Students connect through Potter clubs and classes
Two summers ago when Harry Potter and the Deathly Hallows – Part 2 arrived at the cinema in Ancaster, Ont., Stephanie Kesler took the day off work and lined up for 12 hours to make sure she got a good seat. Afterward, Kesler, now 23, says she felt “a little bit sad.” Growing up she had eagerly anticipated each of J.K. Rowling’s books and films. “That was my whole childhood.”
But last semester, the third-year English student at Western University in London, Ont., realized that the end of the series didn’t mean saying goodbye. In her children’s literature course, Harry Potter and The Prisoner of Azkaban was on the syllabus.
For her class assignment, Kesler presented to her peers on the symbolism of Rowling’s Dementors, dark creatures that suck the life out of people, and the Patronus Charm, the only thing that can fight them off. She likened the Dementors to depression and the Patronas to overcoming it through positive thinking.
Not far away at Wilfrid Laurier University in Waterloo, Ont., dozens of wizarding fans had a similar idea. Emma Morrison, a third-year Medieval Studies and Religion major, had started a chapter of The Harry Potter Alliance, a global network of campus and community clubs where Potter fans jointly work for social justice. The Laurier chapter’s first big project focused on Dementors and depression. After a social media campaign promoting awareness of mental health services on campus, the group held a Yule Ball (a Hogwarts-inspired formal) during February mid-terms. “We wanted to have something fun to allow people to let loose in their time of stress,” she says. More than 220 showed up for butter beer and dancing.
Professor Gabrielle Ceraldi, who teaches children’s literature at Western, is unsurprised by the focus on the Dementors. “Emotional states in the series are always represented through magic,” she says. Hogwarts, the school for witches and wizards, is bewildering, much like university, she points out. “The staircases never stay in the same place from one period of class to the next.”
Ceraldi, who has only just heard about the Harry Potter Alliance, will soon teach what she believes is the first Canadian course fully dedicated to the books. She has also just learned about the Quidditch leagues where students use broomsticks and throw Quaffles, yet another of the ways today’s university students are connecting to each other and to school through Harry Potter.
Harry helps them connect to school by introducing academic themes. One obvious example is the classism Hermione Granger highlights with her Society for the Promotion of Elfish Welfare (SPEW), a group she starts to fight for the underclass toiling in Hogwarts’ kitchens. Harry and Ron first turn up their noses at Hermione, “but, in the end,” Ceraldi says, “grasping the value of house elves becomes pivotal to the triumph of good over evil.”
Morrison, the Laurier student, suggests that the theme of classism was inspired by Rowling’s own life. “Before she published Harry Potter, [Rowling] was a single mom who didn’t have a lot of money and relied on the government for a lot of what she was able to provide her children,” she points out.
Racism is exemplified in the mudbloods, people who come from muggle (non-magic) families and end up being capable of magic. At one point in the series, the mudbloods are accused of stealing wands from true witches and wizards, which leads to (ironically) a witch hunt.
Classism and racism were both considered by the Laurier chapter of the Harry Potter Alliance this year when they learned about child labour on African cocoa plantations and then collected signatures on a petition demanding Warner Bros. use fair trade chocolate in all their Potter treats.
But the Laurier chapter isn’t just for humanitarian work. Morrison says it’s also a place “where fans can get together and nerd out.” One just-for-fun meeting offered tea leaf readings.
Ceraldi says the Potter books offer more than social justice lessons. In her upcoming course they will provide an entry to other genres of fiction, including Gothic, dystopian and detective. Students may be asked to compare one book to a Sherlock Holmes novel and another to a story by Victorian writer Elizabeth Gaskell who, long before Rowling, used a mirror to symbolize self-reflection.
Though it’s not until January, Ceraldi is getting many e-mails from students wanting to sign up. They’re keen, she says, writing things like, ‘I am the person I am today because of those books.’
That, she says, is unsurprising. “They know these stories have incredible power and meaning.”