The Sociology of Harry Potter: 22 Enchanting Essays on the Wizarding World

by Unknown

  A strong correlate of this ghettoised existence of werewolves can be drawn with those living in the Muggle world with HIV. The stigmatised status of HIV positive individuals leads to their ostracision from general society and profound difficulties in securing gainful employment, leading to existence in squalid low-rent areas (which in addition to marginalising HIV positive individuals, leads to the further proliferation of infection by concentrating populations into small areas) (Haile et al. 2011). Ghettoization does however have its upsides. Bringing together people that face similar problems stemming from stigma constructs a space that can be supportive by providing groups of stigmatised people to work through their problems together[xvi]. When individuals come together in this way they can construct new ways of looking at and living in the world – new subjectivities and ethical tenets – that place more value on their deviation from the Normals rather than seeing it as a failing (Troiden 1989). While we might well revile these other werewolves (and in particular, this ideology’s strongest exponent, Fenrir Greyback), their strategy for coping with the identity dissonance seems quite effective. The werewolf pack/ghetto shelters its members from the stigma they would face trying to exist in Normal society through an ideology that justifies their thirst for blood and flesh. From what we see of Greyback, he is fulfilled by his life and finds it thoroughly enjoyable which compared with Lupin’s perpetual melancholy and continual self-loathing is a somewhat better method for dealing with the psychological burden of stigmatisation.

  Professionals

  Fenrir Greyback is, effectively, a professional werewolf. Although we do not really know anything about his daily life, whether for rewards, status or sheer bloodlust, Greyback is the quintessential violent werewolf mercenary and is, from Lupin’s description of the werewolves’ response to his rallying call, well respected within the werewolf community. He is fighting for the rights of werewolves with his actions, thinking that “under [Voldemort’s] rule they will have a better life” (HBP 334), and he is representing his kind to the Normals in charge (who by the height of the Second Wizarding War are You-know-who and his cronies).

  The existence of professionals among stigmatised groups is commonplace. Professionals are highly regarded in communities of their kind, champion the cause of stigmatised groups and negotiate with Normals for increased tolerance and acceptance of their kind (Goffman 1959). They provide a community ethic for living as stigmatised to their fellows, which is based on their interactions with Normals and usually aimed at securing the most favourable negotiation through awkward social encounters for both the stigmatised and the Normals. Goffman (1959: 133) tells us that professionals usually advise against a stigmatised person “fully accepting as his [sic] own, the negative attitudes of others towards him,” and instead encourage them to challenge prejudices and discrimination where they are encountered – a piece of advice that Lupin needed to heed if he were to have overcome his self-loathing. Curiously though, Greyback embraces all the negative qualities associated with werewolves and encourages his brothers to do the same – a form of minstrelization which most stigmatised individuals in the Muggle world who take on the role of professional would advise against. Greyback is clearly advocating a militant secessionism among the werewolves – that they are special and superior to full-human wizards and as such should not kowtow to their mundane social order.

  Hermione can also be considered a militant professional, battling against the stigma carried by Muggle-borns. Unlike Greyback however, she advocates integration over segregation and is never found arguing that Muggle-borns are in any way special or better than purebloods- merely that they should be treated as equals. Unlike some of her Muggle-born counterparts who try to pass as half-bloods or purebloods while the ministry was under Voldemort’s control, Hermione never shirks her Muggle-born heritage. She even embraces and attempts to reclaim derogatory names, proclaiming herself “Mudblood, and proud of it!” (DH 489)

  Summary

  In this chapter we have seen a wide gamut of stigma within the wizarding world. We have seen how witches and wizards can be stigmatised for the way they were born; diseases they contract at a later point in life, often through no fault of their own; through choices of behaviour and through association – accidental or intentional with other stigmatised groups or individuals. We have also looked at how these stigmas affect the stigmatised peoples’ everyday lives, from verbal abuse to unemployment. Stigmas in the wizarding world, just as in the Muggle world, strain family and social relationships and have been known to estrange families both because of the stigma itself, or the negative effect that the stigmatised person fears his family’s association with him may result in for them.

