The purpose of this project is to explore and to challenge heteronormative assumptions regarding childhood and adolescence. I will show how these assumptions affect the literature published and made available to young readers, and how, often, overtly queer texts are not available for young readers. Such omissions leave young readers, especially those with lesbian, gay, bisexual, and/or transgendered (LGBT) identities, to find depictions of queerness in subtexts underlying seemingly “straight” texts. While these queer subtexts can be recognizable to readers through the use of culturally and historically significant markers that are understood to represent queerness, even a text with a widely recognized queer subtext does not preclude straight readings. Similarly, a queer subtext can exist solely for a reader with no intentional work done on the part of the creators. Queer subtexts, ultimately, work in subtle ways to subvert heteronormative assumptions and, in the process, create recognizable representations of queerness.
","abstract_html":"<p>The purpose of this project is to explore and to challenge heteronormative assumptions regarding childhood and adolescence. I will show how these assumptions affect the literature published and made available to young readers, and how, often, overtly queer texts are not available for young readers. Such omissions leave young readers, especially those with lesbian, gay, bisexual, and/or transgendered (LGBT) identities, to find depictions of queerness in subtexts underlying seemingly “straight” texts. While these queer subtexts can be recognizable to readers through the use of culturally and historically significant markers that are understood to represent queerness, even a text with a widely recognized queer subtext does not preclude straight readings. Similarly, a queer subtext can exist solely for a reader with no intentional work done on the part of the creators. Queer subtexts, ultimately, work in subtle ways to subvert heteronormative assumptions and, in the process, create recognizable representations of queerness.</p>","abstract_has_math":false,"creators":["Kander, Jessica"],"institution":null,"degree_name":"Master of Arts (MA)","degree_level":"Open Access Thesis","degree_discipline":"English Language and Literature","degree_department":null,"school":null,"contributors":["Annette Wannamaker, PhD. Chair","Amanda Allen, PhD"],"advisors":[],"committee_chairs":[],"committee_members":[],"year":2011,"date_issued":"2011-01-01T08:00:00Z","date_published":"2011-01-01T08:00:00Z","updated_at":"2026-07-24T02:16:44Z","subjects":["children's literature","queer subtexts","LBGT","picture books","young readers","Children's and Young Adult Literature"],"languages":[],"rights":[],"rights_urls":[],"identifier_entries":[]},"links":{"outbound_url":"https://commons.emich.edu/theses/328","outbound_label":"Repository record","outbound_source":"dc:identifier"},"metadata_groups":[{"id":"people","label":"People","entries":[{"key":"dc:contributor","label":"Contributor","values":["Annette Wannamaker, PhD. Chair","Amanda Allen, PhD"]},{"key":"dc:creator","label":"Author","values":["Kander, Jessica"]}]},{"id":"academic_context","label":"Academic Context","entries":[{"key":"dc:date.available","label":"Dc Date Available","values":["2011-07-08T07:00:00Z"]},{"key":"thesis:degree_discipline","label":"Discipline","values":["English Language and Literature"]},{"key":"thesis:degree_level","label":"Degree Level","values":["Open Access Thesis"]},{"key":"thesis:degree_name","label":"Degree Name","values":["Master of Arts (MA)"]}]},{"id":"subjects_keywords","label":"Subjects and Keywords","entries":[{"key":"dc:subject","label":"Dc Subject","values":["children's literature","queer subtexts","LBGT","picture books","young readers","Children's and Young Adult Literature"]}]},{"id":"identifiers","label":"Identifiers","entries":[{"key":"dc:identifier","label":"Identifier","values":["https://commons.emich.edu/theses/328"]}]},{"id":"additional","label":"Additional Metadata","entries":[{"key":"dc:description.abstract","label":"Abstract","values":["The purpose of this project is to explore and to challenge heteronormative assumptions regarding childhood and adolescence. I will show how these assumptions affect the literature published and made available to young readers, and how, often, overtly queer texts are not available for young readers. Such omissions leave young readers, especially those with lesbian, gay, bisexual, and/or transgendered (LGBT) identities, to find depictions of queerness in subtexts underlying seemingly “straight” texts. While these queer subtexts can be recognizable to readers through the use of culturally and historically significant markers that are understood to represent queerness, even a text with a widely recognized queer subtext does not preclude straight readings. Similarly, a queer subtext can exist solely for a reader with no intentional work done on the part of the creators. Queer subtexts, ultimately, work in subtle ways to subvert heteronormative assumptions and, in the process, create recognizable representations of queerness.
"]},{"key":"dc:title","label":"Title","values":["Reading queer subtexts in children’s literature"]}]}],"canonical_facts":{"dc:contributor":["Annette Wannamaker, PhD. Chair","Amanda Allen, PhD"],"dc:creator":["Kander, Jessica"],"dc:date.available":["2011-07-08T07:00:00Z"],"dc:description.abstract":["The purpose of this project is to explore and to challenge heteronormative assumptions regarding childhood and adolescence. I will show how these assumptions affect the literature published and made available to young readers, and how, often, overtly queer texts are not available for young readers. Such omissions leave young readers, especially those with lesbian, gay, bisexual, and/or transgendered (LGBT) identities, to find depictions of queerness in subtexts underlying seemingly “straight” texts. While these queer subtexts can be recognizable to readers through the use of culturally and historically significant markers that are understood to represent queerness, even a text with a widely recognized queer subtext does not preclude straight readings. Similarly, a queer subtext can exist solely for a reader with no intentional work done on the part of the creators. Queer subtexts, ultimately, work in subtle ways to subvert heteronormative assumptions and, in the process, create recognizable representations of queerness.
"],"dc:identifier":["https://commons.emich.edu/theses/328"],"dc:subject":["children's literature","queer subtexts","LBGT","picture books","young readers","Children's and Young Adult Literature"],"dc:title":["Reading queer subtexts in children’s literature"],"thesis:degree_discipline":["English Language and Literature"],"thesis:degree_level":["Open Access Thesis"],"thesis:degree_name":["Master of Arts (MA)"]},"updated_at":"2026-07-24T02:16:44Z"}