Jordan Engelke

jordanengelke@gmail.com

Capstone Project Proposal

(701) 219-6207

1526 21st Ave S APT 102 Fargo, ND 58103

Crossing the Line: Transgender Pedagogy

Proposal
The T in LGBT Studies is often ignored in literature classes and, indeed, in the wider
world. Being overlooked is only part of the problem, however. Blatant hatred and
discrimination against transgendered individuals is rampant. Recently, a U.S. Marine
was charged with murdering a Philippine transgender woman (NBC News), and radical
feminist Sheila Jeffreys recently published book Gender Hurts (2014), brings to light
the hatred some radical feminists have for the transgender community. Jeffreys goes so
far as to say, Women seek to become men in order to raise their status in a sexist
system [or] for reasons of sexual fetishism (Goldberg). This misinformed and highly
offensive remark is problematic for many reasons.
The study of Transgender Theory is important and relevant to address such bias. It can
highlight the strengths of the movement and bring transgenderism out of the darkness
and into a light of understanding, rather than garnering fear or loathing. Trans Theory is
not currently part of the standard curriculum in academia, even within the broader
Queer Theory framework. Trans individuals are forced into the fringes of society for
numerous reasons, including lack of understanding, transphobia, and social taboo. As
classrooms across the nation move toward more inclusive environments, it is imperative
to promote gender and sexuality studies, which may be lagging behind the advances of
other fields such as feminist studies and multicultural studies. Generally speaking,
academia aims to be inclusive, but so far, it has not been successful in including
anything related specifically to the transgender movement. Its time that the society of
trans people in the world are given their rightful spot in academia, and this movement
can be augmented with the study of transgender literature. Though the literature on this
subject is sparse compared to other fields of study due to its relatively recent emergence,
there are several articles and books that shed light on the problems and struggles of
transgender individuals within the frame of pedagogical practice.
I will explore pedagogical approaches to this new field of literary study, and how English
professors can integrate transgender literature, authors, and theory into their
classrooms. I will also research the controversy surrounding the inclusion of
transgender individuals into academic conversations, and the massive potential that this
field of literary study holds.
The questions that will guide my research are:

Why should transgender theory be included in literary study?

What is the basis of the controversy surrounding transgender theory among
radical feminists and/or the general population?

How can transgender theory illuminate texts in ways that queer and feminist
theories cant?
How can literature professors integrate this new theory into their analyses of
texts?
How can I create a teachable unit on Transgender Theory? What kinds of
theorists, terms, and texts should be taught in this new framework?

I will be working with Dr. Alison Graham-Bertolini on this project. The genre of my
project will be an academic paper approximately 12-15 pages in length, with an
accompanying PowerPoint or Prezi.

Objectives
I have four primary objectives for this project. First of all, because sexuality studies have
always been of great interest to me, I want to develop my personal understanding of
transgender individuals, the literature, and the movement. This emerging territory is
new and interesting, which is why I want to study it closelyto be on the front lines of a
developing field of literary study, especially in an arena where old-fashioned and
traditional theories tend to dominate. This project is also an excellent way to combine
my English major and Women and Gender Studies minor.
Secondly, I want to make my audience more aware of these issues. Most people are
unlikely to be familiar with this movement, and a paper and presentation are a good way
to make the study of transgender theory more mainstream. If the material becomes
accessible to others, it is probable that transgenderism as a movement will continue to
grow and eventually become an integral part of the literature curriculum, which would
be the ultimate goal.
Third, I want this project to be the foundation for future research. My goal in graduate
school is to study English literature with a focus in gender and sexuality studies, and I
know this project will help drive those studies.
The fourth objective for my Capstone project is the physical component: I will write an
academic paper that will integrate all of my research, and present my research in
PowerPoint or Prezi format for the Capstone presentations in December.

Methods
My methods for this undertaking will be diverse. In order to get an accurate picture of
the whole story, rather than just a small, generalized snippet, I will gain as much
information from different forms as possible. Initially, I will conduct a literature review
of scholarly, peer-reviewed articles in order to gain a solid knowledge base. The theorists
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I am most interested in reading, due to their preeminence in the field, are Judith Butler,
Susan Stryker, Stephen Whittle, Cressida Heyes, Suzanne Kessler, and several others.
I will also conduct personal interviews with two transgender college students to ask
about their personal experiences and their opinions on including transgender theory in
college classrooms (the interview questions are listed in this documents appendix, page
6). I will also refer to two short books: Transgender History by Susan Stryker (which
Ive already read), and Whipping Girl: A Transsexual Woman on Sexism and the
Scapegoating of Femininity by Julia Serano. These particular texts will allow me to
learn about the movement from some of the leading experts and theorists in the field.
The limitations of this mission will be plenty. This field is so new that the research on it
may be limited and difficult to reign in within a 15 page paper or a 12 minute
presentation. I will be unable to go into as much detail as would be necessary to paint a
complete picture of the emerging field of trans theoryjust as it would be difficult to
cover the entirety of feminist theory in one brief project. Because of this, I will view my
capstone project as the foundations for additional work in my future, including my
McNair project in April and, I hope, some advanced work in my graduate program. The
initial stages of this project will focus more on the why questions: Why should we
incorporate this theory? Why is there a controversy? Later on, or perhaps if there is
room in this project for it, the how will be included: How can I create a teachable unit
on transgender theory? What kinds of theorists, terms, and texts should be taught?

