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Ungovernable Histories: Transness and Healing the Scar

By Newton Wainscott

Note

When discussing gender identity and transgender issues contemporarily, it is crucial to note that many of the discussed pre and postcolonial identities considered here do not fall neatly within modern Western conceptions of what it means to be transgender. While I will be using the terms ‘transgender’ and ‘gender identity’ within this essay, the purpose is to make these concepts both brief and easily comprehensible to those unfamiliar with more detailed verbiage, not to retrofit these cultural identities into the more cut and dry terms typically used in the present. ‘Trans’, as used within this essay, stands to mean any individual who does not wholly identify with their assigned gender at birth (oft referred to as biological sex, which will not be used here due to the term’s various conceptual shortcomings).

Introduction

In contemporary society, particularly within the past few decades, there exists a seemingly paradoxical phenomenon where both landmark transgender protections and general transphobic actions have simultaneously increased, with both sides of this conflict being perpetuated by the state. This essay seeks to consider how this directly results from the legacies of colonial ideology transitioning into the present-day politics of state transgender recognition, drawing evidence primarily from the areas of Pakistan, India, and Iran. By examining contemporary steps towards transgender rights in these areas, it becomes clear that many of these state-administered actions (and inactions) echo Western ideology that was transferred to these areas during the colonial period. This case study provides a more concrete way of understanding Ann Stoler’s broader conceptual points about colonial entailments, specifically in that contemporary trans politics act as “refashioned… opaque and oblique reworkings” (Stoler 2016: 5) of prior colonial views of gender recognition. The state continues its coloniality when dealing with transgender people in a frantic attempt to rationalize, define, and categorize those who threaten and lie outside of the invisible lines of government recognition.

Histories and Contempo-realities

Many Westerners, when discussing present transgender issues in areas like Asia and the Middle East, assume that these areas are hostile to and entirely unsafe for transgender individuals. Despite this pervasive idea, it is important to note that Iran, India, and Pakistan often have more progressive legislation than many places in the United States. To understand why this misconception is so common, the colonial past must be examined and understood. Before diving into the impacts of direct colonialism, Iran must be discussed regarding Western proximity and interaction. Often, Muslim countries carry a stigma that labels Islamic areas and practitioners as homo and transphobic. However, during the Qajar dynasty in Iran, the gender binary was completely nonexistent, only coming into play through the nation’s eventual relationship with the West. In past Persian literature, homosexuality was often written about and accepted, so long as one was performing their outward religious duties. “What changed gender construction and desire in Iran,” Gichki writes, “was the Westernization of the society.” Iran shifted into a “European nation-state” (Gichki 2020: 34), quickly passing various regulations outlawing homosexual behavior and other ‘socially unacceptable’ actions – the supposedly homo- and transphobic Islamic state was almost entirely created from colonial constructions of morality rather than the tenants of Islam, as many Westerners who fall into a commonly-held ethnocentric misconception believe.

In Pakistan and India, colonialism operated in a significantly more direct fashion regarding an established instance of nonbinary or “third gender” groups. Hijras (referred to as Khawaja Saras in Pakistan), are a Hindu group typically comprised of intersex and transgender people concentrated primarily in South Asia and have existed for around two thousand years. Hijras have been historically recognized and accepted, a fact particularly documented during the Mughal Empire, and around three million Hijras exist in India today (Harvard 2018). Hijra culture involves a unique guru-chela kinship system, where the Guru acts as a parental figure towards a younger Hijra, referred to as the chela. Contemporarily, the Guru is expected to provide food, shelter, and guidance to the chela, who often begs on the street and shares the profit with their teacher. In some instances, Hijras can also receive income by performing at bhadhais – “auspicious occasion[s] like childbirth or marriage” (Gichki 2020: 32) – but are almost completely excluded from the broader job market and many other facets of public life due to their gender identity.

