Abstract
dc:description.abstract<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>
Degree
thesis:*- Name thesis:degree_name
- Master of Arts (MA)
- Level thesis:degree_level
- Open Access Thesis
- Discipline thesis:degree_discipline
- English Language and Literature
- Year dc:date.available
- 2011
Author and committee
dc:creator, dc:contributor.*- Author dc:creator
-
- Kander, Jessica
- Contributors dc:contributor
-
- Annette Wannamaker, PhD. Chair
- Amanda Allen, PhD
Subjects
dc:subject × 6Identifiers
dc:identifier.*- Repository record dc:identifier
- https://commons.emich.edu/theses/328
- OAI identifier oai:identifier
- oai:commons.emich.edu:theses-1328