DOCSLIB.ORG

Master's Thesis

Total Page：16

File Type：pdf, Size：1020Kb

Download full-text PDF Read full-text
Master's Thesis FACULTY OF ARTS AND EDUCATION MASTER’S THESIS Programme of study: MLIMAS Autumn and Spring semester, 2017 Open Author: Charlotte Bryan (Author‘s signature) Supervisor: Brita Strand Rangness Thesis title: ―The Girl Who Stood Up For Education and Was Shot by the Taliban‖: A Comparison of Narratives between Articles in U.K and U.S News Websites with I Am Malala Keywords: Narrative, Malala Yousafzai, No. of pages: 112 identity, ideology, hero, semiotics, + appendices/other: 26 postcolonial feminism Stavanger, 12th May 2017 date/year 2 Abstract This is presented in I Am Malala in a section called ―A note on the Malala Fund‖ at the end of the book. In this section the intention of the narrative in I Am Malala is written in a short passage presented as a note from Malala who wrote that her purpose for writing I Am Malala. My goal in writing this book was to raise my voice on behalf of the millions of girls around the world who are being denied their right to go to school and realise their potential. I hope my story will inspire girls to raise their voice and embrace the power within themselves, but my mission does not end there. My mission, our mission, demands that we act decisively to educate girls and empower them to change their lives and communities. That is why I have set up the Malala Fund. (Lamb, Yousafzai 2014) This statement confirms that I Am Malala is constructed to further her ambition in sharing her story to empower the voiceless and help the Malala Fund aid children‘s access to an education. Being that Malala has been presented in both news media and I Am Malala to have achieved so much so early in life, alongside this statement of her ambitions for the book, a light is then shone towards the potential a narrative surrounding her story possesses to influence change across the globe. One may speculate the media have repeatedly materialised stories surrounding Malala due to the story‘s ability to be a highly impactful reflection on cultural and political climates of today. The specific elements within each climate may be reflected in a presentation of a narrative covering Malala‘s story are what this thesis intends to discover. 3 Acknowledgements Firstly, I would like to thank my tutor, Brita Strand Rangnes, her enthusiasm and guidance inspired me to keep going and strive for better. Secondly, I would also like my Mum, Dad and my little brother Fraser for believing in me all the way and for always being there. Lastly, I would to thank Gunnar Gravdal for his continuous support since the beginning. Without your kind support there would be no thesis. 4 Contents MASTER’S THESIS ............................................................................................................ 1 Abstract ............................................................................................................................... 2 Acknowledgements .......................................................................................................... 3 1 Introduction ............................................................................................................ 6 2. Background and Theory .................................................................................. 12 2.1 Narrative .............................................................................................................................. 12 3. Pakistan ................................................................................................................................ 19 3.1 Historical Context .............................................................................................................. 19 3.2 Pakistan and Education ..................................................................................................... 24 4. Tools for Analysis ............................................................................................... 26 4.1 Role of the Media ................................................................................................................. 26 4.2 Semiotics Studies ................................................................................................................. 30 4.3 Feminist Criticism ............................................................................................................... 34 4.4 Postcolonial Feminist Criticism.......................................................................................... 38 4.5 Representation in New Media ............................................................................................ 41 4.6 Academic Works and Malala: counter narratives, rhetoric and newspapers ............... 44 5. I Am Malala ........................................................................................................... 46 4.1 Monomyth ............................................................................................................................ 47 4.2 Breaking Conventions ......................................................................................................... 52 4.3 Narratives Foreshadowed ................................................................................................... 59 5. News Media Analysis ......................................................................................... 66 5.1 Approach: The UN Speech ................................................................................................. 66 5.2. The Guardian........................................................................................................................ 67 5.2.1 Malala Day and Public Figures: the Guardian .............................................................. 70 5.2.2 Representation of Malala‘s Voice ................................................................................. 72 5.2.3 The Guardian‘s Narrative ............................................................................................. 79 7. The Daily Mail ...................................................................................................................... 82 6.1 'Only my weakness, fear and hopelessness died': Pakistani schoolgirl who survived Taliban gunman's assassination attempt condemns extremists in UN address ............................. 85 6.2 Speech, Courage, Solidarity and Defiance ........................................................................ 92 8. The New York Times: The Lede Blog ................................................................................. 