Trans Studies in Christianity and Judaism
| Module title | Trans Studies in Christianity and Judaism |
|---|---|
| Module code | THE2225 |
| Academic year | 2023/4 |
| Credits | 30 |
| Module staff | Professor Susannah Cornwall (Convenor) |
| Duration: Term | 1 | 2 | 3 |
|---|---|---|---|
| Duration: Weeks | 11 |
| Number students taking module (anticipated) | 20 |
|---|
Module description
In this module you will reflect critically on theological approaches to trans and nonbinary identities within Christianity and Judaism. You will encounter trans-affirming and trans-suspicious positions from within each tradition and will analyse and evaluate these. You will learn about how trans and nonbinary studies in these traditions fit within a wider critical and political context. You will learn about and reflect on specific topics such as analysis of sacred texts and doctrinal positions, ritual and pastoral care. There will also be an opportunity to analyse texts from other genres, e.g. stage plays. While there are no pre-requisites for this module, it is likely to be of particular interest to students who want to expand their learning in areas such as gender, culture, religion and society.
Module aims - intentions of the module
The main objective of the module is to provide you with specialised knowledge and critical understanding of trans and nonbinary studies in Christianity and Judaism including material on texts, ritual practices, and pastoral care. An important aim of the seminars is to develop a thorough understanding of primary texts, some of them based in worshipping communities’ practices, and secondary texts, including commentaries on relevant literature. You will develop your skills in interpreting texts of various kinds, which may include e.g. sacred texts, commentaries, liturgical materials, stage plays.
The module is research-led and will allow you to undertake your own project of applying theory to a practical task (a group presentation). It is also responsive to emerging practices within trans and nonbinary communities.
This module is expected to improve your future prospects via allowing you to develop your skills of evaluating and assessing theory, and negotiating complex arguments which are sometimes both politically and religiously freighted. You will be required to engage respectfully with others’ arguments and learn to disagree well.
The module contains various forms of assessment: summative (portfolio of written work, group presentation, participation) and formative (quiz, tutorial, in-class self-reflection assessments), which tap into and develop distinct transferable skills: technical writing; identifying and reviewing the relevant literature; extracting the most relevant content and expressing it in brief form; working as part of a group, communicating complex data to an audience in an accessible form; and individual leadership skills.
Please note that while you are free to discuss and reflect on your own gender and/or faith identity within the module, no-one is obliged to do so. The class is not a therapeutic context, and you are advised to ensure you have your own support structures in place for any negotiations of gender and/or faith identity you might undertake.
Intended Learning Outcomes (ILOs)
ILO: Module-specific skills
On successfully completing the module you will be able to...
- 1. Analyse and evaluate Christian and Jewish discussions of trans and nonbinary identity
- 2. Demonstrate understanding of how trans and nonbinary studies in Christianity and Judaism relate to wider critical and political contexts
ILO: Discipline-specific skills
On successfully completing the module you will be able to...
- 3. Demonstrate an ability to analyse texts with nuance and to take account of their historical and political contexts
- 4. Develop and present a coherent argument with appropriate use of evidence and awareness of a range of alternative views
ILO: Personal and key skills
On successfully completing the module you will be able to...
- 5. Undertake a short piece of research on a specified topic with limited guidance, showing that you can identify, evaluate, organize and present complex material
- 6. Participate appropriately in a learning group and contribute fully to a group task
Syllabus plan
Whilst the content may vary from year to year, it is envisioned that it will cover some or all of the following topics:
- Introduction and terminology
- Technological interventions and licit limits: analysing some religious objections to gender transition
- Trans studies in Christianity: text (cross-dressing, mutilation, eunuchs)
- Trans studies in Christianity: ritual (transition liturgies, renewal of baptismal vows)
- Trans studies in Judaism: text (rabbinic categories of e.g. seris hamah, androginos, tumtum, aylonit)
- Trans studies in Judaism: ritual (e.g. bar/bat mitzvahs, mikvehs and ritual bathing, death rituals)
- Trans studies in Christianity: a trans Christ? (Chalcedonian categories, eucharist)
- Analysis of artistic/stage works, e.g. Transfigurations (Peterson Toscano), God’s New Frock (Jo Clifford)
- Religious accounts of “gender ideology”
