Journal articles: 'Harry Potter'

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Montabone, Benoît. "Harry Potter." Géographie et cultures, no. 68 (December 10, 2008): 99–114. http://dx.doi.org/10.4000/gc.862.

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Fox, Anthony. "Harry Potter Writes." Headache: The Journal of Head and Face Pain 47, no. 8 (September 2007): 1230–31. http://dx.doi.org/10.1111/j.1526-4610.2007.00903.x.

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Cadesky, Eric, and Sjoerd Borst. "Harry Potter MD." BMJ 324, Suppl S2 (February 1, 2002): 020230. http://dx.doi.org/10.1136/sbmj.020230.

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Borges, Dandriel Henrique Da Silva. "Harry Potter e Bestiários: A fênix enquanto representação do “Salvador”." Revista Discente Ofícios de Clio 4, no. 6 (December 5, 2019): 145. http://dx.doi.org/10.15210/clio.v4i6.16279.

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em diferentes tempos: durante o final do Medievo (na cronologia da Europa Ocidental), no entorno do século XII, e na contemporaneidade, retratada pelo universo cinematográfico da saga Harry Potter. Para entender seu papel no medievo serão analisadas versões traduzidas para o inglês de dois bestiários datados do entorno do século XII, Book of Beasts e Aberdeen Bestiary, enquanto sua representação contemporânea será analisada a partir de cenas dos seguintes filmes: Harry Potter e a Câmara Secreta, Harry Potter e a Ordem da Fênix e Harry Potter e as Relíquias da Morte: Parte 2. A partir do entendimento do papel social das narrativas sobre essa figura no final da Idade Média serão então traçados paralelos com o que fora retratado nos filmes, buscando analisar se houve a reapropriação de suas características e funções.Palavras-chaves: Harry Potter, Bestiários, Book of Beasts e Aberdeen BestiaryAbstractThis paper proposes to make an analysis of how the fantastic figure of the phoenix had been worked at different times: during the end of Middle Ages (in Western European chronology), around the twelfth century, and contemporaneously, portrayed by the cinematographic universe of the Harry Potter saga. In order to understand its role in the Middle Ages, versions translated into English of two bestiaries dated from the twelfth century will be analyzed, Book of Beasts and Aberdeen Bestiary, while their contemporary representation will be analyzed from scenes from the following films: Harry Potter and the Chamber of Secrets , Harry Potter and the Order of the Phoenix and Harry Potter and the Deathly Hallows: Part 2. From the understanding of the social role of the narratives about this figure in the late Middle Ages a parallel will be drawn to what was portrayed in the films, seeking to analyze whether there was a reappropriation of its characteristics and functions.Keywords: Harry Potter, Bestiaries, Book of Beasts e Aberdeen Bestiary

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Webb, Caroline. "‘Abandoned Boys’ and ‘Pampered Princes’: Fantasy as the Journey to Reality in the Harry Potter Sequence." Papers: Explorations into Children's Literature 18, no. 2 (December 1, 2008): 15–21. http://dx.doi.org/10.21153/pecl2008vol18no2art1163.

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With the publication of the seventh and final novel in the Harry Potter sequence, Harry Potter and the Deathly Hallows (2007), it is at last possible to judge not only the thematic agendas of the sequence but also its overarching narrative strategy. The early novels of the Harry Potter series were derided, among other things, for an apparent formulaic quality, effectively identified by critics such as Zipes. Not only did Harry Potter and the Philosopher's Stone (1997) demonstrably owe a large debt to the structure and characterisation of the conventional early twentieth-century British school story, but its two sequels, Harry Potter and the Chamber of Secrets (1998) and Harry Potter and the Prisoner of Azkaban (1999), closely imitated the structure of the first, as Zipes has shown in some detail (Zipes, 2001, pp.176-77). To such critics as Zipes, this imitative structure made manifest the poverty of Rowling's invention and the consequent unoriginality of her writing.

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С. В. ВОЛКОВА and А. В. ЛУЧИНСЬКА. "TYPES OF TRANSFORMATIONS IN UKRAINIAN TRANSLATION OF J.K. ROWLING'S “HARRY POTTER AND THE PHILOSOPHER'S STONE”: LINGUOSEMIOTIC ASPECT." MESSENGER of Kyiv National Linguistic University. Series Philology 22, no. 2 (December 26, 2019): 202–14. http://dx.doi.org/10.32589/2311-0821.2.2019.192007.

