Notes

Introduction: Why Harry?

1. J. K. Rowling, and the Sorcerer’s Stone (New York: Scholastic, 1997), 17. (Said by Minerva McGonagall to Albus Dumbledore.) 2. BBC News, “Harry Potter Finale Sales Hit 11m,” BBC News, July 23, 2007; Motoko Rich, “Record First- Day Sales for Last ‘Harry Potter’ Book,” New York Times, July 22, 2007. 3. Ben Fritz, “Box Office, Harry Potter Hits New Heights, Russell Crowe Flops,” Times, November 21, 2010, http://latimesblogs.latimes. com/entertainmentnewsbuzz/2010/11/box-office- harry- potter- hits- new - heights- russell- crowe- flops.html. 4. See, for example, Susan Gunelius, Harry Potter: The Story of a Global Business Phenomenon (New York: Palgrave Macmillan, 2008). 5. http://www.jkrowling.com/. 6. Shayna Garlick, “Harry Potter and the Magic of Reading,” Christian Science Monitor, May 2, 2007, http://www.csmonitor.com/2007/0502/p13s01-legn .html. 7. Yankelovich and Scholastic, 2008 Kids & Family Reading Report: Reading in the 21st Century: Turning the Page with Technology (New York: Scholastic, 2008). It is important to note the potential for bias in research commissioned by the publisher of the book; we provide these statistics not as definitive proof of the series’ impact, but one piece of evidence of the value of the Potter books. 8. Harrison Group and Scholastic, 2010 Kids & Family Reading Report: Turning the Page in the Digital Age (New York: Scholastic, 2010). 9. Edmund Kern, The Wisdom of Harry Potter: What Our Favorite Hero Teaches Us about Moral Choices (New York: Prometheus Books, 2003), 14. 10. Gloria Ladson-Billings, The Dreamkeepers: Successful Teachers of African American Children, 2nd ed. (: Jossey-Bass, 2009). Ladson- Billings describes her approach in The Dreamkeepers as “methodologically ‘messy’ ” (xvii) in that her discussion focuses on both the classroom and school levels. 168 NOTES

11. Ibid., xvi. 12. Jeffrey M. R. Duncan-Andrade and Ernest Morrell. The Art of Critical Pedagogy: Possibilities for Moving from Theory to Practice in Urban Schools (New York: Peter Lang, 2008), 48. 13. Carmen Luke and Allan Luke, “School Knowledge as Simulation: Curriculum in Postmodern Conditions,” Discourse: Studies in the Cultural Politics of Education 10, no. 2 (1990); Douglas Kellner and Jeff Share, “Toward Critical Media Literacy: Core Concepts, Debates, Organizations, and Policy,” Discourse: Studies in the Cultural Politics of Education 26, no. 3 (2005); David Buckingham, Media Education: Literacy, Learning, and Contemporary Culture (London: Polity, 2003). 14. Louise M. Rosenblatt, The Reader, the Text, the Poem: The Transactional Theory of the Literary Work (Carbondale, IL: Southern University Press, 1978); Janice Radway, Reading the Romance: Women, Patriarchy and Popular Literature (Chapel Hill: University of North Carolina Press, 1991); Stuart Hall, “Encoding/Decoding,” in Culture, Media, Language: Working Papers in Cultural Studies, 1972- 1979, edited by Stuart Hall et al. (London: Routledge, 1980). 15. Angela McRobbie, Feminism and Youth Culture: From “Jackie” to “Just Seventeen” (Boston: Unwin Hyman, 1991); Stuart Hall and Tony Jefferson, eds., Resistance through Rituals: Youth Subcultures in Post- War Britian (London: Routledge, 1976). 16. Marilyn Cochran-Smith and Susan L. Lytle, Inside/Outside: Teacher Research and Knowledge (New York: Teachers College Press, 1993), 10. 17. Marilyn Cochran-Smith and Susan L. Lytle, Inquiry as Stance: Practitioner Research for the Next Generation (New York: Teachers College Press, 2009), 2. 18. http://www.thehpalliance.org. 19. J. K. Rowling, Harvard University Commencement Speech, June 2008. 20. http://www.jkrowling.com/. 21. http://www.thehpalliance.org/. 22. J. K. Rowling, Harvard Speech. 23. Henry A. Giroux, “Dumbing Down Teachers: Attacking Colleges of Education in the Name of Reform (Part I),” Truthout, entry posted on May 25, 2010, http://www.truth- out.org/dumbing- down- teachers- attacking -colleges- educationname- reform598202010 24. Angela Montefinise, “Harry Potter: The Boy Who Lives On,” Huffington Post, August 9, 2010, http://www.huffingtonpost.com/the- new- york- public - library/the- boy- who- lives- on_b_673380.html (Accessed August 2010). 25. Mike Newell, Harry Potter and the Goblet of Fire (USA/UK: Warner Bros., 2005). NOTES 169

1 Defending the (Not Really) Dark Arts: Teaching to Break the DADA Curse

1. J. K. Rowling, Harry Potter and the Prisoner of Azkaban (New York: Scholastic, 1999), 139–140. 2. Linda Darling- Hammond, The Flat World and Education: How America’s Commitment to Equity Will Determine our Future (New York: Teachers College Press, 2010), 40. 3. J. K Rowling, Harry Potter and the Half Blood Prince (New York: Scholastic, 2005), 167. (This remark was made by Harry to Ron and Hermione.) 4. Diane Ravitch, The Death and Life of the Great American School System: How Testing and Choice Are Undermining Education (New York: Basic Books, 2010), 218–219. 5. Henry Giroux, “In Defense of Public School Teachers in a Time of Crisis,” Truthout, entry posted on April 14, 2010, http://www.truth- out.org/in -defense- public- school- teachers- a- time- crisis58567 (Accessed May 2010). 6. Marilyn Cochran-Smith and Susan L. Lytle, Inquiry as Stance: Practitioner Research for the Next Generation (New York: Teacher’s College Press, 2009), 9–10. 7. Darling-Hammond, The Flat World. 8. Ibid. 9. Ibid., 318. 10. Jonathan Kozol, Shame of the Nation: The Restoration of Apartheid Schooling in America (New York: Crown, 2005). 11. Lana A. Whited with M. Katherine Grimes, “What Would Harry Do? J.K. Rowling and Lawrence Kohlberg’s Theories of Moral Development,” in The Ivory Tower and Harry Potter: Perspectives on a Literary Phenomenon, edited by Lana A. Whited (Missouri: University of Missouri Press, 2004), 203. 12. Rowling, Azkaban, 132. 13. Ravitch, Death and Life, 159. 14. J. K. Rowling, Harry Potter and the Order of the Phoenix (New York: Scholastic, 2003), 339. 15. Robert J. Helfenbein, “Conjuring Curriculum, Conjuring Conrol: A Reading of Resistance in Harry Potter and the Order of the Phoenix,” Curriculum Inquiry 38, no. 4 (2008), 509. 16. Rowling, Phoenix, 326. 17. Jim Garrison, Dewey and Eros: Wisdom and Desire in the Art of Teaching (New York: Teachers College Press, 1997), 122. 18. Gloria Ladson-Billings, The Dreamkeepers: Successful Teachers of African American Children, 2nd ed. (San Francisco: Jossey-Bass, 2009), 14. 170 NOTES

19. Ken Futernick, Incompetent Teachers or Dysfunctional Systems? Re-framing the Debate on Teacher Quality and Accountability (: West Ed, January 2010), 10. 20. Paulo Freire, Pedagogy of the Oppressed (New York: Continuum, 1970), 66. 21. Ibid. 22. Henry A. Giroux, “Dumbing Down Teachers: Attacking Colleges of Education in the Name of Reform (Part I),” Truthout, entry posted on May 25, 2010, http://www.truth- out.org/dumbing- down- teachers- attacking - colleges- education- name- reform598202010. 23. Gloria Ladson- Billings, The Dreamkeepers, 28–29. 24. Ibid. 25. Luis C. Moll, “Bilingual Classroom Studies and Community Analysis: Some Recent Trends,” Educational Researcher 21 (1992): 20–24. 26. Darling-Hammond, The Flat World. 27. Ravitch, Death and Life, 194. 28. ED.gov, “New No Child Left Behind Flexibility: Highly Qualified Teachers,” March 2004, http://www2.ed.gov/nclb/methods/teachers/hqtflexibility.html (Accessed August 2010). 29. Darling-Hammond, The Flat World, 313. 30. ED.gov, “Beyond the Bubble Tests: The Next Generation of Assessments – Secretary Arne Duncan’s Remarks to State Leaders at Achieve’s American Diploma Project Leadership Team Meeting,” September 2, 2010, http://www .ed.gov/news/speeches/beyond- bubble- tests- next- generation- assessments -secretary- arne- duncans- remarks- state- l (Accessed September 2010). 31. Joan L. Herman, Richard S. Brown, and Eva L. Baker, “Student Assessment and Student Achievement in the California Public School System,” CSE Technical Report 519 (CRESST/University of California, Los Angeles, April 2000). 32. Darling-Hammond, The Flat World, 259. 33. Ibid. 34. Rowling, Azkaban, 333.

