側記｜Mobile Genders: The Trans* Journeys of Chinese Students in Australia
2024-09-27
活動名稱｜Mobile Genders: The Trans* Journeys of Chinese Students in Australia
日期｜2024年9月27日
地點｜線上活動
講者｜馬嘉蘭（澳洲墨爾本大學文化與傳播學系教授）、鄭好（澳洲迪肯大學社會學博士候選人）
主持人、主辦人｜王智明（中央研究院歐美所研究員）
活動連結｜活動連結
活動錄影｜活動錄影
側記作者｜黎氏燕（國立陽明交通大學）
所屬子計畫｜中國當代：精神問題、情感教育與歷史敘述
子計畫主持人｜王智明
The speech, delivered by two researchers, Dr. Fran Martin and Dr. Zheng Hao, centered on their collaborative study exploring the experiences of Chinese queer and transgender students who pursue higher education abroad, particularly in Australia. Their research investigates how these students navigate their gender identity while living in a foreign country, where they encounter both opportunities for personal liberation and new challenges related to race and societal norms. This study examines the intersection of migration, education, and gender identity, seeking to understand how these students adapt to and interact with Western concepts of gender, while still grappling with the societal and familial expectations rooted in their home country of China. The speech also discussed the impact of colonial and post-colonial histories on gender perceptions and the evolving discourse surrounding trans identities in the Chinese context.
First of all, the host, Dr. Wang had a brief introduction about the two speakers Fran Martin and Hao Zheng, and their study which was presented in the online speech. Dr. Wang also mentioned the broader experiences of Chinese women studying in the West which he draws from Dr. Martin’s earlier work named Dreams of Flight. After that, the two speakers delve deeply into gender and sexual studies, with an emphasis on how Chinese students construct their identities in the context of Australia’s more open society. Their speech detailed their collaborative study on Chinese transgender and non-binary students pursuing higher education in Australia. The study explores how these students, assigned female at birth (AFAB), navigate their gender identity amidst the contrasting social, cultural, and legal landscapes of China and Australia. Together, their study highlights how Chinese students often face unique challenges as they seek to reconcile their identities with familial expectations and societal norms, both in China and abroad.
One key theme of their work is the growing awareness among these students of their own gender identities. In China, where gender non-conformity is pathologized and strictly regulated, students like Harry and Li (participants in their study) found themselves constrained by legal and cultural barriers. In Australia, however, the relatively progressive medical and legal frameworks surrounding gender identity offered them an opportunity to explore and affirm their gender without the societal and familial pressures they faced back home.
By focusing on the experiences of Harry and Li, the researchers provided a lens through which to understand the impact of mobility on the gendered experiences of Chinese students. Their stories reflect a larger trend of educational migration serving as a pathway for gender exploration and, for some, gender affirmation.
Their speech highlights several significant insights that played an important role in the field of mobile genders.
Firstly, Dr. Fran Martin introduced the concept of "trans" by situating it within post-(semi) colonial contexts. She emphasized that the notion of gender non-conformity and transgender identities has been shaped by global power dynamics, particularly through the lens of colonial and post-colonial histories. The "trans" concept, as it is understood today, does not emerge in a vacuum but is deeply entwined with historical narratives of colonialism, where Western ideas about gender and sexuality were imposed on other cultures.
In the Chinese context, traditional understandings of gender did not always align with the binary systems that were introduced through colonial interactions. Dr. Fran highlighted how gender fluidity or non-binary identities were historically present in various non-Western societies but became suppressed or erased under colonial rule, where strict gender binaries were enforced. The rise of global discussions on gender diversity, including the trans movement, reflects a broader process of decolonization, where non-Western societies are reclaiming and redefining gender on their own terms. Dr. Fran also connected this to the experiences of Chinese students navigating their trans identities in Australia, a country with its own colonial past. These students find themselves negotiating between the imported frameworks of gender from Western countries and the traditional values of their home culture, both of which have been influenced by colonial histories. This tension highlights the ongoing impact of colonial legacies on the understanding and expression of gender identities in modern global contexts.
