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'It Was Literally a Trauma Narrative': Distances/Disavowals and Guides/Gospels in Queer Postsecondary Readings of LGBTQ+ Young Adult Literature

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Title: 'It Was Literally a Trauma Narrative': Distances/Disavowals and Guides/Gospels in Queer Postsecondary Readings of LGBTQ+ Young Adult Literature
Language: English
Authors: Kyle P. Smith
Source: English Teaching: Practice and Critique. 2025 24(4):436-450.
Availability: Emerald Publishing Limited. Howard House, Wagon Lane, Bingley, West Yorkshire, BD16 1WA, UK. Tel: +44-1274-777700; Fax: +44-1274-785201; e-mail: emerald@emeraldinsight.com; Web site: http://www.emerald.com/insight
Peer Reviewed: Y
Page Count: 15
Publication Date: 2025
Document Type: Journal Articles
Reports - Research
Education Level: Higher Education
Postsecondary Education
Descriptors: LGBTQ People, Undergraduate Students, Self Concept, Reader Response, Books, Gender Issues, Gender Identity, Adolescent Literature, Young Adults, Literature, Novels, Trauma, Student Attitudes
DOI: 10.1108/ETPC-02-2025-0023
ISSN: 1175-8708
Abstract: Purpose: Even amidst rampant efforts to censor and legislatively regulate queer-identifying people and books about them, many LGBTQ+ adults never had opportunities to see themselves reflected in classroom curriculum. In an effort to use emotions as a lens to understand discursive identity construction, this paper aims to explore how one gay-identifying undergraduate student positioned his own identity in relation to a series of queer-themed young adult (YA) texts. Design/methodology/approach: Drawing from a larger practitioner-inquiry project at a Northeastern university, the author focus on the emotional reading responses of one student, naming this participant as a critical instance case. Findings: Engaging with theories of identity and reader-response, findings underscore promises and precarities of using LGBTQ+ YA literature as mirrors for queer readers through one participant's emotional positioning of his personal histories alongside and counter to larger narratives of LGBTQ+ pasts. Originality/value: By centering the emotional responses of a queer-identifying reader to LGBTQ+ books, this paper contributes to research on queer literacy studies. Previous research has often focused on secondary or teacher-readers rather than postsecondary students.
Abstractor: As Provided
Entry Date: 2026
Accession Number: EJ1491637
Database: ERIC
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  Data: 'It Was Literally a Trauma Narrative': Distances/Disavowals and Guides/Gospels in Queer Postsecondary Readings of LGBTQ+ Young Adult Literature
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  Data: <searchLink fieldCode="SO" term="%22English+Teaching%3A+Practice+and+Critique%22"><i>English Teaching: Practice and Critique</i></searchLink>. 2025 24(4):436-450.
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  Data: Emerald Publishing Limited. Howard House, Wagon Lane, Bingley, West Yorkshire, BD16 1WA, UK. Tel: +44-1274-777700; Fax: +44-1274-785201; e-mail: emerald@emeraldinsight.com; Web site: http://www.emerald.com/insight
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  Data: <searchLink fieldCode="DE" term="%22LGBTQ+People%22">LGBTQ People</searchLink><br /><searchLink fieldCode="DE" term="%22Undergraduate+Students%22">Undergraduate Students</searchLink><br /><searchLink fieldCode="DE" term="%22Self+Concept%22">Self Concept</searchLink><br /><searchLink fieldCode="DE" term="%22Reader+Response%22">Reader Response</searchLink><br /><searchLink fieldCode="DE" term="%22Books%22">Books</searchLink><br /><searchLink fieldCode="DE" term="%22Gender+Issues%22">Gender Issues</searchLink><br /><searchLink fieldCode="DE" term="%22Gender+Identity%22">Gender Identity</searchLink><br /><searchLink fieldCode="DE" term="%22Adolescent+Literature%22">Adolescent Literature</searchLink><br /><searchLink fieldCode="DE" term="%22Young+Adults%22">Young Adults</searchLink><br /><searchLink fieldCode="DE" term="%22Literature%22">Literature</searchLink><br /><searchLink fieldCode="DE" term="%22Novels%22">Novels</searchLink><br /><searchLink fieldCode="DE" term="%22Trauma%22">Trauma</searchLink><br /><searchLink fieldCode="DE" term="%22Student+Attitudes%22">Student Attitudes</searchLink>
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  Data: 10.1108/ETPC-02-2025-0023
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– Name: Abstract
  Label: Abstract
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  Data: Purpose: Even amidst rampant efforts to censor and legislatively regulate queer-identifying people and books about them, many LGBTQ+ adults never had opportunities to see themselves reflected in classroom curriculum. In an effort to use emotions as a lens to understand discursive identity construction, this paper aims to explore how one gay-identifying undergraduate student positioned his own identity in relation to a series of queer-themed young adult (YA) texts. Design/methodology/approach: Drawing from a larger practitioner-inquiry project at a Northeastern university, the author focus on the emotional reading responses of one student, naming this participant as a critical instance case. Findings: Engaging with theories of identity and reader-response, findings underscore promises and precarities of using LGBTQ+ YA literature as mirrors for queer readers through one participant's emotional positioning of his personal histories alongside and counter to larger narratives of LGBTQ+ pasts. Originality/value: By centering the emotional responses of a queer-identifying reader to LGBTQ+ books, this paper contributes to research on queer literacy studies. Previous research has often focused on secondary or teacher-readers rather than postsecondary students.
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    Subjects:
      – SubjectFull: LGBTQ People
        Type: general
      – SubjectFull: Undergraduate Students
        Type: general
      – SubjectFull: Self Concept
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      – SubjectFull: Reader Response
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      – SubjectFull: Books
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      – SubjectFull: Gender Issues
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      – SubjectFull: Gender Identity
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      – SubjectFull: Adolescent Literature
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      – SubjectFull: Young Adults
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      – SubjectFull: Literature
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      – SubjectFull: Novels
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      – SubjectFull: Trauma
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      – SubjectFull: Student Attitudes
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      – TitleFull: 'It Was Literally a Trauma Narrative': Distances/Disavowals and Guides/Gospels in Queer Postsecondary Readings of LGBTQ+ Young Adult Literature
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