The document discusses factors that put students at risk of academic underachievement such as low socioeconomic status, single parent homes, and lack of cultural capital. It provides examples from the Harry Potter series where Harry faces deprivation and lacks parental involvement and guidance due to his living situation with the Dursleys. The document also discusses implications for teachers, including using students' funds of knowledge, avoiding deficit thinking, and providing opportunities for students to express their cultural identities in the classroom.

2. 
Teaching Stories
“What follows can… be described as
the efforts of storytellers… to render
school life in all its complexity and
variety-- to render, as well, the ironies
and paradoxes, the surprises, the
baffling moments, or the revelatory
ones, that visit teachers and those
being taught as they collectively go
through a day’s school routine” (Coles
xi).

3. 
At-Risk
 National Center for Education Statistics
 Ethnic minorities
 Low socioeconomic status
 Single parent home
 Below average grades
 Negative peer pressure
 These factors do not make these kinds of students less
smart or less capable or able to achieve, but the
statistics are against them
 Cultural Capital

4. 
 Harry considered at-risk because of his life at home
 Deprivation of:
 Physical resources
 Emotional support
 Cultural capital
The Dursley Family

5.  “… all he had to wear were old clothes of Dudley’s,, and
Dudley was about four times bigger than he was.”
 “He wore round glasses held together with a lot of Scotch tape
because of all the times Dudley had punched him in the nose.”
 “The cat-flap rattled and Aunt Petunia’s hand appeared,
pushing a bowl of canned soup into the room… He put the
empty bowl back… somehow even hungrier than he had been
before the soup.”
 “I AM NOT PAYING FOR SOME CRACKPOT OLD FOOL TO
TEACH HIM MAGIC TRICKS!”
Physical Resources

6. 
The
McGonagall
Question
What is appropriate?
Physical Resources

7. 
 Stephanie Jones
 “… I wanted them to understand their
experiences as central to their developing
identities, and learn how their diversity could
help them to be sensitive to other local and global
injustices.”
 Empathy
Physical Resources

8. 
 Harry’s association
with working-class
individuals

9. 
Parental Involvement

10. 
 “…had never been able to confide in them or tell
them anything about his life in the wizarding
world...”
 “Harry kneaded his forehead with his knuckles.
What he really wanted (and it felt almost shameful to
admit it to himself) was someone like- someone like
a parent: an adult wizard whose advice he could ask
without feeling stupid, someone who cared about
him, who had had experience with Dark Magic…”
Parental Involvement

11. 
 McGonagall
 Yes to Quidditch
 No to Hogsmeade
 Lupin
 Yes to extra lessons
 No to Marauder's Map
and nighttime escapades
Parental Involvement

12. 
Dumbledore
 “It does not do to dwell on dreams and forget to
live.”
 “I? I see myself holding a pair of thick, woolen
socks.”
Parental Involvement

13. 
 Stephanie Jones case study about working-poor
mothers and the threat middle-class women teachers
pose to their families, especially their daughters
 Search for ways to bridge the gap between family
and school
 Open-door policy
 Home-school weekly journals
 Offer choices with PTC
 Community meetings
 Home visits, etc.
Parental Involvement

14. 
 Harry’s struggle to read the dominant
culture at Hogwarts, or the Wizarding
World
 Paulo Freire
 “Reading is not exhausted merely
by decoding the written word or
written language, but rather
anticipated by and extending into
knowledge of the world. Reading
the world precedes reading the
word, and the subsequent reading
of the word cannot dispense with
continually reading the world.
Language and reality are
dynamically intertwined.”
Cultural Capital

15. 
 In Muggle classrooms, how do teachers deal with
these situations?
Implications

16. 
 Funds of Knowledge
 Encourage opportunities for students to bring their culture into
the classroom and have it be valued (Moll, 2000)
 Avoid the Deficit Model of thinking
 “We can make powerful changes when we break through the pervasive
influence of the deficit paradigm and recognize the untapped strengths
of students and teachers.”
 Encourage opportunities for students to bring their culture into
the classroom and have it be valued
 Develop their individual talents
Implications

17. 
“He’s a funny man, Dumbledore. I think he sort
of wanted to give me a chance. I think he knows
more or less everything that goes on here, you
know. I reckon he had a pretty good idea we
were going to try, and instead of stopping us, he
just taught us enough to help. I don’t think it
was an accident he let me find out how the
mirror worked. It’s almost like he thought I had
the right to face Voldemort if I could….”
Implications

18. 