2 Harry on the Border between Two Worlds: Reading Harry en Español in a Mexican American Border Community

1. Guadalupe San Miguel, Let All of Them Take Heed: Mexican Americans and the Campaign for Education Equality in Texas, 1910–1981 (Texas: A&M University Press, 1987). NOTES 171

2. Anonymous teacher, 2006. 3. Miriam Jordan, “Arizona Grades Teachers on Fluency,” Wall St Journal, April 30, 2010, http://online.wsj.com/article/SB10001424052748703572504575 213883276427528.html?mod=WSJ_hpp_MIDDLENexttoWhatsNewsTop (Accessed September 2010). 4. This community served as the research site for my doctoral work and I am a graduate of the school system.—C. Belcher 5. J. K. Rowling, Harry Potter and the Goblet of Fire (New York: Scholastic, 2000). 6. J. K. Rowling, Harry Potter and the Chamber of Secrets (New York: Scholastic, 1999). 7. Gabriel Garcia Marquez, One Hundred Years of Solitude (New York: Harper Perennial Modern Classics Ed., 2006). 8. Rudolfo Anaya, Bless Me, Ultima (New York: Warner Books, Inc., 1972). 9. Ramon Saldivar, Chicano Narrative: The Dialectics of Difference (Madison: The University of Wisconsin Press, 1990). 10. J. K. Rowling, Harry Potter and the Sorcerer’s Stone (New York: Scholastic, 1997). 11. Pedro Noguera, The Trouble with Black Boys and other Reflections on Race, Equity, and the Future of Public Education (San Francisco: Jossey- Bass, 2008), 76–82. 12. Angela Valenzuela, Subtractive Schooling: U.S. Mexican Youth and the Politics of Caring (New York: SUNY Press, 1999). 13. Tamara Lucas, Rosemary Henze, and Ruben Donato, “Promoting the Success of Latino Language- Minority Students: An Exploratory Study of Six High Schools,” Harvard Educational Review 60, no. 3 (1990): 315–340. 14. Lisa Delpit, “No Kinda Sense” in The Skin That We Speak: Thoughts on Language and Culture in the Classroom, edited by Lisa Delpit (New York: The New Press, 2002), 40. 15. Ibid. 16. Valenzuela, Subtractive Schooling, 23. 17. Gloria Ladson- Billings, The Dreamkeepers: Successful Teachers of African American Children, 2nd ed. (San Francisco: Jossey-Bass, 2009). 18. Ladson-Billings, The Dreamkeepers, 28. 19. Linda Darling-Hammond, The Flat World and Education: How America’s Commitment to Equity Will Determine Our Future (New York: Teachers College Press, 2010), 68. 20. Mike Rose, Possible Lives: The Promise of Public Education in America (New York: Penguin Books, 1995). 21. Catherine Belcher, Bordering on Success: A Portrait of the Calexico Unified School District Since Bilingual Education, 1963– 2000 (Ph.D. diss., University of Pennsylvania, 2006). 172 NOTES

22. Angela Montefinise, “Harry Potter: The Boy Who Lives On,” Huffington Post, August 9, 2010, http://www.huffingtonpost.com/the- new- york- public - library/the- boy- who- lives- on_b_673380.html (Accessed August 2010). 23. Ibid. 24. Ibid. 25. Rick Riordan, The Lightning Thief (New York: Hyperion, 2005). 26. Jeff Kinney, Diary of a Wimpy Kid: A Novel in Cartoons (New York: Amulet Books, 2007).

3 Harry in the Classroom: Waking Sleeping Dragons

1. J. K. Rowling, Harry Potter and the Order of the Phoenix (New York: Scholastic, 2003), 244. 2. David Yates, Harry Potter and the Order of the Phoenix (USA/UK: Warner Bros., 2005). 3. Ibid. 4. David Tyack, The One Best System: A History of Urban American Education (Cambridge, MA: Harvard University Press, 1974). 5. Milton Chen, Education Nation (San Francisco: Jossey-Bass, 2010), Kindle edition, chapter 1. 6. Ibid. 7. Antonia Darder, Culture and Power in the Classroom: A Critical Foundation for Bicultural Education (Westport, CT: Bergin and Garvey, 1991). 8. Giselle Liza Anatol, “The Fallen Empire: Exploring Ethnic Otherness in the World of Harry Potter,” in Reading Harry Potter: Critical Essays, edited by Giselle Liza Anatol (Westport, CT: Praeger, 2003), 165. 9. Ibid., 173. 10. Ernie Bond and Nancy Michelson, “Writing Harry’s World: Children Coauthoring Hogwarts,” in Harry Potter’s World: Multidisciplinary Critical Perspectives, edited by Elizabeth E. Heilman (New York: Routledge/Falmer, 2003), 109. 11. Luis C. Moll, “Bilingual Classroom Studies and Community Analysis: Some Recent Trends,” Educational Researcher 21 (1992): 20–24. 12. Patrick Lee, “Pottermania Lives on in College Classrooms,” CNN.com (2008). 13. Edmund Kern, The Wisdom of Harry Potter: What Our Favorite Hero Teaches Us about Moral Choices (New York: Prometheus Books, 2003), 14. 14. For discussions of Potter’s literary roots, see essays in collections such as Giselle Liza Anatol, Reading Harry Potter: Critical Essays (Westport, CT: NOTES 173

Praeger, 2003); Giselle Liza Anatol, Reading Harry Potter Again: New Critical Essays (Westport, CT: Praeger, 2009); John Granger, Harry Potter’s Bookshelf: The Great Books Behind the Hogwarts Adventures (New York: Berkeley Books, 2009); Elizabeth E. Heilman, Harry Potter’s World: Multidisciplinary Critical Perspectives (New York: Routledge/Falmer, 2003); and Lana A. Whited, The Ivory Tower and Harry Potter: Perspectives on a Literary Phenomenon (Columbia, MO: University of Missouri Press, 2004). 15. Veronica L. Schanoes, “Cruel Heroes and Treacherous Texts: Educating the Reader in Moral Complexity and Critical Reading in J.K. Rowling’s Harry Potter Books,” in Reading Harry Potter: Critical Essays, edited by Giselle Liza Anatol (Westport, CT: Praeger, 2003).

4 Harry Potter and the Advanced Placement (AP) Curriculum: Teaching AP English in an Urban Charter High School

1. Lana A. Whited, “Harry Potter: From Craze to Classic?” in The Ivory Tower and Harry Potter: Perspectives on a Literary Phenomenon, edited by Lana A. Whited (Missouri: University of Missouri Press, 2004), 9. 2. Linda Darling- Hammond, The Flat World and Education: How America’s Commitment to Equity Will Determine our Future (New York: Teachers College Press, 2010), 43. 3. Cindy Lou Daniels, “Literary Theory and Young Adult Literature: The Open Frontier in Critical Studies,” The ALAN Review (2006). 4. Jeffrey M. R. Duncan-Andrade and Ernest Morrell, The Art of Critical Pedagogy: Possibilities for Moving from Theory to Practice in Urban Schools (New York: Peter Lang, 2008), 50. 5. Gloria Ladson- Billings, The Dreamkeepers: Successful Teachers of African American Children, 2nd ed. (San Francisco: Jossey-Bass, 2009), x–xi. 6. Ibid. 7. Ibid. 8. Darling-Hammond, The Flat World. 9. Peter McLaren, “Critical Pedagogy: A Look at the Major Concepts,” in The Critical Pedagogy Reader, 2nd ed., edited by Antonia Darder, Marta P. Baltodano, and Rodolfo Torres (New York: Routledge, 2009), 75–6. 10. Michael W. Apple, Cultural Politics and Education (New York: Teachers College Press, 1996), 95. 11. Lisa Delpit, “No Kinda Sense,” in The Skin That We Speak: Thoughts on Language and Culture in the Classroom, edited by Lisa Delpit (New York: The New Press, 2002). 174 NOTES

12. Duncan-Andrade and Morrell, The Art of Critical Pedagogy, 63. 13. Mark Pike, Teaching Secondary English (Thousand Oaks, CA: Sage, 2003). 14. Cindy Lou Daniels, “Literary Theory,” 79. 15. Consider the current debate in Texas regarding social studies textbooks: http://www.dallasnews.com/sharedcontent/dws/dn/latestnews/stories/DN - sboe_13tex.ART.State.Edition1.4bfeae3.html. 16. David Tyack and Larry Cuban. Tinkering Toward Utopia: A Century of Public School Reform (Cambridge, MA: Harvard University Press, 1995). 17. Suzanne Collins, The Hunger Games (New York: Scholastic, 2008). 18. David L. Wallace and Tison Pugh, “Playing with Critical Theory in J. K. Rowling’s Harry Potter Series,” English Journal (High School ed.) 96, no. 3 (January 2007). 19. Heather Lattimer, Thinking Through Genre: Units of Study in Reading and Writing Workshops Grades 4-12 (Portland, ME: Stenhouse Publishers, 2003).