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Introduction. The study focuses on the translation transformations in reproducing the linguosemiotics of the image of the character in Ukrainian translation of “Harry Potter and the Philosopher’s Stone” by J. K. Rowling. The understanding of such concepts as “image”, “literary image”, and “character image” in linguistics and translation studies’ works is specified.The paper analyzes the translation studies investigations of the text of “Harry Potter and the Philosopher’s Stone”. The literary image of Harry Potter, the main character of “Harry Potter and the Philosopher’s Stone”, is considered to be a system of base and linguacultural codes which linguosemiotic means embody.Purpose. The paper aims at linguosemiotic analysis of the Ukrainian translation of “Harry Potter and the Philosopher’s Stone” by J. K. Rowling, identification and comparison of linguosemiotic features of the image of the character in the source and target texts.Methods. The descriptive-analytical, comparative, contextual and structural-semantic methods are applied to reveal the transformations used in reproducing the linguosemiotic features of the character image in the target text.Results. Linguosemiotic features of the image of the character in the source and target texts of “Harry Potter and the Philosopher’s Stone” are characterized. The interlingual transformations, used in reproducing the linguosemiotic features of the image of the character in Ukrainian translation of the analyzed text, have been systematized. In this researchthe linguosemiotic models of the character image in the source and target texts of “Harry Potter and the Philosopher’s Stone” by J. K. Rowling have been compared. Interlingual transformations revealed in the target text are interpreted.Conclusion. The paper reveals the scope of the linguacultural and semiotic implicatures of the image of Harry Potter, which are the components of the linguosemiotic model of the image of Harry Potter. It is proved that they are the verbal signs, which imply multi-coded information. The most brightly expressed implicatures in the source and target texts are brightgreen eyes and green light that are opposed through the all text. The meanings of the linguosemiotic implicatures of the image of the character of Harry Potter have slight differences in the original and translated texts, but they are not critical for comprehension by readers and do not distortthe whole literary image.

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Sartika, Dewi, and Andi Muhammad Irawan. "Directive Speech Acts of Harry Potter, Ronald Weasley, and Hermione Granger in “Harry Potter and The Philosophers Stone” Movie Script." English Language and Literature 10, no. 4 (December 16, 2021): 419. http://dx.doi.org/10.24036/ell.v10i4.114995.

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This study aims 1) to find out the directive speech acts used by Harry Potter, Ronald Weasley, and Hermione Granger in “Harry Potter and The Philosopher’s Stone” movie script; 2) to compare the use of directive speech acts between the three characters; and 3) to find out if context of situation influences the use of directive speech act between the three characters. This study is a descriptive qualitative and quantitative research, using the theory of Searle about directive speech act. The data of this study are utterances of Harry Potter, Ronald Weasley, and Hermione Granger which contain directive speech act found in “Harry Potter and The Philosopher’s Stone” movie script. The result of this study 1) shows that there are five types of directive speech act used by Harry Potter, Ronald Weasley, and Hermione Granger in “Harry Potter and The Philosopher’s Stone” movie script, they are command, request, permission, prohibition, and question; 2) reveals that different characters do not really influence the use of directive speech acts, which means that the use of directive speech acts between the three characters is similar in general 3) proves that context gives a great influence on the use of directive speech act.

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Malau, Ruth. "Harry Potter: Konsumsi dan Pemujaan Komoditas Dunia Sihir (Kajian Media dalam Perspektif Marxis)." Jurnal The Messenger 5, no. 2 (July 1, 2013): 18. http://dx.doi.org/10.26623/themessenger.v5i2.147.

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Harry Potter, the book and film series are form of celebration of the magic world commodities. Media then took place as an amplifier that bringing the magic worlds as a part embodied in our real world. Magic commodity consumption turns out with a magically success. Youth in different parts of world named themself as the generation of Harry Potter. The existance of Harry Potter has become a fetishism consumption, but activated so many Marxism critique about inequality and materialism, while consuming and celebrating the cultural industry of Harry Potter.

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Haas, Heather A., Augustina Wofford, and Miranda Binns-Calvey. "Psyched About Harry Potter." Eye on Psi Chi Magazine 22, no. 4 (2018): 36–39. http://dx.doi.org/10.24839/2164-9812.eye22.4.36.

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Gilley, Sheridan, Steven S. Tigner, Inez Fitzgerald Storck, Gertrude M. White, Daniel H. Strait, and Owen Dudley Edwards. "The Harry Potter Symposium." Chesterton Review 27, no. 1 (2001): 99–123. http://dx.doi.org/10.5840/chesterton2001271/286.

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Chavagneux, Christian. "L'économie chez Harry Potter." Alternatives Économiques N° 343, no. 2 (February 1, 2015): 80. http://dx.doi.org/10.3917/ae.343.0080.

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Khaled Hussein, Ayman, Mohd Nazri bin Latiff Azmi, and Mohammad Nusr Mohammad Al-Subaihi. "Alienation in Harry Potter." Arab World English Journal For Translation and Literary Studies 5, no. 3 (August 15, 2021): 27–39. http://dx.doi.org/10.24093/awejtls/vol5no3.3.

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This is a thematic study of Harry Potter (1997-2007) concerning the theme of alienation. Joanne Rowling is a British novelist famous for writing her best-known fantasy book series, Harry Potter (1997-2007). This study argues that Rowling employs fantastical elements in Harry Potter to present symbolic and real-life themes that summon the postcolonial discourse of alienation. In addition, the study aims to raise the role of fantasy in serving Humanity and the dignity of people and understanding the conflicts among the members of society. Moreover, this study investigates how racial discrimination and postcolonialism work against the Humanity of heroes and their companions in their community. Therefore, that relationship causes a realistic commentary on real-life situations. The theoretical platform deployed in this study is a postcolonial perspective that purports to grasp the striking overlaps between the theme of alienation and the insights of the racial and social postcolonial discourse. The findings achieved in this paper prove the juxtaposition between alienation on the one hand and racial and social discrimination on the other hand. The researcher seeks to demonstrate that Harry Potter reflects the suffering and alienation of characters.

