Department of Women’s Studies and Feminist Research
WS9586A
Queer and Transgender Studies
September – December 2016
Contact
Information
Office hours:
By appointment
Office:
Althouse
Faculty of Education
Room 1087
Email:
[email protected]
Instructor:
Dr. Wayne Martino
Phone:
519-661-2111
ext. 88593
Course Description
This course examines the work of significant queer and trans
theorists/activists. Students will be invited to examine the significance of
various queer and trans theoretical perspectives and accounts in light of
reflecting on both their own ‘personal’ experiences and representations of
gender and sexuality in the popular culture. Attention will be given to the
political significance and destabilization of certain sexual, genderqueer and
transgender identities, with some focus on the significance of embodiment.
Central to the course is engaging with debates about the political efficacy of
queer theory and the questions of gender democratization raised by key
transsexual theorists and activists. Various tensions are examined, but the
overall focus of the course is on encouraging students to generate their own
explanations of the queer and trans theories to which they are introduced, and
to reflect on both their significance and application in everyday life and in
specific clinical and educational settings.
Class times:
Mondays
10:30am - 1.30 p.m.
Location:
LWH 2205
Aims, Goals, Objectives, Outcomes
The main objective of the course is to build knowledge and understanding of the significance and
relevance of queer and transgender theories in the everyday world. The aim is to encourage students
to reflect on theory, research and narrative accounts produced by queer and transgender subjects in
light of their own experiences, identities and developing understandings of queering gender, sexuality
and the politics of gender embodiment and variance. In particular, this course will help students to:
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Develop an understanding of foundational work of key philosophers and theorists at the heart of queer and
transgender studies;
Apply queer and trans theoretical perspectives to personal reflections on sexuality and gender
expression/embodiment in the everyday world;
Learn about the political significance and relevance of queer pedagogical approaches and interventions;
Develop an awareness of the continuing pathologization of gender and sexual minorities and the need for
critical interrogation of restrictive social systems governing thought regarding gendered and sexual
regulatory norms;
Conceptualize performativity and its relevance for understanding both queer and trans analytic
perspectives on the politics of gender embodiment and expression;
Reflect on the tensions and debates in the field of queer and transgender studies and their significance for
understanding the politics of gender democratization;
Engage productively with and to learn from transsexual and transgender scholars by providing access to
their voices, accounts and perspectives on the politics of gender identity, gender expression and gender
embodiment.
Course Structure and Participation
The course is structured and built on a commitment to facilitating active student participation and
engagement with the course content/readings. The first part of each weekly seminar will involve active
discussion on key content related to the topic for that particular week and will be facilitated by the course
instructor (70 minutes). The second half of the seminar will be assigned for student directed discussion (90
minutes). All students will be required to choose one weekly topic and will be responsible for facilitating
class discussion and engagement with the set readings designated under the Student Directed Discussion
section for that particular week. Students are encouraged to draw on other relevant and important sources,
which may include film excerpts, YouTube videos and other internet and media resources to stimulate class
discussion in response to the set readings and topic for that week. The focus is on facilitating engagement
with the content, perspectives and issues raised in the readings. As all students are expected to read the set
readings every week, the focus is not on presenting the content and hence using a power point
presentation to explain or cover the content of the set readings. Rather, the focus is on facilitating active
engagement and discussion with key issues and perspectives that are offered in the set readings with the
view to building shared knowledge and understanding of queer/trans informed frameworks and their
relevance and significance.
WS9586A Queer and Transgender Studies
Course Content, Topic Outlines, and Required Readings
Week 1: Introduction – September 12
Introduction to the main topics of the course and discussion of the course requirements and
evaluation.
Week 2: The roots of Queer Theory – September 19
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Foucault, M. (1990). Part one: We “other Victorians”. In The history of sexuality. Volume 1: An
introduction (pp. 1-49). New York: Vintage. Available on-line at:
https://suplaney.files.wordpress.com/2010/09/foucault-the-history-of-sexualityvolume-1.pdf
 Sedgwick, E. K. (1993/1999). Axiomatic. In S. During (Ed.), The cultural studies reader (pp.
320-339). London & NY: Routledge.
Student Directed Discussion
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Umphrey, M. M. (1995). The trouble with Harry Thaw. Radical History Review, 62, 9-23.
Gamson, J. (2000). Sexualities, queer theory and qualitative research. In N. Denzin & Y. Lincoln
(Eds.), Handbook of qualitative research (2nd ed., pp. 347-365). London: Sage.