5 Old Magic, New Technologies

1. J. K. Rowling, Harry Potter and the Chamber of Secrets (New York: Scholastic, 1999), 39. 2. Margaret J. Oakes, “Flying Cars, Floo Powder, and Flaming Torches: The Hi- Tech, Low- Tech World of Wizardry,” in Reading Harry Potter: Critical Essays, Contributions to the Study of Popular Culture, edited by Gizelle Liza Anatol (Westport, CT: Praeger, 2003), 117–18. 3. Raymond Williams, Keywords: A Vocabulary of Culture and Society, Revised ed. (New York: Oxford University Press, 1976/1983), 351. 4. Peter Applebaum, “Harry Potter’s World: Magic, Technoculture, and Becoming Human,” in Harry Potter’s World: Multidisciplinary Critical Perspectives, edited by Elizabeth E. Heilman (New York: Routledge/Falmer, 2002), 44. 5. For more on schools’ roles in perpetuating inequalities in participation, see, for example, Ellen Seiter, The Internet Playground (New York: Peter Lang, 2005); Robert Samuels, “Auto-Modernity after Postmodernism: Autonomy and Automation in Culture, Technology, and Education,” in Digital Youth, Innovation, and the Unexpected, edited by Tara McPherson (Cambridge, MA: MIT Press, 2008); and Henry Jenkins, Katie Clinton, Ravi Purushotma, Alice J. Robinson, and Margaret Weigel, “Confronting the Challenges of Participatory Culture: Media Education for the 21st Century,” in The John D. and Catherine T. MacArthur Foundation Reports on Digital Media and Learning (Cambridge, MA: MIT Press, 2006). NOTES 175

6. Maggie Jones et al., “Wiring the Classroom,” New York Times Magazine, September 19, 2010, 62. 7. Larry Cuban, Oversold and Underused: Computers in the Classroom (Cambridge, MA: Harvard University Press, 2001), Kindle Edition, chapter 1. 8. Lucinda Gray, Nina Thomas, and Laurie Lewis, Educational Technology in U.S. Public Schools: Fall 2008 (NCES 2010-034) , edited by U.S. Department of Education and National Center for Education Statistics (Washington, DC: U.S. Government Printing Office, 2010). 9. Mizuko Ito, Sonja Baumer, Matteo Bittanti, danah boyd, Rachel Cody, Becky Herr-Stephenson, et al., Hanging Out, Messing Around, Geeking Out: Living and Learning with New Media (Cambridge, MA: MIT Press, 2009). 10. For an overview of recent efforts and ideas about incorporating technology into classrooms, see Jessica K. Parker, Teaching Tech-Savvy Kids: Bringing Digital Media into the Classroom, Grades 5–12 (Thousand Oaks, CA: Corwin Press, 2010). 11. PBS and Grunwald Associates, Digitally Inclined: Teachers Increasingly Value Media and Technology (Arlington, VA: Grunwald Associates, 2009); Brigid Barron et al., Digital Age Teacher Preparation Council Background Paper (New York: The Joan Ganz Cooney Center at Sesame Workshop, 2010). 12. J. K. Rowling, Harry Potter and the Sorcerer’s Stone (New York: Scholastic, 1997), 59. 13. It is interesting to consider this detail in terms of gender and power. Although Hagrid is literally a (half) giant, and is described with primarily masculine features (e.g., his beard, his deep voice), he carries a feminine accessory that allows him to perform limited magic. This symbol of his weakness and insuf- ficiency as a wizard parallels his limited agency and respect as a teacher and speaks to a similar marginalization of teaching because of its characterization as “women’s work.” 14. President’s Council of Advisors on Science and Technology, Prepare and Inspire: K-12 Education in Science, Technology, Engineering, and Math (STEM) for America’s Future (Washington, DC: Executive Office of the President, 2010). 15. Ibid., v. 16. Ibid. 17. Bernie Triling and Charles Fadel, 21st Century Skills: Learning for Life in Our Times (San Francisco: Jossey- Bass, 2009), 7–8. 18. Esther Wojcicki and Michael Levine, “Teaching for a Shared Future: American Educators Need to Think Globally,” The Huffington Post (2010), http://www .huffingtonpost.com/esther- wojcicki/teaching- for- a- shared- fut_b_706504 .html (Accessed September 2010). 19. Courtney Cazden, Bill Cope, Norman Fairclough, Jim Gee, et al., “A Pedagogy of Multiliteracies: Designing Social Futures,” Harvard Educational Review 66, 176 NOTES

no. 1 (1996); Colin Lankshear and Michele Knobel, New Literacies: Everyday Practices and Classroom Learning, 2nd ed. (Maidenhead: Open University Press, 2006); Michele Knobel and Colin Lankshear, A New Literacies Sampler, New Literacies and Digital Epistemologies, (New York: P. Lang, 2007). 20. Rachel Dretzin, “Digital Nation,” Frontline (2010). 21. David Buckingham, Beyond Technology: Children’s Learning in the Age of Digital Culture (London: Polity Press, 2007), 16. 22. Deborah Brandt, “Sponsors of Literacy,” College Composition and Communication 49, no. 2 (1998): 166. 23. John Palfrey and Urs Gasser, Born Digital (New York, Basic Books, 2008). 24. J. K. Rowling, Harry Potter and the Prisoner of Azkaban (New York: Scholastic, 2001). 25. David R. Cole and Mary Kalantzis, “New Media, New Learning,” in Multiliteracies in Motion: Current Theory and Practice, edited by David R. Cole and Darren Lee Pullen (New York: Routledge, 2010), 88. 26. Ibid.

6 Entering the Forbidden Forest: Teaching Fiction and Fantasy in Urban Special Education

1. A squib is “a non-magical person born to at least one magical parent.” Definition and quote taken from the FAQ on J. K. Rowling’s official website: http://www.jkrowling.com/textonly/en/extrastuff_view.cfm?id=19. 2. Thomas D. Snyder and Sally A. Dillow, Digest of Education Statistics 2009 (Washington, DC: National Center for Education Statistics, 2010), http: //nces.ed.gov/programs/digest/d09/. 3. Mary T. Brownell, Paul T. Sindelar, Mary Theresa Kiely, and Louis C. Danielson, et al., “Special Education Teacher Quality and Preparation: Exposing Foundations, Constructing a New Model,” Exceptional Children 76, no. 3 (2010). 4. Pam Hunt and John McDonnell, “Inclusive Education,” in Handbook of Developmental Disabilities, edited by Samuel L. Odom et al. (New York: Guilford Press, 2007). 5. Shawnee Y. Wakeman, Diane M. Browder, Irene Meier, and Ann McColl, et al., “The Implications of No Child Left Behind for Students with Developmental Disabilities,” Mental Retardation and Developmental Disabilities Research Reviews 13 (2007), 144. 6. Allegra notes: “ ‘+’ meant ‘I agree’; ‘−’ meant ‘I disagree’; ‘!’ meant ‘interesting’; ‘?’ meant ‘I am confused’; ‘P’ meant ‘I made a prediction here’; and a stick NOTES 177

