Rozprawy doktorskie: „Children - harry potter”

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McGee, Chris Susina Jan. "The mysterious childhood from the Hardy boys to Harry Potter /". Normal, Ill. : Illinois State University, 2004. http://wwwlib.umi.com/cr/ilstu/fullcit?p3128282.

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Thesis (Ph. D.)--Illinois State University, 2004.
Title from title page screen, viewed Oct. 15, 2004. Dissertation Committee: Jan Susina (chair), Christopher Breu, Sally E. Parry. Includes bibliographical references (leaves 176-181) and abstract. Also available in print.

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Mur, Kristina. "Mothers and their Children: Harry Potter and Melanie Klein". FIU Digital Commons, 2014. http://digitalcommons.fiu.edu/etd/1268.

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This thesis analyzes the mother-child relationship in the Harry Potter novels by using Melanie Klein’s object-relation based theory. I argue the mothers and their relationship with their offspring represent fragments of a whole complicated psyche. The characters are not analyzed as individuals, but instead as pieces, sometimes multiple pieces, of a whole psyche. When these characters and novels are taken together, a whole, multi-faceted person comes into view. Rowling depicts both good and bad mothers, and children who characterize different positions according to Klein. These positions are the paranoid-schizoid position with Harry Potter and the depressive position with Sirius Black and Rubeus Hagrid. Although the series suggests a developmental arc or a coming of age story within fantasy literature, there is no linear progression; instead, there are disruptive positions without development.

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Main, Meredith Ann. "Constructing the child in The Chronicles of Narnia and Harry Potter". Miami University Honors Theses / OhioLINK, 2005. http://rave.ohiolink.edu/etdc/view?acc_num=muhonors1114566717.

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Li, Yao. "Time Changes Ideology Changes : Differences in What Children Can Learn From Little Women and Harry Potter and the Philosopher's Stone". Thesis, Högskolan Kristianstad, Sektionen för Lärarutbildning, 2009. http://urn.kb.se/resolve?urn=urn:nbn:se:hkr:diva-970.

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Tokdemir, Gokce. "Worlds Subverted: A Generic Analysis Of The Lion, The Witch And The Wardrobe, The Subtle Knife, And Harry Potter And The Philosopher". Master's thesis, METU, 2008. http://etd.lib.metu.edu.tr/upload/3/12609698/index.pdf.

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This dissertation aims to study three very important works in English children&rsquo
s fiction: C. S. Lewis&rsquo
s The Lion, the Witch and the Wardrobe, Philip Pullman&rsquo
s The Subtle Knife, the second book of his trilogy His Dark Materials, and J. K. Rowling&rsquo
s Harry Potter and the Philosopher&rsquo
s Stone. The novels will be analyzed in terms of their approaches toward the conventions of fairy tale, fantasy and romance
to this end, the novels are to be evaluated in relation to their concept of chronotope, and the quest of good versus evil. While the secondary world or multiple worlds presented are going to be analyzed in terms of their perception of time and space along with the presentation of the supernatural elements, the characters will be evaluated in terms of the common classification good versus evil. The main argument of this study concentrates on the gradual estrangement from the crystal clear distinctions of the fairy tale genre to a more shadowy, pessimistic, and ambivalent vision of the fantastic in the children&rsquo
s literature.

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Gustavsson, Kralik Linnea. "BRINGING HARRY POTTER TO SWEDEN : THE HARRY POTTER SEPTOLOGY ILLUMINATED BY ITS SWEDISH TRANSLATION". Thesis, Stockholms universitet, Institutionen för litteraturvetenskap och idéhistoria, 2014. http://urn.kb.se/resolve?urn=urn:nbn:se:su:diva-181242.

