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Teaching Harry Potter : the power of imagination in multicultural classrooms /

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824670

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20130627105815.0

008		130627s2011 nyu b 000 0 eng
010		\|a 2011000907
020		\|a9780230110281
020		\|a0230110282
040		\|aDLC\|cDLC\|dPVY
050	00	\|aPR6068.O93\|bZ535 2011
082	00	\|a823.914
100	1	\|aBelcher, Catherine L., \|d1968-
245	10	\|aTeaching Harry Potter :\|bthe power of imagination in multicultural classrooms /\|cCatherine L. Belcher, Becky Herr Stephenson.
260		\|aNew York, NY :\|bPalgrave Macmillan\|c2011.
300		\|axiv, 201 p. ;\|c22 cm.
490	0	\|aSecondary education in a changing world
504		\|aIncludes bibliographical references (p. [181]-187) and index.
505	8	\|aMachine generated contents note: -- Introduction: Why Harry? * PART I * On Harry and Education: Waking the Dragon * Moving beyond the "Muggle Mindset:" Possibilities for Learning in the New Millennium * Defending the (not really) Dark Arts: Teaching to Break the DADA Curse * PART II * Teacher A: Andrew * Teacher B: Sandra * Teacher C: Allegra * Imagining More: Reflections on Education in the Mirror of Erised (Desire) * Appendix A: Additional Teacher Stories on Teaching Harry.
520		\|aGiven the current educational climate of high stakes testing, standardized curriculum, and "approved" reading lists, incorporating unauthorized, often controversial, popular literature into the classroom becomes a political choice. The authors examine why teachers choose to read Harry Potter, how they use the books and incorporate new media, and the resulting teacher-student interactions. The book encourages a critical discussion regarding the state of our educational system and the increasing lack of space allowed for imagination and complexity. Its unique research methodology is part ethnographic, part practitioner research, and serves as an analytical commentary on current school culture and policy
520		\|a"Teaching Harry Potter illuminates the experiences of three diverse teachers as they read the Potter novels in multicultural classrooms, pushing back against shrinking opportunities for literacy and imagination in urban schools. Utilizing a combination of ethnography, practitioner research, and critical analysis, the book provides an analytical commentary on school culture and policy, focusing on a sector that has been largely ignored in current debates about schooling--the role of teachers. Richly textured classroom narratives are complimented by analysis of the current state of the teaching profession and the potential of popular media and technology to support imagination and innovation in education"--\|cProvided by publisher.
600	10	\|aRowling, J. K.\|xStudy and teaching\|vCase studies.
650	0	\|aPopular literature\|xStudy and teaching\|vCase studies.
650	0	\|aMulticultural education\|zCalifornia\|vCase studies.
650	0	\|aCreative teaching\|vCase studies.
650	0	\|aCritical pedagogy\|zUnited States.
650	0	\|aEducation and state\|zUnited States.
700	1	\|aHerr-Stephenson, Becky.
856	42	\|3Contributor biographical information\|uhttp://www.loc.gov/catdir/enhancements/fy1106/2011000907-b.html
910		\|a20130627
095		\|d823.914\|eR797zb\|pBOOK

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"Teaching Harry Potter illuminates the experiences of three diverse teachers as they read the Potter novels in multicultural classrooms, pushing back against shrinking opportunities for literacy and imagination in urban schools.

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Teaching Harry Potter : the power of imagination in multicultural classrooms /

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