One might question how Hijras transitioned from being highly respected members of Hindu society capable of attaining prominent positions of authority to being scorned by the same members of the community that once revered them. The legal beginning of this cultural transition begins with Part 11 of the Criminal Tribes Act (CTA) of 1871, when Britain was still in direct control of India and what would become Pakistan. This act attempted to ban the presence and public existence of Hijras, “prohibit[ing]… being seen from a public street or place – while performing or wearing women’s clothes” (Gichki 2020: 34). It is important to note that as opposed to the moral concerns driving social change in Iran, Britain passed this act because “gender and gender behaviors were germane to [direct] colonial control, in which Hijras were considered as ungovernable” (Gichki 2020: 34). To draw a brief parallel, this almost two-hundred-year-old bill closely mirrors contemporary articles being proposed across the United States. A recent Tennessee bill, successfully passed in early March of 2023, states that “male or female impersonators” are no longer allowed to “engage in adult cabaret performance[s]” on public property or in the presence of minors (Restrepo 2023). The parallels between these two laws could not be more evident – states have a continuous vested interest in controlling narratives of gender where the interest exists due to the legacies of classical Western thought and thus colonialism. The persistent concept of ‘ungovernable’ bodies and subgroups represents what Ann Stoler calls “colonial entailments,” or continuities that “may lose their visible and indefinable presence in the vocabulary… of current concerns” (Stoler 2016: 4). While in many respects, transgender people have generally become more accepted in the present as members of society and citizens, the various anti-trans bills floating around in the United States (and globally) prove that many of these colonial ways of thinking are still insidiously present. The colonial entailment of the ‘ungovernable body’ will be elaborated on in the next section, particularly regarding the “assertation that the present is the site of colonial practices… and that some populations are still subject to instantiations of those practices” (Stoler 2016: 25).

Continuity and ‘Change’

In present day Iran and postcolonial Pakistan and India, state interest has mostly shifted from condemnation into a form of legislation portrayed as beneficial to the communities it legislates, which is occasionally the case. In 2018, Pakistan passed an act allowing for the recognition of five different types of identity expression, paying homage to South Asian perceptions of gender. Yet, Pakistan’s act simultaneously has an entire section discouraging begging practices; Gichki states that “this aims specifically at the [aforementioned] guru-chela kinship practice” (2020: 32) that is key to Hijra culture. The act also provides no relief for the income disparity and job discrimination this subculture must deal with as a result. Also, the five gender options outlined by the act, while more progressive and culture-bound than similar moves seen in the United States, are not clearly defined, rendering individuals unable to understand how to define themselves according to the state. What does it matter if one is recognized if this recognition continuously leads to a culture of exclusion through “new forms of categorizations and gender subordination” (Gichki 2020: 32)?  The state, while still paying some cultural homage to the complexity of gender identity in South Asia, seeks to create “‘normal narrative[s]’ of… ‘non-normal identity’” (Draz 2017: 373) in order to ‘know/understand’ its citizens. There exists an extremely colonial, pervasive idea that trans individuals, hijras, or anyone experiencing a disidentification with their assigned gender at birth (AGAB) can be who they are, so long as we, the state, can recognize you according to our arbitrary categorizations. This idea of the ‘normal narrative’ goes directly back to the fight against the ‘ungovernable’ and ‘criminal’ body as outlined by the CTA of 1871; Pakistan’s act thus continues this conflict whilst simultaneously rewriting transgender and Hijra history, as if these forms of subjugation have not occurred before – albeit in different forms than one may expect. Stoler further explains this concept of disidentification with the past, stating that “not recognizing these colonial genealogies… may have as much to do with what the connectivities between past and present are expected to look like” (2016: 6). As such, one with little or no familiarity with past struggles of gender identity may easily overlook the darker sides of legislation oft portrayed as beneficial to the community. Even transgender people in the West, though familiar with their own struggle, are unable to recognize and/or identify with these continuous colonial entailments – “those who are privileged by the current arrangement [of gender recognition/classification] do not have to question whether the state is “getting them right” or the processes through which that rightness is secured” (Draz 2017: 376).