96 8.1 ―Malala Yousafzai, Girl Shot by Taliban, Makes Appeal at U.N‖.................................... 97 8.2 ―White men saving brown women from brown men‖ ..................................................... 100 5 8.3 Malala and Public Figures: the Lede ............................................................................... 102 9. Fox News ............................................................................................................................ 105 9.1 UNESCO ......................................................................................................................... 110 10. Conclusion ........................................................................................................... 114 Bibliography .................................................................................................................. 117 Extended Bibliography .............................................................................................. 123 Images ............................................................................................................................................. 124 Appendix A ........................................................................................................................ 126 Appendix B ........................................................................................................................ 138 6 1 Introduction News media has been known to appropriate stories to persuade social conceptions of a particular group, individual or circumstance. This thesis is a study of how narratives that present Malala Yousafzai in news media echo or transform Malala‘s identity, story and beliefs according to the aim of their practice. The main topic of this study is the construction of narrative, and the investigation will follow the literary practices that enable narratives to present Malala Yousafzai‘s story. More so, news media‘s role in the appropriation of stories to marginalise identities has undergone study for decades. In doing so, the narratives constructed in news media has the power to assist in shaping social perceptions that reinforce or break hierarchies within society. Now19-years old Malala Yousafzai‘s story has been greatly covered by the media across the globe. The study of narratives that present Malala‘s story in the media stirs issues of ideology and identity in both the West and Pakistan. In the current climate this issue has made me curious as to whether her story in Western media, in particular Britain and the US, has been appropriated causing an affect that reinforces, changes or even breaks social concepts in the narratives that present her. Malala is not the type of person whose story is covered consistently or greatly in the history of news media. I want to study why the media have presented narratives surrounding Malala‘s story. Begin that, this thesis is a study of narratives that surround (one person); MalalaYousafzai who was born in the rural village of Mingora in Swat Valley, North
Load more

Recommended publications
  • European Commission Pakistan Country Strategy Paper 2007-2013
    Pakistan-European Community Country Strategy Paper for 2007-2013 1 TABLE OF CONTENTS List of Acronyms........................................................................................................................... 3 1. EXECUTIVE SUMMARY .............................................................................................. 4 2. THE POLITICAL, ECONOMIC, SOCIAL AND ENVIRONMENTAL SITUATION .................................................................................................................................. 6 2.1 Analysis of the political situation ....................................................................................... 6 2.2 Analysis of the economic situation including trade............................................................ 8 2.3 Analysis of social developments......................................................................................... 9 2.4 Analysis of the Environmental Situation .......................................................................... 10 3. AN OUTLINE OF PAKISTAN’S POLICY AGENDA............................................... 10 3.1 Poverty Alleviation and Macro-Reforms.......................................................................... 10 3.2 Economy and Trade .......................................................................................................... 11 3.3 Social Sector Reforms....................................................................................................... 12 3.4 Environmental policy........................................................................................................13
    [Show full text]
  • THE TALIBAN and GIRLS´ EDUCATION in PAKISTAN and AFGHANISTAN – with a Case Study of the Situation in the Swat District
    Lund University Department of Sociology THE TALIBAN AND GIRLS´ EDUCATION IN PAKISTAN AND AFGHANISTAN – with a case study of the situation in the Swat District SIMV07 Author: Shakil Ahmad Master Thesis: 15hp Spring Term 2012 Tutor: Staffan Lindberg 1 ABSTRACT Author: Shakil Ahmad Title: The Taliban and Girl´s Education in Pakistan and Afghanistan- with a case study of the situation in the Swat District Course: SIMV07 Master Thesis: 15hp Tutor: Staffan Lindberg Department of Sociology The Taliban movement has been a problem for the government and security forces in Pakistan as well as for the Afghan government and NATO forces in Afghanistan. This is only one side of the picture as on the other hand it has affected common peoples to a great extent. It has deeply affected the education system in both countries. Education is a prerequisite for development. It makes the horizon of vision wider, helps to increase the role of women in family decision, including in matters of fertility, child birth, their upbringing and socialization. Unfortunately the Taliban movement has affected the education system all over Afghanistan and in some areas in Pakistan. This thesis includes a case study of district Swat in Pakistan, which has been under the Taliban control for more than two years. The Taliban destroyed and damaged both girls´ and boys´ schools in the area. Although the Taliban did not openly oppose boys´ education, still they damaged it along with girls’ education. The aim of this thesis is to find out the ideology of the Taliban about education with a special focus on girls´ education.