Week 3: The trouble with ‘normal’ – September 26
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Rubin, G. S. (1984). Thinking sex: Notes for a radical theory of the politics of sexuality. In C.
Vance (Ed.), Pleasure and danger (pp. 267-319). New York: Routledge & Kegan Paul.
Warner, M. (1991). Introduction: Fear of a queer planet. Social Text, 29, 3-17.
Student Directed Discussion
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Sedgwick, E. K. (1991). How to bring your kids up gay. Social Text, 29, 18-27.
Ahmed, S. (2004). Queer feelings (Chapter 7). In S. Ahmed, The cultural politics of emotion (pp.
144-168). Edinburgh: Edinburgh University press.
Week 4: Performativity – October 3
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Butler, J. (1993). Critically queer. GLQ: A Journal of Lesbian and Gay Studies, 1(1), 17-32.
Butler, J. (1993). Imitation and gender insubordination. In H. Abelove, M. A. Barale & D. Halperin
(Eds.), The lesbian and gay studies reader (pp. 307- 320). New York: Routledge.
Student Directed Discussion
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Halberstam, J. (1998). An introduction to female masculinity. In Female masculinity (pp 1-43).
Durham and London, UK: Duke University Press.
Bergling, T. (2001). Dude looks like a lady. In Sissyphobia: Gay men and effeminate behavior (pp.
77-93). Binghamton, NY: Harrington Park press.
Rupp, L. J., Taylor, V., & Shapiro, E. I. (2010). Drag queens and drag kings: The difference gender
makes. Sexualities, 13(3), 275-294.
WS9586A Queer and Transgender Studies
Week 5: Queer(ing) femininities – October 10 [On-Line]
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Rubin, G. (2011). Of catamites and kings: Reflections on butch, gender, boundaries. In Deviations:
A Gayle Rubin reader (pp. 241-253). Durham, NC: Duke University Press.
Eves, A. (2004). Queer theory, butch/femme identities and lesbian space. Sexualities, 7(4), 480496.
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Student Directed Discussion
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Driver, S. (2007). Performing communities online: Creative spaces of self-representation. In
Queer girls and popular culture: Reading, resisting, and creating media (pp. 169-193). New York:
Peter Lang.
Cortez Wright (2015). An act of knowing: Moving towards a Black femme politic:
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http://thebodyisnotanapology.com/magazine/an-act-of-knowing-moving-towards-a-blackfemme-politic/
Week 6: Queer(ing) masculinities – October 17
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Milani, T. (2014) Queering masculinities. In S. Ehrlich, M. Meyerhoff & J. Holmes (Eds.), The
handbook of language, gender and sexuality (pp.260 – 278). New York: Wiley.
Noble, B. (2012). Does masculinity have a race? Queering white masculinities. In Landreau, J. &
Rodriguez, N. (Eds.) Queer Masculinities, (pp. 139-153), Dordrecht: Springer.
Student Directed Discussion
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Payne, R. (2007). Str8acting. Social Semiotics, 17(4), 525-538.
Lendrum, R. (2005). Queering super-manhood: Superhero masculinity, camp and public
relations as a textual framework. International Journal of Comic Art, 7(1), 287-303.
Shay Akil (2015) Under construction
https://decolonizeallthethings.com/2015/01/03/under-construction-decolonizedqueer-masculinityies/
For information about the author and their blog site see:
https://decolonizeallthethings.com/shayakil/
Week 7: Queer Pedagogy – October 24
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Britzman, D. P. (1998). Queer pedagogy and its strange techniques. In Lost subjects, contested
objects: Toward a psychoanalytic inquiry of learning (pp. 79-96). Albany: SUNY Press.
Sullivan, N. (2003). Queering popular culture. In A critical introduction to queer theory (pp. 189206). Melbourne: Circa Books.
Student Directed Discussion
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Pugh, T. & Wallace, D. (2006). Heteronormative heroism and queering the school story in J.K.
Rowling’s Harry Potter Series, Children’s Literature Association: 260-81.
Carlson, D. (2012). Coming undone: James Baldwin’s Another Country and queer pedagogy. In
Landreau, J. & Rodriguez, N. (Eds.) Queer Masculinities, (pp. 247-266), Dordrecht: Springer.
WS9586A Queer and Transgender Studies
Week 8: Transgender Studies – October 31
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Stryker, S. (2006). (De)subjugated knowledges: An introduction to transgender studies. In S.
Stryker, & S. Whittle (Eds.), The transgender studies reader (pp. 1–18). New York & London:
Routledge.