To carry these ideas over to India, an act was passed in 2019 that was explicitly focused on eliminating various forms of discrimination socially and in the workplace. Despite the positives, this bill has also fallen short in terms of appropriate problem-solving, recognition, and representation. India’s act specifically targets the monetary discrimination that goes unaccounted for in Pakistan, but still does nothing to change the material reality of their Hijra population. In fact, the terms ‘Hijra’ and ‘transgender’ are used interchangeably, which disregards the idea that the term Hijra “does not only encompass a gender identity, but is associated with particular traditions, linguistic and religious practices” (Gichki 2020: 32) that the word ‘transgender’ is unable to aptly describe. Significantly, the bill also promises appropriate gender recognition without requiring surgery, yet anyone applying to change their gender on their identification must have a physical examination conducted prior to this change. Not only is this contradictory to the wording of the bill, but it also forces transgender individuals to medically transition – the exams exist for the sole purpose of state recognition, relying entirely on the power and knowledge of the state to decide whether one’s body abides by the arbitrary rules and societal standards that the state itself imposes. The state must first recognize the body to further their categorization of the individual as one, the other, or the other other and so on. Stoler writes that colonial histories and present entailments place significant emphasis on distinguishing the “us from a distant them” in space and in time (2016: 25); in this case the ‘them’ exists as a difficult to recognize and thus threatening ‘other’.

To further develop Stoler’s thought and how it relates to these required medical exams to receive recognition, a brief discussion of the interplay between time and desire becomes necessary. Draz, when discussing medical transition and the process by which to receive it, asks a striking and important question: “Does realness reside in the length of time a desire exists?” (Draz 2017: 374). The ‘born this way’ narrative that modern states utilize to classify transgender individuals, Hijras, or any other anomalous group says yes – there exists this concrete connection between realness, or legitimacy, and time that must be adhered to if one aims for official recognition. This narrative relies on this temporality being entirely linear, as a process that transitions smoothly between long-term recognition of one’s ‘transness’ into non-surgical forms of treatment (hormones, social transition, etc.), then into surgical forms of treatment, mandated examination, and finally culminating in a changing ID marker or name. Therefore, traditional and pre-colonial identities are not just subjected to historical oversight but are also forced into participation in the erasure and replacement of their histories (through required medical transition and the disregard for how these histories impact their identities) to achieve state recognition and protection.

The ‘born this way’ narrative can also be recognized and analyzed in Iran, despite the lack of direct colonialism that occurred in the country. Still, the omnipresent influence of this manner of Western thought exchange rears its head in a similar fashion. Iran exists as an exceptional Islamic nation in that transgender people are widely accepted and excepted to medically transition, having the second highest global rate of transition surgeries (Gichki 2020: 33). However, this current societal acceptance does not stem from the same intentions held in pre-Westernized Iraq, originating instead from a collective cultural idea of the “sick transsexual” (Gichki 2020: 33) rather than a genuine state and public validation – both reiterating the idea of being ‘born this way’ whilst simultaneously painting gender variance as illness. As in India, medical transition (encompassing surgical and non-surgical transition) in Iraq requires “a series of bureaucratic process[es] in order to be certified as ‘official’ transgender” (Gichki 2020: 33). In Iraq, this certification is crucial due to the strict gender segregation that makes up much of public life. Due to the physical separation of male and female identities, this also leaves little room for those with nonbinary and ‘third-gender’ identities to exist.

This medicalized idea of what it means to disidentify with one’s birth gender opposes precolonial ideas found in genderless 19th century Iraq as well as historical third-gender options in Pakistan and India, only serving to further the contemporary ‘post’-colonial state’s continuous need to organize, classify, and control by bringing colonial entailments into the present. While some may wish to physically or medically transition, and this should be promoted and made an open option to any of the aforementioned groups, the forceful methods employed currently are both invasive and contrary to the pre-colonial origins of culturally bound ideas of gender, like Hijras. The ‘born this way’ narrative that underlies present state moves of categorization and recognition is one that engages directly with the impacts of the colonial and Westernized past and the criminalization of colonized bodies, allowing internalized colonial conceptions of gender to continue.

Conclusion

Gender identity and transness exist as some of the most contentious points in the modern political sphere yet are rarely observed by the wider public as extensions of a colonial past. The spread of the idea that colonial entailments continue to permeate every sphere of current life is threatening to many, particularly those who have a vested interest in preserving the ‘status quo.’ While this essay points out many of the major colonial flaws in postcolonial states’ approach towards transgender rights, recognition, and agency, this is only a minute segment of the vast number of colonial entailments that continue to impact transness and a right to gender identification globally, from former colonizers to the formerly colonized. As such, there exists no one solution – to generalize would be to fall into the same fatuous misconceptions that plague and guide trans politics today. Instead, a method that can lead to true trans agency and liberation involves a look inward, to understand how all members of society participate willingly or otherwise in these processes of state classification. The aforementioned implications of the division between ‘us’ and ‘them’ in the context of gender identity clearly play out through dynamics that move further than transness, particularly as seen in the dichotomies between the colonizer and colonized, and the implications that has regarding white and nonwhite populations (Draz 2017: 380). True individual agency is necessary, but most importantly, a form of radical self-recognition and the local, decolonial forces contributing to said identification is necessary as well. By creating collective solutions to issues of identity in our own communities, we can begin to work towards curing the wound created by “duress as a form of power…slash[ing] a scar across a social fabric” (Stoler 2016: 8).

