[{"data":1,"prerenderedAt":-1},["ShallowReactive",2],{"detail-sidebar-cat-0-en-105":3,"doc-seo-580288-105":59,"doc-detail-580288-en":130},{"code":4,"msg":5,"data":6},0,"success",[7,13,18,23,28,33,38,43,48,51,55],{"id":8,"doc_module":4,"doc_module_name":9,"category_name":10,"show_sort_weight":11,"slug":12},1,"Document","Story & Novel",90,"story-novel",{"id":14,"doc_module":4,"doc_module_name":9,"category_name":15,"show_sort_weight":16,"slug":17},2,"Literature",80,"literature",{"id":19,"doc_module":4,"doc_module_name":9,"category_name":20,"show_sort_weight":21,"slug":22},4,"Exam",70,"exam",{"id":24,"doc_module":4,"doc_module_name":9,"category_name":25,"show_sort_weight":26,"slug":27},5,"Comic",60,"comic",{"id":29,"doc_module":4,"doc_module_name":9,"category_name":30,"show_sort_weight":31,"slug":32},6,"Technology",50,"technology",{"id":34,"doc_module":4,"doc_module_name":9,"category_name":35,"show_sort_weight":36,"slug":37},7,"Healthcare",40,"healthcare",{"id":39,"doc_module":4,"doc_module_name":9,"category_name":40,"show_sort_weight":41,"slug":42},8,"Research & Report",30,"research-report",{"id":44,"doc_module":4,"doc_module_name":9,"category_name":45,"show_sort_weight":46,"slug":47},9,"Religion & Spirituality",20,"religion-spirituality",{"id":46,"doc_module":4,"doc_module_name":9,"category_name":49,"show_sort_weight":46,"slug":50},"World Cup","world-cup",{"id":52,"doc_module":4,"doc_module_name":9,"category_name":53,"show_sort_weight":52,"slug":54},10,"Lifestyle","lifestyle",{"id":56,"doc_module":4,"doc_module_name":9,"category_name":57,"show_sort_weight":24,"slug":58},19,"General","general",{"code":4,"msg":60,"data":61},"ok",{"site_id":62,"language":63,"slug":64,"title":65,"keywords":66,"description":67,"schema_data":68,"social_meta":123,"head_meta":125,"extra_data":127,"updated_unix":129},105,"en","sane-journal-sequential-art-narrative-in-education-volume-2-issue-5-article-1-article","SANE journal: Sequential Art Narrative in Education - Volume 2 - Issue 5 - Article 1 - Article","","As a picture of childhood composed from the point of view of a young boy named Freddie, who suffers repeated and ongoing trauma, reading The Freddie Stories poses multiple interpretive challenges. The main character is often split and disassociated; dreaming and waking are blurred; monsters appear in shifting forms. Undergraduates in teacher education are analyzed for how their reading experience mirrors psychological effects such as getting lost, being at a loss for words, and experiencing enfolded temporality.",{"@graph":69,"@context":122},[70,84,105],{"@type":71,"itemListElement":72},"BreadcrumbList",[73,77,79,82],{"item":74,"name":75,"@type":76,"position":8},"https://docshare.wps.com","Home","ListItem",{"item":78,"name":9,"@type":76,"position":14},"https://docshare.wps.com/document/",{"item":80,"name":15,"@type":76,"position":81},"https://docshare.wps.com/document/literature/",3,{"item":83,"name":65,"@type":76,"position":19},"https://docshare.wps.com/document/sane-journal-sequential-art-narrative-in-education-volume-2-issue-5-article-1-article/580288/",{"url":83,"name":65,"@type":85,"image":86,"author":91,"headline":65,"publisher":94,"fileFormat":97,"inLanguage":63,"description":67,"dateModified":98,"datePublished":99,"encodingFormat":97,"isAccessibleForFree":100,"interactionStatistic":101},"DigitalDocument",{"url":87,"@type":88,"width":89,"height":90},"https://docshare.wps.com/thumbnails/sane-journal-sequential-art-narrative-in-education-volume-2-issue-5-article-1-article/580288.png","ImageObject",300,407,{"name":92,"@type":93},"Levi","Person",{"url":74,"name":95,"@type":96},"DocShare","Organization","application/pdf","2026-10-22","2026-10-15",true,{"@type":102,"interactionType":103,"userInteractionCount":8},"InteractionCounter",{"@type":104},"ViewAction",{"@type":106,"mainEntity":107},"FAQPage",[108,114,118],{"name":109,"@type":110,"acceptedAnswer":111},"What interpretive challenges does reading The Freddie Stories present, according to the abstract?","Question",{"text":112,"@type":113},"The text involves a frequently split, disassociated main character; unclear boundaries between dreaming and waking; shifting monster imagery; and repeated difficulties with language and cognitive function that complicate interpretation.","Answer",{"name":115,"@type":110,"acceptedAnswer":116},"How does the paper connect trauma to the experience of reading comics?",{"text":117,"@type":113},"It argues that trauma disarticulates the self and that Barry’s text effectively mirrors psychological effects in readers—such as getting lost, experiencing wordlessness, and reading with enfolded temporality.",{"name":119,"@type":110,"acceptedAnswer":120},"What does the paper focus on regarding undergraduate readers?",{"text":121,"@type":113},"It analyzes how undergraduate readers in teacher education engage with Barry’s work and how their reading experience reflects the psychological effects of Freddie’s suffering.","https://schema.org",{"og:url":83,"og:type":124,"og:title":65,"og:site_name":95,"og:description":67},"article",{"robots":126,"canonical":83},"index,follow",{"doc_id":128,"site_id":62},580288,1792668014,{"code":4,"msg":5,"data":131},{"doc_id":128,"user_id":132,"nickname":92,"user_avatar":133,"doc_module":4,"category_id":14,"category_name":15,"doc_title":65,"doc_description":67,"doc_content":134,"file_id":135,"file_url":136,"file_type":137,"file_size":138,"view_count":8,"is_deleted":4,"is_public":8,"is_downloadable":8,"audit_status":8,"page_count":139,"language":140,"language_code":63,"site_id":62,"html_lang":63,"table_of_contents":141,"faqs":142,"seo_title":143,"seo_description":67,"update_tm":144,"read_time":26},7971461740909,"https://ap-avatar.wpscdn.com/davatar_155a257f0dc6eb9ab79c44ca47cae57d","SANE