  The roles that the Wise – as (provisionally) unstigmatised people who are often complicit in stigmatised peoples covering and passing, or at least do not subscribe to the stigmatising behaviours of other Normals – and Professionals – who aim to champion the rights of stigmatised individuals – have also been considered. The Order of the Phoenix in particular, provided a useful example of the Wise whilst Greyback and Hermione both provided good examples of professionals.

  The strategies that stigmatised individuals use to navigate their way through life have also been introduced. Lupin’s (temporarily successful) attempt at passing as Normal by covering his lycanthropy with more mundane illness represents one of the most common tactics for negotiating mixed social settings, even in the Muggle world. His later attempts to withdraw from social life lead to a period of depression, which unfortunately does not properly resolve itself before his untimely death. Greyback’s modification of his ethic to a new set of values which glorify the qualities more usually reviled about werewolves – one where his behaviour is not only acceptable, but superior to that of Normals – is a more sustainable method for coping with stigma, especially when combined with living in a secluded community that shares this ideology. Finally, Hermione’s embracing and staunch defence of her Muggle-born heritage shows how one need not accept one’s stigma by isolating oneself and that stigmas can and should be challenged. Stigma is endemic in both the wizarding and Muggle worlds, and value systems that condemn some people based on innate or acquired traits or behaviours need thorough examination lest we succumb to the monstrosities of the second wizarding war’s treatment of half-breeds, Muggle-borns, and Squibs.

  References

  Goffman, Erving. 1959. Stigma: Notes on the Management of Spoiled Identity. London: Penguin

  Haile, Rahwa, Mark B. Padilla and Edith A. Parker. 2011. “Stuck in the quagmire of an HIV ghetto: The meaning of stigma in the lives of older black gay and bisexual men living with HIV in New York City.” Culture, Health & Sexuality, 13(4): 429-442.

  Nash, Cathrine Jean. 2006. “Toronto’s Gay Village (1969-1982): Plotting the politics of a gay identity.” Canadian Geographer, 50(1): 1-16.

  Plummer, Ken. 1989. “Lesbian and Gay Youth in England.” Pp. 195-224 in Gay and Lesbian Youth. Edited by G. Herdt. Abingdon, UK: Routledge.

  Plummer, Ken. 1975. Sexual Stigma. Abingdon, UK: International Library of Sociology.

  Troiden, R. 1989. “The Formation of Homosexual Identities. Pp. 43-74 in Gay and Lesbian Youth. Edited by G. Herdt. London: Harrington Park Press.

  “Let the Sorting Now Begin”

  Hogwarts Houses, Clubs, Secret Societies,

  and Their Muggle World Reflections

  Drew Chappell

  The wizarding world offers a range of opportunities for group membership, from Quidditch teams to House affiliations to secret societies. In this chapter, I will analyze these groups across a number of different trajectories, including the traits required to join particular groups, the missions or focuses of the groups, and the status of the groups within the wizarding world, and suggest parallels in social and cultural groups in outside (Muggle) society. It is my hope that through this study, the connection between wizards, witches, and Muggles might be further illuminated; our common need for group membership goes beyond our
differences as users of magic and those who live in (blissful?) ignorance of its impact on our world.

  Group membership is a long-standing research interest in the social sciences; in fact, this concept might be considered the basis of sociology. Although the study began with macro-level investigations of societies as a whole, the rise of the Chicago School in the late 1800’s led to a more micro-level investigation of how small groups function. Their introduction of symbolic interactionism pointed toward the importance of group function as indicator of societal life as a whole, even and especially when social groups resisted conformity or even societal law (Blumer 1986). Although not officially connected with formal structures, these social groups might be seen as ideological state apparatuses, defined by Louis Althusser as institutions that establish power through ideological control of thought (Althusser 1971). The groups create certain norms and expectations which their members “buy into” in order to navigate life in the group.

