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Thesis (doctoral)--Universiteit Leiden, 2000. / "Stellingen" ([1] p.) laid in. Includes bibliographical references (p. 273-299) and index.

Harry Potter, succès d’édition sans précédent, est une œuvre hybride et intertextuelle, héritière de nombreuses traditions littéraires. A l’influence des genres de l’imaginaire s’ajoute celle du roman scolaire, du récit de mystère ou d’aventures et celle du texte initiatique. De cette intergénéricité naît un univers riche, foisonnant de trouvailles dont l’écrit et ses instruments proposent de multiples exemples. L’auteure met ainsi en place moult jeux d’imitation et de détournement autour de scènes de lecture et d’écriture, reflétant la richesse de ses romans. Elle propose en outre à son lecteur, par une écriture ludique et manipulatrice, de nombreux jeux, sollicitant tantôt son esprit de déduction et sa mémoire, tantôt sa culture littéraire. Elle multiplie en effet les clins d’œil et références à d’autres œuvres dans son texte dont la lecture peut se faire à plusieurs niveaux. Fidèle à la tradition du cycle en littérature, la romancière a prolongé son univers de fiction dans de nouveaux écrits, dans une logique de pratique transfictionnelle. A l’initiative de l’écrivain ou de ses lecteurs qui se sont pris au jeu, le monde de Harry Potter s’est déployé sur d’autres médias, dans une suite de réécritures à ce jour ininterrompue, faisant de ces textes une fiction transmédiatique. Cette thèse s’articule autour des trois grands axes évoqués, à savoir la place et le rôle de l’écrit dans les Harry Potter puis la relation qui se noue entre la romancière et son lecteur grâce à ses jeux d’écriture et ensuite aux très nombreuses réécritures du cycle. / The Harry Potter books are the inheritors of several literary traditions. Both intergeneric and intertextual, they do not only belong to the category of non-realistic genres but also to the traditions of school fiction, mystery or adventure novels and initiation stories. This hybridity results in the creation of a very rich universe, teeming with inventions; all sorts of texts and writing tools are representative of this creativity. J. K. Rowling both imitates and distorts her sources, in scenes in which writing and reading play an important part. Besides, thanks to a playful and manipulative style, she invites her readers to play with their sense of deduction and memory and their literary culture. Indeed, she refers to many works of fiction and thus, proposes different ways of reading and understanding her stories. As is the case with most literary cycles, she has expanded on her fictional world in new texts, pieces of what is now called “trans-fictional” writing. J. K. Rowling and her readers also have developed the Harry Potter world, rewritten it and transferred it to new media, turning this literary work into transmedia fiction. This study focuses on the three main points mentioned, that is to say first on the part played by reading and writing in the Harry Potter books, then on the relation between the writer and her readers through her writing and on the many different ways in which the novels have been and still are being rewritten.

