DOCSLIB.ORG

Fluidity in Shoebox Project by Kasandra Arthur A

Total Page：16

File Type：pdf, Size：1020Kb

Download full-text PDF Read full-text
Fluidity in Shoebox Project by Kasandra Arthur A We Are Having All Kinds of Fun: Fluidity in Shoebox Project by Kasandra Arthur A thesis presented to the University Of Waterloo in fulfilment of the thesis requirement for the degree of Doctor of Philosophy in English Waterloo, Ontario, Canada, 2018 © Kasandra Arthur 2018 Examining Committee Membership The following served on the Examining Committee for this thesis. The decision of the Examining Committee is by majority vote. External Examiner Katherine Larsen Teaching Assistant Professor Supervisor(s) Neil Randall Associate Professor Internal Member Aimée Morrison Associate Professor Internal-external Member Nicolas Gauthier Assistant Professor Other Member(s) Beth Coleman Associate Professor ii Author’s Declaration: I hereby declare that I am the sole author of this thesis. This is a true copy of the thesis, including any required final revisions, as accepted by my examiners. I understand that my thesis may be made electronically available to the public. iii Abstract: Made public on LiveJournal between 2004 and 2008, Shoebox Project (SBP) is a multimedia fanfic written by ladyjaida and dorkorific. The plot takes place before that of the Harry Potter novels, detailing the last two years of Hogwarts for the Marauders – Remus, Sirius, James, and Peter – conveying its narrative through prose, dialogue, handwritten letters, handwritten notes, pictures, and hand drawn sketches. SBP represents evidence of its authors negotiating of Remus Lupin. Specifically, through the layered processes of reading and writing, dorkorific and ladyjaida interpret and construct their understanding of authorship and their perception of the Potterverse. In so doing, they make clear the inherent fluidity of these concepts. However, despite the fluidity so central to SBP and to its fannish context, ladyjaida and dorkorific also work to actively reiterate binaries around gender, sex, and desire in their construction of Remus and Sirius’s sexuality. The specific content of SBP reflects this: the phrasing, references, and fanart among a myriad of other particularities shape this fluidity or lack thereof. The ways in which dorkorific and ladyjaida engage with the HPfandom through SBP’s content also reflect this. Moreover, their playful engagement with the concepts of reading and writing, authorship, the Potterverse, and desire signal ladyjaida and dorkorific’s masterful engagement with fannish traditions in such a way so as to reaffirm those very same fannish traditions. iv Acknowledgements: I want to extend my gratitude to the many people who facilitated this project. I want to thank Dr. Neil Randall for his supervision, and committee members Drs. Beth Coleman, Nicolas Gauthier, and Katherine Larsen. I’d particularly like to extend my gratitude to Dr. Aimée Morrison, also a committee member, for working so extensively with me. I’d also like to acknowledge the support of the administrative staff of the department of English Language and Literature who have consistently helped me throughout my tenure as a doctoral student and candidate. I would also like to thank those who have supported me beyond the university walls. I owe a debt of gratitude to my friends and colleagues who have talked with me about the subject matter of this project, sometimes out of genuine interest, sometimes out of shared fannish fascination, but mostly out of an understanding that I needed to talk about it. Additionally, I would like to thank my employers, especially Broadview Press, who have ensured my livelihood throughout this degree and, in so doing, have facilitated the financial, mental, and physical health necessary to complete this project. I would like to thank my partner, Kyle Wright. His constant emotional, intellectual, domestic, financial, and technical support has been absolutely integral to the completion of this project as well as to my health and happiness. Finally, I would like to thank the fandom communities which I study and in which I participate. The thoughtful, nuanced, critical, and gleeful engagement of these communities has inspired me both personally and academically since my childhood and continues to do so daily. v Table of Contents We Are Having All Kinds of Fun: Fluidity in Shoebox Project .................................................................... i Examining Committee Membership ......................................................................................................... ii Author’s Declaration: ............................................................................................................................... iii Abstract: ................................................................................................................................................... iv Acknowledgements: .................................................................................................................................. v Table of Contents ..................................................................................................................................... vi List of Figures: ....................................................................................................................................... viii List of Abbreviations: ............................................................................................................................. xii Introduction: I Solemnly Swear That I’m Up To No Good .......................................................................... 1 Shoebox Project ........................................................................................................................................ 2 HP and the HPfandom ............................................................................................................................ 14 SBP as it relates to HPfandom ................................................................................................................ 18 Fanfic ...................................................................................................................................................... 20 Studying fanfic ........................................................................................................................................ 23 What, specifically, is my work? .............................................................................................................. 