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%567895:;/00The seemingly sudden increase of bullying-related suicides by LGBTQ young people in
the past few years has refocused attention on what many people hail as a national public health crisis.
The “It Gets Better” Project, aimed specifically at LGBTQ youth, and spread through internet
websites and social networks, further suggests the need to develop an awareness of multiplicities in
genders and sexualities. As scholars of children’s and young adults’ literature, we therefore have an
obligation to explore texts that suggest the diversity of young people’s identities, sexualities, and
experiences, in a constructive, open, and thoughtful manner. Furthermore, students studying to
become teachers must learn sensitivity in addressing these issues in classrooms.
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E@0+3><850&?=A5/0Genders and Sexualities in Literature for Younger Readers
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CURRENT: Interdisciplinary Major in Drama and Theatre for the Young
Major Requirements: 36 hours
Required Courses: 21 hours
* CHL 207 - Introduction to Children's Literature (Gen Ed Area IV) 3 hrs
* CHL 208 - Multicultural Children's Literature (Gen Ed Area III) 3 hrs
CTAR 327 - Plays for the Young 3 hrs
One course from the following:
CHL 351 - World Mythology 3 hrs
CHL 352 - Folk Literature: Ballads and Folk Tales 3 hrs
One course from the following:
CHL 450W - Children's Literature: Criticism and Response (Gen Ed Area I, W) 3 hrs
CHL 451W - Writing about Controversy in Literature for the Young (Gen Ed Area I, W) 3 hrs
One course from the following:
* CTAR 222 - Drama and Play in the Human Experience (Gen Ed Area IV) 3 hrs
CTAR 323 - Improvising and Role-Play 3 hrs
One course from the following:
CTAR 322 - Theatre for Children 3 hrs
CTAR 324 - Oral Interpretation of Children's Literature 3 hrs
Restricted Elective Courses: 15 hours
Occasionally special topics courses may be offered (such as children’s film, storytelling, or puppetry)
which may be substituted for a restricted elective with departmental permission. Qualified seniors
may, with an adviser’s permission, substitute appropriate 500- level course.
* CHL 209 - Global Children's Literature (Gen Ed Area III) 3 hrs
CHL 351 - World Mythology 3 hrs
CHL 352 - Folk Literature: Ballads and Folk Tales 3 hrs
CHL 450W - Children's Literature: Criticism and Response (Gen Ed Area I, W) 3 hrs
CHL 451W - Writing about Controversy in Literature for the Young (Gen Ed Area I, W) 3 hrs
CHL 453 - Illustrated Texts: Picture Books, Comics, and Graphic Novels 3 hrs
CHL 454 - Children's Literature: Fiction 3 hrs
CHL 455 - Adolescent Literature 3 hrs
* CTAO 210 - Interpretative Reading (Gen Ed Area IV) 3 hrs
* CTAR 222 - Drama and Play in the Human Experience (Gen Ed Area IV) 3 hrs
CTAR 322 - Theatre for Children 3 hrs
CTAR 323 - Improvising and Role-Play 3 hrs
CTAR 324 - Oral Interpretation of Children's Literature 3 hrs
CTAR 326 - Drama/Theatre for Persons with Disabilities 2 hrs
CTAR 327 - Plays for the Young 3 hrs
CTAR 329 - Performing Theatre for the Young 3 hrs
CTAR 497 - Independent Study 1 hr
CTAR 498 - Independent Study 2 hrs
CTAR 499 - Independent Study 3 hrs
LITR 497 - Independent Study 1 hr
LITR 498 - Independent Study 2 hrs
LITR 499 - Independent Study 3 hrs
*These courses also fulfill Gen Ed Requirements
PROPOSED: Interdisciplinary Major in Drama and Theatre for the Young
Major Requirements: 36 hours
Required Courses: 21 hours
* CHL 207 - Introduction to Children's Literature (Gen Ed Area IV) 3 hrs
* CHL 208 - Multicultural Children's Literature (Gen Ed Area III) 3 hrs
CTAR 327 - Plays for the Young 3 hrs
One course from the following:
CHL 351 - World Mythology 3 hrs
CHL 352 - Folk Literature: Ballads and Folk Tales 3 hrs
One course from the following:
CHL 450W - Children's Literature: Criticism and Response (Gen Ed Area I, W) 3 hrs
CHL 451W - Writing about Controversy in Literature for the Young (Gen Ed Area I, W) 3 hrs
One course from the following:
* CTAR 222 - Drama and Play in the Human Experience (Gen Ed Area IV) 3 hrs
CTAR 323 - Improvising and Role-Play 3 hrs
One course from the following:
CTAR 322 - Theatre for Children 3 hrs
CTAR 324 - Oral Interpretation of Children's Literature 3 hrs
Restricted Elective Courses: 15 hours
Occasionally special topics courses may be offered ( such as children’s film, storytelling, or puppetry)
which may be substituted for a restricted elective with departmental permission. Qualified seniors
may, with an advisers permission, substitute appropriate 500- level course.