BEZERRA, João Alfredo Ramos.Hareios Poter: um estudo descritivo sobre a tradução dos nomes próprios de Harry Potter and the Philosopher’s Stone para o grego antigo. 2017. 108f. - Dissertação (Mestrado) - Universidade Federal do Ceará, Programa de Pós-graduação em Estudos da Tradução, Fortaleza (CE), 2017. / Submitted by Programa de Pós-graduação em Estudos da Tradução (poet@ufc.br) on 2017-11-16T13:59:50Z No. of bitstreams: 1 2017_dis_jarbezerra.pdf: 1536898 bytes, checksum: 8415736b3f9ed7d25e7fdf5ac3bbea31 (MD5) / Approved for entry into archive by Márcia Araújo (marcia_m_bezerra@yahoo.com.br) on 2017-11-20T17:31:58Z (GMT) No. of bitstreams: 1 2017_dis_jarbezerra.pdf: 1536898 bytes, checksum: 8415736b3f9ed7d25e7fdf5ac3bbea31 (MD5) / Made available in DSpace on 2017-11-20T17:31:58Z (GMT). No. of bitstreams: 1 2017_dis_jarbezerra.pdf: 1536898 bytes, checksum: 8415736b3f9ed7d25e7fdf5ac3bbea31 (MD5) Previous issue date: 2017 / With undeniable repercussion, the Harry Potter books were published between the years of 1997 and 2007, totaling seven titles. Although one of the largest literary phenomenon in the beginning of the XXI century, the series tend not to be given proper look by the academic community because it is a best-seller classified as children’s literature. Even though, few academic questions rise timidly, such as translation issues, since the books have different lexicon, complex plot, and not common extension for this genre. The study of proper names, known as Onomastics, are part of a specific group, once many of them are puns or have implicit meaning which may go underway depending on the translation procedure. Due to success and expressive numbers, the books are the epicentre in a web of translations. Among so many versions, the first book, Harry Potter and the Philosopher’s Stone (1997), was translated into Ancient Greek in 2004 by British Classical Studies Professor Andrew Wilson. Therefore, the goal in this present study is to compare and analyze the translation of proper names on the mentioned translation through the creation of a list of proper names in English and Ancient Greek, splitting them into categories, observing the translation procedures, the paths chosen by the translator. This way, it is characterized as a descriptive study, based upon Lambert’s and Van Gorp’s method (1985). Initial hypothesis is that these names, especially the ones created by the author, were just transliterated, because it seems easier just to go from the Latin alphabet to the Greek one. To set the list, the book in English, seen here as source text, was read highlighting all proper names by chapter order. By the end of the first stage, the same process was made with the Ancient Greek edition. With the list set, categories of names had to be chosen, such as characters, places, objects, among others. The second stage consisted on setting the translational procedures. With all considered, analysis could be initiated, showing results like which procedures had been used most by the translator. It is concluded then that the translator chose paths like approximating the text to the reader, such as using acoustic approximation, disproving initial hypothesis about the use of transliteration. This way, he showed undue creativity by his choices by making a flowing text. / Com repercussão inegável, os livros de Harry Potter foram publicados entre os anos de 1997 e 2007, somando sete títulos. Embora um dos maiores fenômenos literários do início do século XXI, a série não tem sido amplamente contemplada pela comunidade acadêmica por se tratar de um best-seller direcionado ao público infanto-juvenil. Mesmo assim, poucas questões acadêmicas vão surgindo timidamente, como os problemas tradutórios, uma vez que a obra conta com um léxico diferenciado, uma história complexa e possui uma extensão nada comum aos livros do gênero. Os estudos de nomes próprios, conhecido como Onomástica, configuram um grupo específico, pois em muitos deles a autora utiliza-se de jogos de palavras e significados implícitos que podem vir a passar despercebidos dependendo do procedimento tradutório. Por conta de todo o sucesso e números expressivos, a obra representa um epicentro em um emaranhado de traduções. Entre tantas versões, o primeiro título, Harry Potter and the Philosopher’s Stone (1997), foi traduzido para o grego antigo em 2004 pelo professor britânico de estudos clássicos Andrew Wilson. O objetivo do presente trabalho é comparar e analisar a tradução dos nomes próprios da referida tradução a partir da montagem de uma lista com os nomes próprios em inglês e em grego antigo, dividindo-os em categorias, observando o procedimento tradutório, os caminhos escolhidos pelo tradutor. Sendo assim, caracteriza-se em uma pesquisa descritiva, baseada no método de Lambert e Van Gorp (1985). A hipótese inicial é que muitos desses nomes, principalmente os criados pela autora, foram apenas transliterados, por conta da facilitação em apenas transpor do alfabeto latino para o grego. Para a montagem da lista, a obra em inglês, considerada neste trabalho como texto fonte, foi lida destacando todos os nomes por ordem dos capítulos. Ao final da primeira etapa, o mesmo processo foi feito com a edição em grego antigo. Com a lista finalizada, foram escolhidas categorias dos nomes, como personagens, lugares, objetos, entre outros. A segunda etapa do trabalho consistiu em compilar os procedimentos tradutórios. Com tudo considerado, a análise pôde ser iniciada, mostrando resultados como quais procedimentos tinham sido mais utilizados pelo tradutor. Conclui-se, então, que o tradutor tomou caminhos que aproximavam o texto do leitor, como a aproximação acústica, refutando a hipótese inicial do uso da transliteração. Desta forma, ele mostrou demasiada criatividade nas suas escolhas, tornando o texto fluido.

