Conjuring Curriculum, Conjuring Control

A Reading of Resistance in Harry Potter and the Order of the Phoenix

Bibliographic Data

ID12009142
AuthorsRobert J Helfenbein (0000-0002-8519-5972, Indiana University – Purdue University Indianapolis, corresponding author)
Year2008
Volume38
Issue4
Pages499-513
Publication date2008-08-25
Open AccessNo
TypeARTICLE
VenueCurriculum Inquiry (JOURNAL)
Journal identifiersISSN: 0362-6784 • E-ISSN: 1467-873X
PublisherTaylor & Francis (PUBLISHER • GB)
DOI10.1111/j.1467-873x.2008.00431.x
OpenAlexW1891870852
LanguageEN
Citations received1
References cited2

Harry Potter and the Order of the Phoenix, the fifth book (and film) of the record-breaking J. K. Rowling series, has been heralded as a catalyst for resurgence in literacy and demonized as an attack on traditional values. Using a cultural studies framework, this article suggests that Order of the Phoenix provides fertile ground for understanding the contemporary socio-cultural context and its relation to contemporary issues in education and education policy. The Harry Potter series consistently revolves around the young wizard’s experiences in school, with this fifth installment focusing on issues of curriculum and the control thereof. The author suggests that an analysis of the text could provide a particular reading that serves to critique current moves toward standardization, high-stakes accountability, and curriculum control.1 This article is based on a paper presented at the 2004 annual meeting of the American Educational Research Association in San Diego, CA

Accountability · Archaeology · Art history · Context (archaeology · Curriculum · Harry potter · Literacy · Media studies · Order (exchange · Pedagogy · Phoenix · Political science · Reading (process · Resistance (ecology · Sociology · Wizard · Wizard of oz · Computer Science · Educator Training and Historical Pedagogy · History · Law · Literacy, Media, and Education · Teacher Education and Leadership Studies

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