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McVeigh, Dan. "Is Harry Potter Christian?" Renascence 54, no. 3 (2002): 197–214. http://dx.doi.org/10.5840/renascence200254319.

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Zerbib, Lauren D., and Russell W. Steele. "A Harry Potter Fan." Clinical Pediatrics 52, no. 1 (August 28, 2012): 96–98. http://dx.doi.org/10.1177/0009922812458359.

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Conn, Jennifer, and Susan Elliott. "Harry Potter and Assessment." Clinical Teacher 2, no. 1 (June 2005): 31–36. http://dx.doi.org/10.1111/j.1743-498x.2005.00052.x.

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Welsh, Christopher J. "HARRY POTTER AND BUTTERBEER." Journal of the American Academy of Child & Adolescent Psychiatry 43, no. 1 (January 2004): 9–10. http://dx.doi.org/10.1097/00004583-200401000-00009.

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Elfassi, Jacques. "Harry Potter en latin." Anabases, no. 7 (March 1, 2008): 231–37. http://dx.doi.org/10.4000/anabases.2537.

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Russo, James, and Toby Russo. "Harry Potter–inspired mathematics." Teaching Children Mathematics 24, no. 1 (September 2017): 18–19. http://dx.doi.org/10.5951/teacchilmath.24.1.0018.

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This month, students use a Harry Potter book as the context for a wide range of problems about key mathematical concepts. Math by the Month features collections of short activities focused on a monthly theme. Math by the Month features collections of short activities focused on a monthly theme. These articles aim for an inquiry or problem-solving orientation that includes four activities each for grade bands K–2, 3–4, and 5–6.

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Adami, Gian Franco. "Harry Potter and Obesity." Obesity Surgery 12, no. 2 (April 1, 2002): 298. http://dx.doi.org/10.1381/096089202762552575.

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Babo, Carolina Chamizo Henrique. "Entre Harrys: de Pross a Potter - a importância dos símbolos na franquia Harry Potter." Revista Memorare 4, no. 2-II (August 14, 2017): 4. http://dx.doi.org/10.19177/memorare.v4e2-ii20174-21.

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O presente artigo pretende demonstrar a importância dos mitos, como fundamentais formas de conhecimento para os seres humanos. A partir de uma reflexão entre as antigas e novas histórias de nosso tempo, aqui representada pelos livros e filmes Harry Potter, percebemos que esses símbolos se refletem em nossa cultura, seja em plataformas orais, escritas ou visuais. Para o quadro de referenciais teóricos, me apoio nos estudos de Harry Pross, Joseph Campbell, Mircea Eliade e Carl Gustav Jung, e também nas histórias de J.K. Rowling.

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Sultan, Shrouk, Basma Saleh, and Asmaa ElSherbini. "Fighters or Victims: Women at War as Depicted in Harry Potter Novels." International Journal of Language and Literary Studies 4, no. 2 (June 4, 2022): 229–42. http://dx.doi.org/10.36892/ijlls.v4i2.938.

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Witches in Harry Potter novels play major roles that affect the course of events. Some of these witches are authority figures in institutions, while others can be housewives, aurors, ministry employees, or talented witches. This paper discusses several different witches who take part, intentionally or not, in the battle between good and evil in Harry Potter novels. Three of these witches will be tackled in terms of their roles as fighters, while three others will be tackled in terms of their degradation into victims. This analysis will be done through the investigation of the attitudes of the characters towards themselves and their positions, as well as the surrounding characters’ reception of the selected characters, and carefully reading the events of the seven Harry Potter novels. Because Harry Potter novels are widely-read, the depiction of female characters in these novels as either fighters or victims impact readers’ perception of women’s roles in their communities. Analyzing the female characters, this paper intends to help readers to realize if Harry Potter novels help to empower women or limit their potentials. Since women issues are an important part of our lives, and since Harry Potter novels are widely-read, finding out whether these novels empower women or limit their potentials is crucial to our understanding of the major impact that fiction can have on people’s lives.

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Aminah, Aminah, and Aulia Rahmawati. "Budaya Penggemar Harry Potter di Media Sosial Instagram (Studi Etnografi Virtual pada Penggemar Harry Potter di Instagram)." JIIP - Jurnal Ilmiah Ilmu Pendidikan 7, no. 7 (July 1, 2024): 6502–8. http://dx.doi.org/10.54371/jiip.v7i7.4671.

