer and trans* students. Ultimately, the “Queer and Trans* HBCU Student Engagement and Retention Practice Model” illustrates how HBCUs can engage their queer and trans* students during admissions or recruitment, matriculation, and even as alumni.

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“…Racial histories of gender identity and expression may provide more or less support for transgender and non‐binary identities. For example, a growing field of transgender studies analyzes the historical connections between trans‐ness and Blackness (Bey ; Snorton ), including the relationship between Black feminist thought and transfeminism (Green and Bey ).…”

Section: Transgender Community and Resiliencementioning

confidence: 99%

“Multiplicity, Race, and Resilience: Transgender and Non‐Binary People Building Community”

Stone

Nimmons

Salcido³

et al. 2019

Sociological Inquiry

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Scholars theorize that the development of community is an important part of resilience. In this mixed-methods study, we argue that race informs the experiences that transgender and non-binary (TNB) people have in seeking community. Using the Strengthening Colors of Pride Phase I and Phase II research, we argue that in a Latinomajority city, Latinx and Anglo TNB people connected with the transgender and broader lesbian, gay, bisexual, transgender, and queer (LGBTQ+) community, although Anglo TNB people reported more transphobia in the LGBTQ+ community. Black and American Indian TNB people connected with LGBTQ+ communities of color specifically and struggled more to find in-person community. Anglo TNB people used their own White racial networks to connect with supportive hobby and interest groups. In general, TNB people connected more with communities that resonated with the multiplicities of their own lives, such as commonalities of economic precarity and immigration status. This research is an important contribution to understanding the development of community for resilience, and the way race and gender identity inform community experiences for TNB people.

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The Trans-ness of Blackness, the Blackness of Trans-ness

Cited by 121 publications

References 25 publications

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

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

(Re)Defining Queer and Trans* Student Retention and “Success” at Historically Black Colleges and Universities

“Multiplicity, Race, and Resilience: Transgender and Non‐Binary People Building Community”

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