Newsflash: Red-state America is crawling with queer people. Those polite kids handing over your order at the Interstate exit drive-thru window? Queer. People peeing in the same bathroom as you at a gargantuan Buc-ee’s in Texas? Queer. Baking cookies at the youth and family center in the old Victorian house across the street from the… Read more →
Tag: Transgender History
Once a historical mind starts thinking about the ways sex intersects with the histories of medicine, it’s almost more difficult to divorce the two. Sex itself is physiological, psychological, and, historically, subject to a range of medical scrutiny. The histories of some particular realms of medicine are equally and obviously inextricable from sex – from… Read more →
Gavin Grimm is a 17-year-old boy, who like millions of other school children, simply wants to be able to attend to basic bodily functions while at school. Last year, Gavin stood in front of his school district’s board of education and said, “I am just a human. I am just a boy. Please consider my… Read more →
By Elizabeth Reis
Earlier this term, I wrote a blog post for Nursing Clio about the ways in which teaching my class on Transgender Issues has evolved over the last fifteen years. I first taught this course in 1998 when very few students knew what “transgender” meant and only occasionally would a transgender student enroll; in 2013, not only are students well aware of the topic, but I typically have four or five who identify either as transgender or somewhere else along the gender continuum. Most everyone in the class is cognizant of many of the controversies that surround the subject, such as what pronouns to use for those who identify as transgender or gender fluid. The demographics of the classroom have made teaching the class easier in some ways, as I described earlier, but harder in others, as I will explain here.
By Elizabeth Reis
In 1998 I taught a new class at the University of Oregon called “Transgender History, Identity, and Politics.” Back then there were only one or two students who knew what “transgender” meant when I asked them on the first day of class. The others had enrolled either because the class hours fit their time schedules or because they had taken other classes with me and liked my teaching style (or had received a good grade!). I have taught the class several times over the past fifteen years, but this term I have noticed a distinct difference; it’s astonishing how the class composition and its general knowledge about the subject has been transformed in such a relatively short time. Change happens.