Iqbal As The Victim Of Poverty Portrayed In Francesco D’adamo’s “Iqbal”

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IQBAL AS THE VICTIM OF POVERTY PORTRAYED IN FRANCESCO D’ADAMO’S “IQBAL”

A THESIS BY:

RENATHA SIBARANI REG. NO. 110705051

DEPARTMENT OF ENGLISH FACULTY OF CULTURAL STUDIES UNIVERSITY OF SUMATERA UTARA

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IQBAL AS THE VICTIM OF POVERTY PORTRAYED IN FRANCESCO D’ADAMO’S “IQBAL”

A THESIS BY

RENATHA SIBARANI REG. NO. 110705051

SUPERVISOR CO-SUPERVISOR

Dr. Siti Norma Nasution,M.Hum. Drs. Siamir Marulafau M.Hum

NIP. 195707201983032001 NIP. 195612141986012001

Submitted to Faculty of Cultural Studies University of Sumatra Utara Medan in partial fulfillment of the requirements for the degree of Sarjana Sastra from Department of

English

DEPARTMENT OF ENGLISH FACULTY OF CULTURAL STUDIES UNIVERSITY OF SUMATERA UTARA

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Approved by the Department of English, Faculty of Cultural Studies University of Sumatra Utara (USU) Medan as thesis for The Sarjana Sastra Examination.

Head, Secretary,

Dr. H. Muhizar Muchtar, MS. Rahmadsyah Rangkuti, M.A., Ph.D.

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Accepted by the Board of Examiners in partial fulfillment of requirements for the degree of Sarjana Sastra from the Department of English, Faculty of Cultural Studies University of Sumatra Utara,Medan.

The examination is held in Department of English Faculty of Cultural Studies University of Sumatra Utara on Thursday April 16, 2015

Dean of Faculty of Cultural Studies University of Sumatra Utara

Dr.H.Syahron Lubis, MA NIP.19511013 197603 1 001

Board of Examiners

Dr. H. Muhizar Muchtar, MS. ………..

Rahmadsyah Rangkuti, M.A., Ph.D. ……….. Dr. Siti Norma Nasution, M.Hum. ………..

Dr. Martha Pardede, M.S. ………..

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AUTHOR’S DECLARATION

I, RENATHA SIBARANI DECLARE THAT I AM THE SOLE AUTHOR OF THIS THESIS EXCEPT WHERE REFERENCE IS MADE IN THE TEXT OF THIS THESIS. THIS THESIS CONTAINS NO MATERIAL, PUBLISHED ELSEWHERE OR EXTRACTED IN WHOLE OR IN PART FROM A THESIS BY WHICH I HAVE QUALIFIED FOR OR AWARDED ANOTHER DEGREE, NO OTHER’S WORK HAS BEEN USED WITHOUT DUE ACKNOWLWDGMWNTS IN THE MAIN TEXT OF THIS THESIS, THIS THESIS HAS NOT BEEN SUBMITTED FOR THE AWARDS OF ANOTHER DEGREE IN ANY TERTIARY EDUCATION

Signed: Date :

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COPYRIGHT DECLARATION

NAME : RENATHA SIBARANI

TITLE OF THESIS : IQBAL AS THE VICTIM OF POVERTY PORTRAYED IN FRANCESCO D’ADAMO’S “IQBAL”

QUALIFICATION : S-1/SARJANA SASTRA

DEPARTMENT : ENGLISH

I AM WILLING THAT MY THESIS SHOULD BE AVAILABLE FOR REPRODUCTION AT THE DISRECTION OF THE LIBRARIAN OF DEPARTMENT OF ENGLISH, FACULTY OF CULTURAL STUDIES, UNIVERSITY OF SUMATRA UTARA ON THE UNDERSTANDING THAT USERS ARE MADE AWARE OF THEIR OBLIGATION UNDER THE LAW OF THE REPUBLIC OF INDONESIA.

Signed : Date :

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ACKNOWLEDGMENTS

First and foremost, Praise The Lord, in the name of my saviour Jesus Christ. I would like to thank God for His blessing and His guidance in my life. Thank God for giving me ability, guidance, patience, spirit and wise so I can complete this thesis as one of the requirements to get Scholar Certificate in English Department, Faculty of Cultural Studies, University of Sumatera Utara.

On this occasion, I would like to express my best and deepest gratitude is due to my great family. My beloved father, R. Sibarani and my beloved mother, A.R Ambarita, Spd, who always give me love, care, and support. I love you both Mom and Dad. My special thanks for my lovely grandmother, Alm, Timoria Siregar for all of your motivations to me at the past. My huge thanks for my beloved aunties and uncle, Ir. Bertha Sibarani and Ester Sibarani, Amd, and Lambertus Philips Sibarani, SE, for always giving me love and care during my life. I thank you also to my brother, Andreas Sibarani and my little sister, Cindy Kristania Sibarani. Then, I thank you to all of Ambarita and Sibarani’s family members.

I also would like to express a very special gratitude and high appreciation to my Supervisor, Dr. Siti Norma Nasution, M.Hum, and my Co-Supervisor Drs. Siamir Marulafau, M.Hum for their willingness and assistances to guide me in writing and complete this thesis.

Further, I also would like to express my gratitude and appreciation to the Dean od Faculty of Cultural Studies, University of Sumatera Utara, Dr. Drs. Syahron Lubis, M.A., the Head of English Department, Dr. H. Muhizar Muchtar, M.S., and the Secretary of English Department, Mr. Rahmadsyah Rangkuti, M.A., Ph.D and to all lecturers of English Department for everything they already taught me during my academic years.

I would like to give my special thanks to my darlings, Evcis Soniamiar, Ruth Martha and Greacia Febrianis for always understand, support and cheer up me. My huge thanks for Budi Parulian Purba, Raja Guntar, Aida Caroline for your time to correct my thesis’s grammar and Anggie, who always help me during the process of thesis making. I also give my thanks to my partner in doing thesis, Febby Priscilla. I thank you to Dedhat, Marshal, Yasir, Rinnah, and all my friends in English Department 2011. I am gratefull for being a part of our great friendship.

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I would like to give a heap thank to all my best friends since my childhood, Dian Lingga, Novita Sianipar, Putri Silitonga, Betty Situmorang, and Santi Pakpahan for become my sister and all your prayer to my life. I thank you for your support that never end, I never forget about our sisterhood. I thank you to an auntie, Berliana Siahaan for your motivation and a bible’s verse that always reminds me to give thank to Jesus. I also thank you to my craziest sister, Christin Aurelia for always willing to do some crazies things and listen to all of my problems. I give my thanks to my little family in church, Anita Gultom, Andro Panjaitan, Frans Manullang, Heber Sianipar, Nora Panjaitan, Sabam Sibarani and others. For the last, my huge thanks for my moodbooster, Fedrik Steven Manullang. I am really grateful for being a part all of you.

Finally, I hope this thesis will be beneficial for all the readers. I realize this thesis is still far from being perfect and I welcome constructive criticism and sugestion. May God Almighty bless us all. Amen

Medan, 21 March 2015

The Writer

Renatha Sibarani

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ABSTRAK

Skripsi berjudul “Iqbal As The Victim Of Poverty Portrayed In Francesco D’adamo’s Iqbal” berisi kajian mengenai masalah kemiskinan dan eksploitasi anak yang terjadi di Pakistan pada tahun 1980 yang digambarkan oleh Francesco D’adamo didalam novelnya yang berjudul Iqbal. Iqbal merupakan salah satu novel yang menentang exploitasi anak di Pakistan. Tujuan utama dari analisis ini adalah untuk menggambarkan situasi kemiskinan dan eksploitasi anak di Pakistan. Analisis ini juga bertujuan untuk menemukan hubungan antara kemiskinan dan eksploitasi anak yang terjadi di Pakistan. Metode yang digunakan dalam menganalisis masalah adalah metode deskriptif. Buku yang digunakan untuk menganalisis masalah dalam skripsi ini dikutip dari buku Theory of Literature (1956) oleh Wellek dan Warren. Penulis juga menggunakan pendekatan sejarah untuk menemukan beberapa informasi pendukung yang tidak disebutkan didalam novel yang dikutip dari buku Sociology of Literature and Drama: Selected Readings oleh Elizabeth and Tom Burns. Hasil analisis menunjukan bahwa kemiskinan sangat berpengaruh dalam eksploitasi anak. Kemiskinan merupakan akar dari eksploitasi anak.

