Literature has served as one of the most convincing tools for developing emancipatory thinking among Americans, particularly the colored people in the antebellum period. The current research paper is an attempt to study and explore how emancipatory thinking was developed through literature which is, generally considered to be more fictional than factual. Through the close reading of the selected narratives written during the period, the researcher has attempted to unearth various aspects and relate them with the factual accounts of the time in order to investigate their closer relationship with each other. This required a theoretical framework that would enable us to juxtapose the literary and non-literary texts to have an actual picture of the situation; therefore, the non-literary journalistic writings during that period have been studied parallel to the literary narratives. The findings and discussion developed in this study also suggest that further studies may also be conducted in order to dispel the misconception ascribed to narratives of the antebellum period that narratives are imaginary scattered accounts of the authors which are much exaggerated than to have elements of realism.

By admitting Islamophobia as an urgent issue, recent Western scholarship attends to theidentification of causes responsible for the continuous surge in anti-Muslim sentiment since 9/11.Yet these discourses tend to be less attentive to the damaging effects of the wild proliferation of "oppressed Muslim women narratives" -which is a recognizable subgenre of first-person narratives within Western readingcircles. The dominant tendency of considering these narratives as authentic ethnographic representations of the Muslim world is required to be acknowledged as a significant contributoryfactor to the spread of Islamophobia. As a justification, this paper pointsout ethnographic generalizations as testimonials to the propagation of Islamophobic myths in I am Malala. Utilizing Kumar's idea of Islamophobicmyths as the selective narration of traditional, incorrect and selectivehistorical and cultural happenings of the Muslim world, this paperconcludes that Malala's narrative justifies imperial intervention in Afghanistan -Pakistan. Orientalized recounting of women's oppressionand acceptance of liberal ideals of Western modernity and femininityprojected by this narrative causes Pakophobia- a new variant ofIslamophobia.

This study was to compare and narrate the difference in the role of team building, through self-assessed inventory by VC (Executive Leader), observation sheet filled by co-workers as well as the narrated view of executive leaders regarding team-building of the newly established University of the region. Concurrent triangulation mixed-method design was followed. Vice-Chancellors of all Public universities of Khyber Pakhtunkhwa, Pakistan constitutes the population of the study. According to the design, the same sampling technique was used. Four ViceChancellors of newly established Universities and five observers among their co-workers of each VC were taken as respondents of the study. There were significant differences among the self-assessed views of VCs regarding team building and views of their coworkers and narrative views of executive leaders at newly established universities. For team leadership, egalitarian style, knowledge of emotional intelligence and target-oriented communication are recommended

The current article investigates teacher identity construction at the tertiary level educational institutions of Pakistan. Identity is the sense or perception about oneself and the position or role one has in a given context and environment; teachers construct their identities in the specific work and Institutional environments they face every day. This research adopted the Life History approach to narrative inquiry, where five participants were selected through purposive sampling. The data were collected through a semi-structured interview protocol that focused on the narratives; the narratives were inductively analyzed vertically and horizontally to reconstruct identity portraits for each participant. The portraits also presented commonalities and convergent issues and themes in identity development, such as the effect of positive or negative educational experiences; the role of the organizational culture, leadership and colleagues in shaping identity; the difficulties, negotiations and challenges experienced in the construction of identity; time and workload management issues.

The present paper is a New Historicist analysis of Mumtaz Shahnawaz's novel The Heart Divided (1957). Keeping in view the theoretical postulates of Stephen Greenblatt, the paper analyzes the literary text in conjunction with the author's life and time to evaluate how the different prevailing political discourses impacted the text. During the turbulent times of the Partition of the Subcontinent, the significance of the social and political forces that prompted the author to write the novel cannot be denied. Shahnawaz herself was a political activist during the Independence Movement so she closely witnessed the process of nation building and the emergence of the concept of Two Nation Theory so she incorporates these details in her fictional work. As a New Historicist study, this paper assumes that the selected fictional text has been shaped by the time and place in which it was produced and that it reflects the time and place it is set so the study explores the cultural forces surrounding the text and infusing meaning to it.

