The Good, the Bad, and the Ugly of Pedagogy in Harry Potter: An Inquiry Into the Personal Practical Knowledge of Remus Lupin, Rubeus Hagrid, and Severus Snape

Journal article

M'Balia Thomas, A. Russell, Hannah Warren
The Clearing House: A Journal of Educational Strategies, Issues and Ideas, 2018

Semantic Scholar DOI

Cite

APA Click to copy
Thomas, M. B., Russell, A., & Warren, H. (2018). The Good, the Bad, and the Ugly of Pedagogy in Harry Potter: An Inquiry Into the Personal Practical Knowledge of Remus Lupin, Rubeus Hagrid, and Severus Snape. The Clearing House: A Journal of Educational Strategies, Issues and Ideas.

Chicago/Turabian Click to copy
Thomas, M'Balia, A. Russell, and Hannah Warren. “The Good, the Bad, and the Ugly of Pedagogy in Harry Potter: An Inquiry Into the Personal Practical Knowledge of Remus Lupin, Rubeus Hagrid, and Severus Snape.” The Clearing House: A Journal of Educational Strategies, Issues and Ideas (2018).

MLA Click to copy
Thomas, M. Balia, et al. “The Good, the Bad, and the Ugly of Pedagogy in Harry Potter: An Inquiry Into the Personal Practical Knowledge of Remus Lupin, Rubeus Hagrid, and Severus Snape.” The Clearing House: A Journal of Educational Strategies, Issues and Ideas, 2018.

BibTeX Click to copy

@article{mbalia2018a,
  title = {The Good, the Bad, and the Ugly of Pedagogy in Harry Potter: An Inquiry Into the Personal Practical Knowledge of Remus Lupin, Rubeus Hagrid, and Severus Snape},
  year = {2018},
  journal = {The Clearing House: A Journal of Educational Strategies, Issues and Ideas},
  author = {Thomas, M'Balia and Russell, A. and Warren, Hannah}
}

Abstract

Abstract On the 20th anniversary of J. K. Rowling’s Harry Potter series, we examine the narratives of pedagogical practice of three teachers at “Hogwarts School of Witchcraft and Wizardry”. By drawing on these characters’ stories of teaching as presented in Rowling’s novels, we foreground their personal practical knowledge and the relationship of this knowledge to their curriculum-making. We do this in order to highlight the importance of narrative perspective and context in the assessment and evaluation of teachers’ pedagogical practice.