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ABSTRACT

The thesis that titled "Iqbal As The Victim Of Poverty Portrayed In Francesco D’adamo’s Iqbal" examines about the issue of poverty and child labour that occurred in Pakistan in 1980 portrayed in Francesco D'adamo’s Iqbal. Iqbal is one of the novels that opposes child labour in Pakistan. The main objective of this analysis is to describe the situation of poverty and child labour in Pakistan. This analysis also aims to find the relationship between poverty and child labour that happened in Pakistan. The method that used in analyzing the problem is descriptive method. The book that used to analyze the problem in this thesis is quoted from the book of Theory of Literature (1956) by Wellek and Warren. The author also uses historical approach to find some informations that is not mentioned in the novel. It is quoted from the Sociology of Literature and Drama: Selected Readings by Elizabeth and Tom Burns. The result of the analysis shows that poverty very affects to the child labour. Poverty is the root of child labour.

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TABLE OF CONTENTS

AUTHOR’S DECLARATION ... v

COPYRIGHT DECLARATION ... vi

ACKNOWLEDGMENT ... vii

ABSTRAK ... viii

ABSTRACT ... ix

TABLE OF CONTENTS ... x

CHAPTER I INTRODUCTION ... 1

1.1 Background of the Analysis ... 1

1.2 Problems of the Analysis ... 6

1.3 Objectives of the Analysis ... 6

1.4 Scope of the Analysis... 7

1.5 Significance of the Analysis ... 7

CHAPTER II REVIEW OF RELATED LITERATURE ... 8

2.1 Sociology of Literature ... 8

2.2 Novel and Society ... 9

2.3 Historical Approach ... 11

2.4 Poverty ... 12

2.5 Child Labour ... 13

2.6 Socio-Economic Factors Related to Child Labour ... 15

2.7 Relationship between Chilf Labour, Family Income and Education ... 18

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2.8.1 Poverty in Pakistan ... 20

2.8.2 Child Labour in Pakistan ... 22

CHAPTER III METHOD OF RESEARCH ... 25

3.1 Research Design... 25

3.2 Data Collection ... 28

3.3 Data Analysis ... 28

CHAPTER IV ANALYSIS AND FINDING ... 29

4.1 The Potrayal of Poverty in Iqbal ... 29

4.2 The Potrayal of Child Labour in Iqbal ... 36

4.2.1 The Exploitation of Children in Iqbal ... 41

4.2.2 The Physical Abuse Suffered by the Children in Iqbal 42 4.2.3 The Mental Abuse Suffered by the Children in Iqbal 43 4.2.4 Isolation in Iqbal ... 44

4.2.5 The Presence of Bonded Labor Liberation Front Pakistan in Iqbal ... 46

4.3 The Connection between Poverty and Child Labour ... 50

4.5 Finding ... 52

CHAPTER V CONCLUSION AND SUGGESTION ... 54

5.1 Conclusion ... 54

5.2 Suggestion ... 55

REFERENCES ... 60

APPENDICES: SUMMARY, MALALA YOUSAFAI’S SPEECH Appendix I Francesco D’Adamo’s Biography Summary of Iqbal... xii

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ABSTRAK

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ABSTRACT

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CHAPTER I INTRODUCTION

1.1 Background of the Analysis

The problem of child labour or children exploitation are the phenomenon that still happens until now. The problem of child labour is one of the social problems caused by poverty. Millions of children, especially in Pakistan and India, work in factories to make carpets, mud bricks, beedis (cigarettes), jewelry, and clothing. The statistics show that about 250 million child workers exist in the age group of 5-14 all over the world. A recent survey conducted by International Labour Organization (ILO) states that out of these 61 percent are in Asia, 32 percent in Africa and 7 percent in Latin America.

India and Pakistan have the largest number of child laboures. It is also true that child labour in India and Pakistan are more of a rural phenomenon with more than 90 percent children are working in agricultural and allied activities in the villages. Of those, almost three-quarters work in hazardous situations or conditions, such as working in mines, working with chemicals and pesticides in agriculture or working with dangerous machinery. They are toiling everywhere as domestic servants in homes, laboring behind the walls of workshops, being hidden from view in plantations. Millions of girls work as domestic servants and unpaid household help and are especially vulnerable to exploitation and abuse. Millions of others work under horrific circumstances. They may be trafficked, forced into debt bondage or other forms of slavery, into prostitution and pornography, into participating in armed conflict or other illicit activities. Poverty and child labour conditions in Pakistan are clearly portrayed in Iqbal.

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Iqbal is a novel based on the true story of a Pakistan child slave named Iqbal Masih. Iqbal is written by Francesco D’adamo in french, which takes place in Pakistan. Iqbal is translated by Ann Leonari into English. Iqbal novel portrays the Pakistan children’s life in 1980 which was occupied with depiction of poverty and commencement to being labours towards the children themselves.

The novel Iqbal is narrated through the eyes of a young female slave named Fatima, who works with Iqbal at the carpet factory, which is also known as a carpet weaver. She reveals the terrible reality of being a child slave in Pakistan, working long hours, crammed into a dark, dingy and humid room with no fresh air, with dozen of other young child slaves. The children do not attend school. Instead, they are thrust into the life of an adult, working more than 12 hours a day in appalling conditions. Children are abused and their childhoods are lost, imprisoned by cruel sweatshop owners.

Iqbal is the representation of other children who exploited by the moneylender and industrialist in Pakistan. Fatima, Maria, Salman and others who work together with Iqbal in the Hussain Khan’s carpet weaver, are also exploited by Hussain Khan in the carpet weaver. Iqbal’s name become the symbol of the battle to liberate millioms of children throughout the world from violence and slavery.

Iqbal Masih was sold by his father to the carpet weaver to pay off his family debt. Iqbal spent 6 years worked in the Hussain Khan’s carpet weaver. He was made to work seven days a week, at least 14 hours a day, tying millions of knots to make the intricate carpet designs. His growth was stunted from lack of proper food and his back became permanently curved from bending to the loom. His hands were scarred and callused, his fingers gnarled and his breathing labored from inhaling carpet dust.

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When he was 10 years old, Iqbal was freed by the Bonded Labor Liberation Front. Then, he went to school, and completed four years of work in just two years. Iqbal became an outspoken advocate for other child slaves, becoming involved in demonstrations and speaking at meetings all over the world about his experiences as a child laborer. He even went undercover, pretended to be a factory worker, so he could interview children about their working conditions. In 1994, Iqbal won the Reebok Human Rights Award for his efforts to help free other bonded child laborers. His growing popularity and influence caused him to receive numerous death threats. In 1995, when he was just 13 years old, Iqbal was shot to death in the streets, some people think it is caused by his political activities.

Pakistan in the 1980s, in which poverty had struck the Pakistan’s society at the time. Poverty was able to change the life and morals of Pakistan’s society. There were a lot of young men who were unemployment. Most people who were trapped in debt to survive. Children also became victims of poverty as a social problem that was caused by economic factor. Most of children were sold to some factories by their parents in order to pay off their debt. Children had to work like men and women. Children could not go to school to get an education. All of the Pakistan children’s situation and condition are portrayed through Iqbal life story.

