This article examines the reactions to the staging of David Harrower's play, Blackbird, in an educational context marked by #MeToo. Based on this case study, it defines a method of reading and analyzing works that seeks to reflect on what texts and their interpretations do in the contexts with which they interact, as well as the definitions of literature and interpretative paradigms mobilized to study them. Such a situated reading aims to take into account the effects of the discourses of teachers and researchers who study literary works.