Elliot, P., & Roen, K. (1998). Transgenderism and the question of embodiment: Promising queer
politics? GLQ: A Journal of Lesbian and Gay Studies, 4(2), 231–261.
Student Directed Discussion
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Kaufmann, J. (2010). Trans-representation. Qualitative Inquiry, 16(2), 104-115.
Namaste, V. (2000). Theory trouble: Social scientific research and transgendered people. In
Invisible lives: The erasure of transsexual and transgendered people (pp. 24-38). Chicago:
University of Chicago Press.
Reflective Response Paper 1 (Queer Focus) Due: October 31, 2016
Week 9: Pathologization of Gender – November 7
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Winters, K. (2006). Gender dissonance: Diagnostic reform of Gender Identity Disorder for adults.
Journal of Psychology and Human Sexuality, 17(3/4), 71-89.
Lev, A. I. (2013). Gender Dysphoria: Two steps forward, one step back. Clinical Social Work
Journal, 41(2), 288-296.
Student Directed Discussion
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Butler, J. (2004). Doing justice to someone: Sex reassignment and allegories of transsexuality. In
Undoing gender (pp. 57-74). New York & London: Routledge.
Slesaransky-Poe, G., & Garcia, A. M. (2009). Boys with gender variant behaviors and interests:
From theory to practice. Sex Education: Sexuality, Society and Learning, 9(2), 201–210.
Week 10: Gender Expression and the politics of embodiment – November 14
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Doan, P. L. (2010). The tyranny of gendered spaces – reflections from beyond the gender
dichotomy. Gender, Place and Culture, 17(5), 635-654.
Rooke, A. (2010). Trans youth, science and art: creating (trans) gendered space. Gender, Place
and Culture, 17(5), 655-672.
Student Directed Discussion
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Rodriguez, N. (2012). Queer imaginative bodies and the politics and pedagogy of trans
generosity: the case of Gender Rebel. In Landreau, J. & Rodriguez, N. (Eds.)Queer Masculinities,
(pp. 267-288), Dordrecht: Springer.
Martino, W. (2015). Teaching about princess boys or not! The case of one male elementary
school teacher and the polemics of gender expression and embodiment, Men and Masculinities
18(1): 79-99.
WS9586A Queer and Transgender Studies
Week 11: Trans-masculinities and FTM perspectives – November 21
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Halberstam, J. (1998). Transgender butch: Butch/FTM border wars and the masculine continuum.
GLQ: A Journal of Lesbian and Gay Studies, 4(2), 287-310.
Noble, B. (2004). Sons of the Movement: feminism, female masculinity and female to male
(FTM)transsexual men, Atlantis 29 (1), 21-28.
Salamon, G. (2010) Transfeminism and the future of gender. In G Salamon, Assuming a body:
Transgender and rhetorics of materiality (pp. 95-128). New York: Columbia University Press.
Student Directed Discussion
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Rubin, H. (2003). Always already men. In Self-made Men: Identity and embodiment among
transsexual men (pp. 143-173). Nashville: Vanderbilt University Press.
Halberstam, J. (2005). Unlosing Brandon: Brandon Teena, Billy Tipton, and transgender
biography. In In a queer time and place: Transgender bodies, subcultural lives (pp. 47-75). New
York: New York University Press.
Week 12: Trans-femininities and MTF perspectives – November 28
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Connell, R. (2012). Transsexual women and feminist thought: Toward new understanding and
new politics. Signs: Journal of Women in Culture and Society, 37(4), 857-881.
Serano, J. (2007). Trans Woman Manifesto. In Whipping girl: A transsexual woman on sexism and
the scapegoating of femininity (pp. 11-20). Emeryville: Seal Press.
Student Directed Discussion
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Serano, J. (2007). Skirt chasers: Why the media depicts the trans revolution in lipstick and heels.
In Whipping girl: A transsexual woman on sexism and the scapegoating of femininity (pp. 35-52).
Emeryville, CA: Seal Press.
Jenness, V. & Fenstermaker, S. (2014). Agnes goes to prison: Gender authenticity, transgender
inmates in prisons for men, the pursuit of “the real deal”, Gender and Society 28 (1): 5-31.
Week 13: Transnarratives and Trans Pedagogies – December 5 [On-Line]
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Prosser, J. (1998). Mirror images: Transsexuality and autobiography. In Second skins: The body
narratives of transsexuality (pp. 99- 134). New York: Columbia University Press.
Nordmarken, S. (2014). Becoming ever more monstrous: feeling transgender in-betweenness.