figure of a person meant that they were able to make a personal connection to the text.” 7. Michael Cole and Peg Griffin, “A Socio-Historical Approach to Re- Mediation,” The Quarterly Newsletter of the Laboratory of Comparative Human Cognition 5, no. 4 (1983). 8. Kris D. Gutierrez, P. Zitlali Morales, and Danny C. Martinez, “Re- Mediating Literacy: Culture, Difference, and Learning for Students from Nondominant Communities,” Review of Research in Education 33 (2009), 227. 9. Ibid. 10. Vanessa J. Morris et al., “Street Lit: Flying Off Teen Bookshelves in Public Libraries,” Young Adult Library Services 5, no. 1 (2006). 11. Michael Bitz, “The Comic Book Project: Forging Alternative Pathways to Literacy,” Journal of Adolescent and Adult Literacy 47, no. 7 (2004). 12. Michael Pawuk, “Creating a Graphic Novel Collection @ Your Library,” Young Adult Library Services 1, no. 1 (2002); Nancy Frey and Douglas Fisher, “Using Graphic Novels, Anime, and the Internet in an Urban High School,” The English Journal 93, no. 3 (2004). 13. Sandra Hughes-Hassell and Pradnya Rodge, “The Leisure Reading Habits of Urban Adolescents,” Journal of Adolescent & Adult Literacy 51, no. 1 (2007), 29. 14. Walter Dean Myers, Monster (New York: HarperCollins, 1999). 15. Sandra Cisneros, The House on Mango Street (New York: Vintage, 1984/1991). 16. Angela Johnson, The First Part Last (New York: Simon Pulse, 2004). 17. Andrew Ratner, Street Lit: Teaching and Reading Fiction in Urban Schools, The Practical Guide Series (New York: McGraw-Hill, 2010). 18. Ibid., xiv. 19. Lewis Roberts, “Nightmares, Idylls, Mystery, and Hope: Walk Two Moons and the Artifice of Realism in Children’s Fiction,” Children’s Literature in Education 39 (2008), 123. 20. David Elkind, The Hurried Child: Growing up Too Fast Too Soon, 3rd ed. (Cambridge, MA: Perseus Pub., 2001). 21. Roberts, “Nightmares, Idylls, Mystery, and Hope: Walk Two Moons and the Artifice of Realism in Children’s Fiction.” 22. Gerard Jones, Killing Monsters: Why Children Need Fantasy, Super Heroes, and Make-Believe Violence (New York: Basic Books, 2002), 11. 23. Alison Lurie, Don’t Tell the Grown-Ups: The Subversive Power of Children’s Literature (Boston: Little, Brown and Company, 1990), 110–11. 24. R. Bernstein, “The Reality of the Fantasy in the Harry Potter Stories,” The New York Times, November 30, 1999. 25. Hughes- Hassell and Rodge, “The Leisure Reading Habits of Urban Adolescents.” 178 NOTES

26. Jeffrey Weiss, “Harry Potter Conference in Dallas Shows Magic Is Still Working,” Dallas Morning News, July 9, 2008, http://www.dallasnews.com /sharedcontent/dws/ent/stories/070908dnglpotter.40d6e9b.html (Accessed August 2010).

7 Imagining More

1. J. K. Rowling, Harvard Commencement Speech, 2008. 2. Bob Minzesheimer, “Harry Potter Fans Enjoy a Magical Summer,” USA Today, June 20, 2007, http://www.usatoday.com/life/books/news/2007- 06 - 20- potter- summer_N.htm (accessed September 2010). 3. The opposition of parents and children is part of the “digital generation” argu- ment, by which children’s social uses of media and technology to operate out- side of parental control is seen as problematic. See, for example, Don Tapscott, Growing up Digital: The Rise of the Net Generation (New York: McGraw-Hill, 1998); Don Tapscott, Grown up Digital: How the Net Generation Is Changing Your World (New York: McGraw-Hill, 2009); Mizuko Ito, Sonja Baumer, Matteo Bittanti, danah boyd, Rachel Cody, Becky Herr-Stephenson, et al., Hanging Out, Messing Around, Geeking Out: Living and Learning with New Media (Cambridge, MA: MIT Press, 2009); John Palfrey and Urs Gasser, Born Digital: Understanding the First Generation of Digital Natives (New York: Basic Books, 2008). 4. John Dewey, The Child and the Curriculum and The School and Society, com- bined edition (: Press, 1956), 31. (Italics in original) 5. http://realwizardrock.com/harry- and- the- potters/hatp- self- titled- cd /platform-nine- and- three- quarters. See also http://harryandthepotters.com/. 6. Henry A. Giroux, “Dumbing Down Teachers: Attacking Colleges of Education in the Name of Reform (Part I),” Truthout, entry posted on May 25, 2010, http://www.truth- out.org/dumbing- down- teachers- attacking- colleges- educationname- reform598202010. 7. For more discussion of the development of the fandom, see Melissa Annelli, Harry, a History: The True Story of a Boy Wizard, His Fans, and Life Inside the Harry Potter Phenomenon (New York: Pocket Books, 2008). 8. John Fiske, Understanding Popular Culture (London: Routledge, 1989), 28. 9. For a history and guide to “Wrock” as well as the names and locations of current Wizard Rock bands and upcoming performances, both in the United States and internationally, see the Wizrocklopedia at http://wizrocklopedia .com/. NOTES 179

10. http://wizrocklopedia.com/bands/band-listings. (Please note that this website does not claim to provide a comprehensive listing of Wizard Rock bands; however, we feel it is the most complete list available.) 11. See Camille Bacon-Smith, Enterprising Women: Television Fandom and the Creation of Popular Myth (Philadelphia: University of Pennsylvania Press, 1991); Henry Jenkins, Textual Poachers: Television Fans & Participatory Culture, Studies in Culture and Communication (New York: Routledge, 1992); Karen Hellekson and Kristina Busse, eds., Fan Fiction and Fan Communities in the Age of the Internet (Jefferson, NC: McFarland, 2006). 12. http://realwizardrock.com/more- bands/the- whomping- willows/house- of -awesome/house- of- awesome- theme- song. See also http://www.myspace.com /thewhompingwillows for more information on The Whomping Willows. 13. Edmund Kern, The Wisdom of Harry Potter: What Our Favorite Hero Teaches Us about Moral Choices (New York: Prometheus Books, 2003), 19. 14. www.thehpalliance.org. 15. Dumbledore to Harry regarding The Mirror of Erised, Sorcerer’s Stone, 265. 16. Linda Darling-Hammond, The Flat World and Education: How America’s Commitment to Equity Will Determine Our Future (New York: Teachers College Press, 2010), 313. 17. Ibid., 313–318. 18. Ibid., 318. 19. John Dewey, Experience and Education (New York: Collier Books Edition, 1963), 38. 20. Jeffrey M. R. Duncan-Andrade and Ernest Morrell. The Art of Critical Pedagogy: Possibilities for Moving from Theory to Practice in Urban Schools (New York: Peter Lang, 2008), 11–12. 21. Lev Grossman, “Love Potions and Tragic Magic,” Time Magazine, July 17, 2005. 22. Nel Noddings, “Caring in Education,” The Encyclopedia of Informal Education (2005). www.infed.org/biblio/noddings_caring_in_education.htm (accessed May 2008). References

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Academic Performance Index (API), 47 African American literature, 84, 90 Accelerated Reader (AR), 50–51, 53 African American students, 12, 28, 77, access/accessibility: Andrew and, 73; 125; HP series being for white kids audio books and, 127–128; books/ and, 12, 64, 80, 82–83, 86, 89–90, literature and, 8, 84–85; English 154; reading curriculum for, 79–80. fluency and, 82; experiential See also students of color learning and, 146, 151; Harry age appropriateness of HP series, 69 and, 4–5, 73; of HP series, 85, 87, agency. See choice(s) 89; information and, 147–148; alchemy metaphor, 157 innovation and, 146; Latino alienation, 95–96 educational, 48; literature and, Allegra, 8–9, 11, 12, 122–141, 176n6; 8, 84–85, 149; multicultural, audio books and, 28, 117, 119, 84; to native languages, 35–36, 127–128, 129, 137; autonomy for, 39; participation gap and, 108, 29, 30, 48; barrier crossing by, 74; 149; Sandra and, 42, 43, 48, 53; beliefs of, 25, 28, 29–30; as “born technology and, 59, 100, 103, digital,” 114–115; challenges for, 104–108, 110, 111, 161–163 18, 60; culturally relevant texts accountability, 75; of students, 2, 11, and, 131–135, 139; curricular 46, 47, 48; of teachers, 17. See also constraints and, 80, 163–164; No Child Left Behind Act (2000) extension activities and, 128–130; activism, HPA and, 10, 13, 151, 153, as gatekeeper to literacy, 149; as 155–159, 162 mentor and leader, 160–161; school Advanced Placement (AP) English, 28, context of, 123–126 75, 77; challenging literary canon Allegra’s class: audio version of in, 78, 80, 91–97 Sorcerer’s Stone in, 28, 117, 119, Advanced Placement (AP) English 127–128, 129, 137; communal exam, 35, 78–79; challenging literary learning in, 131, 136; comparing/ canon in, 12, 78, 87, 91–97; HP contrasting books/films and, 67, study as preparation for, 75, 93, 117 127, 128; difference in, 12, 65, advertising, 84 122, 123, 125, 129, 130, 138, 140; advocacy, 9, 13, 24–25, 62; HPA and, discussions in, 128, 136, 144; fluent 151, 153, 155–159, 162; for literacy, reading and, 28, 117, 126, 127; 145, 151, 153 literacy gains in, 69–74; previous African American culture, 86 familiarity with HP in, 116, 127; 190 INDEX