Secondly, the two speakers emphasized educational mobility as a catalyst for gender exploration. Both Harry's and Li’s stories demonstrate how studying abroad creates space for gender exploration. In China, the opportunities for trans and non-binary individuals to explore their identities are limited by restrictive policies and social stigmas. The legal system requires individuals to meet stringent criteria, including undergoing full gender reassignment surgery, before they can change their gender markers on official documents. For many, this is not feasible or desirable, leaving them unable to fully express their identities. In contrast, Australia’s legal framework allows students like Harry to explore their gender identity without having to meet such stringent requirements, empowering them to live more authentically.
Thirdly, the speaker discussed how family plays a significant role in shaping the experiences of transgender and non-binary Chinese students. For many students, traditional gender expectations within the family create a challenging environment for exploring and expressing their true identities. While familial duty, such as the concept of filial piety, often influences these dynamics, in certain cases, other factors may play a more prominent role. In the specific case of Li, the relationship with the father was complex, with factors beyond filial piety shaping their interactions. The father's understanding and response to Li's gender identity may be influenced by broader social norms and personal views. This highlights that while family is a critical factor in the transgender experience, each relationship is nuanced and shaped by a variety of influences, not always dominated by cultural expectations such as filial piety.
Fourthly, the speech also highlights the intersectionality of race, gender, and the Western context. The study brought attention to how race intersects with gender identity for Chinese students in Australia. For Li, the challenge of navigating their trans identity was compounded by their racial identity. In a predominantly white society, they expressed concerns about how their physical appearance—particularly their height—might affect their ability to pass as male. Li’s anxiety about being perceived as a short, skinny Asian man reveals the additional layer of racialized expectations that shape the experiences of trans individuals in the West. This racialized anxiety highlights how race, gender, and body image intersect in complex ways, making the process of gender affirmation more challenging for non-Western individuals.
Lastly, their study denoted the role of institutional and legal support. Both speakers underscored the importance of supportive legal and medical frameworks in facilitating gender exploration and transition. In Australia, the gender-affirming care model prioritizes the informed consent of individuals rather than requiring them to adhere to strict medical protocols. This is a stark contrast to China, where access to gender-affirming care is heavily regulated, requiring not only full surgery but also the approval of family members. The more supportive environment in Australia enabled students like Harry to transition socially and legally with greater ease, allowing them to live as their true selves without the obstacles they would have faced in China.
The study presented by Hao Zheng and Fran Martin offers a fascinating look into the lives of Chinese transgender and non-binary students and highlights the role that educational migration plays in facilitating gender exploration. One of the most striking aspects of the presentation was the way in which educational mobility not only provided these students with the opportunity to escape the gender norms of their home country but also placed them in new contexts where they encountered different kinds of challenges.
In particular, the study’s emphasis on familial pressure resonates deeply. For many Chinese students, the family remains a central force in their lives, even when they are physically distant. The fact that both Harry and Li struggled with their parents’ inability to accept their gender identities highlights the emotional toll that cultural expectations can take. Harry’s story, in which his parents encouraged him to seek psychiatric help in the hope that it would “fix” him, reveals the deep-rooted stigma attached to gender non-conformity in China.
At the same time, the study’s exploration of race adds a crucial dimension to the conversation about trans identity. For students like Li, whose gender identity is inextricably linked to their racial identity, the process of transitioning becomes even more complex. Li’s anxiety about their appearance and their fear of not being accepted as a man in Western society reflects the broader challenges faced by trans individuals of color in predominantly white societies.
Overall, the speech provided valuable insights into the ways in which Chinese transgender and non-binary students navigate their identities in a global context, and it highlighted the need for more inclusive legal and medical frameworks to support their journeys.
In conclusion, the study conducted by Hao Zheng and Fran Martin sheds light on the unique challenges faced by Chinese transgender and non-binary students as they navigate their identities while studying abroad. By focusing on the experiences of Harry and Li, the researchers illustrate the complexities of gender exploration in a cross-cultural context.
The study highlights the importance of educational mobility as a means of providing students with the freedom to explore their gender identities, free from the constraints imposed by their home countries. However, it also emphasizes that the process of transitioning is not without its challenges, as students must contend with the intersecting pressures of family expectations, cultural norms, and racialized body image.
Ultimately, the research underscores the need for supportive legal and medical systems that prioritize the autonomy and well-being of transgender individuals, both in China and abroad. As the global conversation around gender continues to evolve, studies like this one play a critical role in amplifying the voices of trans and non-binary individuals and advocating for more inclusive policies and practices.
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