ERIC Number: EJ924895
Record Type: Journal
Publication Date: 2011-Jun
Abstractor: As Provided
Codes, Silences, and Homophobia: Challenging Normative Assumptions about Gender and Sexuality in Contemporary LGBTQ Young Adult Literature
Wickens, Corrine M.
Children's Literature in Education, v42 n2 p148-164 Jun 2011
Since the publication of the first young adult novel to deal with issues of sexual identity, John Donovan's ("1969") "I'll Get There, It Better Be Worth the Trip", over 200 novels have been published centered around gay, lesbian, bisexual, transgender, queer and questioning (LGBTQ) characters and conflicts (Cart and Jenkins, "2006", "The Heart has Its Reasons: Young Adult Literature with Gay/Lesbian/Queer Content", "1969-2004". Lanham, MD: Scarecrow Press). In significant contrast to early texts, many authors in recent years have sought to promote inclusion of LGBTQ individuals and to present LGBTQ characters in a positive light. To do so, they frequently create antagonistic homophobic characters and situations that provide a sense of realism (Crisp, "2009", "Children's Literature in Education", "40", 333-348). In this paper, I present several representative examples from these novels that challenge homophobia, but ultimately leave it intact. Text excerpts are drawn from the numerous contemporary realistic LGBTQ-themed texts, published between the years 2000-2005, and marketed to young adults. I then contrast these texts with the novel "Boy Meets Boy" (Levithan, "2003"). Through the novel's blurred genres and inventive use of linguistic features, "Boy Meets Boy" is able to more effectively undermine heteronormative assumptions by presenting the unthinkable: children as sexual beings, hegemonic masculinity as in fact non-hegemonic and detrimental to success, and homosexuality as normalized and even ordinary.
Descriptors: Adolescent Literature, Young Adults, Homosexuality, Masculinity, Sexual Identity, Literary Devices, Children, Sexuality, Novels
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Publication Type: Journal Articles; Reports - Descriptive
Education Level: Elementary Secondary Education
Authoring Institution: N/A