Heteronormative Heroism and Queering the School Story in J. K. Rowling's Harry Potter Series

2006 ◽  
Vol 31 (3) ◽  
pp. 260-281 ◽  
Author(s):  
Tison Pugh ◽  
David L. Wallace
Keyword(s):  
Harry Potter ◽  
School Story

A Postscript to "Heteronormative Heroism and Queering the School Story in J. K. Rowling's Harry Potter Series"

2008 ◽  
Vol 33 (2) ◽  
pp. 188-192 ◽  
Author(s):  
Tison Pugh ◽  
David L. Wallace
Keyword(s):  
Harry Potter ◽  
School Story

scholarly journals From Harry to Garri

2003 ◽  
Vol 48 (1-2) ◽  
pp. 285-297 ◽  
Author(s):  
Judith Inggs
Keyword(s):  
Harry Potter ◽  
Moral Values ◽  
English School ◽  
Young Readers ◽  
School Story ◽  
The Witch

Abstract This article focuses specifically on two examples of fantasy stories and their translations into Russian: The Lion, the Witch, and the Wardrobe (Lewis 1950), a classic English fantasy story, and Harry Potter and the Philosopher’s Stone (Rowling 1997), a modern blending of fantasy with the traditional English school story. The analysis shows that the approach to translation is largely random. In the translations of The Lion, the Witch and the Wardrobe, there is some evidence of simplification as a strategy, and some confusion over the appropriate translation of cultural items in the translations of Harry Potter and the Philosopher’s Stone. Generally, however, the translators are shown not to have attempted to situate the stories in a Russian context, and have retained intact both the cultural backdrop and the moral values put forward in the works. A study of the reception of such works by young readers would provide valuable information about the success or failure of the translations discussed in this article.

Hot for Teacher: Intergenerational Desire, Harry Potter, and the Case of Snarry

2017 ◽  
Vol 10 (2) ◽  
pp. 146-161
Author(s):  
Jennifer Duggan
Keyword(s):  
Intergenerational Relationships ◽  
Harry Potter ◽  
Same Sex ◽  
Student Relationships ◽  
Motivation To Read ◽  
Teacher Student Relationships ◽  
Teacher Student ◽  
Early School ◽  
School Story ◽  
Shed Light

Although teacher–student relationships are currently taboo, the Harry Potter texts exhibit palimpsestic traces of both the homosociality and the student–teacher romances common to early school-story texts. These traces have likely inspired the popularity of same-sex teacher–student pairings such as Harry Potter/Severus Snape (‘Snarry’) in fanfiction published online. But what precisely do the fan authors and readers of these texts find interesting about them, and how do they justify their desire to produce and consume these texts within a society that considers same-sex intergenerational relationships – and particularly those between students and teachers–deviant? This article explores interviews with several fan authors of Snarry, published on the communal blog The Snarry Reader, as well as fan readers' reviews of fanfiction published on the Snarry-dedicated website Walking the Plank, to shed light on fan authors' and readers’ motivation to read and write Snarry.

scholarly journals Rewriting the school story through racebending in the Harry Potter and Raven Cycle fandoms

2019 ◽  
Vol 29 ◽  
Author(s):  
Megan Justine Fowler
Keyword(s):  
Predominantly White ◽  
Young Adult Literature ◽  
Black Masculinity ◽  
Harry Potter ◽  
Alternative Possibilities ◽  
Close Analysis ◽  
School Story ◽  
In Series ◽  
The Common ◽  
Common Association

Racebending fan work has the potential to be a productive site of postcolonial critique. In a close analysis of two racebending young adult literature texts—the titular hero of J. K. Rowling's Harry Potter series (1997–2007) and major character Ronan Lynch from Maggie Stiefvater's Raven Cycle (2012–16)—fans' racebending of the primary characters permits postcolonial revision by challenging the predominantly white worlds they depict as well as recuperating the erasure of diaspora by other fans who insist Britishness and Irishness equate to whiteness. Racebending Harry and Ronan fan works center around queer romances: Harry with school rival Draco Malfoy and Ronan with his in-series boyfriend, Adam Parrish. Racebent Harry fan work, particularly work incorporating a queer romance with Draco, creates a space for fans to imagine alternative possibilities for the series beyond the heteronormative, hegemonic conclusion represented in Rowling's epilogue. Similarly, racebending Ronan offers a depiction of soft black masculinity and loving queer romance that subverts the common association of blackness with anger and aggression. By depicting two characters of color at the center of these queer schoolboy romances, fans disrupt the white homoeroticism and imperialism of the school story genre upon which both series draw.

