Just out., May 07, 2004, Page 26, Image 26

26 J u s t O U t * may 7.2004
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What the T
has to do
with GLB
by Eric Plemons
- '» :
am the androgyne,” wrote lesbian poet
Adrienne Rich in 1973.
More than 30 years later, the androgyne
who doesn’t fit neatly into the boxes of male
or female has a different name. It’s the T on
the end of GLB. That T has often been a topic of
discussion, confusion and debate.
What does the T stand for? Some say transgender,
but some say transsexual. More commonly, we just say
“trans,” which is a nonspecific prefix signifying move-
ment across, though or beyond something. However,
according to Webster, “trans” the prefix is not an
independent word and has no singular definition.
But as people grow and change, they create words to
acknowledge their new identities. New language and
definitions reflect the constant evolution of personal
representations. So whether the T in GLBT stands for
transgender or transsexual, “trans” signifies movement
and change in bodies and identities. As queer commu-
nities expand to include and recognize individuals,
identities and experiences that are described as trans,
many of us are finding it vital that some basis of
knowledge and education surround that expansion.
Educating from the ground up
wo years ago, Basic Rights Oregon recog­
nized that it called itself a “G L B T ’
organization hut did not have adequate
skills and resources for the trans community it
intended to serve. W ith a sincere desire to help
the organization know more, BRO program
director Melissa Shepherd brought together 10
trans-identified community members to form
the Trans Advisory Group. Initially, T A G ’s
mission was to present an educational work­
shop for staff members at BRO. The workshop
was so effective and so well-received, BRO
decided the program could be useful in other
venues as well.
Now called the Trans Advocacy Group,
TA G ’s strength is in the diversity of its mem­
bers and their unique contribution to its cen­
tral mission: to create strong allies in the com­
munity for trans people.
“We want to leave people more knowledge­
able, but with more questions,” says Shepherd.
I “We want people to come away more comfort­
able with the subject, with more information
and more resources.”
TAG is composed of six or seven regular pre­
senters ranging in ages from 18 to 67. The group
members have worked to develop the core
workshop curriculum, but the style and focus of
each presentation change to best serve each par­
ticular audience. Pre-workshop questionnaires
help presenters plan to effectively address issues
of concern relevant to their audiences.
Some presentations focus on the particular
legal issues that trans folks deal with on a daily
basis. O ther presentations utilize a more personal
approach, highlighting panel members’ own sto­
ries. Panel members often lead a “gender canvas”
activity, inviting audience members to chart the
components of their own gender identity.
“G ender identity can incorporate more
than just trans issues,” says Christa-Margaret
Nelson, a 31-year-old trans woman and mem­
ber of TAG.
In May 2Q03, TAG presented a Gender
Identity Symposium for 17 Oregon state legis­
lators. Using the same central curriculum, pre­
senters focused on basic education around gen­
der identity and the urgency that it be included
in hate crimes legislation.
Panelists felt it particularly important to
inform legislators of the specific challenges that
gender variance presents in everyday life. The
urgency of protections against gender discrimi­
nation in housing, employment, health care and
access to public restrooms were of primary focus.
“T he presentation was so well-received. We
were amazed," says Shepherd.
TA G ’s effort toward education on trans
identities is centered around the panel presenta­
tion but also utilizes a tremendously informative
packet of written information. Pages of termi­
nology definitions, descriptions of legal issues
facing trans people, advice on how to be an