Qualitative Inquiry 20(1), 37-50.
Beauchamp, T., & D’Harlinque, B. (2012). Beyond additions and exceptions: The category of
transgender and new pedagogical approaches for Women’s Studies. Feminist Formations, 24(2),
25–51.
Malatino, H. (2015). Pedagogies of becoming: Trans inclusivity and the crafting of being.
Transgender Studies Quarterly, 2(3), 395–410.
Reflective Response Paper 2 (Trans Focus) Due: December 16, 2016
WS9586A Queer and Transgender Studies
Course Assignments
Seminar Participation (35%)
You are required to complete all of the assigned readings and to be prepared to discuss their
responses, questions, and thoughts with the class. Hence, class attendance is considered to be an
important and necessary component of assessment. Should you miss a class a courtesy email is
appreciated. The weighting for class participation acknowledges the amount of time and work that is
required in terms of reading the set readings and class preparation.
Individual Facilitation of Discussion (15%)
You will be required to choose one or two of the weekly topics and to facilitate a class discussion and
engagement with the readings listed under the Student Directed Discussion section for that week. The
objective is not to explain the content of these readings. They are chosen explicitly to incite class
discussion. You might choose other relevant multi-media and internet sources as a basis or stimulus for
provoking discussing and raising questions in response to the set readings. An outline or mini-lesson
plan for the class facilitation should be emailed to the course instructor in advance so that feedback
can be provided. While it may be important to comment on specific content of the readings and to
provide an overview, for example, you should remember that the aim is to ensure that space is created
and provided to facilitate class discussion and engagement with the readings that are set for
discussion.
Queer and Trans Focused Reflective Response Papers (50% - Two papers each 25003000 words) Due Dates: October 31, 2016 & December 16, 2016
You are required to submit two (2) response papers – one that deals with an engagement with and
reading of the queer literature that has been included as part of the course and another which focuses
on your engagement with the second part of the course on trans perspectives. Each of these papers
provides you with the opportunity to explore the significance and relevance of the course for your own
personal understandings, and/or permits a more sustained reflection and engagement with particular
readings or topics that are of particular interest to you or your potential research. The aim or objective
is to provide you with a space for further and sustained critical reflection on a particular topic, issue or
question that has arisen in response to the course readings, questions raised in class, or a particular
reading which has provoked or stimulated a degree of reflection and insight for you. The sort of
engagement which enables you to reflect on the significance of theory and your course reading in light
of your own life and experience is a powerful and meaningful form of learning which highlights the
relevance of course reading for enhancing and deepening self-understanding and the politics of gender
and sexuality in our everyday lives.
Note: Please submit both assignments on-line through the OWL website for WS 9586A (Click on
‘Assignments’)
WS9586A Queer and Transgender Studies
Policies and Procedures
Grading Information:
A+
90-100%
outstanding work which can hardly be bettered
A
80-89%
superior work which is clearly above average
B
70-79%
good work, meeting all the requirements, and eminently satisfactory
C
60-69%
competent work but not of the standard normally expected in the Faculty
D
50-59%
inferior work which is clearly deficient but minimally acceptable
F
Below 50%
assigned when course is dropped with academic penalty
Participation and Preparation for Class:
You are required to complete all weekly readings for each class to ensure full participation. You are
expected to have read all assigned materials prior to each class period and to be prepared to
participate in class discussion. Tutorial participation also includes attending regularly and contributing
to discussion in a positive and constructive way.
Submitting Assignments:
Written assignments must be submitted on-line though the OWL website for the course. You can do
this by clicking on the ‘Assignments’ icon. You cannot submit assignments in WS 9586A that were
prepared for other courses.
Turnitin:
“All required papers may be subject to submission for textual similarity review to the commercial
plagiarism detection software under licence to the University for the detection of plagiarism. All papers
submitted will be included as source documents in the reference database for the purpose of detecting
plagiarism of papers subsequently submitted to the system. Use of the service is subject to the
licencing agreement currently between the University and Turnitin.com (http://www.turnitin.com).”
(http://www.uwo.ca/univsec/handbook/exam/crsout.pdf).
Late & Missed Assignments:
It is the expectation that students in Women’s Studies classes will submit assignments by, and sit tests
and/or examinations on, the assigned dates; in the event that this expectation cannot be met, students
are advised that the Department of Women’s Studies and Feminist Research follows the policies and
practices of the Faculty of Arts and Humanities and the Faculty of Social Science. As Western Senate
requires, “Students seeking academic accommodation on medical grounds for any missed tests, exams,
participation components and/or assignments worth 10% or more of their final grade must apply to
the Academic Counselling office of their home Faculty and provide documentation. Academic
accommodation cannot be granted by the instructor or department.” For Western Policy on
Accommodation for Medical Illness see: http://www.uwo.ca/univsec/handbook/appeals/medical.pdf.
