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The Harry Potter series combines elements of the heroic quest tale with those of
the bildungsroman. It presents a world where learning to distinguish between
appearance and reality is crucial to and concurrent with discovering one’s ‘true’
self. Such a process of ‘discovery’ is not only central to the resolution of the various
‘magical’ complications in the plot but also integral to the moral trajectory that any comingof-
age narrative must chart. Naturally, therefore, the current scholarship on the Harry
Potter series is largely focused on the mythic, generic and literary patterns that the books
follow (Cockrell, 2002; Pennington, 2002; Alton, 2003; and Billone, 2004), and on the
issues of individual choice, agency and morality that constitute the thematic core of the
books (Deavel and Deavel, 2002; Chappell, 2008; Pond, 2010; and Wandinger, 2010).
However, little critical attention has been paid to the popular cultural structures and processes
through which characters are identified by the magical community in the series. Thus, in
this paper, I examine how Harry Potter, the eponymous protagonist of the series negotiates between his private ‘self’ and his public ‘image’ and thereby functions as a ‘celebrityhero’.
I demonstrate that (1) as “The Boy Who Lived”, Harry functions as a popular
‘sign’ on which the magical community inscribes meanings that are more a projection of
its collective fears and desires than an index of his ‘true’ self; (2) Harry’s journey towards
self-knowledge involves an increasing conflict between his private thoughts and actions
and his public persona, thereby revealing the potentially harmful effects of celebrity culture
on an individual; and (3) by choosing to sacrifice himself for the greater good of his
community, Harry not only displays personal heroism but ultimately also fulfills popular
expectations as ‘The Chosen One’, thereby matching up to his celebrity persona through
real individual achievement. Therefore, I argue that the dynamics of celebrity culture in
the Harry Potter books offer a significant insight into how individual achievement is
interpreted and appropriated within the larger social context of collective anxieties and
aspirations.
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