Malala Yousafzai Research Articles

MALALA YUSUFZAY VA XOLID HUSAYNIY ASARLARIDA BADIIY PSIXOLOGIZM HAMDA AYOL QAHRAMONLAR PERSPEKTIVASI

in this article, diaspora literature, especially the perspective of female characters in Asian-American diaspora literature, and their characteristics are comprehensively covered. In particular, the works of Malala Yousafzai and Khaled Hosseini were analyzed and the inner world of the female characters was revealed using the tools of artistic psychology.

An analysis of Politeness Strategy in Directive Speech Act Used by Malala Yousafzai’s Speeches

An analysis of Politeness Strategy in Directive Speech Act Used by Malala Yousafzai’s Speeches

A Study of Maxims Flouting in Malala Yousafzai’s Interview

Effective communication is a vital aspect in the process of conveying information from one individual to another. In order for communication to be successful, it is essential for both the individuals who are listening and those who are speaking to have a grasp of the message that is being delivered. In 1975, Grice established four cooperative principles that should be followed to in order to have a conversation that is considered to be successful. According to his point of view, a conversation has to be straightforward, trustworthy, informative, as well as relevant to the subject matter that is being discussed. In the context of Grice’s “Conversation Maxims” as a theoretical framework, the study makes an effort to identify only two conversational maxims in the interview of Malala Yousufzai. These are the maxim of quantity and the maxim of relevance. It is beneficial to have an understanding of how the conversational maxims influence the overall message that is being sent when they are being flouted by the speaker during conversation. The research shows that there is a lack of relevance and quantity in Malala Yousufzai's interview, which results in uncertainty in her conversation.

Malala Yousafzai: promoting girls’ education in conflict-affected countries

Social implications Social implications are as follows: social activism; girls education; collaboration; collective action; and change agent. Learning outcomes Learning outcomes are as follows: evaluate the role of a change agent in a nonprofit organization; understand collaborative partnerships in a nonprofit organization; examine how a nonprofit organization is promoting education in conflict-affected countries; understand the importance of education for girls as a basic human right; understand and discuss the threats to girls’ education in conflict-affected countries; analyze the role of Malala Yousafzai in supporting girls’ education globally; identify the challenges unique to educating girls; and explore steps that Yousafzai needs to take to ensure girls have equal access to the knowledge and skills they need to learn and lead in a world affected by the pandemic and climate change. Case overview/synopsis The case discusses social activist Malala Yousafzai’s (She) diligent efforts to promote girls’ education in conflict-affected regions globally through her not-for-profit organization Malala Fund. Co-founded in 2013, Malala Fund worked to ensure every girl globally could access 12 years of free, safe, quality education. The fund worked towards this goal by building creative partnerships and investing in its global network of education activists and advocates fighting for girls’ education in communities where most girls missed out. Malala Fund supported girls’ education programs in countries such as Pakistan, Afghanistan, Nigeria, India, Brazil, Ethiopia, Turkey and Lebanon. The Fund’s projects were aimed at addressing gender norms, promoting the empowerment of girls through education, imparting gender-sensitive training for teachers and raising awareness about the need for girls’ education. In 2016, the fund created the Education Champion Network to support the work of local educators and advocates to advance. Complexity academic level Post-graduate level students. Supplementary materials Teaching notes are available for educators only. Subject code CCS 11: Strategy.

Nevertheless, They Persist: The Iconicity and Radical Politics of Malala Yousafzai

Nevertheless, They Persist: The Iconicity and Radical Politics of Malala Yousafzai

Breaking Barriers women’s struggle for Equality in I am malala

Malala Yousafzai, who advocated for young women all over the world at the risk of her own life, has emerged as a worldwide peace icon. At the age of 14 she started to fight for education and Women Empowerment in her home town of swat valley of Pakistan. In the memoir she describes numerous barriers that exist in education, particularly for girls in Pakistan. This present study explores some of the main barriers to education that Malala experienced and how they affected her life and the lives of many other girls in Pakistan. The findings suggest that gender discrimination, poverty, the Taliban's influence, and lack of quality education and infrastructure are significant barriers to education in Pakistan. It also tries to examine the situation of life under Taliban’s rule and how she became an advocate of education and global symbol of resistance against the Taliban’s oppression.

