Conceptualizing Marginalization and Empowerment in Am Malala A Cognitive Critical Approach | ||
| مجلة کلية الأداب - جامعة حلوان | ||
| Article 3, Volume 51, Issue 2, July 2020, Pages 61-100 PDF (1.42 M) | ||
| Document Type: المقالة الأصلية | ||
| DOI: 10.21608/kgef.2020.225097 | ||
| Author | ||
| Enjy Salah Ibrahim* | ||
| Teaching Assistant of English – English Department – Faculty of Arts – Helwan University | ||
| Abstract | ||
| I Am Malala is an autobiographical book by Malala Yousafzai and co-written by the British journalist Christina Lamb. In her memoir, Malala tells her remarkable personal story interspersed with an adequate account of the history of Pakistan. The present study endorses a discourse historical approach (DHA) in which the integration of the social and political backgrounds of the discursive event lies at its heart. Besides, DHA is concerned with discourse studies of inequality and national identity. Its analytical categories reveal the discursive construction of 'self' and 'other' in discourse either positively or negatively (Reisigl & Wodak, 2001). The paper focuses mainly on referential and predicational strategies. In addition, employing Fauconnier's (1985, 1997) Mental Space Theory (MST) to reveal speaker's reality as opposed to their wishes, attitudes and attributes represents the study's cognitive aspect. The study aims to examine how strategies of marginalization and empowerment are discursively represented. It also seeks to demonstrate the effect of those strategies on the construction of Malala's identity by identifying their underlying conceptual base. Finally, the study identifies two strategies of marginalization: intimidation and bias through which the unequal power relationships are highlighted. Confronting these techniques, the analyses shed the light on Malala's empowerment through the power of education and that of family. | ||
| Keywords | ||
| Discourse historical analysis; national identity; mental space theory; marginalization; empowerment | ||
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