Fantasy Literature: Challenging Genres

TABLE OF CONTENTS......Page 6
ACKNOWLEDGEMENTS......Page 8
INTRODUCTION:Challenging Fantasy Literature......Page 10
 CRITICAL LITERACY......Page 11
 OVERVIEW......Page 13
 REFERENCES......Page 17
PART ONE:PHILOSOPHICAL ISSUES......Page 19
 1. IN THE SHADOW OF THE STATUS QUO:The Forgotten in The Lord of the Rings and A Song of Ice and Fire......Page 20
  REFERENCES......Page 32
  UNCONSCIOUS LEARNING TODAY......Page 34
  A DIVIDED MIND......Page 36
  LEARNING WITHOUT LIGHT......Page 38
  THE SOURCE OF SHADOWS......Page 39
  LIGHT IN THE DARKNESS......Page 41
  CHOOSING THE LIGHT......Page 44
  CONCLUSION......Page 45
  REFERENCES......Page 46
 3. YOU’RE A PRINCE, HARRY: The Politics of Oppression and Self-Interest inJ. K. Rowling’s Harry Potter Series......Page 48
  THE ENDS JUSTIFY THE MEANS......Page 50
  IT IS SAFER TO BE FEARED THAN LOVED......Page 55
  CONCLUSIONS......Page 59
  REFERENCES......Page 61
  RATIONALE......Page 63
   Bibliography 1......Page 65
  2. COLONIALISM......Page 67
  3. CAPITALISM......Page 68
   Bibliography 3......Page 69
  4. PERSPECTIVISM AND PRAGMATISM......Page 70
   Bibliography 4......Page 72
  5. FEMINISM AND QUEER THEORY......Page 73
   Bibliography 5......Page 74
  6. INTERROGATING THE SELF......Page 76
   Bibliography 6......Page 77
  7. ROYAL IDEOLOGY AND THE MONOMYTH......Page 78
  8. CRITICAL PEDAGOGY AND REFLEXIVITY......Page 79
   Bibliography 8......Page 80
  NOTES......Page 81
  REFERENCES......Page 82
PART TWO:GENDER, CLASS, AND PRIVILEGE......Page 83
 5. STRONG WOMEN IN FAIRY TALES EXISTED LONG BEFORE FROZEN:Teaching Gender Studies via Folklore......Page 84
  THE RICH SCHOLARLY TRADITION ACCOMPANYING FAIRY TALES......Page 85
  ASKING QUESTIONS TO ENCOURAGE CRITICAL THINKING......Page 88
  SEEING STORIES AS PART OF AN ONGOING CONVERSATION......Page 93
  TALES SPEAKING THE CHANGES A SOCIETY MAY NEED......Page 95
  REFERENCES......Page 96
 6. FROM FLEDGLING TO BUFFY:Critical Literacy, Fantasy, and Engagement in Secondary ELA Classrooms......Page 98
  THEORETICAL FRAMEWORK......Page 99
   Feminist Poststructuralism......Page 100
   Queer Theory......Page 101
  ANALYSIS OF FLEDGLING AND PARALLEL TEXTS......Page 102
  ANALYSIS OF THE LEFT HAND OF DARKNESS AND RELATED TOPICS......Page 103
   The Genderbread Person Activity......Page 106
   Popular Culture and Gender Expression......Page 108
  CONCLUSION......Page 110
  REFERENCES......Page 111
 7. GENDER, CLASS, AND MARGINALIZATION INBEATRIX POTTER......Page 113
  BEATRIX POTTER......Page 115
  THE TALE OF JEMIMA PUDDLEDUCK......Page 116
  THE TALE OF SAMUEL WHISKERS......Page 119
  THE TALE OF GINGER AND PICKLES......Page 121
  THE TALE OF MRS. TITTLEMOUSE......Page 123
  REFERENCES......Page 125
 8. DEPICTIONS OF SOCIAL CLASS IN NEWBERY-WINNING FANTASIES:A Critical Literacy Approach......Page 127
  DEFINING SOCIAL CLASS AND DISCOURSES ABOUT CLASS......Page 128
