By Janet Tassel
Man and woman created He them. Oh yeah? Well, here in Massachusetts
that biblical stuff is long gone, trashed for representing patriarchal imperialism,
binarism, gender apartheid, cissexism, and other detestable things.
Accordingly, we have recently been sternly reminded that we must get
with the program and "cleanse" our schools and ourselves of all
"gender distinctions." The Massachusetts Department of Elementary
and Secondary Education (DESE) has released a lengthy directive updating the
"transgender rights and hate crimes" law that went into effect in
July 2012. But last year's law apparently didn't go far enough. According to
the intrepid (and much-maligned) pro-family activists at MassResistance, this
latest directive is "the most thorough, invasive, and radical transgender
initiative ever seen on a statewide level."
So let's take a look at the DESE decree, a bloated and repetitive huff-and-puffer,
like all such bureaucratic fiats. (www.doe.mass.edu/) First come the
definitions, guidelines to "terminology." Here is one:
Gender
expression: the
manner in which a person represents or expresses gender to others, often
through behavior, clothing, hairstyles, activities, voice, or mannerisms.
Another:
Gender
nonconforming: a
term used to describe people whose gender expression differs from stereotypic
expectations. The terms "gender variant" or "gender
atypical" are also used.
Yet another:
Gender
identity: ...a
person's gender-related identity, appearance, or behavior, whether or not that
gender-related identity, appearance or behavior is different from that
traditionally associated with the person's physiology or assigned sex at
birth....
Students of "queer theory" will recognize these constructs,
which of course originated in that discipline.
Then, the gender identity law is explained, repetitiously, with a
suggested model paragraph for school administrators:
The [
]Public Schools strives [sic] to provide a safe,
respectful, and supportive learning environment in which all students can
thrive and succeed in its schools. The [ ]Public Schools prohibits [sic] discrimination on the basis of race, color, sex,
gender identity, religion, national origin, or sexual orientation and ensures
that all students have equal rights of access and equal enjoyment of the opportunities, advantages,
privileges, and courses of study.
It goes on to say that the law was influenced by a survey
of transgender students conducted by GLSEN (the Gay, Lesbian, and Straight
Education Network). You may remember GLSEN as the notorious sponsor of
"Fistgate," a state-approved "Teach Out" at Tufts
University, where students as young as 12 were offered lessons in
"fisting" and given "fisting kits" along with other sex
toys and paraphernalia. (For a graphic description of fisting, go to www.massresistance.org.)
MassResistance has also uncovered a document from
November 2012 published by the Mass. Transgender Political Coalition, from
which DESE seems to have appropriated entire sections verbatim. Another major
influence on the document is BAGLY (Boston Alliance of Gay and Lesbian Youth).
Thus, when the DESE, introducing the directive, says, "In preparing this
guidance, the Department reviewed policies and guidance from several sites,
organizations, and athletic associations and consulted with the field (my italics)," one begins to
understand which field they are
playing on.
But we digress. To understand "gender identity":
Gender-related identity may be shown by providing
evidence including but not limited to, medical history, care or treatment of
the gender-related identity, consistent and uniform assertion of the
gender-related identity or any other evidence that the gender-related identity
is sincerely held as part of a person's core identity; provided, however, that
gender-related identity shall not be asserted for any improper purpose.
This is an example of the stultifying prose emanating from the bowels
of the Department of Education, and it also leaves hanging that provocative
question: What would the DESE consider an "improper purpose?"
Moving on, "The responsibility for determining a student's gender
identity rests with the student or, in the case of young students not yet able
to advocate for themselves, with the parent." The footnotes to this
section refer us to material which declares the "young student" to be
younger than five. So beyond kindergarten at the very least, the parent may be
left out of the discussion. Continuing:
One's gender identity is an innate, largely inflexible
characteristic of each individual's personality that is generally established
by age four [my italics],
although the age at which individuals come to understand and express their
gender identity may vary based on each person's social and familial social
development. As a result, the person best situated to determine a student's
gender identity is that student himself or herself.
What? "Himself or herself?" Binarism at the DESE? Indeed, a
particularly longwinded section is dedicated to the thorny problem of pronouns.