27 Fluidity .................................................................................................................................................... 30 Methodologies......................................................................................................................................... 31 Chapter One: Reading, Writing, and Meaning ........................................................................................... 34 Fanfic and Negotiating Meaning............................................................................................................. 34 Writing Meaning onto Readings ............................................................................................................. 39 Remus Language ..................................................................................................................................... 49 Conclusion .............................................................................................................................................. 72 Chapter Two: Navigating Authorship ......................................................................................................... 73 Fanfic and Authorship: SBP’s Context ................................................................................................... 73 Negotiations Enacted .............................................................................................................................. 79 Conclusion ............................................................................................................................................ 119 Chapter Three: The Potterverse ................................................................................................................ 121 Objects and Subjects of Fandom ........................................................................................................... 121 Reading Dorkorific and Ladyjaida’s Potterverse .................................................................................. 129 Building the Potterverse ........................................................................................................................ 141 Conclusion ............................................................................................................................................ 144 vi Chapter Four: Gender, Sex, and Desire in SBP ........................................................................................ 145 The Heterosexual Matrix and Fag Positionality ................................................................................... 145 Constructing and Policing Binaries in SBP .......................................................................................... 148 The Queer Context of SBP ................................................................................................................... 183 Conclusion ............................................................................................................................................ 194 Conclusion: Mischief Managed? .............................................................................................................
Load more

Recommended publications
  • As the Pages Turn by Stormyskize
    As the Pages Turn by StormySkize AdultFanFiction.net Ashwinder http://ashwinder.sycophanthex.com/viewstory.php?sid=13233 Author’s Archive Digital Quill FanFiction.net FictionAlley LJ Author’s site LJ Community Mugglenet Obscurus Books OWL The Petulant Poetess The Restricted Section The Snape Hermione Gift Exchange The WIKTT Archives 1 A/N: This story is a combination of many genres. It is part parody, part romance, part general drama, and completely A/U. I have followed canon very loosely, drawing some inspiration from the films as well as the books. I have completely ignored the ending of HBP. For the purposes of this story, I needed Dumbledore alive, and so alive he is – at least here! The events of the books are meant to serve only as a framework on which to hang my plot. Events that, in the books, may have taken place over several days or even weeks are compressed into one day, or completely ignored. This is deliberate and I intend no disrespect to the story that JKR is telling. Almost all encounters between Hermione Granger and Severus Snape are the product of my own imagination. I wrote this story in response to a challenge posed on the WIKTT forum by Ladyofthemasque. The Challenge goes like this: Lost in a Book Challenge Offered by Ladyofthemasque Based upon the story “Lost in a (Not So) Good Book” by Bubblebunny (http://ashwinder.sycophanthex.com/viewstory.php?sid=12466) Here’s the Lost in A Book Challenge: 1. Hermione Granger and Severus Snape encounter a wizarding romance novel 2. They get sucked literally into the storyline, taking on the roles of the hero and heroine 3.
    [Show full text]
  • To All Wizards of the World by Seth G
    To All Wizards of the World by Seth G. Rowland, Esq. President, Basha Systems LLC With the country going crazy about a boy wizard DRACO MALFOY (Interrupting): This course is a named Harry Potter (even my 7 year old has been waste of time! Muggles have nothing to offer us. read all five books and seen 2 movies dozens of They are thick-skulled and superstitious. How can times), I set to thinking about the role of the we learn anything from them? document assembly consultant in society of non- PROF. WEASLEY: Any other thoughts ... Yes, believers and came up with the idea of "Muggle Hermione. Studies 102". It started out as a workshop on project management and became ... well you'll see HERMIONE GRANGER: My Dad, who is a if you read on. Enjoy. Muggle, uses a device called a computer, to do all sorts of things. SETTING: Harry Potter, Ron Weasley and Hermione Granger are now entering their fifth year HARRY POTTER: The Dursley's are too stupid to at the Hogwarts School of Wizardry. In addition to use computers. But they do know how to use a the regular curriculum, there is a new required telephone. Aunt Petunia is on the phone all day. It is course to be taught by Ron Weasley's dad Arthur, practically attached to her ear. [Mrs. Dursley is titled "Muggle Studies 102". Professor Weasley, as Harry's Aunt. When Harry isn't at Hogwarts, he you all know, is a specialist in dealings with lives with the Dursley's who despise him and are Muggles, also known as humans who lack the very very suspicious of anything magical.] ability to perform magic.