Academic accommodation must be applied for no more than 28 days from the date of a missed
assignment or exam.
WS9586A Queer and Transgender Studies
Policies and Procedures (continued)
Extensions:
Extensions will not be awarded except in extenuating circumstances. Extension requests must be made
at least 24 hours prior to the due date and must be submitted in writing by email from your Western
student account with the subject header “WS9586A extension request.”
Late Paper Policy:
Late papers may be penalized at the rate of 2% per day, including weekends. If an assignment is late
due to illness or other legitimate reasons, students must contact the professor as soon as possible and
provide supporting documentation to the Office of the Dean of the appropriate faculty. Once the free
extension has been used, no further extensions will be granted without compelling and documented
reasons.
Scholastic Offences:
“Scholastic offences are taken seriously and students are directed to read the appropriate policy,
specifically, the definition of what constitutes a Scholastic Offence, at the following website:
http://www.uwo.ca/univsec/handbook/appeals/scholoff.pdf”;
http://www.uwo.ca/univsec/handbook/exam/courseoutlines.pdf
Plagiarism:
“Students must write their essays and assignments in their own words. Whenever students take an
idea or passage from another author, they must acknowledge their debt both by using quotation marks
where appropriate and by proper referencing such as footnotes or citations. Plagiarism is a major
academic offense (see the ‘Scholastic Offense Policy’ in the Western Academic Calendar). Plagiarism
checking: The University of Western Ontario uses software for plagiarism checking. Students may be
required to submit their written work in electronic form for plagiarism checking.”
-- U.W.O. Senate statement on plagiarism
Support Services:
Students who are in emotional/mental distress should refer to MentalHealth@Western
http://www.uwo.ca/uwocom/mentalhealth/ for a complete list of options about how to obtain help.
WS9586A Queer and Transgender Studies
Other Useful References
Ahmed, S. (2006) Queer phenomenology: Orientations,
objects, others. Durham: Duke University Press.
Kuklin, S. (2014). Beyond magenta: Transgender
teens speak out. Somerville, MA: Candlewick
Press.
Bersani, L. (1995). Homos. Cambridge: Harvard University
Press.
Letts, W., & Sears, J. (1999). Queer elementary
education. Lanham: Rowman & Littlefield
Bettcher, T. (2007). Evil deceivers and make
believers, On transphobic violence and the
politics of illusion, Hypatia 22(3): 43-65.
Munoz, J. (2009). Cruising utopia: The then and there
of queer futurity. New York: New York
University Press.
Blount, J. (2005). Fit to teach: Same-sex desire, gender,
and school work in the twentieth century. Albany:
State University of New York press.
Naidoo, J. (2012). Rainbow family collections:
Selecting and using children’s books with
lesbian, gay, bisexual, transgender and queer
content. Santa Barbara: Libraries Unlimited.
Bornstein, K. (1994). Gender outlaw. New York: Vintage.
Brill, S. & pepper, R. (2008). The transgender child: A
handbook for families and professionals. San
Francisco: Cleis Press.
Namaste, V. (2006). Genderbashing: Sexuality,
gender, and the regulation of public space. In
S. Stryker, & S. Whittle (Eds.), The
transgender studies reader (pp. 584–600).
New York &London: Routledge.
Nestle, J., Howell, C., & Wilchins, R. (2002).
Bryan, J. (2012). From the dress-up corner to the senior
Genderqueer: Voices from beyond the sexual
prom: Navigating gender and sexuality in PreK-12
binary. Los Angeles & New York: Alyson
schools. Lanham: Rowman & Littlefield.
Books
Butler, J. (1993). Bodies that matter: On the discursive
limits of sex. New York & London: Routledge.
Claire, E. (2009). Exile and pride: Disability, queerness and
liberation. Durham: Duke University Press.
Connell, R. (2009). Gender. Cambridge, UK: Polity.
Cover, R. (2012). Queer youth suicide, culture and
identity: Unlivable lives? Surrey: Ashgate.
Noble, B. (2004). Masculinities without men? Female
masculinity in twentieth-century fictions.
Vancouver: UBC Press.
Salamon, G. (2010). Assuming a body: Transgender
and rehtorics fo materiality. New York:
Columbia University Press.
