Generally the women depicted in the Harry Potter series serve these white males or
only appear in relation to the hero (Hourihan, 1997, pp. 1-3). Throughout the series
Hermione’s main role appears to be as a source of brainpower for Harry to use in his
endeavours. One might see her as a search engine for Harry to gather information from so as
to complete his assignment. Petunia Dursley is shown as a very inferior person and under the
complete domination of her husband and even Minerva McGonagall, Deputy Headmistress to
Albus Dumbledore, has a very limited role in the series. Both Mrs Weasley and Mrs Dursley
are portrayed as stay-at-home mothers with their whole being centred on their family, as they
seem to have no outside interests. As previously stated many critics have concerns about
gender bias in the Harry Potter books. Some believe strongly that Rowling’s portrayal of
women is gender-biased and depicts women in traditional subservient roles (Schoefer, Elliot,
Dresang, Heilman, etc). By this depiction of women Rowling is consciously or unconsciously
reinforcing traditional and unacceptable gender roles (Park, Zipes, Anatol, Dresang,
Westman, etc.).
Michelle Yeo’s (2004) remarks are particularly relevant in this area. She feels that on
a first reading women may appear in a good light in the early Harry Potter books. However,
with a deeper reading, using an analysis of the symbols in the books, the portrayal of women
in the series follows the “old representations of women as connected to evil, dark magic and
traditional roles of passivity and naiveté” (¶ 3). She does not blame Rowling for this but
feels that the underlying symbol system used in the books, which represents an unacceptable
view of women, is simply something that “is so deeply embedded in the cultural and
mythological history of our Westernized and Christian heritage that we embrace it without
question or thought as to its deeper meaning” (¶ 3).
On the other hand some critics feel that Rowling’s depiction of women places women
on an equal footing with men. As previously mentioned Gladstein (2004) states that Rowling
depicts a world with gender equality (p. 49). Ximena Gallardo-C and C. Jason Smith (2003)
feel that Rowling’s depiction of women does show them in a subservient role but that this
only reflects real life and that this will help readers to think about gender bias and what they
need to do to achieve gender equity. They also feel that Harry is a type of Cinderella
character, which enables girls to relate to him to a greater degree than they would to most
male heroes (p. 191). Other critics feel that Harry actually displays a number of feminist
characteristics. “Harry displays quite a few traits we normally associate with feminine
stereotypes. He is non-violent, non-aggressive, emotional, caring, and vulnerable, which
definitely makes him different from the conventional romantic heroes” (Nikolajeva, 2003, p.
135). Nikolajeva’s comments were made before OoP and HBP were published and, as stated
below, in these books we do witness aggression and violence from Harry but we also witness
other, gentler emotions. This show of emotions, by Harry, is in opposition to Hourihan’s
view that male heroes deny emotion and it is generally left for the male hero to wed a female
who provides, through her emotions, a balancing act for the psyche of the hero (1997, p.
199).
Many traditional heroes embody the superior terms of traditional Western culture
dualisms (Hourihan, 1997, pp. 2-3). In Harry’s case his enemies shows disrespect for human
life while Harry exhibits compassion and respect for life. Harry, also like the traditional
heroes, uses violence himself or needs others to commit violence to overcome his enemies.
This is most noticeable in the more recently published books. In OoP he smashes a Death
Eater in the face with his elbow (p. 694) and sends spells against others including the dreaded
and illegal Cruciatus Curse (pp. 696-715). He also chases after the Death Eater Bellatrix
Black Lestrange to kill her when she kills Sirius Black (p. 713). In HBP Harry, in a clash with Draco Malfoy, uses the Sectumsempra spell on him which causes bloody wounds to his
chest (p. 489). At the end of the book he uses curses in a battle with the Death Eaters
including the illegal Cruciatus Curse, the second time he has used it (pp. 558-563). As
Hourihan notices such actions imply that it is necessary and justifiable to use violence against
those enemies who are inherently evil (p. 103). In any use of the Harry Potter books it is
necessary to take into account these prejudices and how they may influence readers. If a
teacher uses the Harry Potter stories they also need to use other stories which provide a
different perspective, “which discourage the quest for domination use of force and violence
to achieve it, and encourage a respect for the environment and for men and women of all
cultural backgrounds” (Hourihan, p. 235).
