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Since its conception, the  Harry Potter  franchise has become a cultural phenomenon which transgresses national borders. As many  Potter  fans struggle with how to manage their fandom in the face of author J.K. Rowling’s transphobic stance, the book series may ironically and more specifically be used to improve attitudes toward the LGBTQ + community. By using academic theory–such as Rudine Sims Bishop’s concept of mirrors, windows, and sliding glass doors–and specific examples of application in a classroom environment, this paper shows that the  Potter  books may be offered as powerful pedagogical tools to positively affect the attitudes of "insiders" toward "outsiders." This essay classifies LGBTQ + and BIPOC (Black, Indigenous, and people of color) populations as "outsiders," and non-LGBTQ + and non-BIPOC groups as "insiders," and it cites specific case study evidence in Latin America to signify the importance of this issue on a global scale.

Harry Potter : A Pedagogical Tool to Teach Diversity, Equity, Inclusion, and Advocacy