Allegra’s class—Continued audio version of Sorcer’s Stone, 28, text-to-self connections in, 12, 126, 117, 119, 129, 137; accessibility of, 129 127–128 Anatol, Gizelle Liza, 64 authentic learning, 8, 29, 33, 36, 59, Anaya, Rudolfo, 37–38 103, 110, 163; reading and, 137 Andrew, 8–9, 12, 25, 77–97; approach authors of color, 134 to AP English of, 77–78; autonomy autonomy for Allegra, Andrew, and for, 29, 30, 48; barrier crossing Sandra, 29, 30, 48 by, 74; as “born digital,” 114–115; charter school of, 72–73, 81–82; beliefs of teachers, 25, 28, 29–30 culturally relevant pedagogy and, Bernstein, Karen, 157, 158–159 29, 97, 119; curriculum of, 68–69; biculturalism, 36, 63 as gatekeeper to literacy, 149; Bildungsroman (coming of age) genre, media and, 28, 60, 74, 75, 78, 161; 83, 88–89 as mentor and leader, 160–161; bilingual education, 38, 39, 41; technology and, 30, 103, 107, Proposition 227 and, 27, 36, 47 114–115 binationalism, 36 Andrew’s class: critical thinking in, Binns, Professor, 20 87; discussions in, 64, 82, 85–86, Black students. See African American 88; HP films in, 87–91, 96; HP “for students; students of color white kids” belief of, 12, 64, 80, Bless Me, Ultima (Anaya), 37–38 82–83, 86, 89–90, 154; morality Bluest Eye, The (Morrison), 95 and, 71; previous familiarity boarding school, 42 with HP in, 97, 116; text-to-self Bonding Over Books (nonprofit connections in, 12, 89 organization), 143 annotating text, 128, 129, 176n6 book drives, 155 anthologies, 49–50, 70 books, 2, 52–53, 69; access to, 8, AP English. See Advanced Placement 84–85. See also literature (AP) English boredom, 61 API (Academic Performance Index), 47 “born digital” generation, 114–115 apparition, 151 boys, 45, 137 Apple, Michael, 84 Brandt, Deborah, 114 Applebaum, Peter, 101 bravery, 5 AR (Accelerated Reader), 50–51, 53 Brown v. Board of Education (1954), 22 Arizona, language mandates in, 35–36 Buckingham, David, 114 art, 60 Asians, 85; in Wizarding world, 64 CAHSEE (California High School assessment, 163–164; of Allegra’s Exit Examination), 47 students, 117, 126; of Andrew’s California, 36 students, 89; authentic, 29, 33, 163; California Content Standards, 88 educational technology and, 104; California High School Exit at Hogwarts, 58, 110; of Sandra’s Examination (CAHSEE), 47 students, 38, 44, 46, 51. See also California Learning Assessment accountability; authentic learning System (CLAS), 33 INDEX 191

California Standards Tests (CST), 89, confidence, 163 134 conflict, 98 caring, 8, 17, 20–21, 29, 81, 164–165; critical media literacy. See media literacy qualified teachers and, 160–161 critical pedagogy, 5, 6, 73; activism certification standards, 32 and, 10; Allegra and, 29; Andrew Chang, Cho, 64 and, 29, 97; DA and, 24–25; character development, 43, 71, 88 educational policy and, 13–14; character traits, 40, 49–50, 89, 98 Freire and, 25–26; learning goals charter schools, 9, 28, 72–73, 78, 80 and, 12; participation gap and, Chen, Milton, 61 106–109; qualified teachers and, Chicano experience, 82. See also 160–161; Sandra and, 29 Latino students critical thinking skills, 32–33, 60, 70, children’s literature. See young adult 71; of Andrews’ students, 87; (YA) literature pre-NCLB, 47; reading curriculum choice(s), 24, 26, 34, 71; advocacy of, and, 80; of Sandra’s students, 43 62; Allegra and, 141; boys and, 137; Cuban, Larry, 104 in curriculum, 43; decision-making culturally relevant pedagogy, 25–27; skills and, 18, 73; discussion on, 49; Allegra and, 29, 119; Andrew and, HPA and, 158; in HP series, 4–5; 29, 97, 119; media literacy and, 70; limits on, 13; media consumption in multicultural classrooms, 65; vs. and, 72–73 NLCB, 11; participation gap and, classic literature, 74, 77, 78, 79, 81, 90 106–109; popular culture and, 62, classrooms, 30–31, 100; discourse in, 63; qualified teachers and, 160–161; 80 –81; diverse, 156 –157; Internet Sandra and, 29, 43, 119 in, 104–106; management of, 67; culturally relevant texts, 131–135, 139 tensions in, 58. See also school(s) culture, 97; HP crossing boundaries Cochran-Smith, Marilyn, 8, 17 of, 37–38; 21st Century Skills and, Cole, David, 118 112–113. See also Wizarding world Cole, Michael, 130 curriculum, 2, 43, 79–80; Andrew collaborative work, 67. See also and, 68–69; college-prep, 78, communal learning 161–162; culturally relevant college preparatory curriculum, pedagogy and, 26–27; hidden, 78, 161–162. See also Advanced 83; innovative, 92, 111, 124, 146; Placement (AP) English Ministry of Magic approved, 57–58; Collins, Suzanne, 92 tailored vs. standardized, 48. See communal learning, 26, 43, 67, 79, also scripted curriculum 147–151; in Allegra’s class, 131, 136 curses, 140 communication, 162 community service, 163 DA. See Dumbledore’s Army (DA) comparing/contrasting books/films, Dana (educator), 9, 142 40, 41, 45, 53–54, 67, 127, 128 Daniels, Cindy Lou, 91 comprehension skills, 26, 125 Darder, Antonia, 63 computers, 104–106. See also Darling-Hammond, Linda, 16, 19, 32, technology 33, 46–47, 160 192 INDEX

Dave (educator), 9, 98 Dumbledore, Professor, 13, 20, 21, 34; Death and Life of the Great American Hagrid and, 109; Harry and, 71, School System, The (Ravitch), 140; Mirror of Erised and, 159, 164; 31–32 Umbridge and, 22 decision-making skills, 18, 73. See also Dumbledore’s Army (DA), 21, 23–25, choice(s) 139, 140; HPA and, 10, 155; Room Defense Against the Dark Arts of Requirement and, 109–111; (DADA), 15, 20–21, 24, 57 Umbridge and, 58 DeGeorge, Joe, 152–153 Duncan, Arne, 32–33 DeGeorge, Paul, 152–153 Duncan-Andrade, Jeffrey, 7, 78, 85, 162 Delpit, Lisa, 42, 84 desegregation, 22 E7 (Enlightening 2007) conference, Dewey, John, 146, 162 143–146, 151, 162 Diary of a Wimpy Kid (Kinney), 53 educational policy, 2–4, 11; difference, 28, 119; in Allegra’s class, accountability and, 75; critical 12, 65, 122, 123, 125, 129, 130, pedagogy and, 13–14; vs. E7, 138, 140; Harry’s, 86, 121–122; 146; nonstandardized curriculum normalization of, 64–65. See also within, 68; Umbridge and, 22. See special education also experiential learning; learning; digital media, 103; “born digital” No Child Left Behind Act (2000) generation and, 114–115; free access educational technology, 104–105. See to, 161–162; lack of at Hogwarts, also digital media; media literacy; 99–100, 101; learning and, 12; technology mobile devices and, 105, 106, Education Nation (Chen), 61 110–111, 112; production ELD (English Language equipment for, 110–111; superfluous Development), 50 use of, 100, 117–119, 161; teacher English language, 35–36, 44–45, 50, participation gap and, 107–109. See 82, 125 also media; technology Enlightening 2007 (E7) conference, Digital Nation: Life on the Virtual 143–146, 151, 162 Frontier (Jenkins), 113 equal rights, 158 discussions, 49, 67, 114, 116; in essays (AP English exam), 93 Allegra’s class, 128, 136, 144; in ethics, 43, 70–71, 91, 94, 96 Andrew’s class, 64, 82, 85–86, 88; ethnicity. See race of online fandom, 152; in Sandra’s evil, 45, 153, 156 class, 40–41, 42, 43, 44, 48, 61; expectations, 80; for Allegra’s students, Socratic, 88–91 28, 141; for Sandra’s students, 43 diversity, 63, 156–157 experiential learning, 10, 21, 162; Do-It-Yourself (DIY) media access to, 146, 151; DA and, 23–24; production, 152 at E7, 145; Room of Requirement Dreamkeepers, The (Ladson-Billings), and, 110; Umbridge and, 57–58 6, 79 expertise, 8, 19, 20, 151; qualified dropout rate, 39 teachers and, 160–161; of students drugs, 132 in popular culture, 66–67 INDEX 193