The concerns raised regarding Harry Potter and other heroes are matters for deep
consideration by teachers when they use hero stories or any source material in the education
of students entrusted into their care. Teachers and parents also need to remember that there
are numerous other books that are popular with our children and which also depict
inequalities of some type. The books written by Roald Dahl certainly depict inequalities in
areas such as the exploitation of labour and gender roles. The Harry Potter series and other
books while containing ideas and views, which may cause some concern, also provide
educational opportunities. They provide teachers with a resource that can be used to assist
students in developing critical thinking skills. All students should be taught not only how to
read but how to read critically. They need to be able to analyse the texts they are provided
with, as well as those they choose themselves, so that they do not accept uncritically the
ideologies of the author and the cultural ideologies he or she writes from.
Conclusion
For a society to be long lasting and stable it needs to have a set of values that the
majority of its citizens support and follow. Children gain these societal values from many
sources including stories and schools. Values have been part of the instruction process in
Australian educational institutions since their inception, especially in schools established
around religious principles, but in recent years both Federal and State Government policy
statements have made it clear that specific instruction in values is a necessary component of
all schools. As schools are being encouraged to teach values and stories are recognised as an
established and successful means of values instruction, schools need to ensure that stories
used in educational institutions provide children with appropriate values from which they can
learn. While the Harry Potter series, like many books, contain elements that children and
teachers need to be concerned about and reflective upon they do contain a hero who, for the
majority of his time, follows a set of values that are in accordance with those values both
secular and religious schools in Australia would deem worthwhile. These particular values
will be discussed in the following chapter.
only appear in relation to the hero (Hourihan, 1997, pp. 1-3). Throughout the series
Hermione’s main role appears to be as a source of brainpower for Harry to use in his
endeavours. One might see her as a search engine for Harry to gather information from so as
to complete his assignment. Petunia Dursley is shown as a very inferior person and under the
complete domination of her husband and even Minerva McGonagall, Deputy Headmistress to
Albus Dumbledore, has a very limited role in the series. Both Mrs Weasley and Mrs Dursley
are portrayed as stay-at-home mothers with their whole being centred on their family, as they
seem to have no outside interests. As previously stated many critics have concerns about
gender bias in the Harry Potter books. Some believe strongly that Rowling’s portrayal of
women is gender-biased and depicts women in traditional subservient roles (Schoefer, Elliot,
Dresang, Heilman, etc). By this depiction of women Rowling is consciously or unconsciously
reinforcing traditional and unacceptable gender roles (Park, Zipes, Anatol, Dresang,
Westman, etc.).
Michelle Yeo’s (2004) remarks are particularly relevant in this area. She feels that on
a first reading women may appear in a good light in the early Harry Potter books. However,
with a deeper reading, using an analysis of the symbols in the books, the portrayal of women
in the series follows the “old representations of women as connected to evil, dark magic and
traditional roles of passivity and naiveté” (¶ 3). She does not blame Rowling for this but
feels that the underlying symbol system used in the books, which represents an unacceptable
view of women, is simply something that “is so deeply embedded in the cultural and
mythological history of our Westernized and Christian heritage that we embrace it without
question or thought as to its deeper meaning” (¶ 3).