For example,
The issue of the name and pronoun to use in referring
to a transgender student is one of the first that schools must resolve to
create an environment in which that student feels safe and supported....The
best course is to engage the student...with respect to name and pronoun use,
and agree on a plan to initiate that name and pronoun use within the school.
This is a very serious matter, but the DESE might consider the gender-free
pronoun found in The Official Politically
Correct Handbook: h'orsh'it.
Somehow I doubt it. To the DESE, the question of pronouns does not
permit the slightest levity or even laxity:
Continued, repeated, and intentional misuse of names
and pronouns may erode the educational environment for Jane. It should not be
tolerated and can be grounds for student discipline.
This obsession with the correct name and pronoun must continue beyond
the classroom, in reports, school records, medical and counseling records--all
documents concerning the student. Moreover, "the birth name is considered
private information and may be disclosed only with authorization under the
Massachusetts Student Records Regulations." And further, the student may
request that the birth name on his school record be changed. In addition, "Transgender
students who transition after having completed high school, may ask their
previous schools to amend school records or a diploma or transcript that
include the student's birth name and gender."
Then comes the major change from the previous law, the decree that had
been dropped because of public outrage. Now, apparently, the DESE senses a
change in the air, for:
All students are entitled to have access to restrooms,
locker rooms and changing facilities that are sanitary, safe and adequate, so
they can comfortably and fully engage in their school program and
activities....Transgender students who are uncomfortable using a sex-segregated
restroom should be provided with a safe and adequate alternative, such as a
single "unisex" restroom or the nurse's restroom.
And finally (though there are pages and pages more, all larded with glutinous
bureauspeak, as can be read on the website) we look at the question of
"gender transition." Most "transgender youth will undergo
gender transition through a process commonly referred to as 'social
transition,' whereby they begin to live and identify as the gender consistent
with their gender-related identity." However,
Some transgender youth who are close to reaching
puberty, or after commencing puberty, may complement social transition with
medical intervention that may included hormone suppressants, cross-gender
hormone therapy, and for a small number of young people, a range of
gender-confirming surgeries.
Here we must return to the prominent Toronto psychiatrist, Dr. Joseph
Berger, who has written, "The medical treatment of delusions, psychosis or
emotional [un]happiness is not surgery....Cosmetic surgery will not change the
chromosomes of a human being in that it will not make a man become a woman,
capable of menstruating, ovulating, and having children, nor will it make a
woman into a man, capable of generating sperm that can unite with an egg or
ovum from a woman and fertilize that egg to produce a human child."
Or again, we turn to Dr. Paul McHugh, distinguished professor of
psychiatry at Johns Hopkins University
School or Medicine and psychiatrist-in-chief at Johns Hopkins Hospital:
We psychiatrists, I thought, would do better to
concentrate on trying to fix their minds and not their genitalia; to provide a
surgical alteration to the body of these unfortunate people was to collaborate
with a mental disorder rather than to treat it.
And further, "I have witnessed a great deal of damage from
sex-reassignment":
The children transformed from their male constitution
into female roles suffered prolonged distress and misery as they sensed their
natural attitudes. Their parents usually lived with guilt over their
decisions--second-guessing themselves and somewhat ashamed of the fabrication,
both surgical and social, they had imposed on their sons. As for the adults who
came to us claiming to have discovered their "true" sexual identity
and to have heard about sex-change operations, we psychiatrists have been
distracted from studying the causes and natures of their mental misdirections
by preparing them for surgery and for a life in the other sex. We have wasted
scientific and technical resources and damaged our professional credibility by
collaborating with madness rather than trying to study, cure, and ultimately
prevent it.
Perhaps Dr. McHugh and Dr. Berger are too stodgy, too patriarchal?
They seem unaware of the joys of a gender-free society. Writes Martine
Rothblatt in her book, "The blending of gender and marking of skin are
revolutionary onramps to the transcendence of fleshism....We all have way too
much gender to be forced into male or female pigeonholes. It is a multi-gender,
multi-sexual society awaiting us in the future. One that is fun and full of
creative choices."
The name of her book? Transgender to
Transhuman.
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Janet Tassel
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