Meet our Contributors
Haley Smiley
Haley is a graduate student in James Madison University’s Master’s in Arts of Teaching program. She received her bachelor’s degree in December 2024, majoring in English with minors in Secondary Education and Teaching English to Speakers of Other Languages. After graduation, she plans to teach middle school English Language Arts in Virginia. Her work can be found in the Virginia English Journal and The Ohio Journal of Mathematics.
Mark A. Lewis
Mark is professor of literacy education at James Madison University. His research interests include examining and critiquing representations of adolescence and youth in young adult and adult literature, defining the multifaceted literary competence of secondary students, and identifying effective ways to support multilingual learners. Prior to coming to JMU, he taught middle school English and English as a second language in Arizona and high school English in
Colorado. Mark has over 35 publications, including multiple book chapters and in scholarly journals such as English Education, English Journal, The ALAN Review, Study & Scrutiny, Journal of Teacher Education, Middle Grades Research Journal, Journal of Literacy Research, and Reading Research Quarterly. He is also a co-author of Rethinking the "Adolescent" in Adolescent Literacy (2017, NCTE Press) and Reading the World through Sports and Young Adult Literature: Resources for the English Classroom (2024, NCTE Press).
Haley is a graduate student in James Madison University’s Master’s in Arts of Teaching program. She received her bachelor’s degree in December 2024, majoring in English with minors in Secondary Education and Teaching English to Speakers of Other Languages. After graduation, she plans to teach middle school English Language Arts in Virginia. Her work can be found in the Virginia English Journal and The Ohio Journal of Mathematics.
Mark A. Lewis
Mark is professor of literacy education at James Madison University. His research interests include examining and critiquing representations of adolescence and youth in young adult and adult literature, defining the multifaceted literary competence of secondary students, and identifying effective ways to support multilingual learners. Prior to coming to JMU, he taught middle school English and English as a second language in Arizona and high school English in
Colorado. Mark has over 35 publications, including multiple book chapters and in scholarly journals such as English Education, English Journal, The ALAN Review, Study & Scrutiny, Journal of Teacher Education, Middle Grades Research Journal, Journal of Literacy Research, and Reading Research Quarterly. He is also a co-author of Rethinking the "Adolescent" in Adolescent Literacy (2017, NCTE Press) and Reading the World through Sports and Young Adult Literature: Resources for the English Classroom (2024, NCTE Press).
Archetypal Reflectivity: Capturing Readers Through “Typical” Characters
Haley Smiley & Mark A. Lewis
Archetypes, while originating from Jungian psychoanalysis (see Mikki, 2025, for an overview of Jung’s work), are more broadly understood as sociohistorical constructs that have evolved over time. They function as narrative tools, employed in storytelling to create shared meaning, shape identities, and foster a sense of community. By encouraging archetypal reflectivity, readers can connect their personal experiences with familiar fictional narratives and “typical” characters, thereby facilitating a deeper understanding of both themselves and the world around them.
The hero archetype is widely recognized, but other archetypes, such as the sage, rebel, and trickster, are equally prevalent and significant (here are descriptions of the 12 Jungian Archetypes). Each archetype embodies specific qualities and fulfills distinct roles within a narrative, offering valuable insights into both personal and social dynamics. Fictional characters exemplify these archetypes, allowing readers to recognize and understand corresponding patterns in their own behaviors, relationships, and perspectives.
The sage archetype, for instance, represents wisdom, knowledge, and guidance. Characters embodying this archetype often serve as mentors or advisors, offering valuable insights and helping others navigate challenges (see Renga & Lewis, 2018, for discussion on sage characters in YA literature). The rebel, on the other hand, symbolizes defiance, nonconformity, and the pursuit of change. Rebellious characters often challenge the status quo, inspiring others to question authority and fight for their beliefs (see this article for a list of novels that feature the rebel archetype). The trickster, who might also be rebellious but enacts their dissatisfaction disparately, embodies cunning, mischief, and the subversion of expectations. Trickster characters often disrupt norms, challenge assumptions, and provoke thought through their actions. Many cultures include trickster tales as part of their folklore.
By recognizing and exploring these archetypes in literature and within themselves, readers can gain a deeper understanding of the human experience, fostering personal growth, empathy, and a sense of connectedness with others. To this aim, we offer three characters from highly-regarded young adult literature as examples of three additional archetypes–the innocent, the heroine, and the everyman–along with what readers of all ages can learn from these “typical characters” about their own ideals, thoughts, and actions.