On the other hand some critics feel that Rowling’s depiction of women places women
on an equal footing with men. As previously mentioned Gladstein (2004) states that Rowling
depicts a world with gender equality (p. 49). Ximena Gallardo-C and C. Jason Smith (2003)
feel that Rowling’s depiction of women does show them in a subservient role but that this
only reflects real life and that this will help readers to think about gender bias and what they
need to do to achieve gender equity. They also feel that Harry is a type of Cinderella
character, which enables girls to relate to him to a greater degree than they would to most
male heroes (p. 191). Other critics feel that Harry actually displays a number of feminist
characteristics. “Harry displays quite a few traits we normally associate with feminine
stereotypes. He is non-violent, non-aggressive, emotional, caring, and vulnerable, which
definitely makes him different from the conventional romantic heroes” (Nikolajeva, 2003, p.
135). Nikolajeva’s comments were made before OoP and HBP were published and, as stated
below, in these books we do witness aggression and violence from Harry but we also witness
other, gentler emotions. This show of emotions, by Harry, is in opposition to Hourihan’s
view that male heroes deny emotion and it is generally left for the male hero to wed a female
who provides, through her emotions, a balancing act for the psyche of the hero (1997, p.
199).
Many traditional heroes embody the superior terms of traditional Western culture
dualisms (Hourihan, 1997, pp. 2-3). In Harry’s case his enemies shows disrespect for human
life while Harry exhibits compassion and respect for life. Harry, also like the traditional
heroes, uses violence himself or needs others to commit violence to overcome his enemies.
This is most noticeable in the more recently published books. In OoP he smashes a Death
Eater in the face with his elbow (p. 694) and sends spells against others including the dreaded
and illegal Cruciatus Curse (pp. 696-715). He also chases after the Death Eater Bellatrix
Black Lestrange to kill her when she kills Sirius Black (p. 713). In HBP Harry, in a clash with Draco Malfoy, uses the Sectumsempra spell on him which causes bloody wounds to his
chest (p. 489). At the end of the book he uses curses in a battle with the Death Eaters
including the illegal Cruciatus Curse, the second time he has used it (pp. 558-563). As
Hourihan notices such actions imply that it is necessary and justifiable to use violence against
those enemies who are inherently evil (p. 103). In any use of the Harry Potter books it is
necessary to take into account these prejudices and how they may influence readers. If a
teacher uses the Harry Potter stories they also need to use other stories which provide a
different perspective, “which discourage the quest for domination use of force and violence
to achieve it, and encourage a respect for the environment and for men and women of all
cultural backgrounds” (Hourihan, p. 235).
The concerns raised regarding Harry Potter and other heroes are matters for deep
consideration by teachers when they use hero stories or any source material in the education
of students entrusted into their care. Teachers and parents also need to remember that there
are numerous other books that are popular with our children and which also depict
inequalities of some type. The books written by Roald Dahl certainly depict inequalities in
areas such as the exploitation of labour and gender roles. The Harry Potter series and other
books while containing ideas and views, which may cause some concern, also provide
educational opportunities. They provide teachers with a resource that can be used to assist
students in developing critical thinking skills. All students should be taught not only how to
read but how to read critically. They need to be able to analyse the texts they are provided
with, as well as those they choose themselves, so that they do not accept uncritically the
ideologies of the author and the cultural ideologies he or she writes from.
Conclusion
For a society to be long lasting and stable it needs to have a set of values that the
majority of its citizens support and follow. Children gain these societal values from many
sources including stories and schools. Values have been part of the instruction process in
Australian educational institutions since their inception, especially in schools established
around religious principles, but in recent years both Federal and State Government policy
statements have made it clear that specific instruction in values is a necessary component of
all schools. As schools are being encouraged to teach values and stories are recognised as an
established and successful means of values instruction, schools need to ensure that stories
used in educational institutions provide children with appropriate values from which they can
learn. While the Harry Potter series, like many books, contain elements that children and
teachers need to be concerned about and reflective upon they do contain a hero who, for the
majority of his time, follows a set of values that are in accordance with those values both
secular and religious schools in Australia would deem worthwhile. These particular values
will be discussed in the following chapter.
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