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Penelitian ini bertujuan untuk mengetahui bagaimana praktik penggemar yang dapat membentuk budaya penggemar pada fandom Indo Harry Potter di media sosial Instagram. Metode penelitian yang digunakan adalah kualitatif dengan studi etnografi virtual. Dengan melakukan pengumpulan data berupa wawancara, observasi partisipan, hingga dokumentasi, peneliti juga menjadi bagian dari komunitas Indo Harry Potter dengan menjadi anggota komunitas tersebut. Hasil dari penelitian menunjukkan adanya praktik penggemar yang membentuk budaya penggemar yang dilihat dari empat bidang yang terpengaruhi oleh teknologi dari Lucy Bennett (2014), yakni 1) Komunikasi, praktik penggemarnya yakni fan speak dan fan jokes. 2) Kreatifitas, praktik penggemarnya adalah fan merch, fan vids, fan art, 3) Pengetahuan, informasi yang meliputi event komunitas, event official Harry Potter, merchandise Harry Potter, dan 4) Organisasi dan kekuatan sipil, praktik penggemarnya yakni fan discussion dan fan activism.

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Косюга, Олександра. "ЖАНРОВІ ОСОБЛИВОСТІ СЕПТОЛОГІЇ ПРО ГАРРІ ПОТТЕРА: ВІД КАЗКИ ДО ГОТИЧНОЇ ЛІТЕРАТУРИ." Scientific Bulletin of Kherson State University Series Germanic Studies and Intercultural Communication, no. 1 (August 21, 2023): 22–28. http://dx.doi.org/10.32999/ksu2663-3426/2023-1-3.

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Стаття присвячена визначенню та характеристиці основних аспектів жанру нарратива про Гаррі Поттера. Зосереджено увагу на проблемі еволюції жанрів художніх текстів у сучасній літературі. Охарактеризовано основні подібності та відмінності у художніх творах. Досліджено специфіку розвитку нових жанрових форм у сучасній фентезійній літературі. Встановлено, що аналіз жанру твору Дж.К.Ролінг можливий лише за урахування усіх типових характеристик різних жанрів та піджанрів. Доведено, що, завдяки еволюції літературного жанру, з’явилася нова тенденція у фентезійній літературі ХХІ століття та виникла нова категорія – «гібридний жанр», до якого і належить зазначений художній твір. Цей гібридний жанр обумовлює «множення піджанрів» і й притаманний творам літератури для юнацтва та молоді. У статті встановлено, що наратив про Гаррі Поттера має елементи щонайменше 10 жанрів: міф, чарівна казка, роман, детектив, жанр шкільної історії (boarding story – як піджанр), так званого «чорного роману» (gothic novel), роману для молоді, (roman for young adults), утопії та антиутопії (alternate story), фентезі, а також елементи пригодницької літератури та літератури жахів (horror literature). Завдяки цьому, в септологій Дж.К.Ролінг виникає своєрідний петчворк жанрів, що обумовлений еволюцією головного героя – чарівника Гаррі, який, протягом подій описаних в усіх семи книгах, з дитини перетворюється на дорослого, як фізично, так і морально. Таким чином розширюється цільова вікова аудиторія читачів: спочатку (перша та друга частина септології – «Harry Potter and Philosopher’s Stone» та «Harry Potter and the Chamber of Secrets» ) – це книги для дітей та підлітків, потім (третя, четверта та п’ята частини – «Harry Potter and the Prisoner of Azkaban», «Harry Potter and the Goblet of Fire», «Harry Potter and the Order of the Phoenix») – для так званих “Young Adults”, й нарешті (останні дві частини – «Harry Potter and the Half-Blood Prince» та «Harry Potter and the Deathly Hallows») – для дорослих. Читач росте паралельно створенню (написанню) художнього твору (що власне, вперше в сучасній фентезійній літературі, і відбулося з нарративом про Гаррі Поттера).

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Nogueira Leite, Isabella Aparecida. "A tradução dos nomes em Harry Potter." Rónai – Revista de Estudos Clássicos e Tradutórios 5, no. 1 (July 10, 2017): 56–63. http://dx.doi.org/10.34019/2318-3446.2017.v5.23206.

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Este trabalho consiste na discussão de como e porque os nomes, tanto dos personagens como das criaturas em Harry Potter foram traduzidos. Para isso iremos utilizar somente a primeira obra: “Harry Potter e a Pedra Filosofal” de JK Rowling, pois além de ser a primeira obra da saga, é a única que possui dois títulos distintos em inglês. Iremos utilizar também como aporte teórico os artigos de Germana de Souza et al. e de Dalila Lopez que discutem sobre a tradução de nomes próprios. A nossa pesquisa é de cunho quantitativo, sendo feita uma análise de sete quadros contendo 38 nomes e 17 títulos de capítulos.Palavras-chaves: Harry Potter; tradução; tradução de nomes. ABSTRACT: This paper aims to discuss how and why the characters’ names as well as the creature’s names were translated on the Harry Potter book series. To this end we will use the first book of the series: “Harry Potter and the Philosopher’s Stone” by J.K. Rowling, since it is the only one that has two different titles in English, and besides it is the first book. We will also use as a theoretical approach the articles by Germana de Souza et al. and by Dalila Lopez that talks about the first names translation. Our research has a quantitative method and so we are going to analyze eight tables containing 38 names and 17 chapter titles in English and translated. Keywords: Harry Potter; translation; names’ translation.