ANALYSIS OF WORD FORMATION USED IN I AM MALALA NOVEL BY MALALA YOUSAFZAI

This study aims to analyze the types and the most dominant type of word formation process used in a novel entitled I Am Malala by Malala Yousafzai. A qualitative descriptive is used as a research design. The data consist of words that experience word-formation process. This study analyzed words using Yule's (2006) theory. Coinage, Suppletion, Compounding, Blending, Clipping, Back-Formation, Conversion, Acronym, Derivation, and other processes were included. There are seven of nine word-formation types found from the data analyzed. The results of this study show that 633 words experience the word-formation process. Five words of coinages (0. 79%), 34 words of suppletion (5. 37%), 130 words of compounding (20. 55%), 5 words of clippings (0. 79%), 14 words of back-formations (2. 21%), 53 words of acronyms (8. 37%) and 392 words of derivations (61. 92%). The most prevalent type of word formation found is derivation. It comprises 61.92% of the general term. Derivation has 392 words out of 633 words. Keywords: word-formation process, novel, Malala

YARAYA ÜFLEMEK: KURMACA OLMAYAN YAZIN YOLUYLA KADIN HAKLARINA İLİŞKİN KÜRESEL FARKINDALIK YARATMA: I AM MALALA (2013)

Memoir which is one of the most common genre in the literary field has a special place in terms of presenting historical and social facts. A memoir is not the history itself but one of the aiding tools to understand history. This particular genre primarily focuses on the events and the phenomena that leaves traces in a personal account. It sheds light on historians, researchers and to those who contribute studies on psychosocial and socio-political issues. Most importantly, it makes the facts remembered for all times. In this regard, the purpose of this particular study is to explore how memoir as a literary non-fiction genre promotes sustainable awareness of gender-based injustice against women as presented in I am Malala (2013) by Malala Yousafzai and Christina Lamb. It is widely acknowledged that patriarchy and dominant masculine perception of gender norms have institutionalized power over women in many parts of the world. Much research on global gender-based inequalities has shed light on the particular effects and bitter consequences of applied dogmatic socio-political sanctions against women's rights. Among the most important factors for female gender role trauma can be shown as the violation of rights and freedom due to the lack of legal protection. To view how gender-based injustice is produced and justified as two critical means of power, one should highlight the domains of ideology and power dynamics. Especially in South Asia countries like Pakistan and Afghanistan, government policies impose ideological constraints on women's rights. In this regard, literary analysis is an effective way to create universal awareness of the destructive effects of patriarchal hegemony, sex bias, and stereotypical labeling. As this genre suggests, the memoirs collected in the book constitute a work of high significance that reflects the effects of gender discrimination via historical events and promotes universal awareness. Thus, the study will carry out qualitative research by focusing on the published book as the main source. Supported by secondary sources, the findings of the study draw out the fact that memoir plays a pivotal role and is a powerful agent in dealing with gender-based injustice issues and a key to universalize international awareness on gender development.

Standing up for a Healthier Future for the Next Generation

Food poverty is a real issue in the modern United Kingdom and one that adversely affects children leading to a long-lasting impact on their future health. This has been further complicated by the COVID-19 pandemic,[1] the economic recession and the cost-of-living crisis. Increasing numbers of families are struggling to pay their bills whilst being forced to choose between buying essential food for their children. Many children are going hungry in schools with inadequate provisions for free meals. The concept of eating healthily is understandably low in priority, and healthy, affordable food is scarce. There is the additional element of the impact of an unequal society and inherent biases, which affects families and children from marginalised communities far more.
 What is our role as young people growing up in modern, multi-cultural Britain? What meaningful contribution can we make to achieving a fair and just society, that we read about in our school lessons? This opinion piece will explore some of the ways we as young people, can make a difference in our own communities and neighbourhoods. There are lessons to be learnt from such role models as young activists such as Malala Yousafzai, Greta Thunberg and Licypriya Kangujam.

Malala Yousafzai: A Progressive Voice for Progressive Society

This paper seeks to suggest that Malala Yousafzai, despite being born and brought up in Swat, a small valley which is part of the province of Khyber Pakhtunkhwa (Pakistan), proved to be an emissary of education for women and hence of their empowerment with sheer grit and courage in the face of multiple threats. The paper also attempts to understand that in her autobiography, Malala’s voice gives a clear assurance of the promotion of gender equality. It has already been established that she strived to find a place of independence and liberation amidst a male-privileged society. Malala Yousafzai’s act of writing blogs and challenging the Taliban has promoted the slogan “One child, one teacher, one book, one pen can change the world”(UNESCO Speech) and it has become the slogan for millions of men and women worldwide who actively work to claim their rights.