For what happened in Pakistan in 1980, it still continues up to this day. Malala Yousafzai has proved this through her speech which led her into the Nobel Peace Prize. Malala Yousafzai is the youngest person who achieves the Nobel Peace Prize. She is a children and women activist who was shot by someone. She dedicates the award she got for all children who need education. In her speech, she states that many children in the world do not have access to gain education because of poverty. She also described the children’s situation in some countries, like Pakistan. Most of children can not get qualified education because they have to work in order to support their family’s income. Some of their parents

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send them into a factory as children worker. Then, Malala speaks up for children and woman rights. Through Malala’s speech, the writer becomes more confident and believe that poverty and child labour (children exploitation) are really good topics to discuss.

Phenomenon that occurred in Pakistan during 1980s was portrayed in a novel. A novel is normally a prose work of quite some length and complexity which attempts to reflect and express something of the equality or value of human experience or conduct (Taylor 1981:46). Most of novels deal with people and their social life’s problem. Novel is also an account of life which can be related to mythical stories, historical events, social occurences, philosophical ideas, biographical elements, or religious doctrines. It is as Elizabeth Burns and Tom Burns (1973: 35) mention in the Sociology of Literature and Drama: Selected Readings that:

The form and content of the novel derive more closely from social phenomenon than do those of other arts, except perhaps cinema: novels often seem bound up with particular moments in the history of society.

The problem that is found in Iqbal novel is the social problems of Pakistan children in 1980s. It is about child labour as the impact of poverty on children. Child labour is a kind of exploitation of children. Child has to work for a long time in order to help their family’s income. Conconsequently, children are not only deprived of their dignity but also their freedom to play, and their scope to develop physically, mentally and emotionally is lost. It is as Pramila H. Bhargava (2003:23) mentions in The Elimination of Chils Labour Whose Responsibility? that:

The definition of child labour constitutes any act where children between the age of 5 and 14 years are directly or indirectly forced to work at home or outside it. As a consequence, children are not only deprived of their dignity but also their freedom to play, and their scope to develop physically, mentally and emotionally is lost.

As a part of society, children have to grow normally. Children must develop physically and mentally. Become taller, heavier, stronger and capable of such activities as

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walking, talking, writing, riding a bicycle and later having sexual relations are physically children development. Mentally, children become capable of such activities as memorizing poems, working out problems, imagining love scenes, and acquiring the knowledge necessary to carry through a job. However, such lines of development in themselves are limited value in explaining how someone functions in society. A child should also get a good socialization process. Parents or family have an important role on children development. The family is the first unit with which the child has continuous contact and the first context in which socialization patterns develop. Parents should not involve their children into the family’s economic problem as it is potential to damage the children’s mental and physic

Poverty and child labour are the main problems that will be analyzed in this thesis. Child labour as the impact of poverty on children is a sociology term that is portrayed through a novel. It is the reason why this thesis is a sociology of literature study. In order to analyze all of social problems that occured in the Iqbal novel, Qualitative method is used in this thesis. The qualitative method consists of research design, data collection and data analysis. Library research and internet research are also supported in collecting the data. Text and context approach are applied in data analyzing procedure. The context is historical approach. The data that will be collected are some quotations. Then, the conclusion can be made in this thesis.

Iqbal, which is portrayed Iqbal’s life story really influences the Pakistan children right now. It is the reason why the life story of Iqbal is analyzed in this thesis. This thesis is made to portray the Pakistan children’s life story as the victim of poverty. The previous line is the reason which this thesis goes to the title as Iqbal as the Victim of Poverty Portrayed in Francesco D'Adamo’s “Iqbal”.

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1.2 Problem of the Analysis

Problems that the writer would like to analyze are:

1. How poverty among Pakistan’s society is portrayed in Francesco D’Adamo’d novel, Iqbal?

2. How child labour among Pakistan’s children is portrayed in Francesco D'Adamo’s novel, Iqbal?

3. What is the connection between poverty with child labour as found in Francesco D'Adamo’s novel, Iqbal?

1.3 Objective of the Study

There are three objectives that can be found in this thesis writing, that are:

1. To portray poverty among Pakistan’s society found in Francesco D'Adamo’s

novel, Iqbal

2. To portray child labor among the Pakistan’s children found in Francesco

D'Adamo’s novel, Iqbal

3. To explain the connection between poverty and child labour found in Francesco D'Adamo’s novel, Iqbal

1.4 Scope of the Analysis

The study of Iqbal Novel will be confined by analyzing poverty and child labour. It also analyses the connection between poverty and child labour that is found in Iqbal. It focus on the Iqbal’s life story and other children who work together with Iqbal. Iqbal is badly forced to work in a factory. Poverty and child labor are two main points which will be analyzed in this thesis.

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This thesis, analyzing novel Iqbal, is very useful for the readers who want to know more about Pakistan children life in 1980s. There are two benefits of this thesis that are theoretically benefits and practically benefits.

Theoretically, the study of this novel, Iqbal, is expected can give more informations, an overview and understanding about poverty and child labor in Pakistan. In addition, the readers can imagine how cruel the situation and condition at the time. Practically, this thesis can be as a reference or as an additional reading material for those who are also interested in studying and discussing literary sociology.

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CHAPTER II

REVIEW OF RELATED LITERATURE

2.1 Sociology of Literature

Sociology of Literature is derived from the terms sociology and literature. Sociology is derived from Greek word socious and logos. Socious means together, united, comrade, friend and logos meaning word, speech and parable. In other meaning, socious means society while logos means science or study. Thus, sociology basically means a science or study of society.

Sociology is the science of associations of minds. It tries to explain the origin of growth and structure of society. Sociology helps in understanding society, its various institutions of human relationship and its manifestation of man's social interactions and socialization. From the definitions above, it can be concluded that there are three views of what sociology is i.e. sociology is the science of society, a study of social relationships and a study of the form of social relationships.

Likewise sociology, literature is also dealing with human beings in society. Literature is an important thing in the world. The word “literature” derives from Latin littera which means letter. It has a very close relationship with human’ life. It reflects human’ life. Literature also shows us about the real life without neglecting the nature and environment which influences the writing. It is as Wellek and Warren (1956:94) mention in Theory of Literature that:

Literature is a social institution, using as its medium language, a social creation. Such traditional literary devices as symbolism and metre are social in their very nature. They are conventions and norms which could have arisen only in society. But, furthermore literature represent “life; and “life” is, in large measure, a social reality even though the natural world and the

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inner or subjective world of the individual have also been object of literary ‘imitation’.

Sociology of literature is a branch of literary study that examines the relationships between literary works and their social contexts, including patterns of literacy, kinds of audience, modes of publication and dramatic presentation, and the social class positions of authors and readers. It studies the social production of literature and its social implications.

Sociology of literature approach literature is th approach most widely practiced today. This approach pays great attention to the documentary aspects of literature. Its basis is the idea that literature is a miror of the time. The view assumes that literature is a direct mirror of various social structures, familial relations, class conflict and others. In this case, the task of the sociology of literature links the character’s situation with the historical

Some authors have tried to make the classification of sociology of literature problem briefly. Wellek and Warren (1986:84) suggest the classification as follows; first, the author’s sociology that questions the social status, social ideology, and others concerns the literary work itself; which is the subject of the review that is implied in a literary author as producer. Second, sociology of literature that questioned the literary work and what its purpose. Third, the sociology of literature that questioned the readers and social influence of literary works.

2.2 Novel and Society

There are two kinds of writings. Kinds that are likely to be applied are prose and verse but prose seems to be more typical to be used for it consists of ordinary grammatical structures and speeches. Prose is also known as the least complicated literary genre. Novel is one of its forms.