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Schmidt, Gary D. "Reading Harry Potter: Critical Essays, and: The Ivory Tower and Harry Potter (review)." Lion and the Unicorn 29, no. 1 (2005): 136–40. http://dx.doi.org/10.1353/uni.2005.0018.

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Sultan, Ameer, Rashida Imran, and Saira Maqbool. "Teaching of Harry Potter and the Philosophers Stone in the Light of Barthes Narrative Codes at BS English Level." Global Regional Review I, no. I (December 30, 2016): 228–42. http://dx.doi.org/10.31703/grr.2016(i-i).18.

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J. K. Rowling has written seven novels in the Harry Potter series. This fiction series has also inspired the educationists and academicians and it has been introduced in different western colleges as part of their syllabi. Warner Brothers made the films based on all the novels of Harry Potter series. Harry Potter World, the studio where these movies were made, is a tourist spot in London and thousands of fans from all over the world visit it every week. The present study explores teaching of Harry Potter and The Philosophers Stone in the light of Barthes Narrative Codes with emphasis on hermeneutic codes and their roles in the building blocks of narrative structure of the novel. The result of the study shows the extensive use of enigma and delays in the series to make it captivating and interesting for the readers.

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Sultan, Ameer, Rashida Imran, and Saira Maqbool. "Teaching of Harry Potter and the Philosophers Stone in the Light of Barthes Narrative Codes at BS English Level." Global Regional Review I, no. I (December 30, 2016): 271–87. http://dx.doi.org/10.31703/grr.2016(i-i).21.

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J. K. Rowling has written seven novels in the Harry Potter series. This fiction series has also inspired the educationists and academicians and it has been introduced in different western colleges as part of their syllabi. Warner Brothers made the films based on all the novels of Harry Potter series. Harry Potter World, the studio where these movies were made, is a tourist spot in London and thousands of fans from all over the world visit it every week. The present study explores teaching of Harry Potter and The Philosophers Stone in the light of Barthes Narrative Codes with emphasis on hermeneutic codes and their roles in the building blocks of narrative structure of the novel. The result of the study shows the extensive use of enigma and delays in the series to make it captivating and interesting for the readers.

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Setyowati Putri, Ratna, Rosma indriana Purba, and Donna Imelda. "HARRY POTTER" AND MORAL VALUES LEARNING: A QUALITATIVE STUDY OF THE RESPONSE OF CHILDREN AGED 11-13 YEARS AGAINST J.K. ROWLING BOOKS." Dinasti International Journal of Education Management And Social Science 1, no. 3 (February 11, 2020): 282–305. http://dx.doi.org/10.31933/dijemss.v1i3.147.

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"Harry Potter" and Moral Value Learning is a qualitative study of the response of students aged 11-13 at an international Christian school in Bekasi, Indonesia, towards the phenomenal J.K Rowling text. Through the hermeneutic method, this research tried to seek the influence of Harry Potter texts, which are suspected of bringing adverse effects for their young readers. Besides, this research offers rational considerations to the authority in schools, especially regarding matters related to book censorship. Three things investigated in this study were the ability of students to think critically in making a distinction between fiction and facts in the Harry Potter text, the influence of the Harry Potter text on students' tendencies of violence and occultism, and finally about student learning of moral values contained in the text. The data was collected through in-depth interviews with two male respondents and three female respondents aged 11-13 years with a high religious background, mediocre, and less significant religious background. It was found that all respondents were able to distinguish between fiction and facts in the Harry Potter texts, and there was no significant evidence that the texts influenced respondents' tendency for violence nor respondents' interest in occultism. This study also found that respondents were able to identify the moral values contained in the text.

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Wagner, Meaghan M., and Andrea Lachance. "Links to Literature: Mathematical Adventures with Harry Potter." Teaching Children Mathematics 10, no. 5 (January 2004): 274–77. http://dx.doi.org/10.5951/tcm.10.5.0274.

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The current popularity of the Harry Potter books (Rowling 1998, 1999a, 1999b, 2000, 2003) gives teachers a new and unique opportunity to integrate literature with mathematics. Often, books that are connected to mathematical explorations are picture books, which teachers can read easily in one sitting to a group of children. The books in the Harry Potter series are chapter books, which teachers must read to students over a period of several weeks. Despite the time investment, however, the appeal of the Harry Potter books to readers of all ages makes them ripe for a connection to mathematics.

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Deets, Stephen. "Wizarding in the Classroom: Teaching Harry Potter and Politics." PS: Political Science & Politics 42, no. 04 (September 25, 2009): 741–44. http://dx.doi.org/10.1017/s104909650999014x.

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This article describes teaching a course called Harry Potter and Politics. Focusing on aspects of political culture, the class tackled themes of identity, institutional behavior, and globalization. Teaching Harry Potter has several benefits. Students are both familiar with the wizarding world and yet have enough distance to examine it dispassionately. The book is driven by ethnic conflict, political power struggles, and dysfunctional bureaucracies. Finally, there is an academic literature on the books. Beyond Harry Potter, teaching politics through popular culture is not only natural for addressing political culture, but taps into the ways undergraduates are increasingly experiencing politics.