* CHL 209 - Global Children's Literature (Gen Ed Area III) 3 hrs
CHL 351 - World Mythology 3 hrs
CHL 352 - Folk Literature: Ballads and Folk Tales 3 hrs
CHL 353: Genders and Sexualities in Literature for Younger Readers
CHL 450W - Children's Literature: Criticism and Response (Gen Ed Area I, W) 3 hrs
CHL 451W - Writing about Controversy in Literature for the Young (Gen Ed Area I, W) 3 hrs
CHL 453 - Illustrated Texts: Picture Books, Comics, and Graphic Novels 3 hrs
CHL 454 - Children's Literature: Fiction 3 hrs
CHL 455 - Adolescent Literature 3 hrs
CHL456 – Jewish Children’s and Adolescent Literature 3 hrs
* CTAO 210 - Interpretative Reading (Gen Ed Area IV) 3 hrs
* CTAR 222 - Drama and Play in the Human Experience (Gen Ed Area IV) 3 hrs
CTAR 322 - Theatre for Children 3 hrs
CTAR 323 - Improvising and Role-Play 3 hrs
CTAR 324 - Oral Interpretation of Children's Literature 3 hrs
CTAR 326 - Drama/Theatre for Persons with Disabilities 2 hrs
CTAR 327 - Plays for the Young 3 hrs
CTAR 329 - Performing Theatre for the Young 3 hrs
CTAR 497 - Independent Study 1 hr
CTAR 498 - Independent Study 2 hrs
CTAR 499 - Independent Study 3 hrs
LITR 497 - Independent Study 1 hr
LITR 498 - Independent Study 2 hrs
LITR 499 - Independent Study 3 hrs
*These courses also fulfill Gen Ed Requirements
70
Current Children's Literature Minor: 21 hour minor:
Required Courses:
CHL 207 Introduction to Children's Literature (3)
CHL 208 Multicultural Children's Literature (3)
Choose one of the following:
CHL 450 Children's Literature: Criticism and Response (3) or
CHL 451 Writing about Controversy in Literature for the Young (3)
Choose one of the following:
CHL 351 World Mythology (3)
CHL 352 Folk Literature: Ballads and Folk Tales (3)
Choose three of the following:
CHL 209: Global Children’s Literature
CHL 351 World Mythology (3)
CHL 352 Folk Literature: Ballads and Folk Tales (3)
CHL 450 Children's Literature: Criticism and Response (3)
CHL 451 Writing about Controversy in Literature for the Young (3)
CHL 453 Illustrated Texts (3)
CHL 454 Children’s Literature: Fiction (3)
CHL 455 Adolescent Literature (3)
CHL 497/498/499 Independent Study (1/2/3 hours)
80
Proposed Children's Literature Minor: 21 hour minor:
Required Courses:
CHL 207 Introduction to Children's Literature (3)
CHL 208 Multicultural Children's Literature (3)
Choose one of the following:
CHL 450 Children's Literature: Criticism and Response (3)
CHL 451 Writing about Controversy in Literature for the Young (3)
Choose one of the following:
CHL 351 World Mythology (3)
CHL 352 Folk Literature: Ballads and Folk Tales (3)
Choose three of the following:
CHL 209 Global Children’s Literature
CHL 351 World Mythology (3)
CHL 352 Folk Literature: Ballads and Folk Tales (3)
CHL353: Genders and Sexualities in Literature for Younger Readers
CHL 450 Children's Literature: Criticism and Response (3)
CHL 451 Writing about Controversy in Literature for the Young (3)
CHL 453 Illustrated Texts (3)
CHL 454 Children’s Literature: Fiction (3)
CHL 455 Adolescent Literature (3)
CHL 456 Jewish Children’s and Adolescent Literature
CHL 497/498/499 Independent Study (1/2/3 hours)
90
Elementary Education Major: Language Arts
Current Program (36 credits)
Five Required Courses:
Proposed Program
Eight Required Courses:
LING 201 An Intro to Linguistics (3)
LING 201 An Intro to Linguistics (3)
CHL 207 Children’s Literature (3)
CHL 207 Children’s Literature (3)
RDNG 300 Early Literacy (3)
RDNG 300 Early Literacy (3)
RDNG 310 Literacy Across the Curr (3)
RDNG 350 Integrated Language Arts Inst (3)
ENGL 307 Writing Process for Elem Ed
Tchers (3)
ENGL 307 Writing Process for Elem Ed
Tchs(3)
CHL 455 Adolescent Literature (3)
Choose one of the Following:
LITR 160 African American Lit (3)
LITR 161 Native American Lit (3)
CHL 208 Multicultural Children’s Lit (3)
Choose one of the Following:
RDNG 220 Instructional Use of Trade bks(3)
RDNG 350 Integrated Language Arts Inst (3)
Choose one of the Following:
CTAR 323 Improvisation & Role Play (3)
CTAR 324 Oral Interpretation of Children’s
Literature (3)
Choose one of the Following: (3 credits)
CTAR 222 Drama &Play in the Human
Experience
CTAR 322 Theater for Children
Choose one of the Following:
CHL 450W Critical Evaluation of Children’s
Lit (3)
CHL 451W Controversy in Children’s Lit (3)
CHL 351 World Mythology (3)
CHL 352 Ballads & Folktales (3)
CHL 454 Children’s Lit: Fiction (3)
CHL 208 Multicultural Children’s Lit (3)
RDNG 220 Instructional Use of Trade bks(3)
With Pre-requisite of CHL 207
Choose one of the Following: (3 credits)
CTAR 323 Improvisation & Role Play
CTAR 324 Oral Interpretation of Children’s
Literature
Choose one of the Following: (3 credits)
CTAR 222 Drama & Play in Human
Experience
CTAR 322 Theater for Children
Choose two (2) of the Following: ( 6 credits)
CHL 209 Global Children’s Lit
CHL 351 World Mythology
CHL 352 Ballads & Folktales
CHL 353 Genders and Sexualities in
Literature for Younger Readers
CHL 450W Critical Evaluation of Children’s
Lit
CHL 451W Controversy in Children’s Lit
CHL 453 Illustrated Texts
CHL 456 Jewish Children’s and Adolescent
Lit
100
Choose one of the Following:
ENGL 225 Intermediate English Comp (3)
ENGL 323 Writing in the Prof World (3)
Choose one of the Following:
CTAC 225 Listening Behavior (3)
CTAC 227 Interpersonal Skills (3)
CTAC 274 Intercultural Comm (3)
Eliminate
Courses are being changed by the English Dept.