journal: Sequential Art Narrative in Education  \n\n| Volume 2  Issue 5 | Article 1 |\n| --- | --- |\n| May 2020\u003Cbr>“Because like – and so I don’t – so I think it’s maybe, I don’t know”: Performing traumatic effects while reading Lynda Barry’s The Freddie Stories\u003Cbr>David Lewkowich\u003Cbr>University of Alberta, [david.lewkowich@ualberta.ca](david.lewkowich@ualberta.ca)[ ](david.lewkowich@ualberta.ca)Michelle Miller Stafford\u003Cbr>OCAD University\u003Cbr>Follow this and additional works at: [https://digitalcommons.unl.edu/sane](https://digitalcommons.unl.edu/sane)\u003Cbr> Part of the American Literature Commons, American Popular Culture Commons, Curriculum and Instruction Commons, Curriculum and Social Inquiry Commons, Educational Psychology Commons, Higher Education Commons, Interdisciplinary Arts and Media Commons, Reading and Language Commons, and the Secondary Education and Teaching Commons |  |\n\nRecommended Citation  \nLewkowich, David and Miller Stafford, Michelle (2020) \"“Because like – and so I don’t – so I think it’s maybe, I don’t know”: Performing traumatic effects while reading Lynda Barry’s The Freddie Stories,\" SANE journal: Sequential Art Narrative in Education: Vol. 2 : Iss. 5 , Article 1.  \nAvailable at: [https://digitalcommons.unl.edu/sane/vol2/iss5/1](https://digitalcommons.unl.edu/sane/vol2/iss5/1)  \nThis Article is brought to you for free and open access by DigitalCommons@University of Nebraska-Lincoln. It has been accepted for inclusion in SANE journal: Sequential Art Narrative in Education by an authorized administrator of DigitalCommons@University of Nebraska-Lincoln.  \n“Because like – and so I don’t – so I think it’s maybe, I don’t know”:  \nPerforming traumatic effects while reading Lynda Barry’s The Freddie Stories  \nAbstract:  \nAs a picture of childhood composed from the point of view of a young boy named  \nFreddie, who suffers the effects of repeated and ongoing trauma, the experience of  \nreading The Freddie Stories presents a number of interpretive challenges: its main  \ncharacter is often split and in various states of disassociation, the difference between  \ndreaming and waking life is not always obvious, multiple monsters appear in different  \nand changeable forms, and as Freddie experiences repeated difficulties with language and  \ncognitive function, his traumatic past enfolds upon the time in which the story is set. In  \nthis paper, we analyze how undergraduate readers in teacher education engage with  \nBarry’s text, and how their experience of reading about trauma effectively mirrors the  \npsychological effects of Freddie’s suffering: getting lost in the text, being at a loss for  \nwords, reading in a state of enfolded temporality. Given how trauma disarticulates the  \nself, this paper investigates how Barry’s text disarticulates the adult’s reading experience.  \nPublished by DigitalCommons@University of Nebraska-Lincoln, 2017 1  \nIntroduction  \nAs an ending that also initiates a new beginning, the Afterword in Lynda Barry’s revised  \nedition of The Freddie Stories simultaneously introduces a series of short narratives,  \ncollectively referred to as “The Lost Stories.” Just as the countless effects of childhood  \nunpredictably echo throughout the course of our lives, Barry describes these stories –  \ninitially left out from earlier editions “for being too strange or depressing”(128)– as a  \nreminder that the time of representation in comics is typically far from straightforward  \nand chronological. Indeed, while these latter qualities suggest an “orderly procession  \nfrom the past, through the present, to the future”(Morrigan 50),“comic strip time”(126),  \nas Barry calls it,“moves but it doesn’t exactly pass”(127) . Imbued with “a certain  \naliveness that feels to be on-going”(128), the affective disposition of this temporal  \ncontext sees the events of Freddie’s life as totally inextricable from the reader’s  \nemotionally-laden, historically-situated circumstances of reading: “The WHEN in a  \ncomic strip,”","cbCairwGvNbawlNA","https://ap.wps.com/l/cbCairwGvNbawlNA","pdf",1052610,39,"English","# Abstract\n# Introduction","[{\"question\":\"What interpretive challenges does reading The Freddie Stories present, according to the abstract?\",\"answer\":\"The text involves a frequently split, disassociated main character; unclear boundaries between dreaming and waking; shifting monster imagery; and repeated difficulties with language and cognitive function that complicate interpretation.\"},{\"question\":\"How does the paper connect trauma to the experience of reading comics?\",\"answer\":\"It argues that trauma disarticulates the self and that Barry’s text effectively mirrors psychological effects in readers—such as getting lost, experiencing wordlessness, and reading with enfolded temporality.\"},{\"question\":\"What does the paper focus on regarding undergraduate readers?\",\"answer\":\"It analyzes how undergraduate readers in teacher education engage with Barry’s work and how their reading experience reflects the psychological effects of Freddie’s suffering.\"}]","SANE journal: Sequential Art Narrative in Education - Volume 2 - Issue 5 - Article 1 - Article | PDF",1792037316]