    [Show full text]
  • Text in Community Study Guide
    Text in Community Study Guide I am Malala—Malala Yousafzai w/ Christine Lamb Created by—Dr. Michael K. Cundall, Jr., Darrell Hairston, and Anna Whiteside: University Honors Program Prologue: The Day My World Changed/ Chapter 1: A Daughter is Born 1) Why do so few people in Pakistan celebrate the birth of a baby girl? What is the attitude of Malala’s father’s toward the birth his daughter? 2) After whom is Malala named? 3) What are society’s expectations of girls? What are the attitudes of Malala and her father about the role of girls in society? 4) Before she was shot, did Malala fear for her own life? 5) Why do you think the KPK is independent? Does this cultural and geographical independence from the main part of Pakistan mean anything for the rest of Malala’s story? 6) What did Alexander the Great do when he reached the Swat Valley? 7) What are the various religions that have “ruled” the Swat Valley? The Swat Valley, Malala’ Yousafzai’s hometown, is known for its mountains, meadows, and lakes. Tourists often call it “the Switzerland of the East.” The Swat Valley was the home of Pakistan’s first ski resort. (Map Showing the Location of Swat District, Source: Pahari Sahib, Wikimedia Commons) The SWAT valley’s population is mostly made up of ethnic Gujjar and Pashtuns. The Yousafzais are Pashtuns, a group whose population is located primarily in Afghanistan and northwestern and western parts of Iran. (Ghabral, Swat Valley. Source: Isrum, Wikimedia Commons) (Mahu Dan Swat Valley, Source: Isruma, Wikimedia Commons) (Snow covered mountain in Sway Valley, Source: Isruma, Wikimedia Commons) The Swat valley is home to several relics left over from the Buddhist Reign in the third century BC.
    [Show full text]
  • Pakistan's Violence
    Pakistan’s Violence Causes of Pakistan’s increasing violence since 2001 Anneloes Hansen July 2015 Master thesis Political Science: International Relations Word count: 21481 First reader: S. Rezaeiejan Second reader: P. Van Rooden Studentnumber: 10097953 1 Table of Contents List of Abbreviations and Acronyms List of figures, Maps and Tables Map of Pakistan Chapter 1. Introduction §1. The Case of Pakistan §2. Research Question §3. Relevance of the Research Chapter 2. Theoretical Framework §1. Causes of Violence §1.1. Rational Choice §1.2. Symbolic Action Theory §1.3. Terrorism §2. Regional Security Complex Theory §3. Colonization and the Rise of Institutions §4. Conclusion Chapter 3. Methodology §1. Variables §2. Operationalization §3. Data §4. Structure of the Thesis Chapter 4. Pakistan §1. Establishment of Pakistan §2. Creating a Nation State §3. Pakistan’s Political System §4. Ethnicity and Religion in Pakistan §5. Conflict and Violence in Pakistan 2 §5.1. History of Violence §5.2. Current Violence §5.2.1. Baluchistan §5.2.2. Muslim Extremism and Violence §5. Conclusion Chapter 5. Rational Choice in the Current Conflict §1. Weak State §2. Economy §3. Instability in the Political Centre §4. Alliances between Centre and Periphery §5. Conclusion Chapter 6. Emotions in Pakistan’s Conflict §1. Discrimination §2. Hatred towards Others §2.1. Political Parties §2.2 Extremist Organizations §3. Security Dilemma §4. Conclusion Chapter 7. International Influences §1. International Relations §1.1. United States – Pakistan Relations §1.2. China –
    [Show full text]
  • 'Nuclear Learning in Pakistan Since 1998'
    ‘Nuclear Learning in Pakistan since 1998’ Naeem Ahmad Salik (20881392) B.A., Pakistan Military Academy, 1974; M.A. (History), University of the Punjab, 1981; B.Sc. Hons. (War Studies), Balochistan University, 1985; M.Sc. (International Politics and Strategic Studies), University of Wales, Aberystwyth, 1990. This thesis is presented for the degree of Doctor of Philosophy The University of Western Australia School of Social Sciences Political Science and International Relations and the Centre for Muslim States and Societies (CMSS) 2015 Abstract Nuclear learning is a process through which states that acquire nuclear weapons capability learn to manage it through the development of nuclear doctrines, command and control structures, safety and security mechanisms, regulatory regimes and acquire an understanding of both the technological characteristics of these weapons as well as their politico-strategic ramifications. This enables them to achieve a stable strategic balance through a sagacious application of these formidable instruments of power. Pakistan’s nuclear programme has always been beset with controversies and viewed with concern by the international community. These concerns have been accentuated by the spill over of the war in Afghanistan and the widespread incidence of terrorism and extremism within the country itself. In the pre-1998 period Pakistan had adopted a policy of ambiguity and denial of a nuclear weapons programme which combined with the secrecy surrounding the programme had stifled any discussion of issues related to management of an operational nuclear capability and it only started coming to grips with these issues after the May 1998 nuclear tests. This study about Pakistan’s learning experience in managing its nuclear capability suggests that a state that is perpetually afflicted by political instability and weak institutional structures could effectively handle its nuclear arsenal like a normal nuclear state provided it expends requisite effort and resources towards this end.