  What groups exist in given societies, the level of difficulty of joining groups, and the “member benefits” of group belonging are all important considerations as researchers consider the impact of socialization on individuals. Groups have an impact on their members in myriad ways, contributing to those members’ ontological and epistemological lenses on the world. Thus, it seems appropriate to apply such study to the groups that exist in the wizarding world, and suggest some ways in which they might guide young people’s development and/or understanding of their societies.

  The wizarding world offers a blueprint for making successful life choices. Elsewhere, I have argued that its example is particularly useful to Muggle young people navigating a complex and ambiguous postmodern society (Chappell 2008). Others have analyzed its views of authority (Mendlesohn 2002), and its commentary on contemporary Muggle media representations of war and terror (Strimel 2004). These studies point toward the relevance of Hogwarts students’ philosophies and actions in contemporary Muggle society – we learn, theorists submit, about ourselves through learning about Harry and his friends.

  The wizarding world includes multiple student (and adult) groups, including Houses, clubs, teams, and secret societies. Each constitutes its own “mini society” with rules of engagement, entrance requirements, and member benefits. Whether grouped together by the Sorting Hat (Hogwarts Houses), physical ability (Quidditch teams), or common cause/interest (Dumbledore’s Army), these groups serve a number of important functions at Hogwarts. They protect and support their members, push them to excel, and grant knowledge and abilities beyond what those students possess as individuals.

  Theorist Nick Lee (following Deleuze and Guattari) argues that human beings – including children – create assemblages: “open ended swirl[s] of extensions and characteristics, changing their powers and characteristics,” (Lee 2001: 115). These assemblages extend the knowledge, power, and/or influence of their users. In social group structures, assemblages allow members of a group to become more than the sum of their parts, to function as a stronger, more knowledge/able unit. In the case of Hogwarts, assemblages include not only peer groups, but also relationships of students to teachers, spells, creatures, and items. These groups and relationships open up worlds for the students beyond their dormitories, classrooms, or even Hogwarts itself.

  Common Traits: Houses

  At Hogwarts, students are sorted into one of four Houses in their first year of attendance. A student’s House becomes a large part of his or her identity, an identity in relation (and sometimes in contrast to) the other Houses. As the Sorting Hat itself said: “Though condemned I am to split you/Still I worry that it’s wrong” (OOTP 206). The Hogwarts Houses parallel membership in boarding school, or in college dormitories, where young people share a closeness because they live in close proximity. The Sorting Hat is perhaps analogous to Muggle residential life questionnaires that attempt to develop a picture of the interests and beliefs of incoming students in order to place them with appropriate roommates. Fortunately, the Sorting Hat sees into the students’ minds, and so may have a better picture of where the student “ought to be” (SS 117).

  Each House is associated with a specific trait, and this trait helps to define the thoughts and actions of the students assigned to the Houses. House traits are values: bravery (Gryffindor), intelligence and wit (Ravenclaw), hard work and loyalty (Hufflepuff) and ambition (Slytherin). These traits reflect the beliefs of the Houses’ founders. Although many students embody their traits from the time they are sorted or we meet them (Harry was clearly a brave Gryffindor, Draco an ambitious Slytherin, for example), many students “grow into” their Houses, taking their time in the adoption of the associated values. As discussed in Chapter 11, Neville Longbottom, who in his first year seemed like the least likely person to be sorted into Gryffindor due to his many fears, but by his seventh year is serving as the leader of Dumbledore’s Army at Hogwarts, is a good example of growing into one’s House. This House association parallels many group memberships that take time to grow into; conversely, they mirror clubs or societies whose missions and moral outlooks might become defining characteristics for those who join.