Bibliography

Draz, Marie. 2017. “Born This Way? Time and the Coloniality of Gender.” The Journal of Speculative Philosophy 31, no. 3: 372-384. https://doi.org/10.5325/jspecphil.31.3.0372

Gichki, Mahso. 2020. “Deconstructing Transgender Identities in Pakistan, India, and Iran in Colonial and Post-colonial Context.” Development 63: 31-37. https://doi.org/10.1057/s41301-020-00243-3

Restrepo, Manuela López. 2023. “The anti-drag bills sweeping the U.S. are straight from history’s playbook.” NPR, March 6, 2023. https://www.npr.org/2023/03/06/1161452175/anti-drag-show-bill-tennessee-trans-rights-minor-care-anti-lgbtq-laws

Harvard University. 2018. Religion and Public Life at Harvard Divinity School. n.d.“The Third Gender and Hijras.” https://rpl.hds.harvard.edu/religion-context/case-studies/gender/third-gender-and-hijras.

Stoler, Ann Laura. 2016. Duress: Imperial Durabilities in Our Times. Durham: Duke University Press.

IMAGE: Biswas, Soutik. “How Britain Tried to ‘Erase’ India’s Third Gender.” BBC News. BBC, May 31, 2019. https://www.bbc.com/news/world-asia-india-48442934.

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Correspondents Desks

Hawaiian Tourism as Recursive Colonialism: Education’s Colonial Legacy

Bella Soluri and Newton Wainscott

Introduction

Particularly outside of academic circles, Hawaii is rarely considered in regards to its colonial past. While this is a long standing struggle within the United States of America, Hawaii is particularly vulnerable to this type of historical oversight, primarily due to centuries of supplantion of indigenous thought and reality with misinformation regarding the colonial past and present of the islands. As Eve Tuck and K. Wayne Yang say, “neither external nor internal colonialism adequately describe the form of colonialism… in which the colonizer comes to stay” (Tuck and Yang 2012). Due to the permeance of colonialism in Hawaii, the island faces a unique situation regarding how to proceed with decolonial efforts and enter a postcolonial era. 

A Brief Colonial History of Hawaii

Prior to European intervention, Hawaii had created a complex culture, providing “cultural stability and self-sufficiency” (McCubbin and Marsella 2009, 377) for 400,000 to 875,000 Hawaiians. Kapu, Hawaii’s system of order and governance, was key in keeping peace and order whilst providing subsistence for native peoples. Generally, Hawaiian culture is best understood as intimately intertwining body, spirit, and mind, while simultaneously placing high importance on the preservation of and harmony with nature. When James Cook arrived in 1778, description of Hawaii starkly opposed the actual culture: Europeans depicted the native people as “friendly and hospitable” (McCubbin and Marsella 2009), a characterization that continues into today, but also as villains, savages, and creatures, with John Meares noting that they had a “propensity toward thievery” (as cited in McCubbin and Marsella 2009). Soon after Cook’s arrival, disease proliferated throughout the islands, significantly reducing the population of the native Hawaiians, despite the creation of a Hawaiian monarchy in 1810. In 1853, their numbers had been reduced to a mere 84,000. American minister Rufus Anderson compared this mass death to “the amputation of diseased members of the body” (as cited in McCubbin and Marsella 2009). Christian missionaries like Anderson continued traveling to the islands, further contributing to the destruction of native culture. Eventually, in 1893, the American Minister to Hawaii invaded the sovereign nation and overthrew Queen Liliuokalani without government permission. While this action was publicly denounced by President Cleveland, Hawaii was still annexed in 1898 “without a single Native Hawaiian vote” (McCubbin and Marsella 2009, 378). Once Hawaii officially became a state in 1959, the economy began to shift away from prior agricultural endeavors into tourism.