    [Show full text]
  • Black Girl Magic: the (Re)Imagining of Hermione Granger: an Analysis and Autoethnography
    DePaul University Via Sapientiae College of Liberal Arts & Social Sciences Theses and Dissertations College of Liberal Arts and Social Sciences 6-2021 Black girl magic: the (re)imagining of Hermione Granger: an analysis and autoethnography Kandice Rose DePaul University, [email protected] Follow this and additional works at: https://via.library.depaul.edu/etd Recommended Citation Rose, Kandice, "Black girl magic: the (re)imagining of Hermione Granger: an analysis and autoethnography" (2021). College of Liberal Arts & Social Sciences Theses and Dissertations. 306. https://via.library.depaul.edu/etd/306 This Thesis is brought to you for free and open access by the College of Liberal Arts and Social Sciences at Via Sapientiae. It has been accepted for inclusion in College of Liberal Arts & Social Sciences Theses and Dissertations by an authorized administrator of Via Sapientiae. For more information, please contact [email protected]. DePaul University Black Girl Magic: The (re)Imagining of Hermione Granger An Analysis and Autoethnography Kandice Rose Critical Ethnic Studies Graduate Candidate June 2021 1 INTRODUCTION I'd very much like to say that I've always loved to read, but that would be patently false. At the age of 6, when I was in the first grade, the grade where Americans generally learn to read, I absolutely hated it. My teacher, Mrs. Johnson, would call on students to stand up and read passages to the class. I would stare in awe as other kids would read their sentences flawlessly, even as butterflies rattled in my stomach, as I waited in dread for her to call on either myself or my twin sister.
    [Show full text]
  • Many Faces of Albus Dumbledore in the Setting of Fan Writing
    MANY FACES OF ALBUS DUMBLEDORE IN THE SETTING OF FAN WRITING: THE TRANSFORMATION OF READERS INTO “READER-WRITERS” AND THE IMPLICATIONS OF THEIR PRESENCE IN THE AGE OF ONLINE FANDOM by Midori Fujita A THESIS SUBMITTED IN PARTIAL FULFILLMENT OF THE REQUIREMENTS FOR THE DEGREE OF MASTER OF ARTS in The Faculty of Graduate and Postdoctoral Studies (Children’s Literature) THE UNIVERSITY OF BRITISH COLUMBIA (Vancouver) October 2014 © Midori Fujita, 2014 ii Abstract This thesis examines the dynamic and changing nature of reader response in the time of online fandom by examining fan reception of, and response to, the character Dumbledore in J.K. Rowling’s Harry Potter series. Using the framework of reader reception theory established by Wolfgang Iser, in particular Iser’s conception of textual indeterminacies, to construct my critical framework, this work examines Professor Albus Dumbledore as a case study in order to illuminate and explore how both the text and readers may contribute to the identity formation of a single character. The research examines twenty-one selected Internet-based works of fan writing. These writings are both analytical and imaginative, and compose a selection that illuminates what aspect of Dumbledore’s characters inspired readers’ critical reflection and inspired their creative re-construction of the original story. This thesis further examines what the flourishing presence of Harry Potter fan community tells us about the role technological progress has played and is playing in reshaping the dynamics of reader response. Additionally, this research explores the blurring boundaries between authors and readers in light of the blooming culture of fan fiction writing.