    [Show full text]
  • I Am Malala ” on T-Shirts to Show Solidarity with a Girl Who Only Wanted the Right to Go to School
    MALALA IS ONE OF US This Rotarian’s daughter is an unstoppable force for education BY KEVIN COOK he Swat Valley of northern Pakistan, in the highlands between Kashmir and the Khyber Pass, was once a lush, peaceful place. It was ruled by Miangul Abdul Haq Jahanzeb – the Wali, or absolute monarch, of Swat. A modernizer, the Wali built schools for his subjectsT – girls as well as boys – and toured remote regions where no one had ever seen an automobile. On one trip, the villagers tried to feed hay to his Cadillac. Zebu Jilani recalls the land of her childhood: “A beautiful, pristine place where moun- tains climbed to the clouds. People called it the real Shangri-La.” The Wali was her jan14-30-41-Malala-v7.indd 30 11/14/13 11:34 AM jan14-30-41-Malala-v7.indd 31 11/14/13 11:34 AM grandfather. Princess Zebu, as Swatis still refer to her, recalls playing with shiny rocks that resembled chunks of green glass. “They were emeralds from my fam- ily’s mines. ” Then, in 1969, Swat relinquished its sov- ereignty to the government of Pakistan. So began a 40-year period of decline that led to the rise of the Taliban in 2008. For two years, the people of Swat endured a reign of terror as the Taliban imposed their brutal version of Islamic law. They rounded up political opponents, beheaded some and flogged others. They held public executions, beat women, blew up schools. “I have the right to play. Jilani moved to the United States in 1979.
    [Show full text]
  • For Official Use Only 304Th MI Bn OSINT Team
    For Official Use Only 304th MI Bn OSINT Team U.S. Army Intelligence Center 304th Military Intelligence Roundup-Compilation of Posted Taliban Statements & Publications from Battalion Extremist Blog & Web Postings Fort Huachuca, AZ 85613 12/23/08-04/23/09 LTC Monnard, Commanding This 304th MI Bn open source compilation is derived from news media, extremist OPEDS, Blogs, and websites. The compilation is a sample of recent claimed Taliban and affiliate statements and WWW postings. The compilation is based on open source information and is not processed Open Source Intelligence. Comment: The items within the document are broken down by date from 04/23/09-12/23/08. A consistent trend throughout the compilation is that multiple documents show that the Taliban is trying to coerce its culture, rules, and law on Pakistan, in addition to an attempted re-establishment of power in Afghanistan. The compilation also shows that the Taliban power base in Pakistan (in addition to Taliban elements in Afghanistan) pose a clear security threat to U.S. military operating in the region and beyond. The following Taliban and affiliate names are mentioned, interviewed, and/or quoted in this document (some names have been highlighted throughout the document and some of the names may represent Kunyas and/or multiple variations of a name.) • Taliban and Possible Affiliated Names o Abu Abad commander o Allama Iqbal o Al-Mulawi Dastakir o Baitullah Mehsud o Dr. Israr Ahmed o Gul Bahadur o Hakimullah Mehsud o Inamur Rahman o Izzat Khan o Malik Mahmood o Maulana Faqir Mohammad o Maulana Khalil o Maulana Sufi Mohammad o Mohamad Rasul o Mulla Mohammad Omar o Molvi Iqbal o Mulla Nazeer Ahmad o Mullah Nazeer Ahmed o Muslim Khan o Omar Farooq o Qari Mohammad Yousuf o Sayd Mohammad o Shafirullah Khan o Shah Dauran o Sirajuddin Haqqani o Umer Khalid o Zabihullah Mujahid 1 For Official Use Only 304th MI Bn OSINT Team Table of Contents SAMPLE OF AFGHANISTAN & PAKISTAN TALIBAN QUOTES IN THE MEDIA ...............................................