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Hartika, Resti. "Analysis of social factors of the harry potter bullied In harry potter and the sorcere's stone Joanne kathleen rowling’s." Jurnal Ilmiah Langue and Parole 1, no. 1 (June 23, 2017): 205–16. http://dx.doi.org/10.36057/jilp.v1i1.22.

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This research aims to analyze to illustrate the kind of bully action that do Dursleys, Draco Malfoy and Professor Severus Snape in Harry Potter. To describe the factors that trigger the Dursleys, Draco Malfoy and Professor Severus Snape take action against bully Harry Potter. To illustrate the social impact of the bully acts committed by the Dursleys, Draco Malfoy and Professor Severus Snape in Harry Potter in Harry Potter and the Sorcerer's Stone Joanne Kathleen Rowling. The method of the research is descriptive qualitative, which tries to explain about the correlations between author life background and its influence to the literary work produced. Sources of data in this study include the source of primary data and secondary data. Data collection techniques used in this study is a technique to read and record. The measures undertaken to analyze the data is as follows (1) Read the novel Harry Potter and The Sorcerer's Stone works J.K. Rowling. (2) Marking a sentence or a paragraph discussing about the social context associated with the bully action. (3) Analyzing the results about the social context are associated with the bully, the social picture, and social functions and (4) Describe results. After analyzing the social factors that Harry Potter bully (intimidated) in Harry Potter and the Philosopher's Stone, the author concludes the analysis into three findings: first to describe the type of action undertaken bully Dursleys, Draco Malfoy and Professor Severus Snape in Harry Potter. The types of bullying done of verbal bullying, where the actors perform intimidation through their words to a bully victim. Then bullying involving physical contact between the offender and the victim either directly or indirectly. This type of bullying usually include punching, kicking, slapping, choking, biting, spitting, even destroy the belongings of the victims, and relational bullying (friendship). Second to describe the factors that trigger the Dursleys, Draco Malfoy and Professor Severus Snape take action against Harry Potter bully. Factors child's own personal self, namely anxiety and feeling inferior from an agent, competition is not realistic, feelings of resentment arising from hostility or because the bullies had been the victim of bullying before, and the inability to handle emotions positively. Family factors namely lack of warmth and level of awareness of parents are low on his son, Pattern foster parents who are too permissive so that children are free to take whatever measures are desirable or otherwise. Factors association. Third to describe the social impact of the bully acts committed by the Dursleys, Draco Malfoy and Professor Severus Snape in Harry Potter. The social impact of the action bully among others They have a strong need to dominate and subdue other students and to get their own way. Are impulsive and are Easily angered. Are Often defiant and aggressive toward adults, Including parents and teachers. Show little empathy toward students who are victimized If they are boys, they are physically stronger than most other boys in general.

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Dhiah Indriani, Laillia. "Antara Hasrat dan Privasi Diri: Anonimitas Penggemar Cerita Alternative Universe Harry Potter dengan Genre Homoseksual di Twitter." Calathu: Jurnal Ilmu Komunikasi 6, no. 1 (April 5, 2024): 44–58. http://dx.doi.org/10.37715/calathu.v6i1.4096.

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Understanding the diversity of sexuality is still taboo in Indonesia. This directly leads to the practice of marginalising groups with homosexual sexual orientation. Those who have homosexual tendencies cannot freely express themselves, both in the virtual and real worlds. This hegemony of heteronormativity then began to receive a kind of counter-hegemony from various parties, one of which was from the writers and readers of the Alternative Universe (hereinafter referred to as AU) Harry Potter on Twitter. Harry Potter itself is a fictional story with the theme of the wizarding world written by J.K. Rowling, which is often reproduced by fans through various media; AU is one of them. Through AU, fans can imagine creating their own stories using the characters in the Harry Potter story series. One of the highlights of this AU version is when fans make the people in the Harry Potter characters homosexual. Not only does it involve fantasy and imagination, fans also pay attention to their personal identity when interacting with homosexual stories. This study aims to find out how writers and readers of Harry Potter AU stories on Twitter play out homosexual fantasies, as well as how privacy management is used to feel safe interacting with homosexual subjects. To answer these questions, the author conducted research using the netnography method on Twitter. In the process, the author not only looked at user interactions on each Harry Potter AU story but also distributed questionnaires and interviews to the author and readers of the AU story. As for data analysis, the author uses the concept of schizoanalysis from Deleuze and Guattari and combines it with Sandra Petronio's communication privacy management theory. The results of this study show that writers and readers of Harry Potter AUs with homosexual characters have a tendency to want to hide their personal information. They do not want to be recognised when interacting with homosexual stories, even though they are actually very interested in them. This is partly due to social pressure that still upholds heteronormativity.

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Satterly, Brent. "Teaching Note: The Spell Craft of Social Work: Harry Potter and Social Justice." Journal of Baccalaureate Social Work 22, no. 1 (January 1, 2017): 111–26. http://dx.doi.org/10.18084/1084-7219.22.1.111.