This paper aims to shed light on narrative building in politics. It explores how Former Prime Minister, Imran Khan built his political narrative and consequently got unrivalled popularity in his country. It also investigates Imran Khan's linguistic strategies used for building his political narrative since the early days of his political party. This study is qualitative and narrative analysis has been done on the selected excerpts from the speeches by Imran Khan to understand how he built such a powerful narrative that changed the political views and perception of the masses. The study also reveals that Mr Khan has manipulated his usage of language to influence the minds of his countrymen. Hero-card and the space left by his opponents both helped him to succeed in making his incomparable place in Pakistani politics.

Narrative analysis serves as a potent tool to unravel the subtleties of character progression and thematic resonance within storytelling. This study investigates the character transformation of Hamlet, the iconic protagonist of William Shakespeare's "Hamlet," employing Vladimir Propp's Morphology of the Folktale as an analytical framework. Through the lens of Proppian functions, the study explores Hamlet's journey from grief-stricken prince to tormented tragic hero, shedding light on the interplay between structural narrative components and emotional development. The research employs Propp's functions ranging from Absentation and Interdiction to Violation and Struggle to dissect pivotal moments in the play. These functions elucidate Hamlet's responses to absence, his internal conflicts, and his quest for justice. By mapping Hamlet's trajectory onto Propp's archetypal functions, this study unveils the intricate relationship between narrative structure and character metamorphosis. The analysis not only deepens our understanding of "Hamlet" as a timeless masterpiece but also exemplifies the synergy between traditional character analysis and structural narrative theory.

This paper proffers mapping Mental Disorders by employing a narratological lens in Jonathan Rosen's The Best Minds: A Story of Friendship, Madness, and the Tragedy of Good Intentions focusing on the volatility of emotions, malady of mental disorder through the spectrum of narratology and positing conundrum to the mind. It emphasizes how the mechanism of storytelling mirrors the intricacies of mental disorders in myriad ways. The study involves interdisciplinary techniques combining the psychological theories of Marsha Linehan and Otto Kernberg with relation to literary analysis embodying narratological elements. A narratology is an imperative tool in Literature for shaping psychological representations. It analyzes how the mental disorder is intertwined into the narrative depicting the thematic undertones, structure of plot development, and shaping the identities of the characters. The research encompasses a broader discourse to bridge the gap between the psychological underpinnings of mental disorders and their literary insights.

Despite the ubiquitous use of digital games, there is lack of scholarship on the use of framing in the narrative of digital games. Like other media, the games inevitably frame the issues in their narrative. Digital games are multifaceted where gameplay dynamics and narrative elements coalesce and create an immersive experience for the player. Owing to this interactive nature, a holistic operational analytical model, combining Nygren et al. (2022) and Entman (2018) approach for frame analysis has been adapted. The study investigated the functions of framing at the level of words, phrases and sentences as well as analysed game mechanics, rules, aesthetics, story, and characterization for framing. The results revealed that through framing the narrative of the games gained a distinct perspective and exhibited explicit ideological standings. This paper highlights that digital games are a rich site of inquiry for rhetorical methods and communication processes inherent to this digital artifact.

School environment is associated with ego strength and hostility, while perceived parenting modifies the relationship between ego strength and hostility.  School Connectedness Scale, The Strategy and Attribution Questionnaire, The Parental Bonding Inventory, Barron’s Ego Strength Scale, and The Buss-Durkee Hostility Inventory were used for assessing school environment, students' achievement strategies, perceived parenting, ego strength, and hostility. A structural equational model was administered to investigate the mediation effect of perceived parenting. The findings indicated that school environment was significantly associated with ego strength B = 0.28, p< 0.001, and hostility B = 0.34, p< 0.001. Perceived parenting mediates the relationship between ego strength B = 0.375, p< 0.001, and hostility B = 0.136, p< 0.05. Perceived parenting plays a crucial role in student achievement strategies and developing an impactful ego strength and helps reduce hostile behaviors while positive parenting modifies the association of ego strength and hostility in the school environment.