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ABSTRACT This paper contrasts J.K. Rowling’s Harry Potter series in the English original with its Swedish translation, by Lena Fries-Gedin. After an initial presentation of related research, some concepts such as implied narrator, implied reader, as well as intertextuality in translation and dual audience in children’s literature are explained. These concepts are applied to the two bodies of text to examine if they are identical in both the English and the Swedish versions. Some translational strategies are presented, and looking at examples from the texts it is discerned which strategies are being used. The Swedish translation’s use of formal ‘you’ to reflect the quality of inter-character relationships is discussed and examined, and the portrayal of sociolects in the original and translation are compared, concluding that the dialects are transformed into average spoken Swedish, and that adolescent speech is only partially transposed from the English original. There is also a comparison of differences in register, where the mentioned examples show that there is a loss of fluidity in style, and that the tone of the Swedish text is more dated than the English text. Some comparisons to other translations of Harry Potter are made, citing examples from other research, to view the Swedish translation in an international context. A brief comparison of the graphic design differences of layout is discussed, concluding that the Swedish design is likely more appealing to children.

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Bavieri, Benedetta. "Harry Potter and the Cursed Translation". Bachelor's thesis, Alma Mater Studiorum - Università di Bologna, 2017. http://amslaurea.unibo.it/13707/.

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The translation of a fantasy book is no easy task. Every fantasy author creates not only new characters but also new places, creatures and objects: J.K. Rowling invented a whole universe that lasted seven books and eight movies, and that has changed the lives of many children all over the world. The aim of this dissertation is to dig underneath Harry's adventures, to rediscover his origins and to analyse the choices operated by the Italian translators, who had the important task to make this universe accessible to families who could not read about it in English.

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Hanna, Olsson. "Harry Potter and the Fat Stereotypes". Thesis, Linnéuniversitetet, Institutionen för film och litteratur (IFL), 2019. http://urn.kb.se/resolve?urn=urn:nbn:se:lnu:diva-79683.

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In the field of research within film studies which consider how aspects such as gender or race affect the portrayal of a character, the aspect of characters' body sizes are not always taken into account. By analysing the fat characters in the popular children's and young adult film series about Harry Potter, I bring attention to the fact that the use of stereotypes is significant in these characterisations, and further contributes to the marginalisation of this particular group of people. I looked specifically at what the characters had in common with each other, and if they adhered to already established stereotypes concerning fat people, and found that the one thing they all share is a lack of academic or intellectual skill to varying degrees, which is in line with the common stereotypes of fat people as dumb. I further analysed the differences between the fat men and fat women in the series, and found that fat men were a far more common occurrence than fat women, and that fat girls did not even exist in these stories. This is not surprising, as the exclusion of fat women and girls is abundant in mainstream culture.

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Castleman, Samantha G. "Inexhaustible Magic: Folklore as World Building in Harry Potter". TopSCHOLAR®, 2017. http://digitalcommons.wku.edu/theses/1973.

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The practice of secondary world building, the creation of a fantasy realm with its own unique laws and systems has long been a tradition within the genre of fantasy writing. In many notable cases, such as those publications by J.R.R. Tolkien and H.P. Lovecraft, folklore exhibited in the world of the reader has been specifically used not only to construct these fantasy realms, but to add depth and believability to their presentation. The universe of J.K. Rowling’s Harry Potter series demonstrates this same practice of folklore-as-world-building, yet her construction does much more than just create a fantasy realm. By using both folklore which predates her writing as well as created elements which while unique to her secondary world specifically reflect the world of the reader, Rowling is able to create a fantasy realm which is highly political, complex and multivocal, yet still accessible to young readers through its familiarity. Specifically through her use of cryptids, belief representation, and folk narratives both invented and recontextualized, Rowling is able to juxtapose her fantasy universe to the real-world of the reader, in effect inventing a believable secondary world but also demonstrating to young readers the ways in which her writing should be interpreted.

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Micklitz, Bill. "The censors' magic wand the disappearing children's literature /". Menomonie, WI : University of Wisconsin--Stout, 2006. http://www.uwstout.edu/lib/thesis/2006/2006micklitzw.pdf.

