My pronouns are fuck ICE: on the colonial gender continuum, colonial dysphoria, and loving illegality

Abstract

This paper examines the role of the Multicultural Community Center (MCC) at the University of California, Berkeley in fostering inclusivity for trans-Latinx students, with a focus on Afro-Latinx and Abya Yala Indigenous students. It explores the emotional and social impacts of recognizing trans identities within educational settings, assessing how these recognitions interact with broader transgender inclusion practices. The study introduces the “Colonial Gender Continuum” framework to highlight the pervasive colonial influences on gender equity efforts, emphasizing the complex realities trans students navigate. Through detailed narratives, it reveals the intersectional challenges faced by trans Black, Indigenous, and Students of Color (BISOC), including colonial dysphoria—a profound psychological turmoil rooted in the historical and ongoing colonial impacts on gender identity. This condition exacerbates the struggles of trans students, highlighting the need for educational practices that address and rectify colonial practices in gender equity efforts.

Keywords:

• Transgender education inclusion
• decolonial pedagogy
• indigenous knowledge systems
• higher education equity
• trans-latinx student experiences

Disclosure statement

No potential conflict of interest was supported by the author(s).

Notes

1 As part of the larger study using the university and city maps, a group of thirty-six trans BIPOC students pinpointed “breathing places” and areas where they felt suffocated. The MCC emerged as the sole “breathable” site on campus, while other such spaces were found in student housing or through off-campus university activities.

2 While I name the university, individuals’ contributions are acknowledged under pseudonyms to uphold confidentiality and protect personal identities.

3 The 1969 third world Liberation Front (twLF) was a diverse coalition of students from San Francisco State University and the University of California, Berkeley. They advocated for including communities of color’s histories in academic discourse, emphasizing the importance of establishing a Third World College. For an in-depth analysis of their political strategies and overarching goals, refer to Sexton, J & Wilderson III, Frank B. in “The TWLF Hunger Strike: A Critical View - On Tactics and a Broader Mission.” https://www.marxists.org/history/etol/newspape/atc/1733.html.

4 I use brackets to denote a liberal social identity for legibility purposes. Most participants in this study ­respond to trans, BISOC, and Latinx identifications, yet these labels serve more as strategic social and institutional identities rather than their primary self-perception. In this work, the terms ‘trans-Latinx’ and ‘Trans BISOC’ will be used interchangeably. This bracketed approach, inspired by Lugones’ (2020) method, is a ­reminder to avoid assuming a universal understanding and practice of gender. Although the study initially targeted “trans and Latinx” individuals, interviews revealed that participants often identify with specific, resistance-oriented collectives, using terms like trans,* nonbinary Afro-Oaxaqueñxs, Afro-Caribeñx, Salvi-Nahua Cipotx, Trans-Miskito, or trans* “illegals” or “trans-aliens” to reclaim derogatory classifications and reflect more nuanced racial, ethnic, and gender identities.

5 In this dialogue ICE stands for the U.S. Immigration and Customs Enforcement (ICE) Agency.

6 For an exploration of the historical context in which established rhetorical practices within trans studies have led to the exclusion or marginalization of crip/disabled perspectives from diverse transgender experiences, see discussions on the medicalized imperative “to cure” see (Awkward-Rich, 2022; Smilges, 2023). This analysis reveals how the dominance of curative paradigms in trans narratives has overshadowed the complex realities of individuals at the intersection of transgender and disability identities, further entrenching ableist assumptions within the field.

7 This model also underpins arguments against recognizing trans children’s gender identities, positing that their brains are not fully developed enough to make such determinations. Here I am also asking myself, are all babies trans because they don’t know their body? Is my sib with a cognitive disability nonbinary? They barley know their full name.

8 In 2019, Pablo Gomez Jr., a trans-Latinx former student at UC Berkeley and participant in this study, was found not guilty by reason of insanity for the murder of 27-year-old Emilie Inman and was sentenced to be confined in a mental institution for 39 years to life. The judge during sentencing expressed concern over the fact that Gomez’s peers had noticed his troubling behavior prior to the incident but did not intervene, ­despite clear indications of distress. It’s important to mention that during this research, it was found that Gomez’s peers had attempted to seek help from the university’s student support services for them. Unfortunately, no effective assistance was provided. Gomez was ineligible for care due to a combination of social vulnerabilities, like those of Luz in this study, including missed registration deadlines and lost financial aid, which left them without the crucial care services needed by trans students. Pablo’s story reflects broader issues of institutional trans violence and neglect faced by others in the study.

9 In transgender subcultures, “t4t” stands for “trans for trans” or “trans loving trans.” This term usually describes transgender people who prefer to date, care for, or engage in sexual relationships primarily or exclusively with other transgender or non-cisgender individuals. Here it denotes the political commitment of loving ­illegality.

Additional information

Funding

This project was partially supported by a $1,000 grant from the U.C. Berkeley Center for Race and Gender, which facilitated compensation for student participation.

Notes on contributors

Omi Salas-SantaCruz

Omi Salas-SantaCruz is an Assistant Professor of Educational Theory and Philosophy of Education within the Department of Education, Culture, & Society at the University of Utah. Their teaching focuses on theories of gender & sexuality through a U.S. Women of Color, Indigenous, and decolonial lens.