Synopses & Reviews
Given the current educational climate of high-stakes testing, standardized curriculum, and "approved" reading lists, incorporating unauthorized, often controversial, popular literature into the classroom becomes a political choice. Belcher and Herr Stephenson examine why teachers choose to read Harry Potter, how they use the books in multicultural elementary and secondary classrooms, and the teacher-student interactions that result. The authors also investigate the ways in which new media and fans' interactions with the Potter franchise have contributed to its cultural, economic, and educational power. The book encourages a critical discussion regarding the state of our educational system in the United States, contrasting the increasing lack of space allowed for imagination and complexity in schools with the rich experiences made available to readers through the Potter series. Its unique research methodology is part ethnographic, part practitioner research, and serves as an analytical commentary on current school culture and policy.
Review
"Teaching Harry Potter tells a powerful story about the current state of American education, one which contrasts the enthusiasm many young people and educators feel towards J. K. Rowling's remarkable book series and the constraints which No Child Left Behind-era policies have imposed on how reading gets taught in the classroom. Reading this book produced powerful emotional responses - an enormous respect for the teachers described here who are battling to engage with their students in meaningful and timely ways and despair over some of the obstacles they must overcome in doing so." - Henry Jenkins, author of Confronting the Challenges of Participatory Culture and Provost's Professor of Communication, Journalism, and Cinematic Arts, University of Southern California, USA"Just as the Harry Potter books invite readers to think critically and creatively about life, the authors and the teachers convincingly argue for culturally relevant pedagogy that promotes critical and creative thinking, including the use of popular books, such as the Harry Potter series." - D. L. Norland, Professor of Education, Luther College, USA
Synopsis
Given the current educational climate of high stakes testing, standardized curriculum, and 'approved' reading lists, incorporating unauthorized, popular literature into the classroom becomes a political choice. The authors examine why teachers choose to read Harry Potter, how they use the books, and the resulting teacher-student interactions.
About the Author
Catherine L. Belcher serves as the Director of Teaching and Learning at West Adams Preparatory High School, Los Angeles, USA and teaches in the Masters in Teaching Program of the Longy School of Music of Bard College, USA.
Becky Herr Stephenson is a researcher focused on teaching and learning with popular culture and technology.
Table of Contents
Introduction: Why Harry?
1. Defending the (Not Really) Dark Arts: Teaching to Break the DADA Curse
2. Harry on the Border between Two Worlds: Reading Harry en Español in a Mexican American Border Community
3. Harry in the Classroom: Waking Sleeping Dragons
4. Harry Potter and the Advanced Placement (AP) Curriculum: Teaching AP English in an Urban Charter High School
5. Old Magic, New Technologies
6. Entering the Forbidden Forest: Teaching Fiction and Fantasy in Urban Special Education
7. Imagining More