Muslim Refugee Girls in Malala Yousafzai’s We Are Displaced

The research intends to find out the kinds of discrimination faced by the refugee girls and also life experiences of the refugee girls that related to the author’s life. Malala as the writer of the memoir We Are Displaced describes her experiences as a Muslim woman who is often treated unfairly both in the homeland and in the host land. As Malala had seen many discriminations in many places, she was inspired to write all discrimination as the movement against that discrimination. Therefore, feminism is a study of efforts to change gender roles, sexist practices, and sexual norms that often limit personal development. This research uses content analysis, especially close textual analysis. The results of this research show that there are 3 kinds of discrimination of the refugee girls. They are: 1) Racial Discrimination, 2) Gender Discrimination, and 3) Social Class Discrimination. This research also shows that some of the refugee girls have the same life experience as the author based on educational value, they are: 1) Independence value, 2) Creativity value, 3) Social Concern value.

Girls’ Right to Education in Pakistan

During the War on Terrorism, the Taliban destroyed girls’ schools and discourage their education. At this time Malala Yousafzai, a teenage girl, stood up to them and fought for girls’ education rights. Though she went through a physical and psychological ordeal after the Taliban shot her in the head she persisted in her initiative. Soon she was much praised in the Western media and also landed a Nobel Prize for her efforts. However, in her hometown, she became somewhat controversial. By engaging the ethnographic method, we bring to light different perspectives on Malala’s initiative in the valley of Swat. This article also contributes to the study of the growingly complex social and political figure of Malala Yousafzai.

Youth Poets in Children's Literature, Media, and Performance

Youth Poets in Children's Literature, Media, and Performance Krystal Howard (bio) Amanda Gorman, the first National Youth Poet Laureate and the youngest inaugural poet in US history, captivated millions during her performance at Joseph R. Biden's presidential inauguration in January of 2021. Her performance serves as a reminder that poetry by young people has the power to transform our national thinking and inspire social change. From award-winning works like Jacqueline Woodson's memoir in verse Brown Girl Dreaming and Elizabeth Acevedo's verse novel The Poet X that depict young poets coming of age and beginning to hone their craft, to the hundreds of young people who participate each year in youth slam poetry, children's literature and culture are filled with youth who choose poetry as their mode of expression. This special issue examines the relationships, both contemporary and historical, between youth and poetry. Exploring poetry written and performed by, for, or about youth, the articles featured in this issue present a wide range of young poets writing about social justice through topics including race, gender, immigration, and sexual assault. Whether discussing the poetics of freedom developed by young Black poets of the 1960s or the limiting nature of the discourse surrounding the DREAM Act as expressed by a young slam poet in 2012, the scholars included here treat the writing and performances of youth poets as valuable and worthwhile contributions deserving of close reading and critical analysis. This issue opens with Rachel Conrad's "'To take my freedom is to take my breath': Lillian Myricks and Young Black Poets' Poetics of Freedom," an examination of archival poetry written by two young Black poets from the early 1960s, Lillian Myricks and Wanda McGee. Works by both of these young poets from the same elementary school classroom were preserved in Gwendolyn Brooks's personal papers, emphasizing her advocacy and admiration for youth poetry. By looking closely at Myrick's "Freedom" and McGee's "We Are Wondering," Conrad contends that young poets writing in the wake of the Civil Rights [End Page 355] movement "demonstrate their capacity and power as creative and historical agents" and proclaim their poetics of freedom. While Conrad explores young poets of the past, Tehmina Pirzada examines the impact of a contemporary young poet in "The Many Malalas: Self-Narrativization and the Construction of Mythology through Poetry." She argues that Malala Yousafzai's auto/biographical poetic performances are central to her activism and encourage "other poets and artists to participate in the narrativization of Malala's story and, in the process, relate her struggle to their personal experiences." Pirzada explores both the way that Malala uses her poetic performances to construct her identity and her use of Pashtun mythology of powerful young women, as well as the way that other poets writing poems for Malala magnify her narrative and emphasize community. Amanda Fields's "The Tucson Youth Poetry Slam: An Analysis of Discourse by and about Youth Performance" continues Pirzada's discussion of poetic performance through her analysis of poetry written by and interviews conducted with young slam poets between 2011 and 2014 about "how the poets perceived the practice and significance of slam at a time of particularly regressive legislation in Arizona." In her interviews with and analysis of poetic performances of young slam participants, poetry is posited as a way to bring about social change, as well as a vehicle for asserting agency. Fields contends that, for these young poets participating in the Tucson Youth Poetry Slam, slam provides a gateway to growth and leadership. The final essay in this special issue, Amber Moore's "'They're all kinda dark …': Speak and Thirteen Reasons Why Fanfiction Poetry as Resistance to Rape Culture," examines poetry through participatory and intertextual fan writing. Moore's article analyzes fanfiction poetry written in response to Laurie Halse Anderson's Speak (1999) and Jay Asher's Thirteen Reasons Why (2007) and considers how poetry as a form allows fanfiction poets to process young adult narratives featuring sexual violence. Through her analysis of over forty fanfiction poems, Moore argues that "fanfiction poems demonstrate how largely adolescent authors create space" and demonstrate "meaningful poetic witnessing" as "resistance to rape culture...