Eliminate
Courses do not support the content and outcomes of
MTTC test.
110
PROPOSED: Critical Sexuality and Gender Studies Minor
Required courses:
WGST 202: Introduction to Gender and Sexuality Studies
WGST 3XX: Queer Studies
Electives: one course from each of the categories (Theory and Culture; Movements,
Identities, and Communities; Application and Practice), plus two additional courses
(student’s choice).
Restriction: only one course per course prefix
Theory and Culture
CHL 353/WGST 353: Genders and Sexualities in Literature for Younger Readers
CRTW XXX: Transgenre: Genre, Gender, Sex: A Queer Poetics
LITR XXX
PHIL XXX: Philosophy and Sexuality
Movements, Identities, and Communities
CTAC 265: Communicating LGBT Community
HIST 325: History of Sexuality
HIST 415: Sexual Communities in American History
SOCL/WGST 344: Sociology of Gender
Application and Practice
BIO 269: Biology of Sex
HLED 130: Healthy Sexuality
HLED 460: Concepts in Sexuality Education
PSY240: Psychology of Sex
SWRK 462: Practice with Lesbian, Gay, Bisexual and Transgender Persons
120
Sample Syllabus for
CHL 353/WGST 353: Genders and Sexualities in Literature for Younger Readers
Rationale and Description
To unearth the queer child of narrative … enables us to analyze our own
nostalgia and to begin relinquishing our idealized stranglehold on innocence and
children alike. (Bruhm and Hurley xxxiv)
The seemingly sudden increase of bullying-related suicides by LGBTQ young people in the past
few years has refocused attention on what many people hail as a national public health crisis.
The “It Gets Better” Project, aimed specifically at LGBTQ youth, and spread through internet
websites and social networks, further suggests a need to develop an awareness of the
multiplicities of genders and sexualities. As scholars of children’s and young adults’ literature, we
therefore have an obligation to explore texts that suggest the diversity of young people’s
identities, sexualities, and experiences, in a constructive, open, and thoughtful manner.
This course investigates the treatment of normative and non-normative genders and sexualities
in texts for younger readers by purposely destabilizing traditional notions of children, childhood
identity and sexuality, and children’s literature. Following Jacqueline Rose’s suggestion that the
child of children’s literature is an adult-created representation of adult needs and desires, we will
question the role of innocence as it relates to societal fears of children’s sexualities and identities.
Through an exploration of both overt and subtextually “queer” texts, we will attempt to make
visible the processes that seek to enforce heteronormative categories and binaries onto both
young readers and their literature. We will examine how certain texts for these readers provoke
us to question the assumptions that underpin notions of “normal” and “abnormal” identities.
Ultimately, we will take our first steps in attempting to relinquish our adult-oriented
“stranglehold on innocence and children alike.”
WGST Undergraduate Student Learning Outcomes
Students will be able to:
1. Integrate diverse sources of evidence to support a research argument relating to gender and
sexuality
2. Situate issues of gender and sexuality in historical and theoretical frameworks.
Required Primary Texts:
Alger, Horatio Jr. Ragged Dick; or, Street Life in New York (1867). New York: Norton, 2007.
Alcott, Louisa May. Little Women (1868). New York: Norton, 2003.
Donovan, John. I’ll Get There. It Better Be Worth the Trip (1969). Woodbury, MN: Flux, 2010.
Levithan, David. Boy Meets Boy. New York: Knopf, 2005.
Garden, Nancy. Annie on My Mind (1982). New York: Farrar, Straus and Giroux, 2007.
