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Author(s): Mary McCallAbstract: In 2004, Dove launched its Campaign for Real Beauty (CFRB) to promote a more inclusive understanding of beauty based on confidence. Through examining the CFRB advertisements and their construction of “real beauty,” I argue that Dove adopts a postracial rhetoric that normalizes Whiteness, disregards the material realities of race(ism), eschews diversity, and is performative and embodied. By claiming diversity without also acknowledging the history of racialized depictions of bodies of color, Dove homogenizes the racial and ethnic differences of the models in an essentializing discourse, foregrounds White bodies, and reproduces stereotypical imagery of Black bodies across its ads.
Author(s): Stacie Klinowski
Author(s): Patricia Fancher and Amelia Rodriguez
Author(s): Jessica McCrary
Author(s): Mavis Boatemaa Beckson
Author(s): Krista Ratcliffe
Author(s): Timothy Oleksiak
Author(s): Violet Livingston
Author(s): Storm Christine Pilloff
Author(s): Michael J. Faris
Author(s): Rachel Lewis
Author(s): Johnathan Smilges
Author(s): Timothy Oleksiak
Author(s): Cheryl Glenn
Author(s): K.J. RawsonAbstract: Louis G. Sullivan, a groundbreaking trans activist who forged some of the earliest trans peer support networks in the U.S., engaged in a series of videotaped interviews between 1988-1990 with psychiatrist Ira B. Pauly. This brief article offers a rhetorical analysis of selections from those interviews in order to introduce readers to Sullivan’s rhetorical strategies for persuading the “gender profession” that it was possible to be both trans and gay or lesbian.
“There is No Question About This and There Never Has Been for Eight Years”: The Public Reception of Christine Jorgensen
Author(s): N. Claire JacksonAbstract: In the 1950s, Christine Jorgensen became the first American to become widely known for medically transitioning, and she remained famous throughout her life. While previous scholarship has treated Jorgensen’s fame as a general acceptance of her trans womanhood, I contend that her attempts to define and present herself as a woman were continually dismissed by mainstream news outlets throughout her life. Through an analysis of three news articles about Jorgensen, I examine the cissexist rhetorical moves reporters frequently make in order to question the authenticity of her womanhood and consider the rhetorical strategies she used to respond to such questioning and assert her gender identity.
Author(s): Morgan DiCesareAbstract: This essay considers debates over intra-community norms of trans sexuality in print publications in the late 1970s. I argue that Anita Bryant’s rise made space for trans rhetors to challenge norms of respectable sexuality within transvestite communities. I show that trans rhetors metonymically invoked Anita Bryant towards a goal of supporting gay liberation within and without trans communities. For these rhetors, it was essential to support gay liberation because Bryant posed a threat not only to gay and lesbian people, but to all trans people regardless of sexuality.
Author(s): Rusty BartelsAbstract: This essay approaches a Critical Trans Pedagogy as informed by the author’s embodied experiences of gender from being an undergraduate student to a faculty member. At the heart of the Critical Trans Pedagogy proposed here is the idea of disclosure. As faculty, I argue that it is our job to alleviate the student’s burden of disclosure by working to remove the assumptions we make about the in/visibility of our students’—and our own—in/visible identities, and that a Critical Trans Pedagogy helps us do this by providing tools to question the norms our assumptions are built from.
Author(s): Lee HibbardAbstract: This article addresses one instructor’s personal experiences as a transgender writing instructor at a major institution. Questions of disclosure, identity, and pedagogy have required my looking beyond the binary of being ‘in’ or ‘out’ of the closet as an instructor, and interrogating how I must repeatedly come out to new students and groups of people. I draw upon work done by scholars engaged in critical examinations of the interplay of transgender identities and pedagogy (Patterson 2016; Keenan 2017) and share my journey as a transgender instructor from the start of my teaching career to my current engagement with both my gender and my pedagogy. I also go a step further into this process by interrogating how my positionality as a white and male-perceived instructor impacts how my transness and pedagogy remain in conversation with each other as I meet new student populations and come out at the beginning of each semester. This pedagogical coming out narrative provides an example of the complex interplay between identity and pedagogy in the classroom, as well as extrapolate concepts that could be useful to other instructors who seek to interrogate and unpack how their own positionalities, disclosures, and identities intersect with their pedagogies.
Author(s): Joshua BarsczewskiAbstract: This paper argues for intentional silence as a form of accountability for cis scholars conducting Trans Writing Studies research. By tracing the publication process of a qualitative research article, I reflect on my own missteps in research design, methods, and interpretation. I use these reflections to suggest cis scholars consider the limits of their own knowledge and reflect on how their desire to be allies can mitigate the voices and needs of trans research study participants.
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