Please use this identifier to cite or link to this item: http://hdl.handle.net/11455/6561
標題: 以學校故事的觀點閱讀《哈利波特》:霍格華茲中的規訓與戰術
Reading Harry Potter as a School Story: Disciplines and Tactics in Hogwarts
作者: 李蕙芳
Lee, Huei-Fang
關鍵字: 哈利波特;Harry Potter;學校故事;米歇爾 傅柯;米歇爾 德 塞托;湯瑪斯 馬西爾森;規訓;戰術;school story;Michel Foucault;Michel de Certeau;Thomas Mathiesen;disciplines;tactics
出版社: 外國語文學系所
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摘要: 
本論文以學校故事的觀點閱讀羅琳的《哈利波特》系列。作為一則學校故事,《哈利波特》延續了傳統學校故事中有關規訓與學生違規等核心元素,但由於霍格華茲是一所魔法學校、書中學生能夠運用魔法或魔法物品作為犯規的技術,外加部份老師甚至鼓勵學生犯規,這三項特質使得《哈利波特》不僅活絡結構看似已僵化的學校故事,霍格華茲學生的犯規本身代表的意義亦超過傳統學校故事的框架,展現後現代的精神。
本論文旨在探討霍格華茲學校中的規訓及學生如何回應規訓。首先,論文引用傅柯(Michel Foucault)的規訓—封鎖(discipline-blockade)與全景敞視(panopticism),以及馬西爾森(Thomas Mathiesen)的同觀監視(synopticism)來檢視霍格華茲學校中權力與規訓控制的運作。接著,再透過德.塞托(Michel de Certeau)對於消費文化中的消費者做為弱者所使用的戰術(tactics),討論在霍格華茲控管之下,做為弱者的學生如何使用戰術巧妙躲避規訓的控管,並且從規訓的場域(the proper place)中暫時建立屬於自己的空間(spaces)。藉由分析《哈利波特》學校故事中強者對弱者的權力控制,以及弱者如何躲避強者加諸在他們身上的規訓,本論文歸結:霍格華茲學生的戰術使用,反應後現代人類在權力方的嚴密控管下,如何不發動革命卻能針對控管做出權衡應變。

This thesis reads J. K. Rowling’s Harry Potter series as a school story. Following the tradition of the school story genre, Rowling on the one hand remains the typical elements of the genre in her books, including Hogwarts’ disciplines and the students’ rule breakings; on the other hand, she renews the rigid frame of school story with the element of Fantasy—magic—and with the features of postmodernity. While Hogwarts regulates students’ everyday life with disciplines, some teachers also subtly promote students’ antidisciplinary actions against the rules, which makes the ostensibly ordinary rule breakings imply more than transgression. Thus, this thesis argues that from the postmodern perspective, some of the students’ rule breakings and the teachers’ promotion of rule breakings stand for the postmodern features.
Assuming that the educational purpose of Hogwarts is to shape disciplined wizards who will make positive contribution to the wizarding society in the future, the thesis first adopts Foucault’s concepts of discipline-blockade and panopticism, and then complements Foucault’s deficiency with Mathiesen’s notion of synopticism to investigate the exercise of power and the top-down control in Hogwarts. However, in Hogwarts, there is subversive power held by the students who try to elude the disciplinary control. Michel de Certeau’s analysis of “tactics” probing into the practices carried out by the weak is then drawn on to examine students’ ways of using tactics to survive disciplines. The thesis’s conclusion suggests that both Hogwarts students and the teachers who promote rule breaking are postmodern representatives: they question the rules and find ways to decrease the limitation brought by the rules without having a direct clash with the authorities.
URI: http://hdl.handle.net/11455/6561
其他識別: U0005-1308201220201000
Appears in Collections:外國語文學系所

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