The Hegemony of Transition and Transgender Counternarratives in Children's Picture Books

• In Event: What's the T? Queer Realities and Queer Possibilities in K–12 and Teacher Education

Abstract

Objectives
The purpose of this presentation is to examine/explain our theory of “hegemony of transition”, how it is enacted in society, reified in children’s literature, and has been contested by “transgender counternarratives” among transgender/gender expansive youth.

Theoretical Framework
We utilized queer theory (specifically the work of Judith Butler, Eve Kosofsky Sedgwick, Monique Wittig, S. Bear Bergman, and Jack Halberstam) as it advocates for a layered and interstitial view of gender- that there is no one single gender, but, rather, a gender spectrum full of differenced ontologies that diverge from one another, sometimes in nuanced ways, sometimes in ways that substantially differentiate from other modes of being. We also use queer theory to problematize and undermine the traditional gender bifurcation of only “male” and “female” identities, and consequently posit a plethora of other possibilities of gendered constitutions.

We introduce and problematize the hegemony of transition, a dominant narrative about transgender/gender expansive individuals. The hegemony of transition is enacted as follows: those who are not cisgender are, in fact, transgender, and wish to transition from one dichotomous gender to another. They first come out, are rejected by some and supported by others. They then go to the doctor who gives them permission and guidance to transition. They change their name, hair, clothing, and interests. They then take hormones and have surgery to complete the transition. After the transition is complete, they now fit stereotypical presentations of the “new” gender and “pass” well in society.

Methods, Techniques, or Modes of Inquiry
In order to thoroughly and effectively query both the hegemony of transition and how it is contested through counternarratives among school-age students, we conducted a content analysis of children’s picture books. We also held focus groups with transgender/gender expansive individuals in three cities (two Northeastern and one Midwestern). Queer theory informed our analysis of the books’ narratives of the lives of gender expansive individuals. During the focus groups, the focus group members read and discussed the books and responded to the findings from our content analysis.

Data Sources, Evidence, Objects, or Materials
Children’s picture books published in English and Spanish containing transgender or gender expansive characters were included in the study. Focus groups were established using convenience sampling (by contacting the facilitators of community organizations in three mid-large sized cities).

Results and/or Substantiated Conclusions or Warrants for Arguments/Points of View
Our research concludes that, while the hegemony of transition is still present in the form of both societal expectations and children’s picture books, there are some literary contestations for very young children and counternarratives among trans-youth that seek to dismantle it and proffer a differenced and more interstitial gender constitution.

Scholarly Significance
While many individuals who are transgender desire to transition, many others do not. There are a growing number of gender expansive individuals that do not wish to “pass” or “transition”. Our research underscores the importance of including transgender counternarratives in children’s picture books. It also advocates from refraining to homogenize non-cisgender individuals.

Authors

• Ashley Lauren Sullivan, The Pennsylvania State University - Erie, The Behrend College

• Laurie Urraro, The Pennsylvania State University - Erie, The Behrend College