Modern Hawaiian Tourism: Beneficial or Detrimental?

Hawaii’s reliance on tourism, primarily from U.S. citizens due to reduced barriers resulting from statehood, has become more of a contentious subject after the COVID-19 pandemic. COVID had a profound effect on Hawaii’s economy, as over 17% of Hawaii’s economy revolves around tourism, which almost completely halted with the onset of the pandemic (Bond-Smith and Fuleky 2022). The economy entered an “unprecedented decline” (Bond-Smith and Fuleky 2022, 1), and now faces an uneven recovery. Hawaii’s gross domestic product, or GDP, has still failed to reach 2019 levels (Bond-Smith and Fuleky 2022), even with the large boom in visitation since restrictions have been lifted. This is likely due to the amount of job loss that occurred between 2020-2021; Hawaii endured the highest job losses in the nation as a result of their large amount of employment that revolves around tourism. Even prior to COVID-19, there were stark issues in the tourism industry on the islands. There is an ongoing water crisis in Hawaii, due to tourist misuse and pollution of water sources, as well as a lack of land due to the construction of large resorts and hotels (Bacilio 2022). Environmental degradation is also common, particularly in the case of green sea turtles, where nesting populations have drastically declined due to “disturbance and disrespectful public behavior” (NOAA 2021). Resident sentiment surveys paint a similar picture. The 2022 survey, prepared for Hawaii’s State Department of Business, Economic Development and Tourism (DBEDT), demonstrates just how controversial tourism has become in the state. 67% of residents believe that their island is “being run for tourists at the expense of the local people” (DBEDT 2022), and only 27% of responders agreed that they “had a voice in their island’s tourism development decisions” (DBEDT 2022). Given this information, it becomes hard to see why tourism in Hawaii continues unchanged despite the wishes and concerns of local residents. Part of the answer lies in the education system of Hawaii itself.

Education, Youth Indoctrination, Tourism, and the Internalization of Colonial Stereotypes

Education and school curriculum, especially at the elementary level when children are highly susceptible, can be used as tools for colonialism and different colonial ways of thinking to be passed down through generations. In particular, there are links within Hawaii regarding their elementary education, the tourism industry, and its roots in colonialism. As discussed above, tourism is a vital part of Hawaii’s economy, but the upholding and perpetuation of said tourism has strong connections to colonial powers. For instance, Julie Kaomea found that Hawaiian studies textbooks at the elementary level utilize images that resemble the stereotypical depictions previously used by colonial voyagers, and also currently perpetuated within the modern visitor/tourist industry (Kaomea 2000). To further extrapolate on this point, Komea cautions against hypervisibility within textbooks, and how oftentimes recognition or inclusion within curricula “may ultimately do more damage than good” (Kaomea 2000). 

While she examined the most widely used textbooks regarding Hawaiian studies within Hawaiian elementary school curriculum, Kaomea found that they had striking resemblances to the Hawaiian tour books that are pushed out within the tourist industry, including stereotypical depictions of Hawaiian Natives, the ideas of hospitality and welcoming reception/reverence of colonists and newcomers, picturesque views of beaches, and even the title of the books: 

Hawaiian Studies Textbook

Hawaiian Travel Guide

Hawaiian Textbook Image

Hawaiian Postcard

Textbook Image of Captain Cook’s “Royal Welcome”

John Webber’s Original Depiction of Cook’s Arrival

The educational materials above in comparison to tourist materials and colonial propaganda/paintings represent the ways that education and textbooks work to indoctrinate Hawaiian Native youth into internalizing the colonial ways of thinking and knowing, and further supporting the tourist industry. The stereotypical depictions of Hawaiian Native women being overly nice and welcoming, coupled with the peaceful and almost “royal” welcoming of colonist Captain Cook are just a few of the depictions that are taught in Hawaiian elementary schools (Kaomea 2000). When the kids grow up believing the colonial, white supremacist myths of Hawaiians being accepting of colonists and “tourists”  like Captain Cook and viewing all tourists as deserving of the “royal” treatment, the following generations then continue to internalize and uphold the colonial ways of thinking via tourism. They also begin to internalize the stereotypical depictions of Native Hawaiians that further help to fuel tourism in Hawaii. Educational materials in Hawaii pass down colonial ways of thinking that uphold the tourist industry and create an incredibly harmful cycle of colonial influence within Hawaii. 