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ekberg, maja. "Resisting Authority : Breaking Rules in J.K Rowling’s “Harry Potter and the Philosopher’s Stone”". Thesis, Högskolan Kristianstad, Sektionen för lärande och miljö, 2013. http://urn.kb.se/resolve?urn=urn:nbn:se:hkr:diva-10294.

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Johansson, Helena. "“Every Child in Our World Will Know His Name” : Harry Potter and the Philosopher’s Stone by J. K. Rowling - A Future Children’s Classic –". Thesis, Högskolan Kristianstad, Sektionen för lärande och miljö, 2014. http://urn.kb.se/resolve?urn=urn:nbn:se:hkr:diva-11723.

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Glover, Jayne Ashleigh. "The Harry Potter phenomenon literary production, generic traditions, and the question of values". Thesis, Rhodes University, 2004. http://hdl.handle.net/10962/d1002243.

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This thesis is a study of the first four books of J. K. Rowling’s Harry Potter series. It accounts for the widespread success of the novels by examining their publication and marketing histories, and their literary achievement as narratives including a sophisticated mix of generic traditions. Chapter One looks at the popularity of the novels, comparing their material production and marketing by Rowling’s English language publishers: Bloomsbury in Britain and Scholastic in the United States of America. The publisher’s influence on the public perception of each book is demonstrated by comparative study of its mode of illustration and layout. Further, the design of the books is linked to their strategic marketing and branding within the literary world. The second chapter considers Rowling’s debt to the school story. It concentrates first on the history of this relatively short-lived genre, briefly discussing its stereotypical features and values. Traditional elements of setting and characterisation are then examined to show how the Harry Potter novels present a value system which, though apparently old-fashioned, still has an ethical standpoint designed to appeal to the modern reader. Chapter Three focuses on the characterisation of Harry as a hero-figure, especially on how the influence of classical and medieval texts infuses Rowling’s portrayal of Harry as a hero in the chivalric mode. The episodes of “quest” and “test” in each book illustrate specifically how he learns the values of selflessness, loyalty, mercy and fairness. Chapter Four surveys the contribution of modern fantasy writing to the series. It shows how Rowling creates a secondary world that allows us to perceive magic as a metaphorical representation of power. This focus on the relationship between magic and power in turn has a bearing on our assessment of the author’s moral stance. The thesis concludes by suggesting that Rowling’s unusual mix of genres is justified by the values they share, and which are inscribed in her work: the generic combination forms a workable, new and exciting mode of writing that helps to account for the phenomenal popularity of the series.

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Donofrio, Elaina C. "The Wonderful World of Gender Roles: A Look at Recent Disney Children’s Films". Thesis, Boston College, 2013. http://hdl.handle.net/2345/3061.

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Thesis advisor: Lisa Cuklanz
For my Communication Honors Program thesis for Boston College, I plan to analyze gender roles and how gender is constructed in recent children’s films produced by Disney. Since the Disney Corporation is so prominent in today’s culture and thus influential to its audience, this topic of study is very important. It impacts many people including its main target audience—children. Existing research proves that children develop their gender schemata early in life. Furthermore, the media they interact with influences children and their concepts of gender. Therefore, the way that Disney portrays gender in its children’s movies is worth analyzing since it can impact the way children develop and view gender and stereotypes
Thesis (BA) — Boston College, 2013
Submitted to: Boston College. College of Arts and Sciences
Discipline: Communication Honors Program
Discipline: College Honors Program
Discipline: Communication

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Noren, Mary Elizabeth. "Beneath The Invisibility Cloak: Myth and The Modern World View in J.K. Rowling’s Harry Potter". Wright State University / OhioLINK, 2007. http://rave.ohiolink.edu/etdc/view?acc_num=wright1189447038.

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Milner, Emily J. "When in Doubt: An Exploration of the Role of the Oracle in the Harry Potter Series". Digital Commons @ East Tennessee State University, 2016. https://dc.etsu.edu/honors/344.

