TSQ: Transgender Studies Quarterly is now accepting submissions for two future special issues entitled, "Tranimalities," volume 2 and issue 2 (2015), edited by Eva Hayward and Jami Weinstein, and "Trans*Formational Pedagogies," volume 2 and issue 3 (2015), edited by Francisco Galarte, Susan Marine, and Z Nicolazzo.
It has long been argued that Humanism has reached its breaking point and no longer possesses critical purchase (if ever it did); it would seem that it has not advanced our understanding of what it means to be “human,” especially if the humans we are theorizing do not fit neatly into well-known binary categories sanctioned by Humanism. Further, Humanism delineates a normative standard of legibility by which all others are read, measured, controlled, disciplined, and assigned to fixed and hierarchical social statuses. This administration of norms is the justificatory linchpin of (often violent) practices of exclusion, discrimination, and oppression.
Since so many among us have been excluded from the elite status of being considered fully human in the restricted and universal sense that Humanism has articulated, researchers across a multitude of disciplines continue to unpack the underlying frameworks that provide for the standardizing force privileging the anthro-ontological Humanist human over all others. And this is one area in which transgender/trans theory, too, can make a significant intervention.
However, Tranimalities does not strive to provide yet another critique of Humanism simply by adding trans insights into the mix, or as yet another vector in intersectional critique. The abundance of theoretical interventions against Humanism’s investment in regulating and controlling sex/gender/sexuality has already made considerable headway on this front. Instead, Tranimalities wishes to focus on trans-infused apprehensions and engagements with the expansive world of possibility opened up by nonanthropocentric and posthumanist perspectives. In this way, Tranimalities aims to entangle and enmesh trans and the nonhuman in a generative tension leading to alternate ways of envisioning futures of embodiment, aesthetics, bio-politics, climates, and ethics.
As such, at the enfoldment of transgender/trans theory, critical animal studies, and posthuman theory lies a rich field of research that has to date been largely unconsidered. Tranimalities thus seeks to attend to the trans-dimensions of recent critical moves beyond the human. With works like Queering the Non/Human (Nora Giffney and Myra Hird, eds., 2008), Animal Others (special issue of Hypatia, 2012; Lori Gruen and Kari Weil, eds.), the Queer Inhumanisms (special issue of GLQ, forthcoming, Mel Y. Chen and Dana Luciano, eds.), and Tranimacies: Intimate Links Between Affect, Animals, and Trans* Studies; forthcoming, Eliza Steinbock, Marianna Szczygielska, and Anthony Wagner, eds.) providing some of the groundwork, TSQ’s special issue Tranimalities aims to contribute a specifically trans intervention into the discussion of the anti-, non-, in-, and posthuman.
For more information, including potential topics and submission information, please visit https://lgbt.arizona.edu/TSQ2.2.
About "Trans*Formational Pedagogies:"
This issue of TSQ: Transgender Studies Quarterly takes up matters of “schooling,” “learning” and “pedagogy.” Paulo Freire declared that education should be a “practice of freedom," one that enables individuals to "deal critically and creatively with reality and discover how to participate in the transformation of their world.” All too often, however, formal educational practices foster conformity, deter necessary transgressions, and systemically seek to regulate rather than radicalize. This is particularly true with regard to “genderism,” a concept coined by Rikki Wilchins and popularized in LGBT educational studies by Brent Bilodeau, (Wilchins 2002; Bilodeau 2005, 2009), which refers to the systematic oppression of gender diversity by a rigid gender binary. We contend that formal education typically enacts genderism; with this special issue, "Trans*Formational Pedagogies," we seek to reinvigorate ongoing conversations about education as a practice of freedom by exploring ways in which educational processes can specifically challenge the oppressive aspects of the binary gender system. We seek to publish work that critically interrogates, (re)invents and/or disrupts practices and policies in various educational environments that amplify or silence various forms of trans* expression and embodiment.
For more information, including potential topics and submission information, please visit https://lgbt.arizona.edu/TSQ2.3.