Date of Award
2006
Document Type
Thesis
Publisher
Edith Cowan University
Degree Name
Doctor of Philosophy
School
School of Creative Industries
Faculty
Faculty of Regional Professional Studies
First Supervisor
Dr Lorna Kaino
Abstract
Millions of adolescents across the globe eagerly await and read each new Harry Potter fictional novel. As a series, the novels can be assumed to participate influentially in the production of adolescent literacies and subjectivities. Situated in politically conservative times, however, the texts may support readings in simple accord with culturally pervasive conservative views which favour conventionally masculinist, martial views of the individual and of society. Such readings potentially confirm ancient prejudices built out of differences which themselves may be associated with the socio-cultural reproduction of violent conflicts. Nevertheless, contemporary conditions such as planetary climate change and globalised political fear demand resolutions based not in conflict but in unprecedented degrees of global and local co-operation. This thesis, then, explores ways in which the Harry Potter texts may be approached from a critical literacy perspective to support readers to contest conservatively-aligned readings and to question the role of the texts in preparing students for a world of peace and cooperation.
Recommended Citation
Reading, J. (2006). Critical literacy in a global context: Reading Harry Potter. Edith Cowan University. Retrieved from https://ro.ecu.edu.au/theses/47