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The popular Harry Potter series serves as the basis for my study of the oracles that appear throughout the series. By focusing specifically on Professor Sybill Trelawney, Ron Weasley, and the Sorting Hat, I show the relationships between Harry Potter and the Oracles. I also focus on a few of Trelawney's various methods of Divination and her prophecies.

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Winters, Casey John. "Bullying in the Wizarding World: Victim, Peer, and Adult Responses in Harry Potter and the Sorcerer's Stone". BYU ScholarsArchive, 2020. https://scholarsarchive.byu.edu/etd/9054.

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Bullying is a phenomenon faced by students worldwide, and bibliotherapy is one viable classroom strategy to teach students how best to respond to bullying behavior. Although ample research exists on appropriate picture books with bullying themes, few studies have analyzed the content of middle-grade books for effective responses to bullying, despite the prevalence of bullying among middle school students. Harry Potter and the Sorcerer's Stone was selected due to its accessibility, its instances of responses to bullying, and its reader demographics. Researchers created a coding instrument to document all textual instances of bullying, victim responses, peer responses, and adult responses. Coders used this documentation to tally the frequency of various response types among victims, peers, and adults. Results from this frequency count were used to compare response types in the novel with research on response effectiveness--responses that reduce bullying and/or support the victim. Findings reveal that the most common response among victims, peers, and adults is "no response described."Among textual responses, victims commonly respond ineffectively through revenge-seeking, peers respond ineffectively by participating in the bullying, and adults respond effectively by listening to the victim or giving advice. Therefore, Harry Potter and the Sorcerer's Stone represents a wide range of effective and ineffective responses to bullying, both of which can be presented in bullying discussions with students. Researchers include a table with bullying response examples from Harry Potter and the Sorcerer's Stone to aid education stakeholders in using the novel for these bibliotherapeutic discussions

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Dukmak, Wafa. "The treatment of cultural items in the translation of children's literature : the case of Harry Potter in Arabic". Thesis, University of Leeds, 2012. http://etheses.whiterose.ac.uk/6761/.

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The present study is located within the framework of descriptive translation studies proposed by Toury (1995). Its main concern is the investigation of the treatment of cultural references, names and wordplay in the translation of children's literature into Arabic. The subject of the analysis covers three books from the famous series of Harry Potter by the English author J.K. Rowling and their published Arabic translations. Detailed analysis of Harry Potter and the Philosopher's Stone, Harry Potter and the Goblet of Fire, and Harry Potter and the Half-Blood Prince which are translated into Arabic by different translators is performed with the aim of uncovering the translation norms of each translator. The third book Harry Potter and the Half-Blood Prince was also translated by fans of Harry Potter in the Arab world. Comparisons between the official and fan TTs are also made. The analysis in Chapters five, six and seven shows that there is no clear coordination among the three official translators despite being commissioned by the same publishing House. While both of the translators of the Philosopher's Stone and the Goblet of Fire norms fluctuate between 'adequacy' and 'acceptability', the latter undertakes a distorting unstated abridgment of the original. The official translator of the Half-Blood Prince has the strongest norms among all with a clear tendency towards 'adequacy', while the fans lean more towards the pole of 'acceptability'.

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Montanes-Lleras, Andres Alberto. "“Second to the Right, and Straight on Till Morning”: Audiences, Progression and the Rhetoric of the Portal-Quest Fantasy in J. M. Barrie’s Peter and Wendy". The Ohio State University, 2018. http://rave.ohiolink.edu/etdc/view?acc_num=osu1525208278767536.

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Sczerbinski, Jennifer Lyn. "The Mystery in the Old Schoolhouse: Why Children's Book Series Have Been Wrongly Excluded from the Classroom". Thesis, Boston College, 2004. http://hdl.handle.net/2345/447.