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J. K. Rowling's popular Harry Potter series describes a magical world of witches and wizards that exists in the ordinary world. Captivating an entire generation, Harry Potter is a lore that can teach today's undergraduate social work students about the power of advocacy for social change and the pursuit of social justice. Activating Millennial motivation, this cultural phenomenon provides themes, characters, and magical environments exploring identity, human development, trauma, families, oppression, privilege, power structures, groups, and diversity. For instance, how does studying at Hogwarts School of Witchcraft and Wizardry illuminate the intersectionality of identities in our pluralistic society? How does Draco Malfoy's exploration of his pureblood privilege and prejudice reflect White guilt and racism? And most poignantly, what role does Harry Potter play as change agent? This article takes us into the Pensieve to describe the scaffolding development of the course titled The Spell Craft of Social Work: Harry Potter and Social Justice.

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Shin, Jisun. "The impact of translated Harry Potter on children’s fantasy literature system in South Korea." FORUM / Revue internationale d’interprétation et de traduction / International Journal of Interpretation and Translation 18, no. 1 (June 16, 2020): 68–85. http://dx.doi.org/10.1075/forum.19020.shi.

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Abstract This study examined the impact of translated Harry Potter series on Korea’s literature system, adopting Even-Zohar’s polysystem theory. Literature review shows that (1) discourses on children’s fantasy literature increased; (2) the number of the country’s original children’s fantasy books apparently inspired by Harry Potter rose; (3) the country’s discourses about children’s fantasy literature began to focus more on its own originals and their distinctive features. This indicates that translated Harry Potter moved to the centre in Korea’s children’s literary system. And this is mainly attributed to the weakness of the country’s fantasy literature system. This research is based on Even-Zohar’s polysystem theory which is considered an effective framework to describe the dynamic and competitive interplay between systems, and it is significant as the first attempt to explain the rise of translated fantasy children’s books in Korea’s children’s literature system in the wake of the sweeping popularity of translated Harry Potter.

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Dorneles, Bruna Vieira. "FASCISMO E BRUXARIA: HARRY POTTER E O DIREITO À LITERATURA." Caderno de Letras, no. 42 (April 1, 2022): 69–88. http://dx.doi.org/10.15210/cdl.v0i42.19854.

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Este trabalho trata-se de uma análise de elementos significativos para a formação de leitores por meio da saga Harry Potter, escrita pela escritora britânica J K Rowling, entre 1997 e 2007. Para tanto, tenta-se demonstrar a influência da Escola de Magia e Bruxaria de Hogwarts e da personagem Hermione para transformar Harry Potter em uma das sagas mais lidas da História da Literatura. Por isso, procura-se analisar Harry Potter como uma obra atemporal, visto que aborda temas imprescindíveis para qualquer época, como a representação de regimes fascistas por meio de Lorde Voldemort e de seus Comensais da morte. Objetivando subsidiar essa discussão, foram considerados os estudos de Robert Paxton (2004) sobre as maneiras pelas quais o fascismo se institui na sociedade. Sendo assim, Harry Potter desempenha um relevante papel na formação de leitores, desde a sua publicação até hoje, em função de elementos essenciais à natureza humana: o exercício da fabulação e o acesso, por meio do texto literário, à fantasia.

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Van Praagh, Shauna. "Adolescence, autonomy and Harry Potter: the child as decision-maker." International Journal of Law in Context 1, no. 4 (December 2005): 335–73. http://dx.doi.org/10.1017/s1744552305004027.

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Like all babies, Harry Potter was born vulnerable. Like most babies, he was cared for and loved by those closest to him. When Harry was still an infant, however, the most horrible thing imaginable happened. His parents were killed by Voldemort; in turn, the evil wizard turned his murderous wrath on baby Harry. But Harry was too strong for Voldemort. Without realising it, he destroyed Voldemort’s powers and survived with only a jagged scar on his forehead. Harry Potter may have been vulnerable. But he was also capable of directing the history of the entire wizard world.

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Furze, Nicholas. "Fan Phenomena: Harry Potter (Review)." Networking Knowledge: Journal of the MeCCSA Postgraduate Network 12, no. 1 (August 31, 2019): 64–65. http://dx.doi.org/10.31165/nk.2019.121.567.

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It has been 12 years since Harry Potter and the Deathly Hallows, the last in the initial series of Harry Potter books was published, and yet the franchise remains very popular, with various films, plays, computer games, theme park rides and websites still being created, and enjoyed, by people all over the globe. All of this has helped feed a large and diverse fanbase whose engagement with the series remains just as strong as it was when the initial book series was first published. It is this fan community that is the focus of Frankel’s edited collection, which covers a wide variety of subjects from the more official expanded sources, such as Erin Pyne’s consideration of The Wizarding World of Harry Potter at Universal Studios to the more unofficial fan-created stories, films and online activities, that have allowed the fan community to maintain its loyal base over the years. Similarly, this edited collection also includes interviews with various practitioners in the Harry Potter fan community, with their insights providing useful contextual information which could be useful for future scholars working in this field. Therefore, this edited collection makes a valuable contribution within the growing field of fan studies but it can also be enjoyed by those same fan communities who feature in the text.

