 Abstract | Millions of adolescents across the globe eagerly await and read each new Harry Potter
fictional novel. As a series, the novels can be assumed to participate influentially in the
production of adolescent literacies and subjectivities. Situated in politically
conservative times, however, the texts may support readings in simple accord with
culturally pervasive conservative views which favour conventionally masculinist,
martial views of the individual and of society. Such readings potentially confirm
ancient prejudices built out of differences which themselves may be associated with the
socio-cultural reproduction of violent conflicts. Nevertheless, contemporary conditions
such as planetary climate change and globalised political fear demand resolutions based
not in conflict but in unprecedented degrees of global and local co-operation. This
thesis, then, explores ways in which the Harry Potter texts may be approached from a
critical literacy perspective to support readers to contest conservatively-aligned readings
and to question the role of the texts in preparing students for a world of peace and cooperation.
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