Explicit Direct Instruction (EDI), 47, Harry, 119; accessibility of, 4–5; access 49–50 to information for, 73; behavioral challenges of, 133, 139–141; faculty. See teachers character traits of, 49; as cultural failure, 110, 158 outsider, 38, 64, 115; DA and, families, 143–145; parents and, 2, 133, 21, 23–24; development of, 71, 178n3 88; as different, 86, 121–122; as fandom, 144, 147; as literacy inspiration, 61–62; Lockhart and, advocates, 151; social literacy of, 22; love and, 164–165; magical 148; teens and young children in, innovation and, 102–103; Mirror 154; Wrock and, 150, 151, 152–155 of Erised and, 159; Polyjuice Potion fan fiction, 91, 93, 98, 144, 156 and, 117–118; students’ relating fantasy literature, 4–5, 131–133, 135, to, 41–42, 45, 63–64, 128, 129; 139 subversive actions of, 13 films. See Harry Potter films; under Harry and the Potters, 150, 152–153 individual film Harry Potter Alliance (HPA), 10, 13, Finland, 19 151, 153, 155–159, 162; chapters of, First Part Last, The (Johnson), 131 157–159 Fiske, John, 152 Harry Potter and the Chamber of Secrets Flat World and Education, The (film), 88 (Darling-Hammond), 160 Harry Potter and the Chamber of Secrets fluent reading, 28, 117, 126, 127 (Rowling), 37, 46, 117–118 Freire, Paulo, 25–26 Harry Potter and the Deathly Hallows funding, technology and, 114 (film), 1 Harry Potter and the Deathly Hallows gangs, 123 (Rowling), 1, 20, 117–118, 143 gay, lesbian, bisexual, transgender, Harry Potter and the Goblet of Fire and queer (GLBTQ) communities, (film), 13, 88 158 Harry Potter and the Goblet of Fire gay marriage, 158 (Rowling), 36–37, 70, 117 gender, 62, 137 Harry Potter and the Half-Blood Prince generalizations, 86 (Rowling), 164 girls, 137 Harry Potter and the Order of the Giroux, Henry, 16, 26, 148, 150 Phoenix (film), 57–58, 75, 82–83, globalization, 112–113 143, 144 graduation rates, 36, 47 Harry Potter and the Order of the Granger, Hermione. See Hermione Phoenix (Rowling), 109–111 Great Gatsby, The (Fitzgerald), 88 Harry Potter and the Prisoner of Griffin, Peg, 130 Azkaban (Rowling), 21, 24 Grossman, Lev, 164 Harry Potter and the Sorcerer’s Stone Guiterrez, Kris, 130 (film), 43, 45, 88 Harry Potter and the Sorcerer’s Stone Hagrid, 108–109, 122, 175n13 (Rowling), 12, 49, 108–109, 159; Haiti earthquake relief, 10, 156 audio version, 28, 117, 119, 194 INDEX

Harry Potter and the Sorcerer’s Stone high schools, 46, 157 (Rowling)—Continued Hogwarts, 110; absence of Muggle 127–128, 129, 137; Sandra’s technology at, 99–100, 101; students and, 11, 27, 38, 41, 44, 47, difference in, 122; E7 conference 53, 54, 154; in Spanish, 11, 27, 38, and, 145; experiential learning 41, 44, 47, 154 at, 57–58; as high-tech/low-tech, Harry Potter fan culture (fandom). See 99–100, 101; Sandra’s students and, fandom 42, 45; teachers of, 20–22, 23–24 Harry Potter films, 40, 48, 53–54; Hogwarts Express, 150 Andrew’s use of, 87–91, 96; house elves, 70–71 Bildungsroman genre and, 83, House on Mango Street, The (Cisneros), 88–89; as entry point to literature, 131 67; students’ familiarity with, HP. See Harry Potter series 97, 116, 127, 137. See also under HPA. See Harry Potter Alliance (HPA) individual film Hughes-Hassell, Sandra, 131 Harry Potter series, 4, 65; accessibility Hunger Games, The (Collins), 92 of, 85, 87, 89; banning of, 37; hurricane Katrina, 155 innovation and, 103; levels of comprehension of, 53; literary identity, 26 merit of, 69, 80, 83, 84, 91; magical ignorance, 62 ability and, 108–109; metaphor in, imagination, 9, 55, 133, 135, 141; 133; in multicultural classrooms, Allegra and, 8; Andrew and, 8; 63–64; multiple entry points to, Sandra and, 8, 160–161 67, 87–88; perception of as being “imagining better,” 55, 143–165; for white kids, 12, 64, 80, 82–83, caring and, 164–165; communal 86, 89–90, 154; reading of as a learning and, 147–151; E7 subversive act, 60; social relevance conference and, 143–146, 151, 162; of, 82–83, 135; special education in, experiential learning and, 162; 139–141; student participation and, expertise and, 160–161; HPA and, 66; students’ familiarity with, 97, 151, 153, 155–159, 162; student 116, 127, 137; teacher archetypes participation and, 147–151; student/ in, 20–22, 23–24; as transmedia teacher assessments and, 163–164; franchise, 116; worldwide technology and, 161–162; Wrock popularity of, 1, 37, 84. See also and, 150, 151–155 under individual book immigrants, 36, 39, 48, 148; Andrew Helfenbein, Robert, 23 and, 85; Harry as, 38; popular Hermione, 5, 58, 96, 115; DA and, culture and, 82 23–24; as different, 86; SPEW and, independent reading periods, 89, 138 70–71; students’ relating to, 44, Individualized Education Program 128–129 (IEP), 90 hierarchies, 106 Individuals with Disabilities higher education, HP in, 68, 91–92 Education Act (IDEA), 126 high-poverty schools, 2, 8, 34. See also inequality, 70–71, 103–104 urban schools informational texts, 133–135 INDEX 195 information sharing, 110, 147–148 Latino students, 11, 35, 39, 48, 82, innovation, 59, 61; in Allegra’s class, 125, 138 136; curricular, 92, 111, 124, 146; Lattimer, Heather, 98 in education, 58, 109–111; in layoffs, 18 magic, 102–103; NCLB and, 32; leadership, 162 Sandra and, 160–161; technology learning, 9–10, 12, 31, 145; communal, and, 104, 110–111, 111–117 26, 43, 79, 131, 136, 147–151; rote, inspiration, 31–32, 61–62, 73 59. See also experiential learning instructional minutes, 48–49 learning disabilities, 125 Internet, 3, 66; Andrew and, 73; in Levine, Michael, 112–113 classrooms, 104–106; fandom and, librarians, 52–53 152; policies preventing use of, 100, libraries, 36–37, 52–53; communal 107; social networking and, 106, learning and, 131; HPA and, 155, 152; WiFi and, 109, 110–111 158; Wrock and, 153 Lightning Thief, The (Riordan), 53 jail, 134 literacy, 146; advocates of, 145, 151, Jefferson, Thomas, 22–23 153; Allegra’s class and, 69–74; Jenkins, Henry, 113 Andrew’s class and, 82–85; HPA Jones, Gerard, 132 and, 156 –157; in Sandra’s class, journals: Andrew and, 80; Sandra 69–74; social, 148, 151; special and, 51 education students and, 130. See juvenile detention, 134 also media literacy literary analysis, 40, 94–96, 132 K-12 schools, 68 literary canon, 69, 84, 90; AP English Kalantzis, Mary, 118 and, 12, 78, 80, 87, 91–97; YA lit as Kern, Edmund, 5, 68 bridge to, 81 Killing Monsters (Jones), 132 literature, 9; access to, 8, 84–85, Krashen, Stephen, 42 149; fantasy, 4–5, 131–133, 135, 138; HP series as, 69, 80, 83, 84, labels, 29–30, 61 91; inspiring teachers and, 31; in labor, house elves and, 70–71 Sandra’s class, 50; as shared event, Ladson-Billings, Gloria, 6, 25, 26, 29, 29; test-based curriculum and, 2. 43, 79 See also books language, 37–38; bilingual education Lockhart, Gilderoy, 21–22 and, 27, 36, 38, 39, 41, 47; English, Longbottom, Neville, 21, 49; as special 35–36, 44–45, 50, 82, 125; Latino needs student, 139, 140 English Learners and, 34, 54; Los Angeles, California, 78, 154 native, 35–36, 39; Parseltongue love, 153, 156, 164–165 and, 121; Sandra and, 43, 48; Lovegood, Luna, 139 Spanish, 11, 27, 38, 41, 44, 47, 154; low-income students, 60; Ron as, 21st Century Skills and, 112; of 86–87 Wizarding world, 38 Lupin, Remus, 20–21, 24 Latin American literature, 37 Lurie, Alison, 132–133 Latino English Learners, 34, 54 Lytle, Susan, 8, 17 196 INDEX