Conclusion

The concept of postcolonialism becomes difficult to grasp when looking towards Hawaii, given the deep entrenchment of colonial ways of thinking that have accompanied the territorialization of these lands and the settler colonialism that occurred. The colonists from the United States never left Hawaii. There was no retreating, no independence, but instead they were annexed and forced to become a part of the United States due to the economic control and devastation they had faced at the hands of European settlers. So the question remains, how does Hawaii proceed in terms of decolonization? In their article Pacific Moves Beyond Colonialism: A Conversation from Hawai’i and Guahan, Na’Puti and Rohrer discuss various pathways of decolonization and postcolonial thought in regard to Hawaii. Recentering indigeneity and the identity of the Kanaka Maoli (Indigenous people of Hawai’i) is a vital step, which includes understanding the importance of place and land in terms of sovereignty, self determination, and the idea that for Indigenous peoples, “Land and sea are ways by which peoplehood is fashioned” (Na’Puti and Rohrer 2017, 540). Further than this acknowledgement, undoing the teachings and educational tools that justify and deem assimilation and Americanization to be inevitable must occur. Making clear in textbooks that Native Hawaiians, Kanaka Maoli, were not passive agents during the colonial overthrow and annexation of the Kingdom of Hawaii, but were active protestors and agents of resistance. Written in Olelo Hawai’i, or the Hawaiian language, there are documented “speeches, petitions, rallies, poetry, songs, stories” (Na’Puti and Rohrer 2017, 541) and other various forms of resistance, and it is in teaching this history of resistance to colonialism, through a combination of decolonial and postcolonial thought, that will lend to uprooting the colonial way of thinking and knowing within Hawaii.

Bibliography

“DBEDT Resident Sentiment Survey Spring 2022 Highlights.” Presentation prepared for the State Department of Business, Economic Development, and Tourism, Davies Pacific Center, Honolulu, HI, August 2022. https://www.hawaiitourismauthority.org/media/9744/dbedt-resident-sentiment-spring-2022-hta-board-presentation-accessible.pdf 

“Hawaii – History and Heritage.” Smithsonian.com. Smithsonian Institution, November 6, 2007. https://www.smithsonianmag.com/travel/hawaii-history-and-heritage-4164590/

“Turtles, Tourism, and Traffic-Keeping Hawaiʻi Honu Safe.” NOAA, September 6, 2021. https://www.fisheries.noaa.gov/feature-story/turtles-tourism-and-traffic-keeping-hawaii-honu-safe

Bacilio, Cristell. “Hawaii Tourism: Opposite of a Paradise for Locals.” International Relations Review, October 27, 2022. https://www.irreview.org/articles/hawaii-tourism-opposite-of-a-paradise-for-locals#:~:text=Although%20tourism%20is%20a%20major,ongoing%20water%20crisis%20in%20Hawaii

Bond-Smith, Steven, and Fuleky, Peter. “The Effects of the Pandemic on the Economy of Hawaii.” The Economic Research Organization, University of Hawaii (2022). https://uhero.hawaii.edu/wp-content/uploads/2022/09/UHEROwp2204.pdf 

Kaomea, Julie. “A Curriculum of Aloha? Colonialism and Tourism in Hawaii’s Elementary Textbooks.” Curriculum Inquiry 30, no. 3 (2000): 319–44. https://doi.org/10.1111/0362-6784.00168.

McCubbin, Laurie D., and Marsella, Anthony. “Native Hawaiians and Psychology: The Cultural and Historical Context of Indigenous Ways of Knowing.” Cultural Diversity and Ethnic Minority Psychology 5, no. 4 (2009): 374-387. https://doi.org/10.1037/a0016774.

Na’Puti, Tiara R., and Judy Rohrer. “Pacific Moves Beyond Colonialism: A Conversation from Hawai’i and Guåhan.” Feminist Studies 43, no. 3 (2017): 537. https://doi.org/10.15767/feministstudies.43.3.0537.  

Tuck, Eve, and Yang, K. Wayne. “Decolonization Is Not a Metaphor.” Decolonization: Indigeneity, Education, and Society 1, no. 1 (2012): 1-40. https://doi.org/10.25058/20112742.n38.04.