Reading queer subtexts in children’s literature【翻译】

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Acknowledgments
I have been blessed with a number of excellent advisors and mentors while working
on this project. Dr. Annette Wannamaker stands tall among them, and I thank her for her
support, her cheerleading, her gentle pushing, her incisive questioning, and being an allaround
fabulous thesis advisor. I also want to thank Dr. Amanda Allen for her support and
willingness to sit and talk with me, or listen to me talk, until I had calmed down and better
understood what I was attempting to say. I could not have asked for a better thesis
committee.
I would be remiss if I did not also thank Dr. Ian Wojcik-Andrews and Dr. Sheila
Most, who were a constant source of encouragement. I only hope to be half as worthy as
their praise would suggest.
To my colleagues and classmates at Eastern Michigan University, who constantly
amazed me with their willingness to hear what I had to say and pushed me to go further,
simply, thank you.
To my family, for teaching me to follow my heart and to never give up, thank you.
Last, a thank-you to my husband and best friend, Jacob Kander, whose love, support,
and constant pride in my work and me made this whole project possible. When immersed in
this project he frequently dealt with endless queries and soapbox rants which he handled
with unending patience and intelligence; my gratitude is but small recompense.
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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.
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Table of Contents
Dedication………………………………………………………………………………….....ii
Acknowledgements…………………………………………..……………………………...iii
Abstract……………………………………………………..………………………………..iv
Introduction—Queer Theory and Children‟s Literature:
Finding LGBT Voices in Literature for Children and Young Adults.….…...……………….1
Chapter 1—Queering the Picture Book: Queer Subtexts
in Picture Books……………………………………………………………………….….....10
Chapter 2—More Than Good Friends: Queer Subtexts
in Books for Young Readers…………………………………………………………….…..23
Chapter 3—Making Themselves Queer: Queer Subtexts
in Young Adult Literature.…………………………………………………….……………29
Conclusion—Where Do We Go From Here?………...…………..……………….………...45
Works Cited……………………....…………………………………………………………50

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