McGonagall, Professor, 20 Monster (Myers), 131, 134 Mad Eye Moody, 117, 140 morality, 5, 43, 70–71, 91, 94, 96 magazines, 136 Morrell, Ernest, 7, 78, 85, 162 magic, 72, 143; ability and, 108–109; Morrison, Toni, 95 embeddedness of, 110; innovation motivation, educational technology and, 102–103; in Latin American and, 104 literature, 37; vs. love, 164; as movies. See Harry Potter films; under technology, 101–103. See also individual film imagination; “imagining better” Muggle electronics, 99–100, 101 magical realism, 37 Muggle world, 121 Malfoy, Draco, 45, 49, 88, 96 multiculturalism, 59, 63–66, 84 marginalization, 148 multimedia, 115 Marquez, Gabriel Garcia, 37 music, 60, 69 media, 10, 72–73; Andrew and, 28, Myers, Walter Dean, 134 60, 74, 75, 78, 161; daily use of, 3; mythology, 13 families and, 145; impact of, 17; magazines and, 136; multimedia narratives, 6, 9 and, 115; new, 7, 103, 156, 161–162; nationality, 37–38 NML and, 103, 111, 113–114, NCLB. See No Child Left Behind Act 116, 156; Sandra and, 43, 161; (2000) standardized testing and, 80–81; new media, 7, 103, 156; access to, teacher representations in, 20; 161–162 thoughtful integration of, 65–66; New Media Literacies (NML), 103, YA literature franchises and, 92–93. 111, 113–114, 116, 156 See also books; digital media; films; New York City Public Library Internet; literature; technology (NYCPL), 52–53 media literacy, 7, 10, 59, 69–74; Nick (educator), 9, 55 between and across media types, NML (New Media Literacies), 103, 149; culturally relevant pedagogy 111, 113–114, 116, 156 and, 70; E7 and, 145; of fandom, No Child Left Behind Act (2000), 2, 150; HPA and, 156, 159; NML and, 11, 16, 32, 34, 47; Sandra and, 46; 103, 111, 113–114, 116, 156. See special education and, 126 also digital media; literacy; media; Noddings, Nel, 164–165 technology novels, 3. See also books; literature mentoring, 160–161 meta-critical notations, 128, 129, Oakes, Margaret J., 100 176n6 Obama, Barack, 16, 32 Mexican American students, 11, 35, Occlumency, 73 39, 82, 125, 138 One Hundred Years of Solitude Ministry of Magic, 57–58 (Marquez), 37 minority experience, 86 oppression, 22, 23 Mirror of Erised, the, 159–164 organizing, HPA and, 159. See also mobile devices, 105, 106, 110–111, 112 activism, HPA and mobile phones, 106, 110–111 ownership, 78, 87 INDEX 197 pacing guides, 38, 49–50 vs. literary canon, 69; music and, pacing of Sandra’s Sorcerer’s Stone 69; vs. NLCB, 11; Sandra and, 30; reading, 54 standardized tests and, 80–81; parents: abandonment by, 133; control thoughtful integration of, 65–66; and, 178n3; reading and, 2 urban public schools and, 151 Parseltongue, 121 Potter, Harry. See Harry participation: in fandom by teens Potter, Lily, 164 and young children, 154; in HPA power, 7, 70–71, 78–79, 133 chapters, 158; of students, 43, 44, practical arts, 101 66, 81, 128, 141, 147–151, 154 practical exams, 58 participation gap, 100, 103–109, 115, practitioner research, 7 117, 149; of innovative educational praxis, 27. See also experiential learning experiences, 146; teachers and, predictions, 40, 128, 129 107–109 problem-solving skills, 18, 33, 60, 73 passivity, 7, 136–137 progress, 32, 104. See also assessment Patil, Parvati, 64 Proposition 227 (California), 27, 36, 47 pedagogy, 54. See also critical public libraries. See libraries pedagogy; culturally relevant public school(s). See school(s) pedagogy; learning; teaching Pugh, Tison, 93 people of color, 63, 64, 134. See also pure-blood wizards, 70 African Americans; race; students pushed out students, 39 of color Percy Jackson series, 52–53 qualifications of teachers, 25, 29, perseverance, 25 160–161; NCLB and, 32–33, 34. personal technologies. See mobile devices See also caring; expertise physical education, 60 Quirrell, Professor, 88 Pike, Mark, 90 Platform 9 and 3/4, 74–75, 150 race, 97; in HP series, 64, 70–71, 86, “Platform 9 and 3/4” (song), 147, 150 90; racism and, 62, 64, 73, 85–87 podcasts, 137, 156, 163 Race to the Top initiative, 16 policies preventing technology use, Ravitch, Diane, 23, 31–32 100, 107 reading, 1–2, 5–6, 26; Allegra’s politics, 59–60, 68; in Wizarding and students’ level of, 69–74, 125; nonmagical world, 70–71 anthologies and, 49–50, 70; Polyjuice Potion, 117–119 authentic experience of, 137; polysemy, 65 curriculum of, 79–80; family, 2; popular culture, 59, 66–69, 82, 152; independent periods of, 89, 138; Andrew and, 28, 30, 60, 74, 75, NML and, 113; pre-NCLB, 47; 78–79, 161–162; classroom use recreational, 89, 130, 135–136, 138; of as subversive, 116–117; critical Sandra’s students’ level of, 48, 53, pedagogy and, 5; culturally relevant 69–74; special education students pedagogy and, 62, 63; families and, 126; students’ tastes and, and, 145; HPA and, 156; learning 60–61; for understanding vs. test goals and, 12; legitimacy of, 84; passing, 54, 134 198 INDEX recreational reading, 89, 130, 135–136, Sandra’s class, 45, 50; assessment of, 138 38, 44, 46, 51; demographics of, religion, 69 48; discussions in, 40–41, 42, 43, remedial programs, 39 44, 48, 61; literacy and, 69–74; re-mediation, 60, 130 students’ previous familiarity with research skills, 162 HP in, 116 resiliency, 25, 30; qualified teachers scars, 140 and, 160–161 Scholastic, 69 resources, 31, 32, 59; for HPA school(s), 11, 22–23, 58–59; charter chapters, 159; technology and, 100 schools, 9, 28, 72–73, 78, 80; Riordan, Rick, 52 DA and, 25; vs. fandom, 147; Rodge, Pradnya, 131 participation in, 147–151; politics Ron, 5, 22, 86–87, 96, 117–118; as and, 59–60; popular culture “born magical,” 115; boys’ relating to, in, 66–69; power structures 45; DA and, 24; as different, 86, 122 in, 7; structures of, 59, 147; as Room of Requirement, 109–111 uninspiring, 61; wired, 104–106. Rowling, J. K., 11, 115, 142; on See also classrooms; Hogwarts; Hogwarts teachers, 20; HPA and, students; teachers/teaching 10, 159; “imagining better” and, 55, science, 13 146, 165; Kern on, 68; on love, 164; Science, Technology, Engineering, on moral choices, 5; mythology and and Math (STEM) education, 103, science and, 13; social literacy and, 111–114 149; success of, 91–92; Umbridge scripted curriculum, 2, 6, 8, 16, 18, 19, and, 22, 23 36; abandonment of, 163; Allegra RSP (Resource Specialist Program) and, 124, 136–137; vs. critical students, 44 thinking, 71; HP series as departure RTI (Response to Intervention), 50, from, 141; pushing past, 148; 138, 141 Sandra and, 49, 78, 80, 163–164; teachable moments and, 58; teacher Saldivar, Antonio, 37–38 participation gap and, 107–108; Sandra, 8–9, 11, 25, 27, 34, 46; technology and, 101; Umbridge and, accessibility and, 42, 43, 48, 22, 23. See also curriculum 53; assessment of HP lesson by, segregation, 22 38; autonomy for, 29, 30, 48; self-determination, 71 background of, 36; barrier crossing sexuality, 73, 132 by, 74; culturally relevant pedagogy Shanoes, Veronica, 72 and, 29, 43, 119; curricular Skeeter, Rita, 72 constraints and, 49, 78, 80, 163–164; Slack, Andrew, 153, 156 as gatekeeper to literacy, 149; Snape, Professor, 20, 21, 140 journals and, 51; as mentor and social class, 62, 64, 96, 97 leader, 160–161; narrative of, 40–42; social literacy, 148, 151. See also possibilities and challenges and, communal learning 58–59; technology and, 30, 103, 115, social networking: fandom and, 152; 161; time constraints and, 60 incorporation of into classrooms, 106 INDEX 199