The term novel is a truncation of the Italian wor prose work of quite some length and complexity which attempts to reflect and express something of the equality or value of human experience or conduct (Taylor, 1981:46). Most

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of novels are dealing with people and their social life’s problem. Novel is also an account of life which may be related to mythical stories, historical events, social occurences, philosophical ideas, biographical elements, or religious doctrines.

In the sociology of the novel, sociology is dealing with an art. Novel is really close to the social phenomenon that happens in the society. It is as what Michel Zeraffa says (in Burns and Burns 1973: 35), Sociology of Literature and Drama: Selected Readings that:

The form and content of the novel derive more closely from social phenomenon than do those of other arts, except perhaps cinema; novel often seem bound up with particular moments in the history of society.

Novel is a long fictional narrative work which somehow imitates the reality and might have certain effects to readers. The rise of the novel is in 18th century. Authors at that time created their literary works without following the traditional way that has been set. Before 18th century, the characters and the stories always came from the aristocrats. Nevertheless, starting from this period, the characters and the stories started to come from the commoners who possessed a more unique life.

Iqbal is a novel by Francesco D’adamo. It is based on the true story of a Pakistani child slave named Iqbal Masih. It takes place in Pakistan in 1980. Iqbal novel portrays the life of Pakistani children in 1980 which was occupied with depiction of poverty and commencement to being labours towards the children themselves. There are some social problems that is found in the Pakistan’s society as reflected in the novel. Poverty and child labour are two main problems that is found in it. Through Iqbal novel, it is proved that novel has a connection with society. Novel can reflect the human’ social life.

2.3 Historical Approach

A novel involves several distinct processes, which concerns with a particular human study or human science. Novel is concerned with a supremely formless reality: the reality of

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history, which every novel attempts to interpret. The novel is directly concerned with the nature of human’ situation in history, and with the direction in which that situation is to move.

The name Balzac comes to symbolize the novel as the true esxpression of historical and social reality. The novel’s reign as both representation of, and way of getting to know, the history of society is soon broken off and contradicted by the novel’s emergence as an aesthetic fact; it emerges as a work of art just when it is conceived as bound up, in substance as well as form, with historical and social phenomenon. It is as Elizabeth Burns and Tom Burns mention in the Sociology of Literature and Drama: Selected Readings (1973: 39), that:

The historical development of the novel comprises two opposite tendencies:the novel was born and established itself as a genre on account of, and to account for, historical and social phenomena; it attained the status of art when it set it self over against them.

One of the approaches which is used in the analysis of Iqbal is historical approach. A historical approach analyses literary work according to its history. It is based on the historical set up of the time the work is done. In other words, historical approach is one of the approaches to analyze literary work in which the author and the reader comprehend the message of the literary work by remembering the historic moment along with the literary work is written.

Historical approach explores the meaning and significance of language as what has been written by the author. It considers the relevance of literary work as social document. In other words, literary work is the reflection if the time it is written.

Historical approach is generally more relevant in the framework of the history of traditional literature, the history of literature with the implication of authors, literary works, and the periods of specified points with the objects of individual literary works. According to

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Ratna (2004:66) in Teori, Metode, dan Teknik Penelitian Sastra, there are several objects of targets of this approach based on the indicator of history and literature, they are:

1. Changes of the language of literary work as the result of republication. 2. The functions and purposes of literary work at the time it is published. 3. The position of author at the time of writing.

4. Literary work as the representation of its era.

2.4 Poverty

Poverty is a hot issue arround the world. According to Oxford Dictionary Fourth Edition (2008), there are two defenitions of poverty, they are: (1) the state of being poor; (2) a lack of something; poor quality.

Poverty is not only about having enough money to meet basic needs including food, clothing and shelter. However, poverty is more, much more than just not having enough money. The World Bank Organization describes poverty in this way:

“Poverty is hunger. Poverty is lack of shelter. Poverty is being sick and not being able to see a doctor. Poverty is not having access to school and not knowing how to read. Poverty is not having a job, is fear for the future, living one day at a time.

Poverty has many faces, changing from place to place and across time, and has been described in many ways. Most often, poverty is a situation people want to escape. So poverty is a call to action -- for the poor and the wealthy alike -- a call to change the world so that many more may have enough to eat, adequate shelter, access to education and health, protection from violence, and a voice in what happens in their communities.” (The World Bank 2010:1)

From the defenition of The World Bank Organization above, poverty is described as the situation where there is no enough food and no place to live in. Poverty is also a situation where there are many unemployment people and uneducated people. All people want to get out of the poverty’s cycle. it is the reason why poverty needs action. An action that can change people life.

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Poverty creates many problems such as child labour, prostitution, corruption, robbery, increased unemployment, poor living conditions, malnutrition. Poverty influences children in many social ways, for instance that malnutrition can affect health and education which in turn may impact a child’s long term development.

The consequences of poverty and inequality are very significant for children. Children experience poverty differently from adults; they have specific and different needs. While an adult may fall into poverty temporarily, falling into poverty in childhood can last a lifetime – rarely does a child get a second chance at an education or a healthy start in life. Even short periods of food deprivation can impact children’s long-term development. If children do not receive adequate nutrition, they grow smaller in size and intellectual capacity, are more vulnerable to life threatening diseases, perform worse in school, and ultimately, are less likely to be productive adults. Child poverty threatens not only the individual child, but is likely to be passed on to future generations, entrenching and even exacerbating inequality in society. (Ortiz et al.2012:1)

Practically, poor people faces inadequate basic needs such as food, clothing, health facilities etc. People who live below poverty line, live in sever housing conditions and poor sanitary and hygienic conditions. Many of them live in slums or poor residential areas and some of them lack hosing, health care and nutrition sufficiency. Although illiteracy is far more prevalent among poor people, many of them lack education or they drop out of school because of high cost of schooling. In general, poor people earn little and in such cases parents are not able to take care of all the responsibilities of their children and they oblige their children to work to increase household’s income.

2.5 Child Labour

Child labour has been a complex rural problem, as well with children helping out in the farm with their families. The vast majority of child labour is involved in agriculture. Generally, throughout the world rural children were more likely to be engaged in economic labour activities compared to urban children, because poverty is more prevalent in rural areas especially among those who depend on agriculture. Poor rural families considers making

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their children work in farms, may increase household’s income. It is as a recent survey conducted by the International Labour Organisation in The Elimination of Chils Labour Whose Responsibility? (2003) that:

Out of these 61 per cent are in Asia, 32 percent in Africa and 7 per cent, India has the largest number of child labourers. It is also true that child labour in India is more of a rural phenomenon with more than 90 per cent children working in agricultural and allied activities in the village.

Child labour is a kind of child worker who work hard something difficult or do some hard physical work. Child labour refers to the employment of children in any work that deprives children of their childhood, interferes with their ability to attend regular school, and that is mentally, physically, socially or morally dangerous and harmful. It is as Pramila H. Bhargava (2003:23) mentions in The Elimination of Chils Labour Whose Responsibility? that:

Not all work are done by children should be classified as child labour that is to be targeted for elimination. Children’s or adolescents’ participation in work that does not affect their health and personal development or interfere with their schooling, is generally regarded as being something positive. This includes activities such as helping their parents around the home, assisting in a family business or earning pocket money outside school hours and during school holidays. These kinds of activities contribute to children’s development and to the welfare of their families; they provide them with skills and experience, and help to prepare them to be productive members of society during their adult life.

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2.6 Socio-economic factors related to child labour

Child labour is a complex socio-economic issue that does not only violate the basic human rights of individual children by hindering their educational, physical and psychological development, but also impedes the development and equitable growth of economies by generating an uneducated and relatively unskilled labor force in the long run and thus helping to perpetuate poverty. This part presents the theoretical framework, which is based on the socio -economic factors that causes child labour.

