{"id":642,"date":"2012-12-07T20:50:51","date_gmt":"2012-12-07T20:50:51","guid":{"rendered":"http:\/\/pages.charlotte.edu\/katherine-stephenson\/?page_id=642"},"modified":"2014-11-05T05:00:21","modified_gmt":"2014-11-05T05:00:21","slug":"week-13","status":"publish","type":"page","link":"https:\/\/pages.charlotte.edu\/katherine-stephenson-mals\/week-13\/","title":{"rendered":"Week 13"},"content":{"rendered":"

THE DISCURSIVE CONSTRUCTION AND TRANSGRESSION OF GENDER II<\/h3>\n

If the affinity between transgender studies and gender studies is obvious, we recognize that it is not necessarily easy. Just about everywhere, trans-literacy remains low. Transgender studies is all but absent in most university curricula, even in gender and women\u2019s studies programs. For the most part, institutionalized versions of women\u2019s and gender studies incorporate transgender as a shadowy interloper or as the most radical outlier within a constellation of identity categories (e.g., LGBT). Conversation is limited by a perception that transgender studies only or primarily concerns transgender-identified individuals\u2014a small number of \u201cmarked\u201d people whose gender navigations are magically believed to be separate from the cultural practices that constitute gender for everyone else. Such tokenizing invites the suggestion that too much time is spent on too few people; simultaneously it obscures or refuses the possibility that transgender studies is about everyone in so far as it offers insight into how and why we all \u201cdo\u201d gender.
\n—A. Finn Enke, Transfeminist Perspectives in and beyond Transgender and Gender Studies<\/em>\u00a0(2)<\/strong><\/p><\/blockquote>\n

Required Readings<\/h3>\n