Wolf Hollow – Annabelle McBride, The Innocent
In Wolf Hollow by Lauren Wolk (2016), Annabelle McBride embodies “the innocent” archetype, representing morality, care for deep relationships, and an unwavering belief in justice. Throughout the novel, Annabelle is characterized by her strong sense of right and wrong, her enduring kindness, and her desire to see the good in others, even when confronted with cruelty.
| One key moment that establishes Annabelle’s innocence is her initial reaction to Betty Glengarry, the new girl in town who quickly becomes a ruthless bully. Even though Betty begins to taunt Annabelle, she does not retaliate with violence or cruelty. Instead, Annabelle tries to handle the situation with honesty and fairness, revealing her belief in decency and justice. Another defining moment of Annabelle’s innocence is her trust in Toby, the outcast veteran of The Great War whom the town views with skepticism (see this New York Times article for more on how veterans of The Great War were treated). Despite the community’s warnings, Annabelle refuses to believe the worst about him, even when he is accused of harming Betty. Her steadfast defense of Toby, despite societal pressures, highlights her innocence and moral stability. |  |
Readers can apply this to their own lives by embracing empathy, seeking justice, and refusing to judge others based on assumptions. Like Annabelle, readers can learn to stand firm in their beliefs and make choices that align with their values, even when it is difficult. In this way, Annabelle’s innocence serves as both an inspiration and a guide for navigating moral dilemmas in real life.
Firekeeper’s Daughter – Daunis Fontaine, The Heroine
In Firekeeper’s Daughter by Angeline Boulley (2021), Daunis Fontaine exemplifies “the heroine” archetype through her courage, resilience, and ability to not allow society to block her from accomplishing her goals (see the Kirkus review). Like canonical heroines, Daunis is thrust into a dangerous situation that challenges her beliefs and forces her to grow. She does not seek out heroism, but when confronted with corruption and crime, she bravely steps up to protect her community.
| One key moment that establishes Daunis as a heroine is her decision to become a confidential informant for the FBI after learning about a deadly drug ring targeting her Ojibwe community (see Ojibwe.net for more information about the Ojibwe community, specifically how they view Firekeeper’s Daughter’s portrayal of their community). Though she knows the risks, she chooses to infiltrate the operation, motivated by a deep sense of responsibility. This aligns with the heroine’s journey–she sacrifices her own safety to seek justice for those she loves. Another defining moment is when Daunis refuses to compromise her integrity, even when she faces betrayal and heartbreak from her loved ones. Rather than following orders blindly, she asserts her own moral compass, proving that true heroism isn’t just about bravery, but also about standing firm in one's values. |  |
Readers can apply this lesson by standing up for what is right, even in difficult situations. Daunis also teaches the importance of embracing one’s cultural heritage and personal identity, reinforcing that strength comes from knowing who you are. Through her heroic journey, Daunis inspires readers to find their own strength and purpose.
The Lost Year – Matthew, The Everyman
In The Lost Year by Katherine Marsh (2023), Matthew embodies “the everyman” archetype, representing an ordinary individual who undergoes personal growth through life-altering experiences. Matthew is not like a traditional hero–he does not begin with extraordinary bravery or ambition. Instead, he starts as a thirteen-year-old, caught up in his own familial frustrations while also navigating the COVID-19 pandemic. His journey of self-discovery, particularly
regarding his family's past, transforms him from a self-absorbed boy into someone more aware, empathetic, and connected to his family’s history.
regarding his family's past, transforms him from a self-absorbed boy into someone more aware, empathetic, and connected to his family’s history.
| One key moment from the novel that defines Matthew as "the everyman" is his initial indifference toward his great-grandmother Nadiya’s past. Like many people his age, Matthew views history as distant and irrelevant to his life. However, after learning more about his great-grandmother, he begins to piece together her experiences during the Holodomor–a famine caused by Stalin’s policies in Soviet Ukraine. Matthew’s perspective shifts as he realizes that history is not just something found in textbooks but something that directly shapes his own identity. His growing empathy for his great-grandmother and his desire to uncover the truth about his family’s past highlight his transformation from an apathetic adolescent to someone who actively seeks knowledge and justice. Another defining moment is when Matthew begins to feel helpless during the COVID-19 pandemic. Like many, the pandemic proved to be especially frustrating and isolating for him. Yet, Matthew shifts his focus towards his family, showing how ordinary people can find their purpose during dark times by seeking connection and understanding. |  |
Readers can apply this lesson by listening to and seeking out family histories, questioning the narratives they are given, and recognizing the impact of past events on the present. They can also use newfound historical awareness to develop a more informed worldview. Matthew’s journey shows that anyone–no matter how "ordinary"– can grow into a more thoughtful, compassionate individual simply by being open to learning and understanding.
Concluding Thoughts
Archetypal reflectivity informed by fiction can be useful for readers by highlighting possibilities for their lived lives. The archetypal innocent can lead to exploring more just ways of seeing the world; the archetypal heroine can bolster personal beliefs in their own capabilities; the archetypal everyman can encourage personal growth and confidence in one’s place in society. This might sound overly idealistic, but the struggle to achieve our ideals should not lead us to reject them entirely. To this end, fictional archetypes can provide inspiration, reaffirm ideals, and reinvigorate our imagination of what it means to be human.
RSS Feed