There are several circumstances that affect child labour. Poverty is the first aspect which causes child labour. If the family live below the poverty line, parents see children as part of contributor in their families’s income. The only reason parents send children to labour is because of their low income. Consequently poor parents cannot afford schooling for their children. Thus, mainly poor households are to send forced their children to labour instead of sending to school. Rena in Osment (2014:24) shows that poverty and underdevelopment drives child labour. She found that the high prevalence of poverty amongst countries, including India, China, Bangladesh, Pakistan, Sri Lanka, Papua New Guinea, Ethiopia, Uganda, Mozambique, Malawi, Sudan, and Chad increases the child labour. Therefore, child labour is widespread throughout Africa, and Asia. Beside poverty, many factors influence the incidence of child labour which can be listed in the following points.

Second, large poor households usually have more children involved in child labour than children from smaller households, which demonstrates family size have an effect on child labour. Parents oblige their children to work because they are not able to manage the demands of a large size family. There is also gender differences among household size. Not everyone and of all age in the family are working as child labour, which depends on the

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child’s age and gender, for example boys are more likely to attended to school than girls. Older siblings often contribute more to the family income.

Thirdly, family condition is also a factor of child labour. A poor family condition 0forces children to work in order to help their family income. A growing number of children who have either lost one or both the parents and those impacted by HIV/ADIS in the family, are forced to work in order to support themselves and their siblings.

Culture is the fourth factor which is driving children into labour market. Different cultures of many societies make children start to work at very young age which are related to traditions and cultural factors. They assumed that children need to learn skills that can be good for their future. According to Tauson in Osment (2014:20) in rural Guatemala; parents prefer their children to work because they consider it beneficial for them as they learn work skills.

Corruption is the fifth child labour’s factor. According to United Nations Development Programme(UNDP) in Osment (2014: 21) “Corruption exacerbates poverty and inequality, undermines human development and stability, encourages and sustains conflict, violates human rights, and erodes the democratic functioning of countries.” Corruption among government officials is another reason that increases poverty. Corruption can have hugely negative effect on children’s right that deprives basic services such as health care, education and infrastructure. Corruption can diminish children’s ability to escape poverty.

Moreover, the civil war is another factor contributing to child labour. The war destroys the economy of the country, people become much poor and all resources go to the war. The victiom of war is childre who are exposed to exploitation. Wars burn all good things that any country could have. It brings diseases, poverty, damages, and many other horrible things. Again, no help will be of use as long as the war is continues.

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Urban migration is the seventh factor of child labour. Many rural families migrate to urban areas because of rural push and urban pull factors. As a consequence of that, they are often forced to live and work in the street as they lack access to basic requirements such as food, and shelter. The children become street workers as vendors. Mostly street workers are vulnerable to violence and become more susceptible to illegal works, such as stealing, trafficking drugs and prostitution. These children live in urban poverty, many child labourers live in unhealthy poor conditions slum areas and work in poor environment such as domestic work, or work in hotels and restaurants.

Globalization is the last cause of child labour. Globalization has positive and negative impacts, nevertheless; globalization might give developing countries the opportunity to increase their gross domestic production (GDP) per capita via new trade possibilities and ascend their foreign direct investment (FDI) inflows. Globalization also has brought adverse impacts on child labour in developing countries. In recent years, many international companies moved their production abroad. These companies often indulge in hiring children as cheap labours as they are endurable, and carry out commands given by their employers even if they’re abused and exploited (Mapaure 2009: 23).

2.7 Relationship between Child Labour, Family income and Education

There are the relationship between child labour, famiy income and education. Lack of education or poor quality education is another factors that contribute to high incidence of child labour. Education is considered one of the main alternatives to abolish child labour. Practically family income affects children's education and poor parents cannot afford to pay for children however, children are compel to work and are less enrolled. In the following section provides an overview between education and child labour and how education is most important potential substitute for child labour second the reasons why children do not attend

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school. Third, how children combining work and school. Finally the impacts of child labour on education.

Education can make children develop and learn resulting in intelligent societies in the future, besides education can provide skilled workers. Also, education can improve children’s life both for themselves and their families. Besides, well educated children can learn how to be grateful to society and be likely to are charitable in the future when they grow up.

Children who lack education or drop out of their school, usually lack knowledge and are more vulnerable to exploitation. As a result they become uneducated or unskilled labour. The cost of education is another problem amongst poor households. This has contributed to the exploitation of children. Schools need to be affordable and accessible. Schools available in developing countries may help to increase school enrollment but may not reduce the incidence of child labour.

2. 8 Poverty and Child Labour in Pakistan 2.8.1 Poverty in Pakistan

Poverty in Pakistan is caused by several number of factors. Some of these may be general in that they may serve to create or intensify privation across all sectors of the economy, and across different population groups. Other causes of poverty may be more specific or localized, and their effects may be more apparent in particular population groups, or in populations associated with specific sectors of the economy. The factors or causes of poverty can, furthermore, be grouped into categories based on the channels through which they affect poverty levels. Thus, for example, they may originate from issues of governance and the structure of institutions or be economic or social in nature.

The first factor is the poor governance. Governance is defined as the manner in which power is exercised in the management of a country's social and economic resources for

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development. Good governance implies a capacity to turn public income into human development outcomes. Good governance is an essential pre-condition for pro-poor growth as it establishes the enabling regulatory and legal framework essential for the sound functioning of land, labor, capital and other factor markets. Poor governance is happened in pakistan. It is as Yoshihiro Iwasaki (2002:33) in the Poverty In Pakistan Issue, Causes And Institutional Responses:

Poor governance is the key underlying cause of poverty in Pakistan. However, economic and social factors such as the slowdown in GDP growth in the last decade, and the persistence of a regressive social structure, stemming from the highly unequal distribution of land, have also contributed to the increase in poverty witnessed in the 1990s.

The second factor is vulnerability. Vulnerability is the second factor in the rise of poverty in Pakistan, vulnerability also arises from social powerlessness, political disenfranchisement, and ill-functioning and distortionary institutions, and these also are important causes of the persistence of vulnerability among the poor. Other causes of vulnerability in Pakistan are the everyday harassment by corrupt government officials, as well as their underperformance, exclusion and denial of basic rights to many in Pakistan. It is as Yoshihiro Iwasaki (2002:36) in the Poverty In Pakistan Issue, Causes And Institutional Responses:

The slowdown in economic growth in Pakistan during the 1990s was a key factor in rising poverty during the period. Growth declined in all sectors in the 1990s and there was also much greater volatility in the growth rate, particularly in agriculture. In addition, growth was slower than the average in labor intensive sectors, such as construction and wholesale and retail trade, and faster than the average in capital intensive sectors, such as electricity and gas distribution. Thus not only was growth slow, but was also not pro-poor.

The third factor is feodalism system. Pakistan is home to a large system where landholding families hold thousands of acres and do little work on the

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land.51% of poor tenants owe money to the landlords. The landlords' position of power allows them to exploit the only resource the poor can possibly provide: their own labor.

Social condition is also the factor of poverty in Pakistan. The increasingly strong nexus between economic and social factors, and the importance of the latter as determinants of growth was apparent in Pakistan for the period from 1985 onwards, when Pakistan's largest city and industrial center, Karachi, intermittently remained in the grip of civil strife. The continued unrest in the city, which is the country's financial capital, only seaport, and houses the bulk of Pakistan's manufacturing capacity, has been cited as at least one of the factors prompting the average annual growth rate of large scale manufacturing to slump to 3.5 percent in the 1990s, from an average of over 6 percent in the previous decade.

