The study of literature
In studying any literature it is always important to remember that our view of that
literature is governed by the ideology we bring to our reading of the text and the ideology that
the author him/herself writes from. Anyone writing about the Harry Potter series or reading
the novels makes assumptions about the books characters, themes, style, structure, meanings,
etc, based on their view of the world, what they value in the world and what they value in
literature. Nodelman (1996), John Stephens (1992), Roderick McGillis (1996) and others
have written extensively on the importance of understanding ideology and literature. As
McGillis states: “no one interpretation of a work of the imagination is perfect, and that
interpretations are the work of individual readers at particular times and in particular places”
(McGillis, 1996, p. 4).
Literature Review
In reviewing the literature written about the Harry Potter books it is apparent that
critics feels that the series, like many other narratives, is “radically intertextual because it has
no special discourse of its own” (Stephens, 1992, p. 86). Rowling draws on traditional
narrative forms and genres, specialized contents (including biblical and Arthurian legends),
and other discourses drawn from fiction, which come with their own ideologies (Stephens,
pp. 86-87). Critics, writing on the novels, also draw from their own ideologies and comment
on that aspect of the Harry Potter series that speaks most relevantly to them.
The Harry Potter series of books has generated an immense amount of comment.
Observations regarding the series have been published in scholarly books, other types of
books, journal articles, Internet articles, papers, magazines and other documents. There has
also been the need to look at texts in other areas to support the arguments of this thesis. Any
texts reviewed in this study have been chosen for their relevance to this study. Sometimes
this involves sources that, while published, are not necessarily of a scholarly nature, however
the majority of texts chosen are from recognised authors or institutions.
The texts are reviewed based on the particular area of the Harry Potter series that they
comment on. These are:
• Youth responses to the Harry Potter series
• Religious/spiritual debate/comment over the Harry Potter series
• General guides about the Harry Potter series
• General literary criticism of the Harry Potter series
• Academic publications critically examining the Harry Potter series
• Internet and Journal resources about the Harry Potter series.
1) Youth responses to the Harry Potter books
There are numerous web sites both commercial and non-commercial, which allowed
or previously allowed youth the chance to make statements on their thoughts about the Harry
Potter books and the characters depicted in them. However, some sites have closed since the
author began to write up his thesis document, due to pressure from AOL-Time Warner’s legal
department (Ingram, 2001), which is concerned with protecting its investment in the Harry
Potter series and the money it makes from movies and various consumer products based on
the books. AOL-Time Warner has acquired the “Harry Potter” intellectual property rights,
including the trademark to certain words appearing in the novels, including the word
‘quidditch’. Web sites, including http://www.bloomsbury.com/harrypotter, http://www.
dprophet.com and http://www.forum.discover.tased.edu.au /webforum/student/Board/forum2,
provide an audience for the viewing of fictional stories, written by fans, based on the Harry
Potter series.
It is necessary to remember that generally these sites are set up by fans of the novels,
businesses that gain revenue from the series or by groups that view the series in a positive
manner. They therefore naturally contain overwhelmingly positive comments regarding the
series, possibly because negative statements may not make it onto the site due to screening
procedures. Children indicate, through responding to these web sites, that they relate in some
way to the Harry Potter series. The positive response to the novels, by children’s opinions on
such websites, indicates that the discourses in the Harry Potter novels are attractive to
children - this is also apparent in published books expressing children’s responses to the
series.
There have been three specific books published which reflect positive views regarding
how youth value the books. The authors/editors are admirers of the books but they may also
seek to gain some financial benefit from publishing a book on a popular topic. Two of these
books are, We love Harry Potter! We’ll tell you why (Moore (Ed.), 1999) and Harry Potter
you’re the best: A tribute from fans the world over (Moore (Ed.), 2001). Both books were
edited by the same person, Sharon Moore, and contain positive statements regarding the
books even in the chapter entitled “What we like (or dislike) about the books”(2001) there are
no negative comments made regarding the books. We are never specifically told how the
letters were collected or chosen for publication and most contain nothing particularly
revealing as they have only blanket praise for the books. Nevertheless, there are some reasons
given by children as to why they enjoy the books. These reasons included the suspense and
excitement in the books (2001, p.16), they feel moved by the emotions in the books (2001, p.
21) and that they enjoy the humour in the books (1999, p. 35). The opinions published are
taken from youths aged six to nineteen.
Bill Adler’s book, Kids’ letters to Harry Potter: An unauthorized collection (2001), is
very similar to Moore’s books, although Adler does interview some of the children who had
letters published in his book. These interview comments indicate that children respond
positively to the novels and especially to the characters. Children state that they identify with
Harry Potter in a number of ways, particularly with people not understanding him (p. 1), his
getting into mischief and being in a different type of school than he was familiar with (p. 11-
12), the loss of his parents (p. 46), and the problems he experiences with his relatives (p.
114). Once again the letters are only positive in their observations about the series as it is
aimed at expressing children’s views of why they like the books. The book is designed, like
Moore’s books, to be read by children.