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The Harry Potter novels written by J.K Rowling have been popular since the first book was released in 1997. Rowling has written seven books about Harry and the first four together with the Swedish National Agency for Education constitute the primary sources of this essay. The essay discusses how these supposed children’s’ novels can be used to construct a lesson for students in the Swedish upper secondary classroom. The lesson plan created is based on the analysis of the possible themes of the novels using Postcolonial and Marxist critical perspectives. The theories are used to show how discrimination and suppression can be seen in the Harry Potter novels. Previous research has shown that the occurrences in Harry Potter is similar to the occurrences happening in the real world and the lesson plan is created to compare these fictional happenings with the ones happening in our real society. The lesson plan constructed consequently focuses on how the Harry Potter novels can be used to discuss discrimination and suppression takes place in English speaking societies as required by the rules and guidelines provided by the Swedish National Agency for Education.

The books about Harry Potter have been read by people all over the world, but is there some-thing more to them than just the magical adventure novels they first appear to be? Many have discovered the multiple layers of understanding that the author J. K. Rowling has put in her famous books, and since I was curious about a few features in the story that reminded me of certain elements which can be found in the Bible, I decided to find out more. The following essay investigates which specific features in the books about Harry Potter that can be traced to which specific parts of the Bible. The main focus is the comparison between the character Harry Potter and Jesus Christ. I use a comparative analyzing method and secure my theory with quotes from both Harry Potter and the Bible. In the end, I found a wide range of similarities between the two characters, and in my discus-sion, I raised the question whether or not the likenesses were intentional by Rowling. I reached the conclusion that the authors intention is not as important as the reader’s interpreta-tion and what they can learn from it.

The objective of this thesis is to study how the use of movies can enrich the educational platform. Movies: Harry Potter and the Sorcerer’s Stone (2001) and The Chronicles of Narnia: The Lion, the Witch and the Wardrobe (2005) have been analyzed using a hermeneutic method and postcolonial theory to identify stereotypes and religious and mythologicial motives. This thesis shows that the presentation of religiosity in both movies can be useful in the classroom setting although the presence of stereotypes need to be further discussed with the students. There are plenty of ways to work with both movies in the classroom setting though the teacher has a great responsibility to make it work.

Criticism of J.K. Rowling’s Harry Potter series has maintained that its popularity stems from a well-marketed, repetitive and simple structure. However, this essay considers that this success derives from recognizable mythological heroic structures. The essay traces the protagonist’s development from the perspective of two different theories that contrast and complement each other in various ways, Otto Rank’s theory of the myth of the birth of the hero and Joseph Campbell’s theory of the monomyth. Campbell and Rank both hypothesize that hero myths are repetitive because they emerge from the subconscious of human kind. It can be seen in the tracing of the heroic development in Harry Potter that— although various aspects and features in the hero’s journey are followed in the narrative — the series does not strictly fit these theories. The result is a combination of different features from both theories, which modernizes the heroic myth that has pervaded human culture and history since time immemorial.

In the nineteenth century, as society in Victorian Britain adjusted to the effects of urbanization and industrialization, social roles began to shift, changes that were reflected in the children’s book illustrations of Randolph Caldecott, Henry J. Ford, and Beatrix Potter. This time period was considered the golden age of children’s book illustrations due to a large boom in both number and quality available. These children’s books illustrators had a lasting impact on culture and aesthetics and reinforced the social constructions of the new urban middle class. Randolph Caldecott’s illustrations of nursery rhymes gave new interpretations to familiar texts, some of which furthered shifts in gender roles for both males and females. Andrew Lang’s fairy tale series, illustrated by H. J. Ford, walked a fine line between high art ideals and consumerism. Ford’s illustrations referenced the Pre-Raphaelite aesthetic. The fairytale genre has emphasized female roles from its inception, and Lang's and Ford's focus on an essentially English femininity added complexities to messages about the ideal woman. Beatrix Potter’s subversive work can be seen as the culmination of the Victorian period. She satirized the ideal woman at home, illuminating the anxieties and pressures of the domestic sphere and exploring the Victorians' fixation with the etiquettes of social rank. In an attempt to further the scope of traditional art history, this dissertation shows that, even in consumerist-driven visual culture, even in seemingly inconsequential children’s book illustration, we can see the impact of key social changes and values.