Reviewed by: Histories of the Transgender Child by Julian Gill-Peterson Gabrielle Owen (bio) Julian Gill-Peterson. Histories of the Transgender Child. Minnesota UP, 2018. This book begins by dismantling a commonly held assumption—rehearsed in popular media and academic scholarship alike—that transgender children are new. Conversations surrounding trans children so often take the form of invalidation, as if it is up for debate whether or not they are allowed to exist. Histories of the Transgender Child shows how transgender children have existed for (at least) a century, drawing from a rich archive of medical documents that show "multiple trans childhoods, with multiple definitions of transness (including nonmedical forms of knowledge and identity), each with competing definitions that exceed the binary terms to which transness in general and trans childhoods have been confined in the postwar medical model" (63–64). Some, like Val, socially transitioned as children with parental support as early as the 1930s without any "substantive relation to medicine," suggesting "just how many more trans people" there might be throughout history who "had no reason at all to be archived" (62). Gill-Peterson's exploration of the medical archive, on the other hand, reveals a devastating record of the instrumentalization of trans and intersex children at the hands of doctors who ignored children's self-knowledge and desires. For this reason, they explain, "[t]his book's uncovering of a century of untold stories is . . . not a recuperative or reparative project" (4). They write, "[t]he truth is, we don't know trans children because we have inherited, reinforced, and perpetuated a cultural system of gender and childhood in which they are unknowable and, what's worst of all, unable to be cared for except through forms of harm" (ix). The histories uncovered in this book conclude with a call to action for "an ethical aperture of relation," one that does not come from the corrective impulses of medicine but rather one that begins with a desire that trans children exist, grow, and flourish in the first place (203). Highly specialized scientific terminology can make reading a challenge at times, particularly in the introduction and chapter 1, though well worth the effort. One such term is phenotype, which Gill-Peterson uses often, referring to the observable, bodily characteristics of sex and gender. The precision of the term phenotype is important to their analysis in that it indicates that these outward, observable characteristics are believed to be the expression of genotype, that is, determined by genetic code. The phrase "sex as phenotype" refers to a very specific historical conceptualization: "as phenotypes that pretend to derive themselves straightforwardly from an imagined genotype, [End Page 133] [sex and gender] are metaphors that go too far in relation to biological life, overdetermining it with poorly fitted meaning" (38). If sex was phenotypic but at the same time alterable through medical technologies, eugenic doctors and scientists imagined that "sex granted access to the real manipulation of form and the transmission of that form's heredity to future generations" (42). Thus, this conception of sex as phenotype is fundamentally eugenic in nature, linking sex to race. Another concept in the book that bears some explanation is racial plasticity, which is central to the arguments of earlier chapters but receives the most clarifying treatment through the archival examples in chapters 2 and 3. Gill-Peterson shows how plasticity was raced white within a developmental model of childhood growth, symbolizing the biological potential of white children to achieve an evolved, ideal human form in contrast to children of color, whose bodies were imagined as atavistic and resistant to change. This symbolic investment had real consequences in practice, in which doctors "regarded black children as suitable experimental subjects because of presumed access and disposability, whereas white children were framed as exhibiting the potential for a normative cure or at least improved normality" (79). Likewise, trans white children and adolescents in the 1960s were offered "curative" medical support while black trans children were frequently misdiagnosed as either homosexual or schizophrenic and then institutionalized or imprisoned. To be clear, these differences describe two different degrees and types of harm carried out as eugenic fantasy: black children and children...
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