  House membership grants Hogwarts students many advantages. Through discussion in dormitory rooms and common rooms, young people gain “insider information” through peer networks (an example of assemblages). Hermione Granger often helped her fellow Gryffindors – especially Neville Longbottom and Ron Wesley – with schoolwork. Fred and George Weasley tested their borderline ethical items on Gryffindor students, and later used the common room as a first “distribution center” for these items. In Slytherin, Draco Malfoy continually selected Crabbe, Goyle, and Pansy Parkinson as collaborators in his schemes (as lookouts, or carriers of false information) because of those students’ House affiliation. This House network crossed the age barrier; older students were willing to help their younger Housemates because they felt a kinship with them, as with Oliver Wood’s training of Harry in his first year and Hermione’s relationship advice to Ginny.

  Physical Aptitude: Quidditch Teams

  Quidditch, the most popular wizard sport in Europe, is a large part of life at Hogwarts. Quidditch teams draw in not only students, but professors as well. Whether players expect to go on to play professionally (some students, like Victor Krum already do so) or enjoy the game as a school activity without plans to continue, the sport is its own culture within the school and without. Playing Quidditch carries a “cool factor” that builds players’ self-esteem and popularity in the school. It is similar to being a member of a school sports team in the Muggle world; however, because Quidditch is the only sport played at Hogwarts, it captures more focus from the students than the multiple sports in Muggle schools. Everyone follows Quidditch!

  To play on a Quidditch team, a student must meet certain physical requirements. His or her body must be in good health, and he or she must be a good flyer. In addition, each position on a team favors a different type of bodily ability; Beaters are typically tough in order to smack the heavy Bludgers, Chasers and Keepers strong and coordinated to handle the Quaffle, and Seekers light and agile in order to speed to the Golden Snitch. These physical demands mean that only a select number of students are chosen for the teams, and they must keep up with such activity as well as completing their class assignments.

  The benefits of playing on a Quidditch team are both bodily and social. Playing Quidditch keeps one’s body in excellent shape, and this conditioning has an impact on one’s mental clarity and functioning. It also teaches tenacity, sportsmanship, and teamwork. In addition, Quidditch players can count on their teammates for support and guidance. Professional Quidditch players often become quite famous, and even well past their playing days they are still remembered for their feats on the pitch. One example of this continuing fame is Ludo Bagman, the former Beater for the English Quidditch team and later Head of the Department of Magical Gaming and Sports.

  Harry Potter’s best friend Ron Weasley is perhaps the clearest example of how Qui
dditch can transform a student’s sense of self and social identity. Prior to winning the role of Keeper on the Gryffindor team in his fifth year, Ron was very much “one of the Weasleys,” a boy defined by his family and his relationship to Harry Potter. Despite his position in the Gryffindor social circle, Ron’s sense of self suffered from comparisons to his older family members and his famous best friend. When he began playing Quidditch, Ron struggled as Keeper, leading Slytherin to taunt him by chanting “Weasley is our King” (OOTP 407). But as his playing improved, Ron’s popularity rose; playing well and winning were important to his fellow students. Eventually he became a player-hero on the Gryffindor team, admired by the entire school. This was an important step for Ron toward defining himself as an individual, and allowed him to face his great trial as he destroyed Salazar Slytherin’s locket in the Forest of Dean. In this trial, Ron was able to put aside his self-doubt and affirm his worth both as Harry and Hermione’s friend and his own person; perhaps this feat was in some small way related to his time spent on the Quidditch team.

  Exclusivity: The Slug Club and the Death Eaters

  While House membership and Quidditch include and exclude certain students based on internal motivations and values or athletic ability, another type of wizarding group uses exclusivity as its primary focus and goal. Selection is based on the perceived importance of family: students’ families’ place in a perceived wizarding society hierarchy, or family heritage as indicator of a magical bloodline. “Good” families have long histories of success in the wizarding world, and are made up of members who have worked for the Ministry of Magic or made great discoveries, or other significant contributions. This ontological framework parallels the class system in the Muggle world, where one’s job, education, and/or family history of wealth and influence can determine one’s cultural capital and ability to join certain groups.