The Many Malalas: Self-Narrativization and the Construction of Mythology through Poetry

This article situates poetry and poetic expression as a centerpiece of Malala Yousafzai's activism, foregrounding how Malala's auto/biographical poetic performances enable her to effectively narrate her story, as well as foster a mythology (both personal and communal) that celebrates her sacrifice. Though there are numerous journalistic and scholarly accounts related to Malala, to date, there is no scholarship about Malala's use of poetry for activism. This article rectifies that absence by emphasizing that Malala has always claimed a stake in the public imagination through her poetic performance and its related visual and cultural capital. The first section of the article establishes how through auto/biographic poetic performance, Malala resists the notion of a singular self. In the second section, it focuses on Malala's use of Pashtun mythology in cultivating her visual repertoire, and in the last section it contends that the poets writing for Malala amplify her narrative that there are many Malalas in Swat and beyond.

Narratives in Kailash Satyarthi’s Nobel Peace Prize lecture: an analysis of rhetorical agency

In 2014, the Nobel Peace Prize was jointly awarded to Indian-born Kailash Satyarthi and Pakistani-born Malala Yousafzai in recognition of their struggle against the suppression of children. They accepted the prize on behalf of the world’s children who were facing injustices such as poverty, poor labor conditions, forced servitude, and terrorism. Since the Nobel Foundation statutes require the Nobel Laureates to give a lecture at the Nobel Prize Ceremony, Kailash Satyarthi—whose speech is the focus of this study—delivered a Nobel Peace Prize lecture on December 10th, 2014, at Oslo City Hall, Norway. In his lecture, he raised the plight of millions of children on the global stage. This paper offers new insights into the narrative rhetoric concerning each child’s freedom in his Nobel Peace Prize lecture, which demonstrates his life-long mission to help children to enjoy their childhood. Adopting an overarching theoretical lens of narrative rhetoric and agency perspective, the paper analyses the speaker’s agency in his narrative of the plight of children in the face of injustices prevalent across societies and cultures. In doing so, the paper highlights Satyarthi’s employment of narrative rhetoric coupled with his rescuer agency, which appeals to the global citizens to create peaceful, humane, and just societies for children. We argue that his narrative serves as a powerful rhetorical device for arguments, which reinforces his ethos as a life-long champion of children’s rights.

AN ANALYSIS OF THE CONTROVERSY OF MALALA AS DAUGHTER OF THE NATION IN PRINT MEDIA

The present study looks at the Pakistan's print media coverage of Malala Yousafzai from 2012 till 2017, when she was attacked, ascended to international renown, got the Nobel Peace Prize and became the co-founder of the Malala Fund. The significance of this research is important because this research endeavors to argue the reality of Pakistani Media’s coverage and campaign of Mala Yousafzei and how they supported or propagated Malala’s image against western assumptions. This study adopts Edward Said’s frameworks of Orientation and Occidentation to analyze the discourse of Pakistani print media. In this regard, this study delimits the articles published in Dawn and Daily Times to argue how the print media strengthened Muslims’ and Pakistani society’s traditional views and flouted stereotypes while portraying Malala as an international campaigner. This study concludes that Malala has been portrayed by the Pakistani Media as a heroine, western agent, victim, simultaneously, and eventually as a ‘daughter of the nation’. Keywords: Critical discourse analysis (CDA), Malala, Orients, Occident, Print media.