In general, ethnic and sectarian divisions had exploited for political purposes over the last twenty years, which led to an increase in ethnic and sectarian tensions, and recurring episodes of violence. The violence extended to sections of society who have not traditionally been targeted in such conflicts. Thus the city of Karachi, for example, has witnessed the targeted killings of over 200 doctors belonging to the Shia community in the last two to three years, prompting many members of the medical community to migrate either to other cities, or out of the country altogether. Similarly, incidents of random attacks on church congregations and worshippers in mosques, shootings of prominent (and often apolitical) members of society and bomb blasts had occurred all over the country. Such incidents were a major symptom of the deteriorating law and order situation in the country, and heighten the sense of uncertainty and lack of security that pervades big cities. This uncertainty was an important factor in the declining private investment and economic growth rates witnessed in the last decade. Ethnic and sectarian conflicts had thus served to stifle growth and employment opportunities and may have significantly contributed to poverty, particularly in urban areas. The law and order situation had also precluded the development of industries

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such as tourism which is a potentially high foreign exchange earning sector, and can generate considerable employment opportunities in remote areas.

2.8.2 Child Labour in Pakistan

Child labour is a big problem all around the world, which accounted for approximately 250 million child workers exist in the age group of 5-14 all over the world. Generally speaking, child labour is exploited in some way (physically, mentally or morally by blocking the access of education and normal healthy growth).

The main cause of child labour in Pakistan is poverty. It is about 30% of the population live below the poverty line; which is resulted in the coercion of the children to enter the labour market in order to earn a livelihood for their own survival and to support the incomes of their families. These children being deprived of educational opportunities, live in a stressful situation through out their life and give birth to a generation which later might experience the same situation with them when they grow up. Hence, the chains of poverty and darkness are never ended.

According to the National Survey of Child Labour conducted in 1996 by the Federal Bureau of Statistics with the collaboration of ILO in Kiani (2010:2), the total number of children in Pakistan aged 5-14 years is 40 million. The total number of children found were 3.3 million (or 8.3% of the total children) in the country. About 73% of the child workers were found to be boys, while 27% were girls. Majority of the child workers (58.6% or 1.94 million) were found in Punjab. It was also found that children involved in work were about 8 times in the rural areas witch may be greater than in urban areas. About one third of the working children were literate, boys being more educated than girls and urban children were educated more than the rural children. Employment status by broad categories indicated that about 70% of the child labour was unpaid.

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Significant urban rural differentials were observed under the broad category of employment status. In rural areas, three fourth of the child labour were working as unpaid family members, while in the urban areas it was one third. About 46% of the child labour worked more than 35 hours per week, worked 56 hours or more.

There are different reasons of child labour. Poverty is one of the basic reason. The incidence of poverty in Pakistan is not decreasing over time due to political uncertainty, poor law and order condition, low economic growth, high income inequality, corruption, unemployment paucity of resources and trade deficits. Further, Pakistan’s high population growth rate of 2.22% posses multiple challenges, problems and threatens to constrain the limit resources and economic development of the country (Kiani, 2010:8). As a result of high rate of population growth, a large work force seeking employment is regularly being inducted into labour market of the country. It is very difficult for parents from poor families to provide the primary education of their children.

A large number of children are seen working in the streets: The next category of child labour is seen in auto repair workshops. The third major employment for boys is road side hotels. A large number of children work in agriculture sector. One of the most difficult child labours is working in brick kilns. The children are generally paid with low wages or sometimes only paid with food.

Schooling problems further add to the child labour. Many times, children aged (10-14) years seek employment because there is no access to schools for them. In rural areas of Pakistan, most of the schools are either without teachers or inadequate staff. As a result, parents may not send their children to schools when they could be helpful in supporting the family income by working. Sometimes, parents send their children to vocational school so they could have specialization in mechanic, electric, tailoring and .

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In Pakistan, there has been a decrease in the proportion of child labour over the 1990s and therefore, it is important to investigate how this deflation has been affected by the Employment of Children Act 1991 (ECA) (Kiani 2010:4). It aims to do so by exploiting a quasi-experimental approach to analyze the extent to which the ECA 1991 affected the decrease in child labour in Pakistan. Since the ECA specifies a minimum age of 14 years for work. It is expected that it would affect employment rates primarily of children less than 14 years old. This paper used regression discontinuity data design, which is used the difference-in-difference estimator to isolate the effect of legislation from the effects of other factors influencing the child labour market.

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CHAPTER III

RESEARCH METHODOLOGY

3.1 Research Design

The analysis of poverty and child labour sounded as the understanding of social problems. It is because poverty happens in the society and it is also the root of other social problems. This matter can be found in literature such as novel. A literary work is written by an author that is also a part of society. It is also addressed to society as the reader. In other words, an literary work connects to the society

The method which is going to be used in analyzing Iqbal novel is qualitative method. This method is being used in order to understand how and why something is occured. Qualitative method is a method which concludes the data and the results by words. Bogdan and Taylor (1975:5) explain that qualitative method is a research procedure that descriptive data such as written word or verbal expression from the people and their behavior that have been observed. There are six characteristics of a qualitative research:

1. The importance of context. Qualitative researchers emphasize the importance of social context for understanding the social world. they hold that the meaning of a social action or statement depends, in an important way, on the context in which it appears. When a researcher removes an event, social action, answer to a question, or conversation from the social context in which it appears, or ignore the context, social meaning and significance are distorted.

2. The case study method. The researchers might gather a large amount of information on one or a few cases, go into greater depth, and get more details on the cases being examined.

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3. The researcher’s integrity. The researchers ensure that their research accurately reflects the evidence and have checks on their evidence

4. Grounded theory. A qualitative researcher begins with a research question and little else. Theory develops during the data collection processs. This more inductive method means that the theory is built from data or grounded the data.

5. Process. Qualitative researchers look at the sequence of events and pay attention to what happens first, second and so on. Because qualitative researcher examine the same case overtime, they can see an issue involve, a conflict emerge, or a social relationship develop. The researcher can detect process and casual relations

6. Interpretation. The data are in the form of word, including quotes or descriptions of particular events. The researcher interprets data by giving them meaning, translatin them, or making understandable.

In this thesis, library research and internet research are also applied to support and to enlarge the researcher’s ideas as well as to get materials and insights that are needed. The primary source of data acquires from the novel entitled Iqbal. The writer reads the novel as the source of data of Pakistan society’s social problems firstly. The secondary data are drawn from other books as references which are concerned about the social problems in the novel. Data will be used to support the ideas of the researcher.

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Researcher Source of the Data Iqbal

Conclusion

Data:

Quotations from the text of novel

Iqbal

Data Selected – Interpreted

- _Analysis

Method Qualitative Method Sociology of Literature Theory

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3.2 Data Collection

In order to collect the data of Iqbal novel, there are two kinds of techniques that are going to be applied; library research and internet research. There are also several steps that are used in completing this thesis. First, the novel is read for several times in order to get deep understanding about the novel. Then, identifying the data about poverty and child labor. In selecting data, the important data must be selected in order to support the analysis of poverty and child labor.

Secondary data are gathered from several books that is related to the the topic of this thesis. Some of data also are found from internet which are also used as the supporting references. All the data and information related to the topic of this thesis are collected them the data will be selected and used in the process of finishing this thesis.

3.3 Data Analysis

Iqbal is a novel in the form of texts that consists of many data. There are several steps in order to analyze the data. In analyzing the data, socio literature theory and historical approach are applied. Firstly, data are identified from statements which lead to the social problems in novel. It means that statements which refer to the poverty and child labor that are going to be identified. Then, the statements are presented in the form of. Secondly, those quotations will be analyzed to give interpretation about the problems of novel. The interpretation will be supported by quotations from some other books and some informations from internet. Finally, the conclusion will be inferred from the analysis.

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CHAPTER IV

ANALYSIS AND FINDING

Iqbal is a fictional novel about a real person, Iqbal Masih, and his crusade to liberate bonded laborers. Iqbal is written by Francesco D’adamo. It is written through the perspective of fatima. Fatima is a young girl, whose life was forever changed by Iqbal’s courage.