    [Show full text]
  • HARRY POTTER and the Order of the Phoenix
    HARRY POTTER and the Order of the Phoenix J.K. ROWLING All rights reserved; no part of this publication may be reproduced or transmitted by any means, electronic, mechan- ical, photocopying or otherwise, without the prior permission of the publisher This digital edition first published by Pottermore Limited in 2012 First published in print in Great Britain in 2003 by Bloomsbury Publishing Plc Copyright © J.K. Rowling 2003 Cover illustrations by Claire Melinsky copyright © J.K. Rowling 2010 Harry Potter characters, names and related indicia are trademarks of and © Warner Bros. Ent. The moral right of the author has been asserted A CIP catalogue record of this book is available from the British Library ISBN 978-1-78110-011-0 www.pottermore.com by J.K. Rowling The unique online experience built around the Harry Potter books. Share and participate in the stories, showcase your own Potter-related creativity and discover even more about the world of Harry Potter from the author herself. Visit pottermore.com To Neil, Jessica and David, who make my world magical CONTENTS ONE Dudley Demented TWO A Peck of Owls THREE The Advance Guard FOUR Number Twelve, Grimmauld Place FIVE The Order of the Phoenix SIX The Noble and Most Ancient House of Black SEVEN The Ministry of Magic EIGHT The Hearing NINE The Woes of Mrs Weasley TEN Luna Lovegood ELEVEN The Sorting Hat’s New Song TWELVE Professor Umbridge THIRTEEN Detention with Dolores FOURTEEN Percy and Padfoot FIFTEEN The Hogwarts High Inquisitor SIXTEEN In the Hog’s Head SEVENTEEN Educational Decree Number
    [Show full text]
  • Quidditch Rules and Regulations Purpose: Members of the Order Of
    Quidditch Rules and Regulations Purpose: Members of the Order of DeMolay should be challenged to work as a team and develop strategies to achieve goals while maintaining physical fitness and having lots of fun. Additionally, fun activities should be updated to be relevant with current times and trends among the youth. As such, Quidditch, a fictional team game based off of the Harry Potter book series, provides an example of the adaptation to newer generations’ interests and experiences. Providing a fun, intuitive, team building game, chapters will be able to provide exciting experiences which could draw new members and challenge current ones to work together, while building friendships and good sportsmanship expected in the Order of DeMolay. Overview: Quidditch begins with two teams of six or more competing head to head to outscore the other team in a twenty minute match. Participants play while riding brooms (pool noodles) during all parts of the match on the Pitch (field). Teams work together to score by throwing the Quaffle (volleyball or soccer ball) through one of three goals on the opposing side of the game field. To aid in defense, selected team members may throw Bludgers (dodgeballs) at opposing players in an attempt to make them drop any ball they may be carrying and cause them return to one of their goal posts before returning to the game. Near the end of the match, teams can also score additional points by having a seventh player attempt to capture the Snitch (a flag or tail attached to a non- team participant). Direct physical contact should be avoided and may result in a penalty play for the opposing team or ejection from the game.
    [Show full text]
  • Program Book, As Appropriate
    GRIGNI Table of Contents From the Con Chair ........................................................ 1 Convention Staff ......................................................... 2 Harassment Policy ................................................. 2 Rules of the Convention ...................................................... 3 Photography Policy ....................................................... 4 Statement on Inclusion ............................................ 4 Hawaiian Shirt Friday (in Memorium) ............................. 4 Featured Guests ............................................................ 5 Guests’ Bios ................................................................. 6 Map of the Con Site .................................................... 20 Event Descriptions Friday .......................................................... 22 Saturday ......................................................... 28 Sunday ........................................................... 35 Dealer Room Hours & Exhibitor List ......................... 40 Signings Schedule .................................................. 40 From the Con Chair Welcome to ConGregate 5! First thing I want to do is thank everyone who came together to make this convention work; and by that I mean volunteers, dealers, guests, hotel staff… everyone! Next I’d like to call out one of the newest features we have at ConGregate this year… the ConGregate Cantina. The Kittinger Ballroom has been converted into a coffee shop, of sorts. In that room, you will find
    [Show full text]
  • Harry Potter and the Philosopher's Stone Discussion Guide
