Power, Genealogy, and Education in Harry Potter and the Sorcerer’s Stone
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As many scholars have noted, J.K Rowling has created a bildungsroman that appeals to young children and adolescents. Blending boarding school and fantasy, Rowling’s Harry Potter and the Sorcerer’s Stone engages with our society’s concerns about culture, language, class, and authority. As Rowling deals with magic and power in particular, she not only presents the impact of genealogy but also illustrates the importance of education. The intention of this paper is to investigate not only the relationship between magic and power but also to examine how power structures such as genealogy and education contribute to the formation of class divisions, biases, and social skills in childhood development. In this essay, I argue that Rowling, while sharing many of the same concerns with Althusser, is ultimately diverging from his analysis in order to suggest that through education, the means of ISAs can be overcome and that a true Bildung can be achieved. In short, I argue that blood genealogy and education becomes the main sources of power and that, while the former supports social division and prejudice against lesser beings, the latter fosters development of various social skills associated with childhood development such as logical thinking, collaboration, and valiance.
Abstract
As many scholars have noted, J.K Rowling has created a bildungsroman that appeals to young children and adolescents. Blending boarding school and fantasy, Rowling’s Harry Potter and the Sorcerer’s Stone engages with our society’s concerns about culture, language, class, and authority. As Rowling deals with magic and power in particular, she not only presents the impact of genealogy but also illustrates the importance of education. The intention of this paper is to investigate not only the relationship between magic and power but also to examine how power structures such as genealogy and education contribute to the formation of class divisions, biases, and social skills in childhood development. In this essay, I argue that Rowling, while sharing many of the same concerns with Althusser, is ultimately diverging from his analysis in order to suggest that through education, the means of ISAs can be overcome and that a true Bildung can be achieved. In short, I argue that blood genealogy and education becomes the main sources of power and that, while the former supports social division and prejudice against lesser beings, the latter fosters development of various social skills associated with childhood development such as logical thinking, collaboration, and valiance.
참고문헌 (17)
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