“누구를 위한 마법능력인가?” —『해리 포터』와 영국 제국주의 아동관
Whom does Harry’s Magic Power Benefit?: Imperialistic Ideas of Children in The Harry Potter Books
1
조회
0
다운로드
4
인용
0
참고문헌
키워드
초록
The Harry Potter series is considered to represent the multicultural aspect of contemporary British society and to show critical perspectives of racism. This series, however, also includes many elements of British imperialism. This paper examines the ideas about education and Harry’s role in relation to British imperialism. One of the main ideas prevalent in 19th century British boys’ public schools was that people’s blood origin is the most important element in determining their characteristics, ability and moral qualities. The students’ inherited capacity and their family background are more highly regarded than their secondary learning and training. This reflects a 19th century concept that ultimately, inborn quality makes ‘a hero’, a truth presented in the educational policies of Hogwarts. Hogwarts’ educational policies and systems can also be related to ‘developmentalism’, which defines children as imperfect, in-progress and incomplete, thus needing proper training and discipline. As this concept functioned to justify the control of children while educating them, Hogwarts adopts diverse controlling devices and oppressive policies, which are mainly justified in the name of education. On the one hand, child characters are controlled and oppressed by the school authorities, on the other hand, some of the students such as Harry have remarkable magic powers enough to resist the adult authority and even to save the magic society from the evil power. Harry plays dual roles, which the British boys of the Empire were assigned from their society; they are important heirs to conquer the ‘evil’ or ‘barbarous’ world but need to be obedient to a ‘good’ authority to achieve the mission. Harry’s magic power and self-discipline ultimately contribute to fulfilling Dumbledore’s mission, which mirrors 19th century British boys’ roles as the heirs of the British Empire.
Abstract
The Harry Potter series is considered to represent the multicultural aspect of contemporary British society and to show critical perspectives of racism. This series, however, also includes many elements of British imperialism. This paper examines the ideas about education and Harry’s role in relation to British imperialism. One of the main ideas prevalent in 19th century British boys’ public schools was that people’s blood origin is the most important element in determining their characteristics, ability and moral qualities. The students’ inherited capacity and their family background are more highly regarded than their secondary learning and training. This reflects a 19th century concept that ultimately, inborn quality makes ‘a hero’, a truth presented in the educational policies of Hogwarts. Hogwarts’ educational policies and systems can also be related to ‘developmentalism’, which defines children as imperfect, in-progress and incomplete, thus needing proper training and discipline. As this concept functioned to justify the control of children while educating them, Hogwarts adopts diverse controlling devices and oppressive policies, which are mainly justified in the name of education. On the one hand, child characters are controlled and oppressed by the school authorities, on the other hand, some of the students such as Harry have remarkable magic powers enough to resist the adult authority and even to save the magic society from the evil power. Harry plays dual roles, which the British boys of the Empire were assigned from their society; they are important heirs to conquer the ‘evil’ or ‘barbarous’ world but need to be obedient to a ‘good’ authority to achieve the mission. Harry’s magic power and self-discipline ultimately contribute to fulfilling Dumbledore’s mission, which mirrors 19th century British boys’ roles as the heirs of the British Empire.
참고문헌 (24)
- Abanes, Richard, "Harry Potter, Narnia, and the Lord of the Rings" (2005), Harvest House Publishers
- Anatol, Giselle Liza, "The Fallen Empire: Exploring Ethnic Otherness in the World of Harry Potter in: Reading Harry Potter: Critical Essays", pp.163~178 (2003), Praeger
- Ashcroft, Bill, "Key Concepts in Post-Colonial Studies" (1998), Routledge
- Blake, Andrew, "The Irresistible Rise of Harry Potter" (2002), Verso
- Boyd, Kelly, "Manliness and the Boys’ Story Paper in Britain: A Cultural History, 1855-1940" (2003), Palgrave Macmillan
- Cannella, Gail, "Childhood and Postcolonialism: Power, Education, and Contemporary Practice" (2004), Routledge Falmer
- Eccleshare, Julia, "A Guide to the Harry Potter Novels" (2002), Continuum
- Elster, Charles, "The Seeker of Secrets: Images of Learning, Knowing, and Schooling in: Harry Potter’s World: Multidisciplinary Critical Perspectives", pp.203~220 (2003), Routledge
- Hourihan, Margery, "Deconstructing the Hero: Literary Theory and Children’s Literature" (1997), Routledge
- Hughes, Thomas, "Tom Brown’s Schooldays" (1994), Paragon Books
- Nesbit, Edith, "The Story of the Amulet" (1996), Puffin Books
- Nikolajeva, Maria, "Harry Potter-A Return to the Romantic Hero in: Harry Potter’s World: Multidisciplinary Critical Perspectives", pp.125~140 (2003), Routledge
- Paul, Lissa, "Enigma Variations: What Feminist Theory Knows About Children’s Literature in: Children’s Literature: Development of Criticism", pp.148~166 (1990), Routledge
- Routledge, Christopher, "Harry Potter and the Mystery of Ordinary Life in: Mystery in Children’s Literature: From the Rational to the Supernatural", pp.202~209 (2001), Palgrave
- Rowling, J.K., "Harry Potter and the Philosopher’s Stone" (1997), Bloomsbury
- Rowling, J.K., "Harry Potter and the Chamber of Secrets" (1998), Bloomsbury
- Rowling, J.K., "Harry Potter and the Order of the Phoenix" (2003), Bloomsbury
- Rowling, J.K., "Harry Potter and the Deathly Hallows" (2007), Bloomsbury
- Rowling, J.K., "Tales from a Single Mother in: The Sunday Times 29 June, 1997", ~ (1997)
- Edward, "Culture and Imperialism" (1994), Knopf
- Singh, Rashna, "Goodly is Our Heritage: Children’s Literature, Empire and the Certitude of Character" (2004), The Scarecrow Press
- Smith, Karen, "Harry Potter’s Schooldays: J.K. Rowling and the British Boarding School Novel", Anatol, pp.69~88
- Zipes, Jack, "Sticks and Stones: The Troublesome Success of Children’s Literature from Slovenly Peter to Harry Potter" (2001), Routledge