Society for the Protection of Elfish experts, 66–67; relating to Harry by, Welfare (SPEW), 70–71 41–42, 45, 63–64, 128, 129; relating Sorcerer’s Stone. See Harry Potter and to Hermione by, 44, 128–129; the Sorcerer’s Stone (Rowling) teachers and, 26, 30–31, 81 Spanish language, 42; Sorcerer’s Stone students of color, 63, 78; Allegra and, in, 11, 27, 38, 41, 44, 47, 154 29; Andrew and, 29; culturally special education, 12, 34, 119, relevant texts and, 131–135, 139; 124–125; advanced literacy and, Latino, 11, 35, 39, 48, 82, 125, 138; 130; in Andrew’s school, 90; Sandra and, 29. See also African communal learning and, 131, American students 136; expectations of students in, substitute teachers, 124 28, 141; in HP books, 139–141; suburbs, 16 standardized policies on, 125–126; success, 62; at Allegra’s school, 124; of teachers of, 124, 138; in urban Rowling, 91–92; in Sandra’s home schools, 121. See also difference district, 47 squibs, 121, 122, 176n1 Summer of Potter (July ’07), 143 standardized curriculum. See scripted curriculum Tales of Beedle the Bard, The (Beedle), standardized testing, 13, 16, 18, 19, 72, 148 80–81, 92; abandonment of, 163; teachable moments, 13, 15–16, 25, informational texts and, 133, 135; 85–87; at E7, 145–146; limits on, as obstacle to excellent teaching, 31; 58; Nick and, 55 preparation time for, 60; pushing teacher assessment. See assessment past, 148; reading scores on, 131; teacher participation gap, 107–109. See reducing impact of, 34; revised also participation gap measures in, 32–33; role of, 32; teachers/teaching, 2–4, 18–34; at special education and, 126; students Allegra’s school, 123–124; at of color and, 29; Umbridge and, Andrew’s school, 81; beliefs about, 22, 23 6; beliefs of, 25, 28, 29–30; blame STEM (Science, Technology, of, 58; cultural orientations of, 63; Engineering, and Math) education, decentering, 106; freedom for, 11, 103, 111–114 117; as gatekeepers, 149; Harry stereotypes, 29–30, 86 Potter series and, 7; Hogwarts, Stevenson, Deborah, 78 20–22, 23–24; HPA chapters and, story, 6, 26 158–159; inspired, 31–32; language students, 7; accountability of, 2, 11, and, 35–36; marginalization of, 46, 47, 48; classroom experience 175n13; NCLB qualifications for, of, 30–31; control of, 124; cultural 32–33, 34; recruitment/retention orientations of, 63; familiarity with of, 18–19, 31, 32, 123, 160; salary HP of, 97, 116, 127, 137; in fandom, of, 19; skill of vs. ability to raise test 154; at Hogwarts, 139; in HPA, scores, 16–17; special education, 157; identity of, 26; marginalized, 8; 124, 138; students’ experience participation of, 43, 44, 66, 81, 128, of, 26, 30–31, 81; test-based 141, 147–151, 154; as popular culture curriculum and, 8, 16–17; 200 INDEX teachers/teaching—Continued 21st Century Skills, 103, 111, 112–113, training for, 106–108, 114, 160. 114, 116 See also Allegra; Andrew; critical Twilight series, 97 pedagogy; culturally relevant pedagogy; Sandra Umbridge, Professor, 22, 23, 57–58, Teach for America, 124 101 technology, 3, 12, 99–119; absence United States, 19 of Muggle at Hogwarts, 99–100, U. S. Department of Education, 104, 101; accessibility of, 59, 100, 103, 125–126 104–108, 110, 111, 161–163; Allegra urban schools, 8, 16, 34, 123; and, 30, 103, 114–115; Andrew and, culturally relevant texts and, 30, 103, 107, 114–115; families and, 131–135, 139; curriculum in, 145; innovative use of, 104, 110–111, 2; popular culture and, 151; 111–117; magic as, 101–103; NML remediated test prep in, 60; RTI and, 103, 111, 113–114, 116; and, 141; special education in, 121; participation gap and, 100, 103–109, teacher retention in, 18 115, 117; policies preventing use of, 100, 107; Room of Requirement Valenzuela, Angela, 42 and, 109–111; Sandra and, 30, 103, video games: HP, 90–91; 115, 161; speed of innovation in, 105; incorporation of into classrooms, STEM education and, 103, 111–114; 69, 106, 113; STEM education and, superfluous use of, 100, 117–119, 112; students’ familiarity with, 116 161; 21st Century Skills and, 103, violence, 73, 132, 134 111, 112–113, 114, 116. See also vocabulary, 51, 141; in Sorcerer’s Stone, digital media; media literacy 41, 44 teens, 154 Voldemort, 94, 119, 153, 164–165 test-based curriculum, 2, 6, 8, 80, “Voldemort Can’t Stop the Rock” 124. See also scripted curriculum; (song), 153 standardized testing voter registration, 10, 155–156 textbooks: history, 22–23; at Hogwarts, 148; Umbridge and, 57 Wallace, David, 93 texts, informational, 133–135 wands, 70, 108–109 text-to-self connections, 70; in Weasley, Arthur, 102 Allegra’s class, 12, 126, 129; in Weasley, Bill, 140 Andrew’s class, 12, 89; culturally Weasley, Ron. See Ron relevant texts and, 134 “Welcome to the House of Awesome” Thinking Through Genre (Lattimer), (song), 154 –155 98 Whited, Lana, 77 time, 73; lack of for classroom whites, 85; Harry as, 63–64; HP series innovations, 60; lack of for critical as being for, 12, 64, 80, 82–83, 86, discussions, 48–49 89–90, 154 Tom Riddle’s diary, 72, 148 Whomping Willows, The, 154–155 translations, 41, 43, 48 WiFi, 109, 110–111 transmedia franchises, 116 Williams, Raymond, 101 INDEX 201

Wisdom of Harry Potter: What Our Wojcicki, Esther, 112–113 Favorite Hero Teaches Us About writing, 26, 51, 80, 93, 113 Moral Choices, The (Kern), 5 writing prompts: for Allegra’s Wizarding world, 38, 62, 115; students, 129; on AP English Harry as different within, 121; exam, 93–96 multiculturalism and, 63–66; Wrock. See Wizard Rock (Wrock) physical disabilities in, 140; power in, 70–71 young adult (YA) literature, 81, 88, Wizard Rock (Wrock), 2, 150, 151, 91–92, 94–96, 113; magic in, 152–155, 178n9; HPA and, 10 132–133; realism in, 132