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Making the Muggle a Study of Processes of Othering in J.K

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Making the Muggle a Study of Processes of Othering in J.K Department of English Making the Muggle A Study of Processes of Othering in J.K. Rowling’s Harry Potter and how Teachers Can Use the Novels to Work with Issues of Ableism Robin Aronsson Magister essay Literature HT16, 2016, ENG04GY Supervisor: Joakim Sigvardson 1 | o f 3 7 Abstract The magical fictional setting of the Harry Potter novels is not one separated from our own. It features the same nations and the same history as the real world. Its society is parallel to ours due to similar traditions and hierarchies, such as heteronormativity, ageism, racism, and fascism. Some of these are clearly problematised in the novels, others are not. While issues of racism and blood status are clearly at the forefront of the story of Harry Potter, there are layers to the conflict which reveal that there is more to the discriminatory dilemma than the issue of blood purity. This essay aims to investigate how teachers can use J.K. Rowling’s Harry Potter series to lead a discussion about othering and discrimination, focusing on the issue of ableism in particular. The goal when studying processes of othering in Harry Potter is not necessarily for the reader to identify with the protagonists. Instead, textual silences will be interpreted to investigate whether the othering of people like the readers themselves, an othering the reader partakes in when empathising with the protagonists, can be compared to ableism in the real world, and how teachers can use Harry Potter as means to introduce the idea of able-bodiedness as a social construct. By applying crip theory to the text, it can be stated that the division between the protagonist and his non-magical Other is based on ableist ideologies, which result in a positioning of the non-magical as disabled in the magical society. This position is maintained by naturalising the link between impairment and character flaws. Keywords: Harry Potter, othering, ableism, crip theory, disability studies, pedagogy, anti-oppressive education 2 | o f 3 7 Contents 1. Introduction ......................................................................................................................... 4 2. Aim ..................................................................................................................................... 5 3. Background: Working with the Fundamental Values ......................................................... 5 3.1. Why Harry Potter? Benefits of Reading Fantasy in the Classroom ................................ 6 3.2. Teaching Without Oppression; Teaching Anti-Oppression ............................................ 9 3.2.1. The Other’s Other ...................................................................................................... 11 4. Crip Theory: Disrupting Ableism ..................................................................................... 12 5. Method .............................................................................................................................. 14 6. Analysis & Discussion ...................................................................................................... 18 6.1. Expressions of Oppression in the Magical Culture ....................................................... 18 6.2. Ableism in the Magical Culture .................................................................................... 20 6.3. Who is the Muggle? ...................................................................................................... 21 6.3.1. The Muggle as Disabled ............................................................................................ 25 6.3.2. Challenging the Idea of the Muggle as Other ............................................................ 28 6.4. The Magically Disabled ................................................................................................ 29 6.5. Overcoming Disability .................................................................................................. 32 7. Conclusion ........................................................................................................................ 34 Literature .................................................................................................................................. 36 Works cited .............................................................................................................................. 36 3 | o f 3 7 “Hogwarts … is a school for people with special abilities—” Albus Dumbledore, Harry Potter and the Half-Blood Prince, p. 225 “It’s real for us… Not for her.” Severus Snape, Harry Potter and the Deathly Hallows, p. 544 1. Introduction The 2011 World Health Organisation report reveals that about 15% of the world’s population is disabled.1 In the USA, the disabled make up the biggest, and most economically marginalised minority.2 Despite this, there is scarce representation of people with disabilities in mainstream narratives, and a lack of coverage of this topic in teacher programmes. Considering the very real danger of ‘saying the wrong thing’, and thus be made accountable for the oppressive attitudes which they may not even be aware that they are harbouring, it is easier for pedagogues to simply stay clear of the subject. However, if oppression is defined not only as the exclusion of basic needs and right but also as obscuring certain groups’ visibility, to silence the perspectives of disabled people by choosing not to foreground them is also a form of oppression that teachers must not neglect to problematise. Therefore, discussing the ableist formation of media, that is, the way that certain degrees of functionality are portrayed as “natural”, resulting othering of the disabled, should be considered a priority in an anti-oppressive curriculum. The solution, according to Kevin Kumashiro, is to study not the oppressed groups, but the processes which result in oppression. Kumashiro demands that anti-oppressive education moves away from tendencies of studying the ways the “Other” differs from the “us” and instead look at what makes the “us” dependent on the idea of the “Other”.3 The Other of the international best-selling novels about the young magical orphan, Harry Potter, by J. K. Rowling is the non-magical, regular human being. This category of people is made the narrative’s Other through multi-layered processes of othering. While the issues of racism and cultural heritage are clearly at the forefront of Harry Potter, there are variations to the conflict that reveal more complex hierarchies in Harry Potter’s world than the issue of 1 World Health Organisation, “World report on disability” Retrieved from http://www.who.int/disabilities/world_report/2011/report/en/ 2016-12-30 11.57 2 “…[People] with disabilities make up 12 to 15 percent of the population”, Davis, Lennard J. Bending over Backwards: Disability, Dismodernism & Other Difficult Positions. 2002. New York University Press, New York & London. p. 87 3 Kumashiro, Kevin. 2002. Troubling Education: queer activism and antioppressive pedagogy. RoutledgeFalmer, New York. 4 | o f 3 7 blood purity. Many of the arguments used for separating magical and non-magical people are founded in ableist ideas. This study will attempt to show how a reading of Harry Potter through the lens of crip theory, the study of the processes that make those of atypical functionality “abnormal”, can help teachers address this theme in the classroom. 2. Aim The aim of this essay is to investigate processes of othering in all seven of the original Harry Potter novels that rely on ableist ideologies that make the non-magical appear disabled. Narrative silences will be interpreted to investigate implicit ideologies about disability and able- bodiedness and how ableism—the “[discrimination] against people who are not able-bodied”4 —plays a part in othering the non-magical in Harry Potter. Furthermore, discussion will be raised regarding how the othering of people like the reader themselves can be used to raise awareness amongst students of functionality as a social construct, and its consequences. 3. Background: Working with the Fundamental Values The goals for working with the fundamental values with a focus on norms and values in the Swedish upper secondary school states that each individual student must be given opportunities to learn to: […] consciously determine their views based on knowledge of human rights and fundamental democratic values, as well as personal experiences …respect the intrinsic value and integrity of other people …reject the subjection of people to oppression and degrading treatment, and also assist in helping people […] interact with other people based on respect for differences in living conditions, culture, language, religion and history […] empathise with and understand the situation of other people, and develop a willingness to act with their best interests at heart...5 These goals should permeate all subjects and activities in Swedish schools. Through this, teachers are to understand that it is an overarching assignment for the Swedish school to raise socially and politically aware adults who can apply perspectives other than their own. The goal 4 Oxford Dictionary of Psychology, Retrieved from http://www.oxfordreference.com/view/10.1093/acref/9780199534067.001.0001/acref-9780199534067-e-15 2017-01-17 15.46 5 Skolverket. 2013. Curriculum for the upper secondary school, p. 10 Retrieved from http://www.skolverket.se/publikationer?id=2975 2016-12-19; 16.58 5 | o f 3 7 is to combat “[all] tendencies to discrimination
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