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Thesis advisor: Susan Michalczyk
Children's series books have historically been frowned upon by educators and librarians alike. Due to this, thousands of the books have been disregarded as the equivalent of ‘trashy' literature for children, and have thus been excluded from the classroom. How has this scorn gained credence? Are series legitimate reading material for children? This paper explores the history and the beneficial uses of children's series books in the classroom. Series books aid in the teaching of reading and provide a forum for children to gain literary confidence. They also assist in the learning of other languages and are instrumental in reading intervention situations. Specifically, this paper considers the literary aspects, practical applications, and criticism directed at the Nancy Drew and Harry Potter series. Examined closely, series prove to be highly educational and indispensable to the formation of lifelong readers
Thesis (BA) — Boston College, 2004
Submitted to: Boston College. College of Arts and Sciences
Discipline: English
Discipline: College Honors Program

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Fristedt, Gunilla. "Strong girls now and then - a comparison between strong girls in classic and modern children’s literature as : The Secret Garden and Harry Potter and the Philosopher’s Stone". Thesis, Kristianstad University College, Department of Humanities and Social Sciences, 2005. http://urn.kb.se/resolve?urn=urn:nbn:se:hkr:diva-4630.

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The aim with this essay is to compare strong girls in classic and modern literature and see how the differences in expectations on these girls are reflected in literature. This study is done with the aid of historical, feminist and new criticism.

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Meyering, Sharon. "A discussion of the elements of fantasy and children's literature applied to Harry Potter and the Philosopher's Stone and The Magician's Nephew, to conclude whether or not they are good children's literature". Master's thesis, University of Cape Town, 2002. http://hdl.handle.net/11427/7913.

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Bibliography: leaves 64-66.
Using the principles of previous studies of children's literature and the psychological development of children, this work examines the literary texts, Hany Potter and The Chronicles of Narnia, to determine whether or not they succeed as good fantasy literature for children.

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Chappell, Shelley Bess. "Werewolves, wings, and other weird transformations fantastic metamorphosis in children's and young adult fantasy literature /". Doctoral thesis, Australia : Macquarie University, 2007. http://hdl.handle.net/1959.14/226.

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Thesis (PhD)--Macquarie University, Division of Humanities, Department of English, 2007.
Bibliography: p. 239-289.
Introduction -- Fantastic metamorphosis as childhood 'otherness' -- The metamorphic growth of wings : deviant development and adolescent hybridity -- Tenors of maturation: developing powers and changing identities -- Changing representations of werewolves: ideologies of racial and ethnic otherness -- The desire for transcendence: jouissance in selkie narratives -- Conclusion -- Bibliography -- Appendix: "The great Silkie of Sule Skerry": three versions.
My central thesis is that fantastic motifs work on a metaphorical level to encapsulate and express ideologies that have frequently been naturalised as 'truths'. I develop a theory of motif metaphors in order to examine the ideologies generated by the fantastic motif of metamorphosis in a range of contemporary children's and young adult fantasy texts. Although fantastic metamorphosis is an exceptionally prevalent and powerful motif in children's and young adult fantasy literature, symbolising important ideas about change and otherness in relation to childhood, adolescence, and maturation, and conveying important ideologies about the world in which we live, it has been little analysed in children's literature criticism. The detailed analyses of particular metamorphosis motif metaphors in this study expand and refine our academic understanding of the metamorphosis figure and consequently provide insight into the underlying principles and particular forms of a variety of significant ideologies.
By examining several principal metamorphosis motif metaphors I investigate how a number of specific cultural beliefs are constructed and represented in contemporary children's and young adult fantasy literature. I particularly focus upon metamorphosis as a metaphor for childhood otherness; adolescent hybridity and deviant development; maturation as a process of self-change and physical empowerment; racial and ethnic difference and otherness; and desire and jouissance. I apply a range of pertinent cultural theories to explore these motif metaphors fully, drawing on the interpretive frameworks most appropriate to the concepts under consideration. I thus employ general psychoanalytic theories of embodiment, development, language, subjectivity, projection, and abjection; poststructuralist, social constructionist, and sociological theories; and wide-ranging literary theories, philosophical theories, gender and feminist theories, race and ethnicity theories, developmental theories, and theories of fantasy and animality. The use of such theories allows for incisive explorations of the explicit and implicit ideologies metaphorically conveyed by the motif of metamorphosis in different fantasy texts.
In this study, I present a number of specific analyses that enhance our knowledge of the motif of fantastic metamorphosis and of significant cultural ideologies. In doing so, I provide a model for a new and precise approach to the analysis of fantasy literature.
Mode of access: World Wide Web.
[12], 294 p