Peters, Julie Anne. Luna. New York: Little, Brown, 2006.0
Rowling, J.K. Harry Potter and the Sorcerer’s Stone. New York: Scholastic, 1997.
Choose ONE from the following list (although you’re welcome to purchase all):
Newman, Leslea and Diane Souza. Heather Has Two Mommies. Los Angeles: Allyson
130
Books, 1989.
Willhoite, Michael. Daddy’s Roommate. Los Angeles: Allyson Books, 1990.
De Haan, Linda and Stern Nijland. King & King (2000): Berkeley, CA: Tricycle P.,
2003.
Parnell, Peter and Justin Richardson. And Tango Makes Three. New York: Simon &
Schuster, 2005.
Kilodavis, Cheryl and Suzanne DeSimone. My Princess Boy. New York: Aladdin, 2010.
Required Secondary Texts:
Rose, Jacqueline. “Introduction.” The Case of Peter Pan, or, the Impossibility of Children’s Fiction.
London: Macmillan, 1984.
Bruhm, Steven, and Natasha Hurley. “Curiouser: On the Queerness of Children.” Curiouser:
On the Queerness of Children. Minneapolis: U. of Minnesota P., 2004. ix-xxxviii.
Magnuson, Margo. “Perceptions of Self and the ‘Other’: An Analysis of Challenges to And
Tango Makes Three. School Library Media Research 14.12 (2011).
Wittlinger, Ellen. "Too gay or not gay enough?" The Horn Book Magazine 86.4 (2010): 146.
Rundquist, Leisa. “Little Ways: Girlhood According to Henry Darger.” Southeastern College 0
Art Conference Review 15.4 (2009): 434-447.0
Harry Potter fan fiction (own choice): www.fanfiction.net
Tentative Class Schedule (subject to change)
Week One:
Introduction
Part One: Childhood as a (Tacitly Heterosexual) Construct
Week Two:
Defining children, childhood sexuality, and children’s literature
Rose, Jacqueline. “Introduction.” The Case of Peter Pan, or, the Impossibility of
Children’s Fiction. London: Macmillan, 1984.
Bruhm, Steven, and Natasha Hurley. “Curiouser: On the Queerness of
Children.” Curiouser: On the Queerness of Children. Minneapolis: U. of
Minnesota P., 2004. ix-xxxviii.
Part Two: Historical Backgrounds
Week Three:
Family Stories and the Tomboy
Alcott, Louisa May. Little Women (1868). New York: Norton, 2003.
Week Four:
Homoerotic Romances for 19th Century Children
Alger, Horatio Jr. Ragged Dick; or, Street Life in New York (1867). New
York: Norton, 2007.
Week Five:
The “First” Young Adult Novel with Overtly Homosexual Content
140
Donovan, John. I’ll Get There. It Better Be Worth the Trip (1969). Woodbury,
MN: Flux, 2010.
Part Three: Contemporary Texts and Issues
Week Six:
Picture Books and Parents
Newman, Leslea and Diane Souza. Heather Has Two Mommies. Los
Angeles: Allyson Books, 1989.
Willhoite, Michael. Daddy’s Roommate. Los Angeles: Allyson Books,
1990.
De Haan, Linda and Stern Nijland. King & King (2000): Berkeley, CA:
Tricycle P., 2003.
Parnell, Peter and Justin Richardson. And Tango Makes Three. New York:
Simon & Schuster, 2005.
Kilodavis, Cheryl and Suzanne DeSimone. My Princess Boy. New York:
Aladdin, 2010.
Week Seven:
Queer Utopia and the Subversion of Compulsory Heterosexuality
Levithan, David. Boy Meets Boy. New York: Knopf, 2005.
Week Eight:
Library Challenges and Burned Books
Garden, Nancy. Annie on My Mind (1982). New York: Farrar, Straus and
Giroux, 2007.
Magnuson, Margo. “Perceptions of Self and the ‘Other’: An Analysis of
Challenges to And Tango Makes Three. School Library Media Research 14.12
(2011).
Week Nine:
0
0
Transgendered Characters and the Politics of Literary Awards
Peters, Julie Anne. Luna. New York: Little, Brown, 2006.0
Wittlinger, Ellen. "Too gay or not gay enough?" The Horn Book Magazine 86.4 0
(2010): 146.
150
Part Four: Questioning Boundaries
Week Ten:
Outsider Art, Hermaphroditic Forms, and “Little Bodies”
Wu, Jessica. In the Realms of the Unreal: the Mystery of Henry Darger.
DVD (to be watched in class).
0
Rundquist, Leisa. “Little Ways: Girlhood According to Henry Darger.” 0
Southeastern College Art Conference Review 15.4 (2009): 434-447.0
Week Eleven:
Cloaking, Passing, and Heteronormatizing Childhood “Innocence”
Rowling, J.K. Harry Potter and the Sorcerer’s Stone. New York: Scholastic, 1997.
