OVPR-Malala

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P A R T 4 Resources Ted Talks on Leadership: http://www.ted.com/topics/leadership Malala on YouTube: https://www.youtube.com/user/MalalaFund Mary Robinson Foundation: http://www.mrfcj.org University of Maryland, National Clearinghouse for Leadership Programs: https://nclp.umd.edu Sheryl WuDunn & Nicolas Kristof – Half the Sky Movement: http://www.halftheskymovement.org/pages/ nicholas-and-sheryl Komives, Susan, Nance Lucas and Timothy R. McMahon. Exploring Leadership: For College Students Who Want to Make a Change. San Francisco: John Wiley & Sons, Inc., 2013. Shankman, Marcy L. and Scott J. Allen. Emotionally Intelligent Leadership: A Guide for College Students. San Francisco: Jossey-Bass, 2008. For more information about the resource guide, visit malala.gwu.edu or www.malala.org. MALALA LEADERSHIP ESSAY 32
MALALA AND THE MEDIA BY SEAN ADAY & SILVIO WAISBORD P A R T 1 Introduction This discussion of Malala and the media seeks to make students aware of the complex yet patterned, way in which the press tends to cover social movements around gender and women’s rights, especially in the context of foreign policy issues. This narrative includes the following topics: • Understanding Malala and the media • Media influence: agenda setting and framing • Background: media coverage of social movements • Background: media coverage of foreign affairs • Intersection: framing the Malala story Understanding Malala and the Media In the West, news coverage of Malala addresses several questions of interest to media scholars in various disciplines. Some key questions are: When and why did Malala become a subject of news attention For how long What is newsworthy about the story What stories are told about Malala in the Western media What aspects of Malala’s story and the issues and communities she represents get different amount of coverage Addressing these questions helps us to understand the characteristics, strengths, and limitations of news about Malala. These questions matter because Malala is essentially a “news story” and a matter of media coverage for Western audiences. Their knowledge and their understanding about Malala as well as the multiple issues that she evokes are essentially mediated—that is, they are based on news and images provided by the media. From this perspective, then, Malala can be reasonably considered a “news icon”—a point of attention of the media, which can be individuals, events, and places. A news icon functions as a gravitational center that holds media attention. Malala, then, became a news icon about various issues in the contemporary global world, including children’s education in Pakistan, Afghanistan, and around the world; violence, conflict, war, and terrorism; the conditions of girls in patriarchal societies; gender identity; and children’s rights. Media Influence: Agenda Setting and Framing There are two key concepts for understanding new media and its effects on public opinion and policymaking: agenda setting and framing. Agenda setting refers to the wellestablished power of the press to influence “what people think about,” even if it doesn’t seem to dictate what people think. In other words, media don’t appear to make people violent, but when the press runs a lot of stories over time about crime, people who read those stories are likely to say crime is an important problem, whether actual crime rates would suggest it is or isn’t. Scholars have found this connection between the media agenda and the public agenda in numerous studies over the past 40 years. MALALA AND THE MEDIA 33
Page 1 and 2: I AM MALALA: A RESOURCE GUIDE FOR E
Page 3 and 4: To expand the reach of Malala’s m
Page 5 and 6: MEMOIR AS LITERATURE AND HISTORY BY
Page 7 and 8: P A R T 2 Individual Activities 1.
Page 9 and 10: EDUCATION: A HUMAN RIGHT FOR GIRLS
Page 11 and 12: The Challenges of Educating Girls
Page 13 and 14: Power and Decision Making This doma
Page 15 and 16: million Hindus and Sikhs left Pakis
Page 17 and 18: P A R T 2 Individual Activities 1.
Page 19 and 20: RELIGION AND RELIGIOUS EXTREMISM BY
Page 21 and 22: governments’ pandering to the age
Page 23 and 24: P A R T 4 Resources Abdellatif, Oma
Page 25 and 26: The World as We Know It: Violence A
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Page 39 and 40: GLOBAL FEMINISMS: SPEAKING AND ACTI
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Page 43: A Memoir by the Youngest Recipient

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