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FRANKOVÁ, Nikola. "Řada nešťastných příhod Lemony Snicketa a Harry Potter Joanne Rowlingové jako příklady současné angloamerické morální fantasy". Master's thesis, 2018. http://www.nusl.cz/ntk/nusl-385125.

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The thesis deals with the interpretation of Series of Unfortunate Events written by an American author Lemony Snicket and Joanne K. Rowling´s story about Harry Potter. The analysis is focused on the moral and ethical aspects of individual motifs and symbols, as well as on the importance of human values in the behaviour of main characters. Some of the main protagonist were analysed according to their ability to spread good or evil, and therefore their influence on the young reader. The most important aspect was the good will of characters according to the principles of Lévinas' ethics while the self-sacrifice of the heroes is considered the highest moral value.

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Gazdačková, Michala. "Čtenářská popularita postav v Harry Potterovi u žáků 6. ročníků ZŠ a studentů 1. roč. SŠ". Master's thesis, 2011. http://www.nusl.cz/ntk/nusl-300151.

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The diploma thesis is focused on the problems of children readership and its main aim is to reveal the influence of the literary work that is very popular among readers on the interpretation of concrete literary text. By the means of research it tries to detect how the work Harry Potter by J. K. Rowling and its popularity affect the perception of literary text with respect to pupils of the 6th grade in primary school and students of 1st year in secondary school. The defined aim is studied mainly through reader's perception of literary characters in the concrete literary text; the main focus is aimed at perception of character hierarchy, creation of relationships with characters and perception of the main character of the work Harry Potter. Thanks to these findings it is possible to say whether the children readers are able to perceive the concrete literary text independently on the work by J. K. Rowling and its popularity or whether they are constantly under its influence and are not able to free themselves from its dominance. According to final discoveries it is possible to approach the work within the context of literary classes and overall literary education. Summarizing the results, the research has revealed that the influence of the phenomenon called Harry Potter and its popularity is quite...

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HAFERNÍKOVÁ, Eva. "Dětský hrdina v současné literatuře a filmu pro děti a mládež". Master's thesis, 2010. http://www.nusl.cz/ntk/nusl-50228.

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The thesis deals with the representation of children hero characters in the contemporary literature and movies for children and young people. The theoretical part of the thesis deals with the influence of media and particular children fantasy heroes, Harry Potter and Isabella Swan. The practical part finds out children{\crq}s and students{\crq} opinions about media, books, movies and preferred and not preferred children heroes{\crq} qualities.

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Finch, Brian Thomas. "Children's film viewing practices : a qualitative investigation into engagement with a feature film : a thesis presented in partial fulfilment of the requirements for the degree of Doctor of Education at Massey University, New Zealand". 2008. http://hdl.handle.net/10179/732.

