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Critical Comparative Content Analysis: Examining Violence, Politics, and Culture in Two Versions of I Am Malala
Book chapter

Critical Comparative Content Analysis: Examining Violence, Politics, and Culture in Two Versions of I Am Malala

Amanda Haertling Thein, Mark A Sulzer and Renita R Schmidt
Engaging with Multicultural YA Literature in the Secondary Classroom, pp.153-161
Routledge, 1
2019
DOI: 10.4324/9780429053191-16

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Abstract

This chapter examines two versions of Malala Yousafzai’s memoir, I Am Malala, which detail Yousafzai’s experiences as a young Pakistani girl who advocated for the educational rights of girls and was shot by the Taliban. The chapter illustrates activities grounded in Critical Comparative Content Analysis (CCCA)—a critical approach that provides middle and high school students opportunities to study how young adult literature (YAL) is constructed and what it assumes about youth readers. These activities engage students in comparisons of general market and YAL versions of Yousafzai’s memoirs, focusing on peritexual features, chapter frames, and anchor images. This chapter demonstrates how such activities shed light on differences in the ways in which the two versions of the memoir depict Malala’s cultural attitudes and experiences of violence. Additionally, this chapter discusses questions that are raised about perceptions of youth readers. Finally, this chapter argues that activities grounded in CCCA provide important scaffolding for critical readings of multicultural YAL.
 Peritextual Features LGBTQ Student Good Life Young Man LGBT Inclusive Curriculum Captain America White House Fellow Sixth Grade Reading Level Fairy Tales Malala Yousafzai Youth Readers Seventh Grade Reading Level Wes Moore United Nations Events Graphic Photos High School English Classrooms Tv Commercial ELA American Ballet Theatre African American Vernacular English

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