Week Twelve:
Queering the Fanon: Fan Fiction and Participatory Culture
Harry Potter fan fiction (own choice): www.fanfiction.net
Week Thirteen: Review
Course Evaluation
Participation
Essay Proposal (1 page)
Oral Presentation (and 1 page handout)
Research Essay (8-10 pages)
Final Exam
10%
15%
15%
35%
25%
Grading Scale
A
AB+
B
BC+
94% -100%
90% - 93%
87% - 89%
84% - 86%
80% - 83%
77% - 79%
C
CD+
D
DE
74% - 76%
70% - 73%
67% - 69%
64% - 66%
60% - 63%
0% - 59%
Participation
Regular attendance and sustained active engagement are critical to your success in this course. This
participation involves coming to every class prepared, having thoughtfully read each assigned text in
its entirety. You must demonstrate a consistent effort to move beyond superficial readings, and to
make active connections between texts we read in class and other texts, subjects, and experiences.
Your participation grade will be determined by:
1) your vocal contribution to class discussion
160
2) your attentiveness and responsiveness during group discussions
3) your adequate completion of short oral or written assignments not listed in the above breakdown
of grades, including written work, homework assignments, short presentations, and impromptu
quizzes. These assignments and quizzes cannot be re-written if you miss them because of absence
from class.
You should read each text in its entirety by the first day of class discussion on that text.
Written Assignments
Essay topics will be provided well in advance of the proposal and essay due dates. All written
assignments should be double-spaced in twelve point Times New Roman font, follow MLA style,
and include any necessary citations. All assignments are to be handed in at the beginning of class on
their due dates; emailed, faxed, and handwritten essays will NOT be accepted.
You may be required to submit all rough work (notes, drafts, outlines, etc.) with assignments. You
should always keep any additional rough work and a copy of our final draft until your assignment
has been graded and returned to you.
Grading Policies
Late assignments will receive a reduction of 5% per day, including weekends.
All assignments will be handed back at the end of class. I will not discuss the grade or any of my
written comments for at least twenty-four hours after you receive the graded assignment. Any inclass assignments or quizzes that are part of your participation grade cannot be made up at another
time.
Proposal and Research Essay
This course is focused on reading, writing about, researching, and discussing gender and sexuality in
children’s and adolescent literature. Your research essay should therefore enter into a dialogue with
the major issues, debates, and criticism about this literature.
You will be given essay topics well in advance of your proposal due date. Your task is to choose one
topic and begin initial research on it. Coupling that research with your own analysis of the text(s),
you should develop a preliminary argument, which you will present in your proposal.
Proposal length: one page (double-spaced)
Your proposal should include the following:
• the title of your proposed essay (including the titles of the primary texts that you will be
analyzing)
• an explanation of your topic (one paragraph)
• a statement of your overall thesis (one paragraph)
• your methodology (ie: how you will go about proving your thesis. Examples may include
close reading, historical or cultural analysis, or your furthering of theoretical concepts)(one
paragraph)
170
•
your preliminary bibliography (which will not be included in the one-page limit)
Research Essay
After you receive my feedback on your proposal, you should continue your research in an attempt to
solidify your argument. Remember that your final essay should be clear, concise, but also nuanced.
Avoid generalizations wherever possible.
Minimum secondary source requirement:
three peer-reviewed secondary sources (can be book-length texts or articles)
A note on sources:
•
In this class, primary sources are the books that we have read in class (ie: Little Women ). You
should include these texts in your Works Cited, but they DO NOT count toward the
minimum secondary source requirement. You should use no more than two primary sources
(maximum). Using one primary source is also fine.
•
Secondary sources are texts that analyze and interpret primary source material in some way.
They may be texts of criticism (ie: a book about Little Women ), they may be texts about
history, they may be texts that analyze statistics, etc. If you are confused about the difference
between primary and secondary sources, you may want to refer to this link:
http://www.princeton.edu/~refdesk/primary2.html0
•
All secondary sources should be PEER REVIEWED. Please refer to this link for
clarification as to what "peer review" means:
http://www.emich.edu/library/help/peerreview.php
•
Remember that this essay is a research essay, which means that although you will create your
own argument (with your own thesis), you will want to support some of your claims by
referencing other sources. These references may include:
• quotations (with citations)
• paraphrases (with citations)
Your essay (8-10 pages maximum) should include the following:
•
•
•
•
•
MLA format (including double-spaced, twelve point Times New Roman font and proper
margins, and your surname and page number on each page)
a title (which includes the names of the texts)
all necessary citations
Works Cited page(s)
a staple holding everything together
Your essay should be handed in at the beginning of class on its due date.
180
Essay-Grading Rubric
Strong
Good
Okay
Weak
Content: insight, depth, grasp of concepts, grappling with topic, risk
Detail: relevant, persuasive evidence/support, sufficient quotation
Organization: focus (thesis), transitions, structure suited to content
Language: syntax, voice, diction appropriate to situation, concision
Mechanics: spelling, grammar, punctuation, proofreading
MLA: proper format, correct in-text citations, Works Cited
Overall: energy, originality (note: not a sum of the other scores)
Presentation Assignment
1. I will distribute a presentation sign-up sheet during the first week of class. Once we have
finalized the presentation groups, retrieve your assigned reading (either through a library
journal search, or on e-reserve. All articles are available electronically).