Iqbal is the representation of children who exploited by the moneylender and industrialist in Pakistan. Fatima, Maria, Salman and others who work together with Iqbal in the Hussain Khan’s carpet weaver, are also exploited by Hussain Khan in the carpet weaver. Iqbal’s name become the symbol of the battle to liberate millioms of children throughout the world from violence and slavery.

Poverty and child labour are the social problems which are undergone by Pakistan’s children in Iqbal. By analyzing this novel, the connection between poverty and child labour is found. The sociology of literature theory and historical approach are used in finding the potrayal of poverty, child labour and the connection between poverty and child labour.

4.1 The Potrayal of Poverty in Iqbal

Iqbal is a novel that potrays the Pakistan’s condition at the past time. Iqbal potrays the history of Pakistan’s children life in 1980s. Iqbal is the representation of child labour that caused by poverty. Hunger, lack of education, corruption, crime and child labour are some characters of poverty that happened in Pakistan.

Poverty changes the Pakistan’s society life. There are so many employment. They can not support their lives. They fall into debt. Children work in order to their families’s income. Most of them are sent to the factory because of their families debts, “We had all been bonded to Hussain Khan to pay off debts our families had contracted with local moneylender (Leonori 2003:1).”

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By using historical approach, there are informations that have a connection to the thesis problem such as poverty and child labour. Historically, poverty in Pakistan was caused by some factors. The poor governance, vulnerability, feudalism, and social condition were the causes of poverty in Pakistan. Pakistan’s social condition was about the war and ethnic conflicts that happened in Pakistan.

Now, Pakistan’s children are still not able to get qualified education because they have to work all day. Some of them lose their childhood and their rights. Many Pakistan’s children fight for their right. They fight for their rights to get proper education. It is proved through the Malala Yousafzai’s speech that focuses on education for children. In her speech, Malala states that children can not get access to education because of poverty.

Many children in Africa and Pakistan do not have access to education because of poverty. And as I said, we still see, we still see girls who have no freedom to go to school in the north of Nigeria.

Many children in countries like Pakistan and India, as Kailash Satyarthi mentioned, many children, especially in India an

d Pakistan are deprived of their right to education because of social taboos, or they have been forced into child marriage or into child labour. (Malala Yousafzai’s speech 2014)

In Iqbal, Iqbal is shot to death because of his political activity. Most of people assumes that Iqbal is killed by Taliban or factory’s owner. Malala Yousafzai have also the same story like Iqbal. Malala is also known as a girl who shot by Taliban, “Some people call me the girl who was shot by the Taliban (Malala Yousafzai’s speech 2014).” Malala always fights for children, especially girl’s education.

Iqbal’s family is a symbol of poverty in Pakistan. Iqbal comes from a poor family in Muridke, a small village in Pakistan. His father works as a farmer. Iqbal's mother, Inayat, works as a housecleaner, but it is difficult to earn enough money to feed all of their children, "My father used to go out early in the morning, when the first rays of sun appeared, and harness our buffalo to the light plow (Leonori 2003:15).” While Iqbal’s mother works, his older sisters takes care of him and his older siblings.

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Fatima also comes from a poor familly. Fatima’s family also has debt to the moneylender. Her family send her to the Hussain Khan’s carpet weaver in order to pay off their family’s debt. It is as mentioned in the quotation below:

"My father had a debt, too," I whispered in the dark, "after the embankment broke and he lost everything. A man came to talk to him, and then Hussain came and brought me here."(Leonori 2003:19)

In Iqbal, Maria is a girl who works together with Iqbal in the Hussain Khan’s carpet weaver. Maria’s father is a school teacher. Her mother die when she is very young. In Iqbal, Maria’s father is described as poor as farmers. Her father never wants to go to the rich. It makes her father borrow somemoney to the village moneylender. Maria’s family are also trapped in debt like Iqbal’s family, “That is, until he finally had to ask for help from the village moneylender” (Leonori 2003: 77). The quotation below explains about the Maria’s family condition.

Maria's father was a schoolteacher in Faisalabad province. Her mother died when she was very young, and she had always played with dusty old illustrated books. She had learned to read almost by herself. Her father was almost as poor as the poor farmers who sporadically sent their sons to him. ."(Leonori 2003:76)

Poverty is firstly potrayed by the presence of moneylender who lend some money to the poor family with certain requirements. In Pakistan, the moneylender have a power at that time. The moneylender and the people who are rich, have a power to exploit children. As shown in the statement below:

We have to be careful, "because they, the moneylenders and the people who get rich by exploiting children, won't give in so easily. The more children we liberate, the more exploiters we accuse, the more they will try to silence us. That's what they're afraid of our voice. They get rich and fatten where there's silence and ignorance. (Leonori 2003:96)

In Iqbal, the carpet merchants and the kiln owners are also have a power. The moneylenders are very influental. They are also protected by the police in Pakistan. As shown in the quotation below:

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"It's too dangerous. The carpet merchants and the kiln owners are very powerful. The moneylenders are influential. The police tend to protect them, you've already seen that. And the magistrates just look the other way. All of us here have been threatened and persecuted. No, we can't allow it." (Leonori 2003:93)

In Iqbal, Iqbal’s father borrows some money from the moneylender. Iqbal’s father does it in order to survive until the next harvest and buy some medicines for his brother. The moneylender lend twenty-six dollars to the Iqbal’s family. As in the statement below:

He didn't even eat dinner, but called me over and told me that a man would lend him a large sum of money, `Twenty-six dollars,` he said. I tried to figure it out in rupees but couldn't. With that money the family would be able to survive until the next harvest, and my brother would receive more medicine and God willing, get well. (Leonori 2003:19)

The poverty in Pakistan can also be seen through the potrait of hunger as potrayed in the novel. The situation of starvation forced most of Pakistan’s children to work in hazardous areas. In Iqbal, there is never enough food in Iqbal’s familly. It makes them are attacked by some diseases. As shown in the quotation below:

`Yes, Father,` I would answer. But there was never abundance in our house. There was never enough food and my older brother was often ill. Once I asked my father why this was so. Why were all the wheat and oats and vegetables that we cultivated loaded onto carts the same day they were picked? Why in our hut was there only a sack of broken grain and another of dried chickpeas next to the fireplace? `Because all this belongs to the master,` my father had replied. (Leonori 2003:16)

In Iqbal, Iqbal has an experience outside the carpet weaver which can potray the hunger condition in Pakistan at that time. Iqbal has to unload the trucks and carry the crates. Iqbal works because he does not have money to buys some food. As explained in the conversation below

“And I was hungry."

"And so? What did you do?" "I worked. They're there, too." "Who? Who's there?"

"Children. Working. They're the ones who unload the trucks and carry the crates, some so heavy they feel like they'll break your arms. You go to a merchant and say, `Got any work for me?` And he says, `Move that load and I'll give you a rupee.` (Leonori 2003:69)

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Education is one of the most important aspect in the human’s life. The lack of education or poor quality of education is another factor that contributes to high incidence of child labour. Education is considered as one of the main alternatives to abolish child labour. Children who are lack of education or dropped out of their school, usually have lack of knowledge and are more vulnerable to exploitation. As a result, they become uneducated or unskilled labour.

The children in Iqbal are lack of education. They are not able to go to school because of poverty. Most of children who work in Hussain Khan’s carpet weaver never go to school and can not read. However, Iqbal and Maria can read. Maria teaches another children about how to read in the carpet weaver.

Maria taught us how to read. She wouldn't stand for any nonsense. Even reluctant Salman and lazy Karim were subject to her drive to teach. Our blackboard was the dirt floor, smoothed over with our hands. Our pencil was a pointed stick that we used to draw the letters of the alphabet, which we then had to repeat over and over. She taught us how to read, and we taught her how to speak again. (Leonori. 2003:76)

Pakistan’s children do not get qualified education. It causes them to be utilized by the rich people. On the other hand, the stupidity of Pakistan’s children that is found in Iqbal caused by lack of education. The line below explains about the stupidity that was found in Iqbal.