    DISCUSSION GUIDE and the Philosopher’s Stone DISCUSSION GUIDE ABOUT THE HARRY POTTER BOOKS AND THIS GUIDE J.K. Rowling’s Harry Potter books are among the most popular and acclaimed of all time. Published in the UK between 1997 and 2007 and beginning with Harry Potter and the Philosopher’s Stone, the seven books are epic stories of Harry Potter and his friends as they attend Hogwarts School of Witchcraft and Wizardry. Crossing genres including fantasy, thriller and mystery, and at turns exhilarating, humorous and sad, the stories explore universal human values, longings and choices. The Harry Potter books are compelling reading for children and adults alike; they have met phenomenal success around the world and have been translated into 77 languages. A whole generation of children grew up awaiting the publication of each book in the series with eager anticipation, and they still remain enormously popular. The Harry Potter books make excellent starting points for discussion. These guides outline a host of ideas for discussions and other activities that can be used in the classroom, in a reading group or at home. They cover some of the main themes of the series, many of which, while set in an imaginary world, deal with universal issues of growing up that are familiar to all children. You will also find references to key moments on pottermore.com, where you can discover more about the world of Harry Potter. These guides are aimed at stimulating lively discussion and encouraging close engagement with books and reading. We hope you will use the ideas in this guide as a basis for educational and enjoyable work – and we think your group will be glad you did! Visit harrypotterforteachers.com for more Harry Potter discussion guides and reward certificates 2 and the Philosopher’s Stone DISCUSSION GUIDE INTRODUCTION TO HARRY POTTER AND THE PHILOSOPHER’S STONE Harry Potter has been raised by his horrible relatives, Uncle Vernon and Aunt Petunia, who treat him with disdain while lavishing attention on their spoiled son, Dudley.
    [Show full text]
  • Issues with Racism, Classism, and Ideology in Harry Potter Tiffany L
    Northern Michigan University NMU Commons All NMU Master's Theses Student Works 5-2015 Not So Magical: Issues with Racism, Classism, and Ideology in Harry Potter Tiffany L. Walters [email protected] Follow this and additional works at: https://commons.nmu.edu/theses Part of the Children's and Young Adult Literature Commons Recommended Citation Walters, Tiffany L., "Not So Magical: Issues with Racism, Classism, and Ideology in Harry Potter" (2015). All NMU Master's Theses. 42. https://commons.nmu.edu/theses/42 This Open Access is brought to you for free and open access by the Student Works at NMU Commons. It has been accepted for inclusion in All NMU Master's Theses by an authorized administrator of NMU Commons. For more information, please contact [email protected],[email protected]. NOT SO MAGICAL: ISSUES WITH RACISM, CLASSISM, AND IDEOLOGY IN HARRY POTTER By Tiffany Walters THESIS Submitted to Northern Michigan University In partial fulfillment of the requirements For the degree of MASTER OF ARTS Office of Graduate Education and Research May 2015 SIGNATURE APPROVAL FORM Not So Magical: Issues with Racism, Classism and Ideology in Harry Potter This thesis by Tiffany Walters is recommended for approval by the student’s thesis committee in the Department of English and by the Assistant Provost of Graduate Education and Research. Committee Chair: Dr. Kia Jane Richmond Date First Reader: Dr. Ruth Ann Watry Date Second Reader: N/A Date Department Head: Dr. Robert Whalen Date Dr. Brian D. Cherry Assistant Provost of Graduate Education and Research ABSTRACT NOT SO MAGICAL: ISSUES WITH RACISM, CLASSISM, AND IDEOLOGY IN HARRY POTTER By Tiffany Walters Although it is primarily a young adult fantasy series, the Harry Potter books are also focused on the battle against racial purification and the threat of a strictly homogenous magical society.
    [Show full text]
  • An Exploration of JK Rowling's Social and Political Agenda in the Harry
    Vollmer UW-L Journal of Undergraduate Research X (2007) Harry’s World: An Exploration of J.K. Rowling’s Social and Political Agenda in the Harry Potter Series Erin Vollmer Faculty Sponsor: Richard Gappa, Department of English ABSTRACT Over the years, the Harry Potter series by J.K. Rowling has grown in popularity, becoming one of the most read and most criticized pieces of children’s literature to date. Interestingly, the series has not only gained popularity with children, but also their adult counterparts. As a result of its adult success, Harry Potter has attracted more and more scholars to pursue serious literary analysis, most frequently exploring themes such as death and religion. However, the focus of this research is on the intertextual parallels of the numerous hierarchical structures found in the Harry Potter series, examining how these hierarchies develop the social and racial themes in the story and vice versa. A further purpose is to determine if there is a correlation between the power structures found in the series and our own, drawing on secondary criticisms and theory for support. Above all, although the series should not be reduced to “this versus that,” there is sufficient evidence to argue that a conflict of materialistic versus altruistic values is at work in the Harry Potter series. Therefore, the examination of race, hierarchy, and power assists in the recognition of the social and political systems at work in the series. Keywords: J.K. Rowling, Hierarchy, Materialism INTRODUCTION When a skinny boy with black hair, green eyes, and a telltale scar appeared on the scene in 1997, nobody could have predicted the significant impact this seemingly insignificant boy would have on the world.