    [Show full text]
  • Counterinsurgency in Pakistan
    THE ARTS This PDF document was made available CHILD POLICY from www.rand.org as a public service of CIVIL JUSTICE the RAND Corporation. EDUCATION ENERGY AND ENVIRONMENT Jump down to document6 HEALTH AND HEALTH CARE INTERNATIONAL AFFAIRS The RAND Corporation is a nonprofit NATIONAL SECURITY institution that helps improve policy and POPULATION AND AGING PUBLIC SAFETY decisionmaking through research and SCIENCE AND TECHNOLOGY analysis. SUBSTANCE ABUSE TERRORISM AND HOMELAND SECURITY TRANSPORTATION AND Support RAND INFRASTRUCTURE Purchase this document WORKFORCE AND WORKPLACE Browse Books & Publications Make a charitable contribution For More Information Visit RAND at www.rand.org Explore the RAND National Security Research Division View document details Limited Electronic Distribution Rights This document and trademark(s) contained herein are protected by law as indicated in a notice appearing later in this work. This electronic representation of RAND intellectual property is provided for non-commercial use only. Unauthorized posting of RAND PDFs to a non-RAND Web site is prohibited. RAND PDFs are protected under copyright law. Permission is required from RAND to reproduce, or reuse in another form, any of our research documents for commercial use. For information on reprint and linking permissions, please see RAND Permissions. This product is part of the RAND Corporation monograph series. RAND monographs present major research findings that address the challenges facing the public and private sectors. All RAND mono- graphs undergo rigorous peer review to ensure high standards for research quality and objectivity. Counterinsurgency in Pakistan Seth G. Jones, C. Christine Fair NATIONAL SECURITY RESEARCH DIVISION Project supported by a RAND Investment in People and Ideas This monograph results from the RAND Corporation’s Investment in People and Ideas program.
    [Show full text]
  • Preview from Notesale.Co.Uk Page 8 Of
    Prologue: The Day my World Changed I COME FROM a country which was created at midnight. When I almost died it was just after midday. One year ago I left my home for school and never returned. I was shot by a Taliban bullet and was flown out of Pakistan unconscious. Some people say I will never return home but I believe firmly in my heart that I will. To be torn from the country that you love is not something to wish on anyone. Now, every morning when I open my eyes, I long to see my old room full of my things, my clothes all over the floor and my school prizes on the shelves. Instead I am in a country which is five hours behind my beloved homeland Pakistan and my home in the Swat Valley. But my country is centuries behind this one. Here there is any convenience you can imagine. Water running from every tap, hot or cold as you wish; lights at the flick of a switch, day and night, no need for oil lamps; ovens to cook on that don’t need anyone to go and fetch gas cylinders from the bazaar. Here everything is so modern one can even find food ready cooked in packets. When I stand in front of my window and look out, I see tall buildings, long roads full of vehicles moving in orderly lines, neat green hedges and lawns, and tidy pavements to walk on. I close my eyes and for a moment I am back in my valley – the high snow-topped mountains, green waving fields and fresh blue rivers – and my heart smiles when it looks at the people of Swat.
    [Show full text]
  • Education, Whether at Home Or in the Classroom, Has the Power to Promote Acceptance of Others’ Views and to Challenge Biases and Bigotry
    I AM MALALA: A RESOURCE GUIDE FOR EDUCATORS For more information about the resource guide, visit malala.gwu.edu or www.malala.org. A PREFACE FROM MALALA’S FATHER It is the elder generation’s duty to teach children the universal human values of truth, fairness, justice and equality. For this purpose, we have two institutions: families and schools. Education, whether at home or in the classroom, has the power to promote acceptance of others’ views and to challenge biases and bigotry. In patriarchal societies, women are expected to be obedient. A good girl should be quiet, humble and submissive. She is told not to question her elders, even if she feels that they are wrong or unjust. As a father, I did not silence Malala’s voice. I encouraged her to ask questions and to demand answers. As a teacher, I also imparted these values to the students at my school. I taught my female students to unlearn the lesson of obedience. I taught the boys to unlearn the lesson of so-called pseudo-honor. It is similarly the obligation of schools and universities to instill the principles of love, respect, dignity and universal humanism in their students. Girls and boys alike must learn to think critically, to stand up for what they believe is right and build an effective and healthy society. And these lessons are taught at schools through curriculum. Curricula teach young people how to be confident individuals and responsible citizens. I Am Malala is a story about a young girl’s campaign for human rights, especially a woman’s right to education.