2. Discuss which group member(s) will perform which tasks (see tasks below). You may divide
the tasks in any way that you see fit, but I will grade each student on what s/he presents to
the class.
Tasks:
a. Summarize the main points of the article.
b. Critique the article. What are its strengths? What are its weaknesses? Why? [Note:
remember that you are critiquing the article, not the primary text]
3. Once individual group members have completed their task(s), discuss how you will present
your article to the class. You are limited to four minutes of speaking time each (and you will be
graded on the ease of your transitions), so you should practice your group presentations
before you present them to the class.
4. As a group, compose a one-page handout sheet for the class (it may be up to two pages if
your group has four members). It is your responsibility to print enough handouts for the class. Your
sheet should include the main ideas of your presentation, as well as the article citation.
A note on technology:
While normally I encourage students to use technology, because of the compressed time frame of
the presentations, coupled with the unreliability of technology, I would ask that you not use
technology to enhance your presentations.
Presentation Grading Rubric
Strong
Good
Okay
Weak
Content: insight, depth, grasp of concepts, grappling with topic
Organization: focus (thesis), structure suited to content
Language: diction appropriate to situation, concision
Presentation: eye contact, voice projection, presence
190
Group Transitions: practiced, quick, content-specific
Handout: clear outline, easy to read, correct citation
Presentation Readings
Halberstam, Judith. “Oh Bondage Up Yours! Female Masculinity and the Tomboy.”
Curiouser: On the Queerness of Children. Eds. Steven Bruhm and Natasha Hurley. Minneapolis: U.
of Minnesota P., 2004. 191-214.
Kidd, Kenneth. “Queer Theory’s Child and Children’s Literature Studies.” PMLA 126.1
(January 2011): 182-188.
Kinkaid, James R. “Producing Erotic Children.” Curiouser: On the Queerness of Children. Eds.
Steven Bruhm and Natasha Hurley. Minneapolis: U. of Minnesota P., 2004. 3-16.
Lesnik-Oberstein, Karin. “Childhood, Queer Theory, and Feminism.” Feminist Theory 11.3
(2010): 309-321.
Mallan, Kerry. “Queer.” Keywords for Children’s Literature. Eds. Philip Nel and Lissa Paul. New
York: NYU P., 2011.
Moon, Michael. “‘The Gentle Boy from the Dangerous Classes’: Pederasty, Domesticity, and
Capitalism in Horatio Alger.” Curiouser: On the Queerness of Children. Eds. Steven
Bruhm and Natasha Hurley. Minneapolis: U. of Minnesota P., 2004. 31-56.
Patee, Amy. “Sexual Fantasy: The Queer Utopia of David Levithan's Boy Meets Boy.”
Children's Literature Association Quarterly 33.2 (Summer 2008): 156-171.
Pugh, Tison. “Dumbledore’s Queer Ghost: Homosexuality and Its Heterosexual Afterlives
in J.K. Rowling’s Harry Potter novels.” Innocence, Heterosexuality, and the Queerness of Children’s
Literature. New York: Routledge, 2011. 83-100.
Pugh, Tison. “Homosexuality and the End of Innocence in David Levithan’s Boy Meets Boy.”
Innocence, Heterosexuality, and the Queerness of Children’s Literature. New York: Routledge, 2011.
161-166.
Stockton, Kathryn Bond. “Growing Sideways, or Why Children Appear to Get Queerer in
the Twentieth Century.” The Queer Child: or, Growing Sideways in the Twentieth Century. Durham,
NC: Duke UP., 2009.
Tosenberger, Catherine. “Homosexuality at the Online Hogwarts: Harry Potter Slash
Fanfiction.” Children’s Literature 36 (2008): 185-207.
!
Final Comprehensive Exam
The final is an essay exam and is cumulative. You will be asked to identify and analyze passages from
primary source texts, and to create an argument using various literary themes and motifs, forms and
genres, historical and cultural milieus, and major issues in the field of normative and non-normative
texts for children and young adults.
200
!
Bibliography of Literature and Resources
Primary Sources
Abramchick, Lois. Is Your Family Like Mine? Open Heart, Open Mind Publishing, 1993.
Alden, Joan. A Boy's Best Friend. Boston: Alyson Wonderland, 1992.
Aldrich, Andrew. How My Family Came to Be: Daddy, Papa and Me. Oakland, CA: New Family
Press, 2003.
Arnold, Jeanne. Amy Asks a Question. Racine, WI: Mother Courage Press, 1996.
Atkins, Jeannine. A Name on the Quilt: A Story of Remembrance. New York: Atheneum, 1999.
Bantle, Lee. Diving for the Moon. New York: MacMillan, 1995.
Bargar, Gary. What Happened to Mr. Forster? New York: Clarion, 1981.
Bosche, Susanne. Jenny Lives With Eric and Martin. London: Gay Men's Press, 1983.
Brown, Forman. The Generous Jefferson Bartleby Jones. Boston: Alyson Wonderland, 1991.