    [Show full text]
  • Lupin's First Lesson
    Volume 38 Number 2 Article 10 5-15-2020 Lupin’s First Lesson: An Example of Excellent Teaching Joshua Cole University of Findlay Follow this and additional works at: https://dc.swosu.edu/mythlore Part of the Children's and Young Adult Literature Commons Recommended Citation Cole, Joshua (2020) "Lupin’s First Lesson: An Example of Excellent Teaching," Mythlore: A Journal of J.R.R. Tolkien, C.S. Lewis, Charles Williams, and Mythopoeic Literature: Vol. 38 : No. 2 , Article 10. Available at: https://dc.swosu.edu/mythlore/vol38/iss2/10 This Notes and Letters is brought to you for free and open access by the Mythopoeic Society at SWOSU Digital Commons. It has been accepted for inclusion in Mythlore: A Journal of J.R.R. Tolkien, C.S. Lewis, Charles Williams, and Mythopoeic Literature by an authorized editor of SWOSU Digital Commons. An ADA compliant document is available upon request. For more information, please contact [email protected]. To join the Mythopoeic Society go to: http://www.mythsoc.org/join.htm Mythcon 51: A VIRTUAL “HALFLING” MYTHCON July 31 - August 1, 2021 (Saturday and Sunday) http://www.mythsoc.org/mythcon/mythcon-51.htm Mythcon 52: The Mythic, the Fantastic, and the Alien Albuquerque, New Mexico; July 29 - August 1, 2022 http://www.mythsoc.org/mythcon/mythcon-52.htm Abstract A story is often better than abstract theorizing; and the best stories provide opportunities for readers to reflect on their own lives. J.K. Rowling's portrayal of Professor Lupin's first class with Harry's group of Gryffindor third years in Harry Potter and the Prisoner of Azkaban embodies some useful pedagogical orientations and practices.
    [Show full text]
  • MFCO Working Paper Series: Harry Potter and the Ur-Fan
    Working Paper Series SPECIAL ISSUE: REVISITING AUDIENCES: RECEPTION, IDENTITY, TECHNOLOGY The Ghost of J.K. Rowling: Harry Potter and the Ur-Fan Dion McLeod University of Wollongong Travis Holland Charles Sturt University Abstract: THis paper is a speculative engagement with the Harry Potter fan community, wHicH includes author J.K. Rowling as an active participant. We reconsider Rowling’s post-textual interventions into (re)interpretations of Her work in ligHt of Roland Barthes’ rHetorical questioning of the death of the author and suggest a conceptual framework to consider authors wHo enact this type of fannisH beHaviour. By participating in these communities, sucH authors repudiate Barthes’ supposed “death of the author”. In Rowling’s case, the authorial interventions occur primarily on Twitter, and it is the immediacy of social media cHannels that facilitates their impact. We draw on the concept of the “ur-text” to develop a description of the “ur-fan” to account for this fannisH practice, suggesting that Rowling is the arcHetypal ur-fan. Ur-fans straddle two roles that are often artificially demarcated: expert and fan. WHile fans Have immersed themselves in their respective storyworlds for decades, Rowling’s Hyper-active media presences (especially on Twitter) position Her in this role and sets the Harry Potter fandom apart from many other fan communities. ISSN2253-4423 © MFCO Working Paper Series 3 MFCO Working Paper Series 2017 Introduction In December 2015, the producers of the then-forthcoming West End play Harry Potter and the Cursed Child announced via Twitter (HPPlayLDN 2015) the three actors wHo would play the eponymous Harry Potter, and His friends Ron Weasley and Hermione Granger.
    [Show full text]