Using Harry Potter to teach Adolescent Psychology

2007 ◽  
Author(s):  
Shelley P. Ross
Keyword(s):  
Harry Potter ◽  
Adolescent Psychology

Harry Potter: una saga ericksoniana

IPNOSI ◽  
2015 ◽  
pp. 67-74
Author(s):  
Marzia Rocchini
Keyword(s):  
Harry Potter

Harry Potter – National Hero and National Heroic Epic

2011 ◽  
Vol 4 (1) ◽  
pp. 15-28
Author(s):  
Ulrike Kristina Köhler
Keyword(s):  
Harry Potter ◽  
Anglo Saxon ◽  
Robin Hood ◽  
Feudal Society ◽  
Self Image ◽  
Heroic Epic ◽  
National Model ◽  
National Hero ◽  
Norman Invasion ◽  
Character Building

Joanne K. Rowling's teenage wizard has enchanted readers all over the globe and Harry Potter can truly be called an international hero. However, as I will argue, he is also very much an English national hero, complying with the national auto-image of the English gentleman as well as with the idea of Christian masculinity, another English auto-image holding that outdoor activity is more character-building than book learning. I will also show that the series can be read as a national heroic epic in two respects. First, Harry Potter, alias Robin Hood, has to fight the Norman yoke, an English myth haunting the nation since the Norman invasion in 1066. The series displays as a national model an apparently paternalistic Anglo-Saxon feudal society marked by tolerance and liberty as opposed to foreign rule. Second, by establishing parallels to events which took place in Nazi Germany, the series takes up the idea of fighting it, which is a popular topos in British (children's) literature which serves to reinforce a positive self-image.

Enforcing Performance: Disciplining Girls in British Co-educational Boarding School Stories, 1928–58

2008 ◽  
Vol 1 (2) ◽  
pp. 125-138
Author(s):  
CLARE HOLLOWELL
Keyword(s):  
Gender Roles ◽  
Real Life ◽  
Boarding School ◽  
Educational Setting ◽  
Female Characters ◽  
School Stories ◽  
School Story ◽  
Girls School ◽  
A Site

This paper examines girls and power in British co-educational boarding school stories published from 1928 to 1958. While feminist scholars have hailed the girls’ school story as a site of potential resistance to constricting gender roles, the same can not be said of the co-educational school story. While the genres share many tropes and characterisation, the move from an all-female world to a co-educational setting allows the characters access to a narrower range of gender roles, and renders the female characters significantly less powerful. The disciplinary structures of the co-educational schools, mirroring those in real life, operate in a supposedly progressive manner that in fact removes girls from access to power.

The Translation of Passive Voice in Harry Potter Novel into Bahasa Indonesia

2015 ◽  
Vol 12 (1) ◽  
Author(s):  
Harry Sumbayu ◽  
Amrin Saragih ◽  
Syahron Lubis
Keyword(s):  
Key Words ◽  
Cultural Context ◽  
Harry Potter ◽  
Qualitative Approach ◽  
Cultural Value ◽  
Passive Voice ◽  
Active Voice ◽  
Source Language ◽  
Lexical Categories ◽  
Bahasa Indonesia

This study addresses the translation of passive voice in Harry Potter and the Prisoner of Azakaban into Bahasa Indonesia. The study was based on descriptive qualitative approach. The data were collected by applying documentary techniques. There were three chapters taken as the source of the data. They were chapters 1, 8 and 15. The findings indicated that there were two types of passive voices as a product of passive voices’ translation in Bahasa Indonesia. The passive voice retained as passive one in TL was more dominantly translated into passive voice type one than type two in TL. It caused the use of prefix di+verb base, prefix di+verb base suffix i, and prefix di +verb base+ suffix+ kan are able to represent the meaning of the SL literally and culturally. The changing of English passive voice into Bahasa Indonesia active voice when they were translated indicated that the translator has attempted to find the closest natural equivalent of the source language in aspect of grammar, style, and cultural value. In essence naturalization rate of an expression is a matter of looking for matches in level lexical categories, grammatical categories, semantic, and cultural context.   Key words: translation, passive voice, English, Bahasa Indonesia.

REVELIO! A (SOCIO-)SEMIOTIC READING OF THE HARRY POTTER SAGA

2015 ◽  
Author(s):  
Gloria Withalm ◽  
Keyword(s):  
Harry Potter
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