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This study investigates the ways that children engage with a repeatedly viewed film in domestic settings. The research questions focus on the children's language, their multimodal behaviours while viewing and the understandings they form about a film. The study aims to provide insights for educators by demonstrating the range and nature of the educationally significant understandings, about film, that children construct. An initial survey of 9 and 10 year olds produced 17 children who nominated Harry Potter and the Chamber of Secrets (Columbus, 2002) as a favourite film that they had viewed at least 10 times. A video illustrating the research procedures was used to inform and to stimulate discussion with these children, to ensure that they were able to give educated consent. Observations of pairs of children viewing the film in their homes, followed by a series of activities to elicit discussion, created a set of rich data on the children's engagement practices and understandings of the film. Framed within the interpretivist paradigm, social semiotics and a sociocultural model of learning informed the generation and analysis of the data. A viewing practices engagement framework adapted existing frameworks in literature, literacy and critical literacy to better analyse viewing behaviours, responses and understandings. The engagement practice categories (literal, connotative, aesthetic, structural and critical) enabled multimodal and transcribed verbal data to be meaningfully linked. Several analytic approaches (including multimodal analysis and discourse analysis) were used to provide a full description of viewing engagement. The findings revealed variable levels of overt behaviour during viewing which did not relate to levels of understanding about the film. The range of understandings included aspects of characters, narrative, causation in the film and special effects. Discourse analysis revealed a range of viewing positions taken and social languages used, as well as gender differences in the balance of language used to attribute the film’s emotional effects. The findings provide evidence that children construct a range of educationally relevant understandings through their repeated home viewing of favourites, although structural and critical engagement was not well developed in this group. The findings are relevant to children's learning, audience research and the culture of childhood. The study has implications for parents, for primary school teachers and for education policy.

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Kokorski, Karin. "Fighting Tyranny in Fantastic Literature for Children and Young Adults". Doctoral thesis, 2020. https://repositorium.ub.uni-osnabrueck.de/handle/urn:nbn:de:gbv:700-202006103100.

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The focus of fighting tyranny and the justifications of the consecutive wars in fantasy literature for children and young adults play a noteworthy role in the intertwinement of literature and its educational potential. This genre is filled with numerous images of violence, in particular different scenarios of war and its justifications. In the books war constitutes the final battle between good and evil, and thus manifests the protagonists’ ultimate moral decisions between these two forces. The following books constitute the corpus: C. S. Lewis’s The Chronicles of Narnia (1950-56), Susan Cooper’s The Dark Is Rising Sequence (1965-77), Philip Pullman’s His Dark Materials (1995-2000), J. K. Rowling’s Harry Potter series (1997-2007), Christopher Paolini’s Inheritance Cycle (2002-11), Amanda Hemingway’s Sangreal Trilogy (2005-07), and P. C. Cast and Kristin Cast’s House of Night novels (2007-2014). Although not all the books feature wars, all display justifications for war and the imperative to fight tyranny. Located within an intersection of diverse critical theories, my thesis engages literary texts in order to reflect on their capacity to negotiate, challenge, subvert, and perpetuate values and power structures. Motif analysis forms the centre of this analysis. I deploy a varied approach to literary analysis, relying upon literary and cultural theories (especially theories of ideology) to understand the realizations of the different motifs. Through issues of character construction, (political) authority, religion, and the construction of difference, the reader learns much about the culture and values of the respective world. Furthermore, this analysis invites the reader to find parallels between the fabricated world and the real world, and thus transfer what s/he has learned from the texts his/her own world. Engaging in such a reading ensures the drawing of direct connections between the reality constructed in the books on the one hand, and politics, the construction of difference, religion, and just war theory in the reader’s world on the other. The content analysis leads to broader cultural messages, which comprise assumptions about gender, power, ethnicity, religion, and morality. This methodology emphasizes the relevance as well as the complexity of the books and their educative potential, and facilitates the analysis of the books as tools for the defence and perpetuation of Western values and culture.

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Gani, Safiyyah. "The fortifying and destructive power of love in J.K. Rowling’s Harry Potter series". Thesis, 2011. http://hdl.handle.net/10500/5304.

