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Introduction: Why Harry? Notes Introduction: Why Harry? 1. J. K. Rowling, Harry Potter 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,” Los Angeles 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. (San Francisco: 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 Illinois 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 (California: 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:
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