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This article uses the feminist-psychoanalytic scholarship of Bracha L. Ettinger to consider a relationship between the discourse of the hysteric and the discourse of transgender (trans*). Both discourses struggle to articulate a dimension of being that lacks symbolization in the socio-Symbolic. My contention is that trans* subjectivity is metonymically linked to the discourse of the hysteric, and that both demographics are attuned to what Ettinger calls an Other Sexual Difference. Moreover, they are both writing something in excess of the phallic signifier that can, in Lacanian terms, circumscribe the man (as one) but not the woman (as not whole). [ABSTRACT FROM AUTHOR]

The author uses Lacanian psychoanalysis to conceptualize transgender embodiment, focusing on the Lacanian concept ' objet a' to analyze how transpeople may be uniquely attuned to a fundamental lack in being endemic to all subjects of language. Objet a is central to the Imaginary register where body images and sex morphology intermingle. The author discusses objet a in relation to the mirror (and the Other's cisgender gaze), anxiety, postsurgical scars, linguistics, and Thing-like feelings of monstrosity (born of transphobia). For those who are transgender, the a may register as an embodied disjunction between gender identity and natal sex assignment. [ABSTRACT FROM AUTHOR]

This paper examines the social construction of white, female, spinster teacher personality profiles in the first half of the 20th century. Focusing on the psychological, medical, and psychoanalytic literature, I provide an overview of how white unmarried female teacher personalities were understood in order to provide a historical context for present day queer and transgender identities in North American schools. I identify four main personality profiles of the female teacher in educational historiography which were informed by Freudian psychoanalysis: the masculinity complex; moral masochism; altruistic surrender; and the tyrannical disciplinarian. I conclude that spinster teacher personality profiles can be read as queer and gender-variant and that such readings shed light on gender and sexual regulation in education historiography. [ABSTRACT FROM AUTHOR]

This article focuses on a media-induced school scandal involving a male to female transsexual teacher, Dana Rivers, who taught for a school board just outside Sacramento, California. Rivers was fired for allegedly talking to students about her sexuality and the importance of gender self-determination. I offer a psychoanalytic reading of the transphobic response on the part of parents lobbying for Rivers' dismissal and appraise the adolescent trauma thesis used to validate concerns about teacher transsexuality. I argue that the panic surrounding the Rivers case is not about adolescent psychological health (as argued by intolerant parents) but a psychic investment in heterosexual bifurcations of gender and an insistence upon sexual difference.