Sedwick, E. (1993). Tendencies. Durham: Duke
University Press.
Dorais, M. (2004). Dead boys can’t dance: Sexual
orientation, masculinity, and suicide.Montreal:
McGill–Queens University Press.
Simpson, M. (1996). It’s a queer world. London:
Vintage.
Elliot, P. (2009). Engaging trans debates on gender
variance: A feminist analysis. Sexualities, 12(1),
5–32.
Stryker, S. & Aizura, A. (2013). The transgender
studies reader 2. New York & London:
Routledge.
WS9586A Queer and Transgender Studies
Enke, A. (2012). Transfeminist perspectives in and
beyond: transgender and gender studies.
Philadelphia: Temple University Press.
Erickson-Schroth, L. (2014) Trans bodies, trans selves: A
resource for the transgender community. New
York: Oxford University press.
Feder, E. (2014). Making sense of intersex: Changing
ethical perspectives in biomedicine.
Bloomington: Indiana University Press.
Freinberg, L. (1998). Trans Liberation: Beyond pink or
blue. Boston: Beacon Press.
Feinberg, L. (2003). Stone butch blues: A novel. Los
Angeles: Alyson Books.
Girshick, L. (2008). Transgender voices: Beyond women
and men. University Press of New England.
Halberstam, J. (2012). Gaga feminism: Sex, gender and
the end of normal. Boston: Beacon press.
Halperin, D., & Traub, V. (2008). Gay shame. Chicago:
University of Chicago Press.
Hines, S. & Sanger, T. (2010). Transgender identities:
Towards a social analysis of gender diversity.
New York: Routledge.
Hines, S. (2007) TransForming gender: Transgender
practices of identity, intimacy and care. Bristol:
Policy Press.
Jagose, A. (1996). Queer theory. Melbourne: Melbourne
University Press.
Janoff, D. (2005). Pink blood: Homophobic violence in
Canada. Toronto: University of Toronto Press.
Kendall, C., & Martino, W. (2006). Gendered outcasts and
sexual outlaws: Sexual oppression and gender
hierarchies in queer men’s lives. New York:
Haworth Press.
Kissen, R. (2002). Getting ready for Benjamin: Preparing
teachers for sexual diversity in the classroom.
Lanham: Rowman & Littlefield.
WS9586A Queer and Transgender Studies
Stryker, S. (2008). Transgender history. Berkley, CA:
Seal Press.
Stryker, S., & Whittle, S. (Eds.) (2006). The
transgender studies reader. New York &
London: Routledge.
Sycamore, M. B., & Sycamore, M. B. (2006). Nobody
passes: Rejecting the rules of gender and
conformity. Emeryville: Chicago.
Valentine, D. (2007). Imagining transgender.
Durham: Duke University Press.
Walton, G. (2014). The gay agenda: Claiming
space, identity and justice. New York: Peter
Lang.
Wilchins, R. (2004). Queer theory, gender theory: An
instant primer. Los Angeles: Alyson Books.
Winters, K. (2008). Gender madness in American
Psychiatry: Essays from the struggle for
dignity. Colorado: GID Reform Advocates.
Internet Sources
Being seen: Video diaries of transgender youth:
http://www.newyorker.com/news/news-desk/being-seen-video-diaries-of-transgender-youth
Being transgender in America
https://www.youtube.com/watch?v=4ZeTYZT2ESo
Bronies: The extremely unexpected adult fans of My Little Pony (2012). Retrieved from:
https://www.youtube.com/watch?v=ohnuyqJyEW0
The Brony chronicles: A documentary on My Little Pony and Bronies (2013). Retrieved from:
https://www.youtube.com/watch?v=t2EOfhvvURY
Bronies: The controversy (2012). Retrieved from:
https://www.youtube.com/watch?v=IVH1Hp6AXHI
I am Jazz
http://www.transkidspurplerainbow.org/pilot-episode-i-am-jazz-a-family-in-transition/
My princess boy (2010). Retrieved from:
https://www.youtube.com/watch?v=tGdx8yPybGI
Transmen Documentary: Part 1-5 (2011). Retrieved from:
https://www.youtube.com/watch?v=vgH404pesxw
https://www.youtube.com/watch?v=7SPaNhlQZK8
https://www.youtube.com/watch?v=3zkWwiE2eck
https://www.youtube.com/watch?v=VNCXoBroI_M
https://www.youtube.com/watch?v=EAgb5LrukWU
WS9586A Queer and Transgender Studies