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This case study explores intertextual references in L.M. Montgomery’s Emily trilogy, originally written and marketed for a dual audience of adults and teenage girls. Emily’s reading and interaction with other texts empower her by inspiring her writing, supporting her maturation into womanhood, and underpinning her development as a reader and writer, whereby Montgomery subversively challenges the conventions of traditional female gender roles. In the Swedish 1950s translations abridged for a younger target audience than the originals, many intertextual references are lost. As a result, Swedish readers are presented with a more conventional and constrained and less challenging image of Emily and girlhood because Emily’s reading and writerly ambitions are downplayed.
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Laura Leden (2021) studied this question.
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