  DEPICTIONS OF SOCIAL CLASS IN NEWBERY FANTASIES......Page 129
  THE POOR AND THE WORKING CLASS......Page 131
  THE MIDDLE CLASS AND THE AFFLUENT......Page 134
  DECONSTRUCTING CLASS DISCOURSES IN NEWBERY TITLES......Page 136
  IMPLICATIONS......Page 138
  REFERENCES......Page 139
   Children’s Literature Cited......Page 141
 9. INDIFFERENCE, NEGLECT, AND OUTRIGHT DISLIKE: Examining Sources of and Responses to Institutionalized Oppressionin J. K. Rowling’s Harry Potter and the Order of the Phoenix......Page 142
  DEFINING AND USING THE MARXIST LENS......Page 143
  VIEWING ORDER THROUGH THE MARXIST LENS......Page 145
  BRINGING ANALYSES OF ORDER TO THE CLASSROOM......Page 155
  NOTE......Page 156
  REFERENCES......Page 157
PART THREE:EDUCATION AND SOCIAL JUSTICE......Page 158
 10. MAGIC AS PRIVILEGE IN ROBERT JORDAN AND BRANDON SANDERSON’S WHEEL OF TIME EPICFANTASY SERIES......Page 159
  FANTASY AS SOCIAL COMMENTARY......Page 160
  FANTASY AS METAPHOR......Page 161
  THE WHEEL OF TIME......Page 162
   Identity......Page 164
   Power......Page 165
   Privilege......Page 166
  SEEING PRIVILEGE FROM AN OUTSIDER’S PERSPECTIVE......Page 168
  CONCLUSION......Page 171
  REFERENCES......Page 172
 11. SEEING HARRY POTTER AS AN AT-RISK STUDENT:Critical Literacy, Cultural Capital, and the Wizarding World......Page 174
  THE INTERSECTION OF SCHOOL STORIES, FANTASY,AND CRITICAL FRAMEWORKS......Page 175
   The Study......Page 176
   The Process & the Products......Page 177
   Findings and Discussion......Page 178
   Reflection......Page 179
   Deficit Thinking and Funds of Knowledge......Page 182
  CONCLUSION......Page 185
  REFERENCES......Page 187
 12. MAGICAL OBJECTS IN FANTASY:A Multicultural Examination......Page 189
  HARRY POTTER AND THE MAGIC OF COMMUNITY FORMATION......Page 191
  RECKLESS LEARNING PRACTICES......Page 194
  EDUCATION THROUGH ESTRANGEMENT......Page 197
  TRANSITIONAL FANTASY FICTION IN THE CLASSROOM......Page 200
  REFERENCES......Page 201
 13. CRITICAL LITERACY IN INQUIRY LEARNING: Perspective Sharing through Multiple Literacies,Continuous Inquiry, and Reflection......Page 203
  CRITICAL LITERACY AND INQUIRY LEARNING......Page 204
  CRITICAL LITERACY IN AN INQUIRY-BASED LEARNING ENVIRONMENT......Page 205
   The Novella, The Little Prince......Page 206
  MULTIPLE LITERACIES AND CONTINUOUS INQUIRY......Page 208
   Focus Groups and Class Discussions......Page 209
   Developing Questions......Page 210
  REFLECTING AND AUTHENTIC CRITICAL LITERACY TASKS......Page 211
  CONNECTING IT ALL TOGETHER: ALTERNATIVE PERSPECTIVES......Page 213
  CONCLUSION......Page 214
  REFERENCES......Page 215
  WHAT IS THIS STUFF?......Page 217
  DIGGING IN: A CLOSE READING OF THE TEXTWITH CONTEXT AND CONNECTIONS......Page 220
  CASE STUDY/APPLICATION: WHERE THE READER MEETS THE TEXTAND THE EDUCATOR GETS SCHOOLED......Page 225
  CONCLUSION......Page 228
  REFERENCES......Page 229
AUTHOR BIOGRAPHIES......Page 231