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The aim of this study is to explore the importance of love in its various manifestations in the lives of the Harry Potter characters and its power to consequently influence the paths that they eventually choose to walk. Love is investigated as the reason behind the choice between good and evil as well as paradoxically both a fortifying as well as a destructive force. Furthermore, it attempts to examine the importance that love plays in the healthy or dysfunctional development of the characters. Numerous philosophies and theories that span two different eras will form the theoretical framework of this research paper. There will be a constant interplay between the theories and the main text, that is, the seven Harry Potter books that together represent the Harry Potter series. Additionally, the author‟s opinion acquired from invaluable fan interviews will be utilized in order to improve the understanding of the characters motivations. The introduction is a brief explanation of key terms and theories that are essential to the exploration of love in the Harry Potter series. The study comprises five chapters. The first three chapters are concerned with the three main manifestations of love represented in the series, namely; parental love, friendship and romance respectively. Chapter Four focuses on the adaptation of the novels into movies and the subsequent result that this has on the depiction of love. Chapter Five highlights the finding of the study conducted.
English Studies
M.A. (English)

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Chen, Ya Ming, i 陳雅敏. "Paying a Visit to the Harry Potter's World Constructed by the Children of Taiwan". Thesis, 2003. http://ndltd.ncl.edu.tw/handle/72928285134812299821.

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Shipley, Nicole. "Books and cleverness, friendship and bravery: Harry Potter and the deconstruction of traditional representations of gender". Thesis, 2012. http://hdl.handle.net/1959.13/937310.

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Bachelor Honours - Bachelor of Arts (Honours)
Gender is an important aspect of children’s literature, as it provides a point of reference for readers to understand how their own gender is developed, and the cultural forces that dictate what gender looks like. However, typical representations of gender in children’s literature is often stereotypical, and presents rigid notions of how boys and girls, men and women, are supposed to act, speak, or feel, within themselves and towards each other. The Harry Potter series as children’s literature uses these stereotypes to represent fluid notions of gender, providing a hero that is sometimes not typically heroic, and a female protagonist that at times is stronger and braver than her male counterpart. A postmodern view of gender is that an individual does not have to be typecast as masculine or feminine, brave or cowardly, strong or weak; instead, as this analysis of the Harry Potter series shows, characters blend ‘masculine’and ‘feminine’ traits in a way that subverts the typical ideals of male and female characters, to ultimately engender new ways of thinking about how to be masculine or feminine. This analysis will draw upon a post-structuralist, feminist viewpoint, using such theoretical work as R.W. Connell’s theory of hegemonic masculinity, Jacques Derrida’s theory of deconstruction, Pierre Bourdieu’s theory of symbolic violence, the idea of the grotesque female body and its link to subversive humour, and Margery Hourihan’s analysis and reimagining of the heroic quest narrative.

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Potter, Mary-Anne. "Arboreal thresholds - the liminal function of trees in twentieth-century fantasy narratives". Thesis, 2018. http://hdl.handle.net/10500/25341.

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Trees, as threshold beings, effectively blur the line between the real world and fantastical alternate worlds, and destabilise traditional binary classification systems that distinguish humanity, and Culture, from Nature. Though the presence of trees is often peripheral to the main narrative action, their representation is necessary within the fantasy trope. Their consistent inclusion within fantasy texts of the twentieth century demonstrates an enduring arboreal legacy that cannot be disregarded in its contemporary relevance, whether they are represented individually or in collective forests. The purpose of my dissertation is to conduct a study of various prominent fantasy texts of the twentieth century, including the fantasy works of J.R.R. Tolkien, C.S. Lewis, Robert Holdstock, Diana Wynne Jones, Natalie Babbitt, and J.K. Rowling. In scrutinising these texts, and drawing on insights offered by liminal, ecocritical, ecofeminist, mythological and psychological theorists, I identify the primary function of trees within fantasy narratives as liminal: what Victor Turner identifies as a ‘betwixt and between’ state (1991:95) where binaries are suspended in favour of embracing potentiality. This liminality is constituted by three central dimensions: the ecological, the mythological, and the psychological. Each dimension informs the relationship between the arboreal as grounded in reality, and represented in fantasy. Trees, as literary and cinematic arboreal totems are positioned within fantasy narratives in such a way as to emphasise an underlying call to bio-conservatorship, to enable a connection to a larger scope of cultural expectation, and to act as a means through which human self-awareness is developed.
English Studies
D. Litt. et Phil. (English)

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