Given the current educational climate of high stakes testing, standardized curriculum, and 'approved' reading lists, incorporating unauthorized, 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 the resulting teacher-student interactions.

Given the current educational climate of high stakes testing, standardized curriculum, and ''approved'' reading lists, incorporating unauthorized, 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 the resulting teacher-student interactions.

Given the current educational climate of high stakes testing, standardized curriculum, and 'approved' reading lists, incorporating unauthorized, 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 the resulting teacher-student interactions.

Given the current educational climate of high stakes testing, standardized curriculum, and ''approved'' reading lists, incorporating unauthorized, 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 the resulting teacher-student interactions.