Burks, Stephanie. While You Were Sleeping. Victoria, B.C.: Burks Publishing/ Trafford, 2004.
Chetin, Helen. How Far is Berkeley? New York: Harcourt Brace Jovanovich, 1977.
Combs, Bobbie. A B C: A Family Alphabet Book. Ridley Park, PA: Two Lives Publishing,
2001.
---. 1 2 3: A Family Counting Book. Ridley Park, PA: Two Lives Publishing, 2001.
Cooper, Melrose. Life Magic. New York: Holt, 1996.
Coville, Bruce. The Skull of Truth. San Diego: Harcourt Brace, 1997.
De Haan, Linda. King & King. Berkeley, CA: Tricycle Press, 2001.
---. King & King & Family. Berkeley, CA: Tricycle Press, 2004.
DePaola, Tomie. Oliver Button is a Sissy. San Diego: Harcourt Brace Jovanovich, 1979.
Donovan, John. I'll Get There, It Better Be Worth the Trip. New York: Dell, 1969.
Drescher, Joan E. Your Family, My Family. New York: Walker, 1980.
210
Duane, Diane. So You Want to Be a Wizard? New York: Delacorte, 1983.
Durrant, Penny Raife. When Heroes Die. New York: Atheneum, 1992.
Edmonds, Barbara Lynn. Mama Eat Ant, Yuck! Hundredth Munchy Publications, 2000.
Elwin, Rosamund. Asha's Mums. Toronto: Women's Press, 1990.
Fierstein, Harvey. The Sissy Duckling. New York: Simon & Schuster, 2002.
Freeman, Martha. The Trouble With Babies. New York: Holiday House, 2002.
Gage, Carolyn. "Becca and the Woman Prince." In Love Shook My Heart. Ed. Irene Zahava.
Los Angeles: Alyson, 1998.
Garden, Nancy. The Case of the Stolen Scarab: A Candlestone Inn Mystery. Ridley Park, PA: Two
Lives Publishing, 2004.
Garden, Nancy. Molly's Family. Farrar, Strauss, Giroux, 2004.
Gleitzman, Morris. Two Weeks With the Queen. England: Blackie, 1989; New York: Putnam,
1991.
Gould, Lois. "X: A Fabulous Child's Story." Prejudice: Stories About Hate, Ignorance, Revelation,
and Transformation. Ed. by Daphne Muse. New York: Hyperion Books for Children, 1995.
Hanlon, Emily. The Wing and the Flame. Scarsdale, NY: Bradbury Press, 1980.
Heron, Ann. How Would You Feel if Your Dad Was Gay? Boston: Alyson Wonderland, 1994.
Hoffman, Eric. Best Best Colors/Los Mejores Colores. St. Paul, MN: Read Leaf Press, 1999.
Howe, James. The Misfits. New York: Atheneum Books for Young Readers, 2001.
---. Pinky and Rex and the Bully. New York: Atheneum Books for Young Readers, 1996.
Johnson-Calvo, Sarita. A Beach Party With Alexis: A Coloring Book. Boston: Alyson
Wonderland, 1991.
Jordan, MaryKate. Losing Uncle Tim. Niles, IL: A. Whitman, 1989.
Kaye, Marilyn. Real Heroes. San Diego: Harcourt Brace Jovanovich, 1993.
Kennedy, Joseph. Lucy Goes to the Country. Los Angeles, Alyson Wonderland, 1998.
Klein, Norma. Now That I Know. New York: Bantam Books, 1988.
Leaf, Munro. The Story of Ferdinand. New York: Viking Perss, 1936.
220
Maguire, Gregory. Oasis. New York: Clarion, 1996.
Meyer, Carolyn. Elliott and Win. New York: Atheneum, 1986.
Naylor, Phyllis. Alice Alone. New York: Atheneum, 2001.
---. Alice On the Outside. New York: Atheneum, 1999.
Nelson, Theresa. Earthshine. New York: Orchard Books, 1994.
Newman, Leslea. Belinda's Bouquet. Boston: Alyson Wonderland, 1991.
---. Felicia's Favorite Story. Ridley Park, PA: Two Lives Publishing, 2002.
---. Gloria Goes to Gay Pride. Boston: Alyson Wonderland, 1991.
---. Heather Has Two Mommies. Boston: Alyson Wonderland, 1989.
---. "Right Off the Bat". In Speaking for Ourselves: Stories by Jewish Lesbians. Ed. Irene Zahava.
Freedom, CA: Crossing Press, 1990.
---. Saturday is Pattyday. Norwich, VT: New Victoria, 1993.
---. Too Far Away to Touch. New York, Clarion, 1995.
Nones, Eric. Caleb's Friend. New York: Farrar, Strauss, Giroux, 1993.
Okimoto, Jean Davies and Elaine M. Aoki. The White Swan Express: A Story About Adoption.
New York: Clarion, 2002.
Parr, Todd. The Family Book. Boston: Little, Brown, 2003.
---. It's Okay to Be Different. Boston: Little, Brown, 2001.
Quinlan, Patricia. Tiger Flowers. New York : Dial Books for Young Readers, 1994.