Timeline
The timeline for this project will need to be followed very closely if I am to meet such an
ambitious goal. I do well with checklists, so Ive created that, rather than a genuine
timeline. It is arranged in chronological order by due date. In addition to the following
due dates and periodic reading goals, I will meet with Dr. Graham-Bertolini every
Thursday at 2:00 to discuss my progress and any obstacles along the way. She will also
read over any writing I have to do preliminary corrections and give advice on direction. I
added extra rows so I can add more reading goals as I go along. (Ive included my GRE
test dates just to keep myself awarethat way I will know where to move personal due
dates and reading goals so as not to overwhelm myself.)

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Item

Due

Notes

Send Proposal to Dr. G-B

Monday 20 Oct

Needs signature

Print and read New Yorker

article
Proposal Due
+1 Source

Wednesday 22
Oct

Annotate
Print & bring to class

Thurs 23 Oct

Email interviewees

Friday 24 Oct

GRE Subject Test

Sat 25 Oct

Read TWO more sources

Tues 28 Oct

Print Bib Entries

Wed 29 Oct

3 Annotated Bib Entries

Due

Thurs 30 Oct

GRE General Test

Tues 4 Nov

Read Transgender History

Read and annotate at least
FIVE more sources
(no class on Thursday 6th)

Write Progress Report and

Polish Ann Bib
Progress Report Due
Annotated Bib Due

Annotate

+Meeting @ 2:00

Take notes +add to annotated bib

Monday 10 Nov

Update Ann Bib

Tuesday 18
Nov

Revised job packet also due this

day

Thurs 20 Nov

+Meeting @ 2:00

Finish Whipping Girl

Mon 24 Nov

Abstract Due

Tues 25 Nov

Done! Revise if needed

Create PowerPoint or Prezi

Tues 25 Nov

Practice presentation

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Working Bibliography
Beauchamp, Toby, and Benjamin D'Harlingue. "Beyond Additions and Exceptions: The
Category of Transgender and New Pedagogical Approaches for Womens
Studies." Feminist Formations 24.2 (2012): 25-51. Web.
Butler, Judith. "Melancholy Gender/Refused Identification." Constructing
Masculinities. New York: Routledge, 1995.
Goldberg, Michelle. What is a Woman? The Dispute Between Radical Feminism and
Transgenderism. The New Yorker. 4 Aug. 2014.
Jeffreys, Sheila. Gender Hurts: A Feminist Analysis of the Politics of Transgenderism.
New York: Routledge, 2014. Print.
Kessler, Suzzane, Wendy McKenna. Toward a Theory of Gender. Chapter 13 in The
Transgender Studies Reader. 2006. Google Books.
Lovaas, Karen, Lina Baroudi, and S.M. Collins. "Transcending Heteronormativity in the
Classroom Using Queer and Critical Pedagogies to Alleviate Trans-Anxieties."
Journal of Lesbian Studies 6.3-4 (2009): 117-89. Taylor and Francis Online. Web.
Mog, Ashley. Threads of Commonality in Transgender and Disability Studies.
Disability Studies Quarterly 28.4 (2008).
NBC News. U.S. Marine Charged Over Murder of Transgender Filipino Jennifer
Laude. 16 Oct. 2014. Web. 18 Oct. 2014.
Rand, Erica. Trans Matters in Education: Insights from Students. The Radical Teacher
67 (2003): 9-14. JSTOR.

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Schewe, Elizabeth. Serious Play: Drag, Transgender, and the Relationship between
Performance and Identity in the Life Writing of RuPaul and Kate Bornstein.
Biography 32.4 (2009): 670-95. Project MUSE.
Serano, Julia. Whipping Girl: A Transsexual Woman on Sexism and the Scapegoating
of Femininity. Emeryville: Seal, 2007. Print
Stryker, Susan. Transgender History. Berkeley: Seal, 2008. Print.
Sumara, D. and Davis, B. (1999), Interrupting Heteronormativity: Toward a Queer
Curriculum Theory. Curriculum Inquiry, 29: 191208.
Tharp, Julie. The Transvestite as Monster: Gender Horror in The Silence of the Lambs
and Psycho. Journal of Popular Film and Television 19(3) (1991): 106. Google
Scholar.
Verta Taylor & Leila J. Rupp Chicks with Dicks, Men in Dresses: What It Means to be a
Drag Queen. Journal of Homosexuality 46.3-4 (2004): 113-133. ProjectMUSE.
Waite, Stacie. Becoming the Loon: Performance Pedagogy and Female Masculinity.

Appendix
Prior to these questions, if the interviewee is comfortable sharing, I will ask him/her to
share their story with mea brief personal history from their coming out to now, and
any relevant experiences they have had as college students.
Interview Questions:
1. How do you describe yourself/your status as a transgender individual?
2. What, in your opinion, are the most common misconceptions regarding
transgender individuals?
3. Which issues in the transgender movement would be of utmost importance for
cisgender individuals to learn about and explore?
4. What is the transgender movement missing, if anything?
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5. What are your experiences with transgender literatureeither authors or texts,

fiction or non-fiction?
6. If you have taken any literature courses in college, have any of them covered
Queer Theory? If so, was transgender theory part of that unit, taught on its own,
or not covered at all?
a. Have any of your other classes that are not literature-related discussed
issues regarding the transgender movement, theorists, activism or media
coverage?
7. Do you think college classes should discuss transgenderism? Why or why not?
a. What kinds of classes should teach transgender issues? Literature, biology,
sociology, gender studies or others?
b. What specific topics should be taught in college classes regarding the
transgender movement?
8. Would you be in favor of a unit on transgender theory (specifically in a literature
class) that would cover authors, theorists, activists, and important terms that
would culminate in students reading a novel about transgender characters
through this lens? Why or why not?
a. What kind of advice would you give someone who wants to teach a unit on
transgender issues, but doesnt know much about the movement?

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