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Houston, Kerr. "Teaching the Harry Potter Generation." Networks: An Online Journal for Teacher Research 13, no. 2 (December 12, 2011): 381. http://dx.doi.org/10.4148/2470-6353.1085.

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Person, Judith. "Harry Potter and Evangelical Christians." Chesterton Review 28, no. 4 (2002): 554–56. http://dx.doi.org/10.5840/chesterton2002284110.

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Milward, Peter. "The Pope and Harry Potter." Chesterton Review 31, no. 3 (2005): 302–4. http://dx.doi.org/10.5840/chesterton2005313/442.

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Cani, Isabelle. "Harry Potter contre l’enfant roi." Sciences Humaines N° 26, HS9 (June 28, 2021): 26–29. http://dx.doi.org/10.3917/sh.hs9.0026.

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Sobur, Alex. "Membincang “Harry Potter”, Membaca Mitos." Mediator: Jurnal Komunikasi 8, no. 1 (June 18, 2007): 25–40. http://dx.doi.org/10.29313/mediator.v8i1.1238.

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Cani, Isabelle. "Harry Potter contre l'enfant roi." Les Grands Dossiers des Sciences Humaines N° 39, no. 6 (June 1, 2015): 21. http://dx.doi.org/10.3917/gdsh.039.0021.

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Cani, Isabelle. "Harry Potter contre l'enfant roi." Sciences Humaines N°193, no. 5 (May 1, 2008): 7. http://dx.doi.org/10.3917/sh.193.0007.

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Drăgan, Ruxandra. "Trailing Harry Potter into Romanian." Linguaculture 12, no. 1 (June 15, 2021): 163–78. http://dx.doi.org/10.47743/lincu-2021-1-0194.

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Characteristic of English and other Germanic languages, Goal of Motion constructions represent a challenge for any translator rendering them into a Romance language. This is because to express the motion of an entity to/towards a Goal in a particular manner, English typically combines a manner-of-motion verb or a verb of sound emission with a dynamic preposition like into in He ran into the park. However, the combination is not generally available in Romanian and other Romance languages, since they not only lack dynamic prepositions, but also have far fewer manner-of-motion verbs. Consequently, to render Goal of Motion into Romanian with as little loss as possible, a translator will have to resort to various translation techniques to compensate not only for the lack of dynamic prepositions in this language, but also for its far poorer class of manner-of-motion verbs. This paper proposes several strategies for the translation of Goal of Motion constructions into Romanian and shows that they depend on the lexical and syntactic resources available in this language. An analysis of the techniques employed in a selected sample from two Romanian translations of the Harry Potter series indicates that the translators' strategies generally mirror Talmy's (1985, 2000) typological classification of Germanic and Romance languages into satellite-framed and verb-framed languages, respectively.

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Rocchini, Marzia. "Harry Potter: una saga ericksoniana." IPNOSI, no. 1 (May 2015): 67–74. http://dx.doi.org/10.3280/ipn2015-001005.

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Kaswell, Alice Shirrell. "Selected Works of Harry Potter." Annals of Improbable Research 11, no. 5 (September 1, 2005): 5–6. http://dx.doi.org/10.3142/107951405781388418.

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Anichkin, A. "DOLOKHOV, TOLSTOY AND HARRY POTTER." Voprosy literatury, no. 1 (September 30, 2018): 113–22. http://dx.doi.org/10.31425/0042-8795-2018-1-113-122.

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The article undertakes to find out what it is that Leo Tolstoy shares with the War and Peace [Voyna i Mir] character Fedor Dolokhov. Opening with a discussion of the 2016 BBC dramatization of the novel, which pushes secondary characters like Dolokhov straight into the limelight and promotes him specifically to a major actor in the drama, the article proceeds to examine his real-life prototypes, and especially the writer’s relative, Fedor ‘the American’ Tolstoy, arguably the biggest inspiration behind Dolokhov. He may have endowed the latter with the traits of a callous duelist and adventurer. Every time Dolokhov makes an appearance in the novel, it becomes clear that he, rather than Prince Andrey or Pierre, is Tolstoy’s kindred spirit. J. K. Rowling’s Harry Potter books feature a character named Antonin Dolohov, a borrowing from Tolstoy. In their pursuit of immortality, Rowling’s dark wizards would split up their soul and keep the fragments in several magical objects called horcruxes. In a way, Dolokhov is such a vessel for Tolstoy’s alter ego, something already noted by his younger English fellow writer Somerset Maugham.

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Deavel, Catherine Jack, and David Paul Deavel. "Character, Choice, and Harry Potter." Logos: A Journal of Catholic Thought and Culture 5, no. 4 (2002): 49–64. http://dx.doi.org/10.1353/log.2002.0048.

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Henningsen, Lena. "Harry Potter with Chinese Characteristics." China Information 20, no. 2 (July 2006): 275–311. http://dx.doi.org/10.1177/0920203x06066502.

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Journal articles on the topic 'Harry Potter'

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