Includes bibliographical references (p. [181]-187) and index.
Contents:
Introduction: why Harry? -- Defending the (not really) Dark Arts: teaching to break the DADA curse -- Harry on the border between two worlds: reading Harry en EspanĚol in a Mexican American border community -- Harry in the classroom: waking sleeping dragons -- Harry Potter and the Advanced Placement (AP) curriculum: teaching AP English in an urban charter high school -- Old magic, new technologies -- Entering the forbidden forest: teaching fiction and fantasy in urban special education -- Imagining more.
Summary:
"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. The authors examine why teachers choose to read Harry Potter, how they use the books and incorporate new media, and the resulting teacher-student interactions. The book encourages a critical discussion regarding the state of our educational system and the increasing lack of space allowed for imagination and complexity. Its unique research methodology is part ethnographic, part practitioner research, and serves as an analytical commentary on current school culture and policy"-- Provided by publisher.
This resource is supported by the Institute of Museum and Library Services under the provisions of the Library Services and Technology Act as administered by State Library of Iowa.