Given the current educational climate of high-stakes testing, standardized curriculum, and "approved" reading lists, incorporating unauthorized, often controversial, popular literature into the classroom becomes a political choice. The authors examine why teachers choose to read Harry Potter, how they use the books and incorporate new media, and the resulting teacher-student interactions. The book encourages a critical discussion regarding the state of our educational system and the increasing lack of space allowed for imagination and complexity. Its unique research methodology is part ethnographic, part practitioner research, and serves as an analytical commentary on current school culture and policy.
