This post is a great read for anybody, but it will be especially intriguing for:
Teachers of Unit Four VCE English, Area of Study One
Students studying these texts as a part of VCE Reading and Comparing Texts
Those who enjoy either of the texts and would like to read something new.
Finding the courage to lead others and to fight against injustice and inequality lies at the core of these two inspiring texts. Students will be given an insight into how adversity can mould a person to find a voice they didn’t know they had as both Pride and I Am Malala find a glimmer of hope and humanity in what appear to be times of great division, struggle and despair.
Whilst the contextual details differ, the principles of a struggle against a stronger force hell-bent on impinging on one’s freedom shine through in these two texts which are both recollections of real events. Malala Yousafzai’s story tells of a country divided through inequality and the constant disagreement of the role of religion in the lives of its citizens. Readers are exposed to the realities of Pakistan in the early part of the century as the protagonist moves from a lively and innocent childhood into the realities of life under the Taliban regime. The inadequacy of education provided, particularly for the “hilly children” leads to a country plagued by ignorance and fear. Malala’s struggle, initially not understood by the girl herself, becomes apparent as her father fights for her right to an education amongst a climate of fear and aggravation. Yousafzai describes a country where it is a “gloomy day” when a daughter is born, and her mother stands as a symbol of such inequality given her limited education. This inequality reaches its climax for Malala as she is shot, identified by the Taliban as “the only girl with [her] face not covered.” As she recalls this event and how it has shaped her, the reader begins to see the immense courage of this young woman as she is motivated to use her profile to improve the lives of children around the globe.
In a similar vein, Pride throws the viewer into Thatcher’s United Kingdom of the1980s in a pocket of time which saw two unlikely groups come to support each other in their quest for recognition and fight against a powerful force. The film is bookended by the pride marches of 1984 and 1985 and the audience are witness to the everyday harassment faced by the gay and lesbian community. It is telling that marches and rallies are organised as a means for people to be proud of their identity and to not be ashamed of who they are, yet that identity is persecuted by some and used as the basis for intimidation and ridicule. Similarities begin to shine through as one considers the cost of being proud of your nationality, gender, religious outlook or sexuality. In the worlds put forward by the text’s creators, for some it takes great courage to present themselves to the world as they are. Further to this, it becomes apparent that it is more than just a struggle against the people that may harass and condemn the characters, it is a battle against the ignorance that breeds such hateful and divisive ideals. The confusion and aggravation simmering in Pakistan culminates in the shooting of Malala, exposing the true horrors of extremism and a group rooted in ignorance. The gay characters of Pride experience beatings and a brick thrown through their window - a constant reminder of a society that for the most part shuns them. However, the ignorance of some is able to be brought out in a comedic manner and the Welsh miners provide some comic relief as the members of LGSM expose them to a world of new understanding. That the experience of police harassment, which Mark could “set to music” is shared amongst the miners and the gay community opens the door for this shared experience to become the basis of a friendship and union that overcomes such ignorance. However, it is telling that, just as in Malala’s story where many “kept hoping something would happen and schools would stay open”, many stay silent and refrain from “rock[ing] the boat” which allows injustice and ignorance to continue unabated. Thus, the texts find more common ground in their promotion of the courage taken by individuals to garner support in order to fight ignorance and inequality. It is how the people find that voice that opens these texts for further comparison.
Once students have worked their way through the environments of either text and explored how ignorance, hatred and fear are so easily perpetuated, their focus can turn to the individuals within these environments and how they show strength and courage to fight against all that they see as unjust. Malala Yousafzai obviously takes centre stage in her novel as she recounts the lead up to her shooting and the world that she finds herself in after the event. Her father plays a pivotal role in moulding her sense of self as a young woman and this support can act as a basis for comparison when contemplating the support given to characters in Pride. It is astonishing to read of Malala in the early days of her time in England as she seems to mature almost immediately. The “fragile and sensitive” girl from Pakistan is so rapidly transformed into a young woman who moves beyond fear to think of others and to inspire equality and access to education for all children. It is this ability to take her own experience and use it to improve the lives of others that paints her in a similar light to the characters of Pride. However, the impetus behind this move from school girl to world renowned leader differs from the journey undertaken by the characters of the film.
To take the experiences of the characters of Pride and compare them to Malala allows us to begin with the common values they share before moving to the features that show them in contrast to each other. Malala’s journey from innocent child to experienced campaigner is mirrored by Joe who moves to a point where he is happy to be “visible” amongst his contemporaries and is seen as a “hero” amongst the miners despite his family’s inability to accept him. The fight for the miner’s cause provides him with an experience in which he learns about the struggle faced by the homosexual community also, eventually finding himself with a voice and an identity within the group. In a similar manner, Sian is also shaped by the hardship and also finds her voice, eventually becoming the first female minister to represent her electorate. Thus, similarities can be found in the manner in which hardships can be the moulding of character and bring out a voice in people who weren’t aware that they had one. When looking for differences to examine, students can look at the differences of Malala and Mark. One initially timid and the other charismatic and enigmatic from the beginning. The megaphone is an instrument used by Mark that seems a mere extension of his personality - one that is “unapologetic” and will stand firm in the face of adversity. That such a platform is eventually granted to Malala is compelling in that much of her life has been lived in a conservative and reserved fashion. Therefore, many comparisons can be examined as students ponder what it is that makes a leader and how people can best make an impact upon the world. A rich source for comparison can be the discussion of whether aggression or compromise is more effective in changing people and their behaviours. That Mark aims to “attack to move forward” whilst Malala aims to change minds through education, “the pen” and inspiration is compelling, as one must wonder which is superior in leading to lasting change.
Ultimately, there is much to be considered when examining these texts as a pair. The humanity that many characters search for proves to be the prominent feature of both, as the people struggle for a world with equal access to justice, education and rights for all. Students will need to be sharp in their thinking when considering more than just the similarities in persecution and the finding of a voice, for the most insightful comparison will lie in the analysis of what leads people to deny others of their rights and what leads people to successfully change a world that has allowed this denial to continue.
Ben Taylor - The English Lab
We’ve got lots more to say about this pair!
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In this presentation, teachers will be provided with a booklet of resources which push students to think about the texts in a conceptual manner. You'll be introduced to new ideas and points of comparison, before being taken through worked examples which utilise lessons about writing succinct, insightful and comparative pieces.
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