    [Show full text]
  • Pakistan Daudkhel Fertilizer Plant Modernization Project(1)(2)
    Pakistan Daudkhel Fertilizer Plant Modernization Project(1)(2) Field Survey: August 2003 1. Project Profile and Japan’s ODA Loan Afghanistan Islamabad PRC Project Site Nepal Pakistan India Karachi Map of Project Area Daudkhel Fertilizer Plant 1.1 Background In fiscal years 1987 and 1988, the agricultural sector in Pakistan was the largest economic sector, accounting for 24.5% of the gross domestic product (GDP)1. According to the national census of 1988, the number of workers employed in agriculture accounted for 49.2%, approximately half of all employed workers. Meanwhile, at the time this project was planned, the growth rate of agricultural production was low, at 1.2% (1980s) compared to the population growth rate of 2.6%, and so further promotion of the agricultural sector was considered necessary. However, according to FAO statistics, the percentage of irrigated farmland in Pakistan in 1984 was already high, at 60.6%, compared to the global average of 4.75%2. Since the cost of further increasing the percentage irrigated farmland was prohibitive, the government decided to place emphasis in its basic agricultural development policy on increasing the harvest per hectare through mechanization of agriculture and fertilizer usage, etc. At the planning time of this project, there were nine fertilizer plants in Pakistan capable of producing 1.83 million tons/year of urea, 450,000 tons/year of lime nitrogen, 300,000 tons/year of compound and mixed fertilizer, and 90,000 tons/year each of ammonium sulfate and phosphoric fertilizer. However, even if one included the fertilizer plant expansion planned at that time as part of the government’s plan to increase the amount of fertilizer used, there would still be a shortage of domestic fertilizer, and an annual shortage of 330,000 tons of nitrogen fertilizer3 was forecast for 1993.
    [Show full text]
  • Tehrik-E-Taliban Pakistan
    DIIS REPORT 2010:12 DIIS REPORT TEHRIK-E-TALIBAN PAKISTAN AN ATTEMPT TO DECONSTRUCT THE UMBRELLA ORGANIZATION AND THE REASONS FOR ITS GROWTH IN PAKISTAN’S NORTH-WEST Qandeel Siddique DIIS REPORT 2010:12 DIIS REPORT DIIS . DANISH INSTITUTE FOR INTERNATIONAL STUDIES 1 DIIS REPORT 2010:12 © Copenhagen 2010, Qandeel Siddique and DIIS Danish Institute for International Studies, DIIS Strandgade 56, DK-1401 Copenhagen, Denmark Ph: +45 32 69 87 87 Fax: +45 32 69 87 00 E-mail: [email protected] Web: www.diis.dk Cover photo: Pakistani Taliban chief Hakimullah Mehsud promising future attacks on major U.S. cities and claiming responsibility for the attempted car bombing on Times Square, New York (AP Photo/IntelCenter) Cover: Anine Kristensen Layout: Allan Lind Jørgensen Printed in Denmark by Vesterkopi AS ISBN 978-87-7605-419-9 Price: DKK 50.00 (VAT included) DIIS publications can be downloaded free of charge from www.diis.dk Hardcopies can be ordered at www.diis.dk Qandeel Siddique, MSc, Research Assistant, DIIS www.diis.dk/qsi 2 DIIS REPORT 2010:12 Contents Executive Summary 4 Acronyms 6 1. TTP Organization 7 2. TTP Background 14 3. TTP Ideology 20 4. Militant Map 29 4.1 The Waziristans 30 4.2 Bajaur 35 4.3 Mohmand Agency 36 4.4 Middle Agencies: Kurram, Khyber and Orakzai 36 4.5 Swat valley and Darra Adamkhel 39 4.6 Punjab and Sind 43 5. Child Recruitment, Media Propaganda 45 6. Financial Sources 52 7. Reasons for TTP Support and FATA and Swat 57 8. Conclusion 69 Appendix A.
    [Show full text]