Roos, Stephen. "Picky Eater" In 13: Thirteen Stories That Capture the Agony and Ecstasy of Being
Thirteen. Ed. James Howe. New York: Simon & Schuster, 2003.
Rylant, Cynthia. The Star. The Van Gogh Café. New York: Scholastic, 1995.
Salat, Christina. Living in Secret. New York: Bantam Books, 1993.
Sanchez, Alex. "If You Kiss a Boy" in 13: Thirteen Stories That Capture the Agony and Ecstasy of
Being Thirteen. Ed. James Howe. New York: Simon & Schuster, 2003.
Sanchez, Alex. So Hard to Say. New York: Simon & Schuster, 2004.
230
Severance, Jan. When Megan Went Away. Chapel Hill, NC: Lollipop Power, 1979.
---. Lots of Mommies. Chapel Hill, NC: Lollipop Power, 1983.
Shannon, George. Seeds. Boston: Houghton Mifflin, 1994.
Shyer, Marlene. The Rainbow Kite. Tarrytown, NY: Marshall Cavendish, 2002.
Simon, Norma. All Families Are Special. Albert Whitman, 2003.
Sobol, Rose. Woman Chief. New York: Dial Press, 1976.
Springer, Nancy. Looking for Jamie Bridger. New York: Dial Books for Young Readers, 1995.
Tax, Meredith. Families. Boston: Little, Brown, 1981.
Valentine, Johnny. The Daddy Machine. Boston: Alyson Wonderland, 1992.
---. The Day They Put a Tax on Rainbows. Boston: Alyson Wonderland, 1992.
---. The Duke Who Outlawed Jellybeans. Boston: Alyson Wonderland, 1993.
---. One Dad, Two Dads, Brown Dad, Blue Dad. Boston: Alyson Wonderland, 1994.
---. Two Moms, the Zark, and Me. Boston: Alyson Wonderland, 1993.
Vigna, Judith. My Two Uncles. Morton Grove, IL: A. Whitman, 1995.
Wickens, Elaine. Anna Day and the O-Ring. Boston: Alyson Wonderland, 1994.
Willhoite, Michael. Daddy's Roommate. Boston: Alyson Wonderland, 1990.
---. Daddy's Wedding. Los Angeles: Alyson Wonderland, 1996.
---. The Entertainer. Boston: Alyson Wonderland, 1992.
---. Families: A Coloring Book. Boston: Alyson Wonderland, 1991.
---. Uncle What-is-It is Coming to Visit. Boston: Alyson Wonderland, 1993.
Wilson, Barbara. A Clear Spring. New York: Feminist Press, 2002.
Woodson, Jacqueline. From the Notebooks of Melanin Sun. New York: Scholastic, 1995.
Zalben, Jane Breskin. Unfinished Dreams. New York: Simon and Schuster, 1996.
240
Secondary Sources
Abate, Michelle. Tomboys: A Literary and Cultural History. Philadelphia: Temple U.P., 2008.
Berlant, Lauren. The Queen of America Goes to Washington City. Durham: Duke U.P., 1997.
Bernstein, Robin. “‘Too Realistic’ and ‘Too Distorted’: The Attack on Louise Fitzhugh’s
Harriet the Spy and the Gaze of the Queer Child.” Critical Matrix 12.1-2 (2001): 26-47.
Bruhm, Steven, and Natasha Hurley, eds. Curiouser: On the Queerness of Children. Minneapolis:
U. of Minnesota P., 2004.
Cart, Michael, and Christine Jenkins, eds. The Heart Has Its Reasons: Young Adult Literature with
Gay/Lesbian/Queer Content, 1969-2004. Lanham: Scarecrow, 2006.
Cobb, Michael. “Childlike: Queer Theory and Its Children.” Criticism 47.1 (2005): 119-30.
Crisp, Thomas. “The Trouble with Rainbow Boys.” Children’s Literature in Education 39.4
(2008): 237-61.
Cuseo, Alan A. Homosexual Characters in YA Novels: A Literary Analysis, 1969-1982. Metuchen:
Scarecrow, 1992.
Edelman, Lee. No Future: Queer Theory and the Death Drive. Durham: Duke U.P., 2004.
Ford, Elizabeth A. “H/Z: Why Leslea Newman Makes Heather into Zoe.” Children’s
Literature Association Quarterly 23.3 (1998): 128-33.
Halberstam, Judith. “Oh Bondage Up Yours! Female Masculinity and the Tomboy.”
Curiouser: On the Queerness of Children. Eds. Steven Bruhm and Natasha Hurley. Minneapolis: U.
of Minnesota P., 2004. 191-214.
Inness, Sherrie A. “Is Nancy Drew Queer? Popular Reading Strategies for the Lesbian
Reader.” Women’s Studies 26.3-4 (1997): 343-72.
Kidd, Kenneth. Making American Boys: Boyology and the Feral Tale. Minneapolis: U. of
Minnesota P., 2004.
---.“Queer Theory’s Child and Children’s Literature Studies.” PMLA 126.1
(January 2011): 182-188.
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