Profiling a niche actor of civil society diplomacy: the unattached diplomat

PurposeThe purpose of this study is to define the communicational profile of unattached diplomats and explore the viability of state-centric concepts such as citizen diplomacy when discussing non-state actors emerging from civil society.Design/methodology/approachThe paper uses a comparative, multiple case design focusing on descriptive case studies (Yin, 2018) that explore the diplomatic endeavours and social biographies of “citizens of the world” acting at a global or local level, not explicitly attached to or explicitly against an official, state agenda: Malala Yousafzai, Greta Thunberg and Bill Gates.FindingsThe unattached diplomats have organisational mobility but are attached to the cause they promote, a configuration that fundamentally opposes that of the traditional or organisational diplomat. Looking at individuals from a diplomatic perspective, not as instruments or as targets, but rather as agents with their own agenda, issues and diplomatic capital, the unattached diplomats define their lack of attachment through organisational mobility, adversarial positioning or personal financial autonomy with regard to state diplomatic institutions or for-profit/not-for-profit organisations.Research limitations/implicationsA higher number and diversity of case studies can enable the identification of patterns and standards.Originality/valueThis study introduces and operationalises the concept of unattached diplomats. To the best of the author’s knowledge, this study is the first to discuss it in the context of another emerging concept, currently insufficiently researched: civil society diplomacy.

Marielle restored? Mortuary graphisms, memory and ritual in intersectional and anti-racist responses to necropolitical violence in Rio de Janeiro

This article discusses mortuary memory and ritual among subalternised populations, in their struggle against necropolitical violence, in the city of Rio de Janeiro, as of the late 2010s. The case study analyses the conception, vandalisation and restoration of two graffiti works, made by Brazilian artists Panmela Castro and Simone Siss, with a decisive contribution from Malala Yousafzai. These works, made in honour of the late Councillor Marielle Franco, are often celebrated as material memories of the intersectional and anti-racist resistance against the mounting authoritarianism of the Brazilian socio-political regime. Yet, they are also confronted by discourses that seek to delegitimise Black and intersectional bodies as effective members of Brazilian society, deeming them disposable and unworthy of mourning. The analysis highlights the importance and the agency of mortuary graphisms as factors of mobilisation and memorial (in)justice, which question and destabilise hegemonic narratives concerning the racialised character of Brazilian society.

Terrorism and Poverty against Child Right in South Asia: A Rhetorical Analysis of Speeches of Yousafzai and Satyarthi

This paper analyses the rhetoric and the content of the speeches on the Nobel Prize award ceremony delivered by South Asian Nobel Prize laureates Malala Yousafzai and Kailash Satyarthi. It is the argument that the speakers have exposed in international forum concerning child right and education. Their speeches encompass the South Asian philosophy, language discourse, speech and tone, Hindu and Islamic scripture’s chants and the problems of terrorism and poverty. It aims to evaluate the rhetorical elements comparatively followed in the speeches to argue and convince the audience. Terrorism, poverty and trafficking are the main problems against child right and education in South Asian countries against which they struggled and raised voice and they deserved the award. As for method, the article adopts the audio speech in YouTube and written speech of both speakers in Google. Various internet sources of rhetorical analysis are taken as secondary resources to study and analyse their speeches. The speeches are analysed from the perspective of ethos, logos and pathos which are the main rhetorical elements in public speaking as discussed by Aristotle. Satyarthi’s speech is found more inclusive and strong than of Yousafzai’s in terms of coverage and content. Both speakers are aware of using rhetorical skills while introducing South Asian problem in international forum.

Representation through interdiscursive references: A systemic functional (re)construction of Malala Yousufzai’s identity on Pakistani social media

This article focuses on the way the identity of a particular person is (re)constructed by different groups of a society. For this purpose, this article takes the case study of Malala Yousafzai and discusses how her identity is (re)constructed and (mis)represented by different groups on Pakistani social media through particular discursive choices. For this purpose, it particularly focuses on interdiscursivity, and integrates it with systemic functional representation. The social media users construct Malala Yousafzai’s identity in such a way that the past events of her life are constantly (re)echoed and foregrounded in order to interpret her identity at present. Moreover, the past events of her life are recontexualized through implicit and explicit interdiscursive references.