Learning activities and teaching methods (given in hours of study time)
| Scheduled Learning and Teaching Activities | Guided independent study | Placement / study abroad |
|---|---|---|
| 35 | 265 | 0 |
Details of learning activities and teaching methods
| Category | Hours of study time | Description |
|---|---|---|
| Scheduled learning and teaching | 22 | Lectures, 11 x 2 hours or equivalent |
| Scheduled learning and teaching | 11 | Seminars, 11 x 1 hour or equivalent |
| Scheduled learning and teaching | 1.5 | Screening |
| Scheduled learning and teaching | 0.5 | Tutorials |
| Guided Independent Study | 30 | Preparation for groupwork presentation |
| Guided Independent Study | 235 | Reading and preparation for assessments |
Formative assessment
| Form of assessment | Size of the assessment (eg length / duration) | ILOs assessed | Feedback method |
|---|---|---|---|
| Quiz (ELE) | 10 questions | 1, 2 | In-quiz feedback and class discussion |
| In-class exercises | 5 opportunities across the module | 1-3, 6 | Oral and Written |
| Tutorial | 2 x 10 minutes | 1-5 | Oral feedback from tutor |
Summative assessment (% of credit)
| Coursework | Written exams | Practical exams |
|---|---|---|
| 80 | 0 | 20 |
Details of summative assessment
| Form of assessment | % of credit | Size of the assessment (eg length / duration) | ILOs assessed | Feedback method |
|---|---|---|---|---|
| Portfolio of written work | 70 | 5000 words (comprising 1-3 pieces, at least one to be over 2500 words) | 1-5 | Written |
| Group presentation (live or pre-recorded) | 20 | 10 minutes or equivalent per student | 1-6 | Oral and Written |
| Participation/engagement | 10 | Continuous assessment based on threshold tasks | 1, 2, 6 | Oral (tutorial) |
| 0 |
Details of re-assessment (where required by referral or deferral)
| Original form of assessment | Form of re-assessment | ILOs re-assessed | Timescale for re-assessment |
|---|---|---|---|
| Portfolio of written work - 5000 words (comprising 1-3 pieces, at least one to be over 2500 words) | Portfolio of written work - 5000 words (comprising 1-3 pieces, at least one to be over 2500 words) | 1-5 | Referral/Deferral period |
| Group presentation (live or pre-recorded - 10 minutes or equivalent per student) | Individual presentation (live or pre-recorded - 10 minutes or equivalent) | 1-5 | Referral/Deferral period |
| Participation/engagement | Retrospective assessment based on threshold tasks | 1, 2, 6 | Referral/Deferral period |
Re-assessment notes
Deferral – if you miss an assessment for certificated reasons judged acceptable by the Mitigation Committee, you will normally be either deferred in the assessment or an extension may be granted. The mark given for a re-assessment taken as a result of deferral will not be capped and will be treated as it would be if it were your first attempt at the assessment.
Referral – if you have failed the module overall (i.e. a final overall module mark of less than 40) you will be required to submit a further assessment as necessary. If you are successful on referral, your overall module mark will be capped at 40.
Indicative learning resources - Basic reading
- Althaus-Reid, Marcella, and Lisa Isherwood (eds) (2009), Trans/formations, London: SCM Press
- Beilby, James, and Paul Rhodes Eddy (eds) (2019), Understanding Transgender Identities: Four Views, Grand Rapids, MI: Baker Academic
- Clare-Young, Alex (2019), Transgender. Christian. Human. Glasgow: Wild Goose Publications
- Drinkwater, Gregg, Joshua Lesser and David Shneer (eds.) (2009), Torah Queeries: Weekly Commentaries on the Hebrew Bible, New York: New York University Press
- Dzmura, Noach (ed.) (2010), Balancing on the Mechitza: Transgender in Jewish Community, Berkeley, CA: North Atlantic Books
- Hartke, Austen (2018), Transforming: The Bible and the Lives of Transgender Christians, Louisville, KY: Westminster John Knox Press
- Hornsby, Teresa, and Deryn Guest (2016), Transgender, Intersex, and Biblical Interpretation, Atlanta, GA: Society of Biblical Literature Press
- Ladin, Joy (2019), The Soul of the Stranger: Reading God and Torah from a Transgender Perspective, Waltham, MA: Brandeis University Press
- Mann, Rachel (2020), Dazzling Darkness: Gender, Sexuality, Illness and God, 2nd edition. Glasgow: Wild Goose Publications
- Strassfeld, Max (2022), Trans Talmud: Androgynes and Eunuchs in Rabbinic Literature, Oakland, CA: University of California Press
Indicative learning resources - Web based and electronic resources
- Church of Scotland (2018), Diverse Gender Identities and Pastoral Care, www.churchofscotland.org.uk/__data/assets/pdf_file/0007/48256/Web_PDF_Diverse_Gender_Identities_and_Pastoral_Care.pdf
- Commission on Social Action in Reform Judaism (2015), The Rights of Transgender and Gender Non-Conforming Individuals, https://ccarnet.org/rabbis-speak/resolutions/all/rights-transgender-and-gender-non-conforming-indiv/
| Credit value | 30 |
|---|---|
| Module ECTS | 15 |
| Module pre-requisites | None |
| Module co-requisites | None |
| NQF level (module) | 5 |
| Available as distance learning? | No |
| Origin date | 31/01/2023 |
| Last revision date | 31/01/2023 |