In studying any literature it is always important to remember that our view of that
literature is governed by the ideology we bring to our reading of the text and the ideology that
the author him/herself writes from. Anyone writing about the Harry Potter series or reading
the novels makes assumptions about the books characters, themes, style, structure, meanings,
etc, based on their view of the world, what they value in the world and what they value in
literature. Nodelman (1996), John Stephens (1992), Roderick McGillis (1996) and others
have written extensively on the importance of understanding ideology and literature. As
McGillis states: “no one interpretation of a work of the imagination is perfect, and that
interpretations are the work of individual readers at particular times and in particular places”
(McGillis, 1996, p. 4).
Literature Review
In reviewing the literature written about the Harry Potter books it is apparent that
critics feels that the series, like many other narratives, is “radically intertextual because it has
no special discourse of its own” (Stephens, 1992, p. 86). Rowling draws on traditional
narrative forms and genres, specialized contents (including biblical and Arthurian legends),
and other discourses drawn from fiction, which come with their own ideologies (Stephens,
pp. 86-87). Critics, writing on the novels, also draw from their own ideologies and comment
on that aspect of the Harry Potter series that speaks most relevantly to them.
The Harry Potter series of books has generated an immense amount of comment.
Observations regarding the series have been published in scholarly books, other types of
books, journal articles, Internet articles, papers, magazines and other documents. There has
also been the need to look at texts in other areas to support the arguments of this thesis. Any
texts reviewed in this study have been chosen for their relevance to this study. Sometimes
this involves sources that, while published, are not necessarily of a scholarly nature, however
the majority of texts chosen are from recognised authors or institutions.
The texts are reviewed based on the particular area of the Harry Potter series that they
comment on. These are:
• Youth responses to the Harry Potter series
• Religious/spiritual debate/comment over the Harry Potter series
• General guides about the Harry Potter series
• General literary criticism of the Harry Potter series
• Academic publications critically examining the Harry Potter series
• Internet and Journal resources about the Harry Potter series.
1) Youth responses to the Harry Potter books
There are numerous web sites both commercial and non-commercial, which allowed
or previously allowed youth the chance to make statements on their thoughts about the Harry
Potter books and the characters depicted in them. However, some sites have closed since the
author began to write up his thesis document, due to pressure from AOL-Time Warner’s legal
department (Ingram, 2001), which is concerned with protecting its investment in the Harry
Potter series and the money it makes from movies and various consumer products based on
the books. AOL-Time Warner has acquired the “Harry Potter” intellectual property rights,
including the trademark to certain words appearing in the novels, including the word
‘quidditch’. Web sites, including http://www.bloomsbury.com/harrypotter, http://www.
dprophet.com and http://www.forum.discover.tased.edu.au /webforum/student/Board/forum2,
provide an audience for the viewing of fictional stories, written by fans, based on the Harry
Potter series.
It is necessary to remember that generally these sites are set up by fans of the novels,
businesses that gain revenue from the series or by groups that view the series in a positive
manner. They therefore naturally contain overwhelmingly positive comments regarding the
series, possibly because negative statements may not make it onto the site due to screening
procedures. Children indicate, through responding to these web sites, that they relate in some
way to the Harry Potter series. The positive response to the novels, by children’s opinions on
such websites, indicates that the discourses in the Harry Potter novels are attractive to
children - this is also apparent in published books expressing children’s responses to the
series.
There have been three specific books published which reflect positive views regarding
how youth value the books. The authors/editors are admirers of the books but they may also
seek to gain some financial benefit from publishing a book on a popular topic. Two of these
books are, We love Harry Potter! We’ll tell you why (Moore (Ed.), 1999) and Harry Potter
you’re the best: A tribute from fans the world over (Moore (Ed.), 2001). Both books were
edited by the same person, Sharon Moore, and contain positive statements regarding the
books even in the chapter entitled “What we like (or dislike) about the books”(2001) there are
no negative comments made regarding the books. We are never specifically told how the
letters were collected or chosen for publication and most contain nothing particularly
revealing as they have only blanket praise for the books. Nevertheless, there are some reasons
given by children as to why they enjoy the books. These reasons included the suspense and
excitement in the books (2001, p.16), they feel moved by the emotions in the books (2001, p.
21) and that they enjoy the humour in the books (1999, p. 35). The opinions published are
taken from youths aged six to nineteen.
Bill Adler’s book, Kids’ letters to Harry Potter: An unauthorized collection (2001), is
very similar to Moore’s books, although Adler does interview some of the children who had
letters published in his book. These interview comments indicate that children respond
positively to the novels and especially to the characters. Children state that they identify with
Harry Potter in a number of ways, particularly with people not understanding him (p. 1), his
getting into mischief and being in a different type of school than he was familiar with (p. 11-
12), the loss of his parents (p. 46), and the problems he experiences with his relatives (p.
114). Once again the letters are only positive in their observations about the series as it is
aimed at expressing children’s views of why they like the books. The book is designed, like
Moore’s books, to be read by children.
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