“And every day at sunset, I'll erase one of these lines, right in front of your eyes. You'll feel proud, and your parents will feel proud, because it will be the fruit of your work. Do you understand?"

"When all the lines are erased," Hussain Khan added, "when you see this slate wiped completely”. (Leonori 2003:4)

He had been erasing those lines for three years, and they were still all there, or at least that's how it seemed to me. Sometimes I even thought there were more of them, but that wasn't possible--the lines on the slate. (Leonori

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The lack of education can also be found in Pakistan nowadays. Pakistan’s children are not able to get access for education easily. Most of Pakistan’s children still work in order to support their family’s income. Historically, it was taboo for Pakistan’s girl to get an education. Girls are not allowed to go to school. Moreover, they are forced to marriage in their early age. According to Malala Yousafzai’s speech, it is not easy for Pakistan’s children to get a qualified education.

Many children in countries like Pakistan and India, as Kailash Satyarthi mentioned, many children, especially in India and Pakistan are deprived of their right to education because of social taboos, or they have been forced into child marriage or into child labour (Malala Yousafzai’s speech 2014).

Corruption is a phenomenon which also potrays the poverty. Corruption is one of main reasons for abusing resources, wherever there is poverty; there is also corruption. Corruption can diminish children’s ability to escape from poverty. The potrait of corruption is also found in Iqbal. The quotation below potrayed the corruption that happened in Pakistan’s society at the time

"You know what happened the next day. Hussain told them that we're workers, that he pays us regularly, that there aren't any chains. And they believed him."

"They didn't believe him. They took money," I explained. "I saw them." We looked unhappily at one another. We were sitting. (Leonori. 2003:73)

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The increasing of crime is also a characteristic of poverty. Crime is also found in Iqbal. In Iqbal, Iqbal is shot to death. Nobody knew who the killer is. Most people say that he is shot to death by the Taliban.

Nobody knows what happened, Fatima, my sister. A man has murmured that through the curtain of falling rain he saw Iqbal pass close to the car. The window came down a little, and there were three, four, maybe five flashes. Before anyone could get the men together and run to help, the car had disappeared. Iqbal's body was there, fallen in the lane, and the water under him was stained red, but even the red water disappeared soon. The rain washed it away. This is what they have told me. (Leonori. 2003:118)

Trafficking of children involves the recruitment, transportation, transfer, harboring, or receipt of children for the purpose of exploitation. Human trafficking and child labour are also violence that are caused by poverty. Women and children become the victims of trafficking. Children are exploited by some people who have power. Iqbal and other children send to the moneylenders in order to pay off their families’s debt, “We had all been bonded to Hussain Khan to pay off debts our families had contracted with local moneylenders.” (Leonori. 2003:1). Children are sent to work in the hazardous areas, like carpet weaver, “He said I would have to work to help the family pay off the debt, and we wouldn't meet for many months, but I would learn how to make carpets and this might help me in life." (Leonori. 2003:19).

In Iqbal’s experiences, Iqbal is sent from a master to Hussain Khan. Iqbal works everyday, but their debt is always there. Their debt seem like never completed. Iqbal and other children pray that their mastet would never sell them to the owner of a brick factory, “I prayed that the master would never sell me to the owner of a brick factory.” (Leonori. 2003:17). The quotation below explains about Iqbal’s experience that their debt never completed,

"Hussain won't cancel the debt," Iqbal said slowly. "My other masters didn't. The debt is never canceled."

(49)

So what hope did we have? Why then did we work from dawn till dusk? What right did Iqbal have to claim such awful things? After all, he was the newest arrival and luckier than everybody else. How could he crush us like that? (Leonori 2003:28).

4.2 The Potrayal of Child Labour in Iqbal

Throughout history in all over the world, children have been a source of labour. They have always had their share of work. In homes or in fields, they have contributed to the survival of their families or to the good of the community. In development countries, child labour is considered essential to succeed the development, and children have been present in virtually every field, workshop and factory.

Child labour is a condition where children are exploited to work in their early age. In Pakistan, industries such as brick-making and carpet weaver depend on child labour. The brick-making industry employs whole families, small children worked alongside their parents in hazardous areas. Carpet weaver depends on children and their manual dexerity: the small fingers can be taught to work quickly to tie the thousands of knots to make a carpet.

Child labour in Pakistan is also known as Bonded Labour. Bonded labour is a system in which a person works for a preestablished period of time to pay off a debt. It is also considered an indispensable part of the economic system. When families are in debt, they rent or bond their children, who can be as young as four or five to work for a master, “We had all been bonded to Hussain Khan to pay off debts our families had contracted with local moneylenders.” (Leonori 2003:1)

Iqbal is described as thin, black and not very tall, “The boy was thin and dark and not very tall; he looked about two years older than me.” (Leonori 2003:11) . Iqbal is different with other children in the carpet weaver. Iqbal is nice and smart boy. He has a serious thought. The line below portrays that Iqbal has a serious thought. He has a certain thought about the way to escape from the carpet weaver.

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xviii am proud that we can work together, we can work together and show the world that an Indian and a Pakistani, they can work together and achieve their goals of children's rights.

Dear brothers and sisters, I was named after the inspirational Malalai of Maiwand who is the Pashtun Joan of Arc. The word Malala means grief stricken", sad", but in order to lend some happiness to it, my grandfather would always call me Malala – The happiest girl in the world" and today I am very happy that we are together fighting for an important cause.

This award is not just for me. It is for those forgotten children who want education. It is for those frightened children who want peace. It is for those voiceless children who want change. I am here to stand up for their rights, to raise their voice… it is not time to pity them. It is not time to pity them. It is time to take action so it becomes the last time, the last time, so it becomes the last time that we see a child deprived of education.

I have found that people describe me in many different ways. Some people call me the girl who was shot by the Taliban. And some, the girl who fought for her rights.

Some people, call me a "Nobel Laureate" now.

However, my brothers still call me that annoying bossy sister. As far as I know, I am just a committed and even stubborn person who wants to see every child getting quality education, who wants to see women having equal rights and who wants peace in every corner of the world.

Education is one of the blessings of life—and one of its necessities. That has been my experience during the 17 years of my life. In my paradise home, Swat, I always loved learning and discovering new things. I remember when my friends and I would decorate our hands with henna on special occasions. And instead of drawing flowers and patterns we would paint our hands with mathematical formulas and equations.

We had a thirst for education, we had a thirst for education because our future was right there in that classroom. We would sit and learn and read together. We loved to wear neat and tidy school uniforms and we would sit there with big dreams in our eyes. We wanted to make our

(2)

parents proud and prove that we could also excel in our studies and achieve those goals, which some people think only boys can.

But things did not remain the same. When I was in Swat, which was a place of tourism and beauty, suddenly changed into a place of terrorism. I was just ten that more than 400 schools were destroyed. Women were flogged. People were killed. And our beautiful dreams turned into nightmares.

Education went from being a right to being a crime. Girls were stopped from going to school.

When my world suddenly changed, my priorities changed too.

I had two options. One was to remain silent and wait to be killed. And the second was to speak up and then be killed.

I chose the second one. I decided to speak up.

We could not just stand by and see those injustices of the terrorists denying our rights, ruthlessly killing people and misusing the name of Islam. We decided to raise our voice and tell them: Have you not learnt, have you not learnt that in the Holy Quran Allah says: if you kill one person it is as if you kill the whole humanity?

Do you not know that Mohammad, peace be upon him, the prophet of mercy, he says, do not harm yourself or others".

And do you not know that the very first word of the Holy Quran is the word Iqra", which means read"?

The terrorists tried to stop us and attacked me and my friends who are here today, on our school bus in 2012, but neither their ideas nor their bullets could win.

We survived. And since that day, our voices have grown louder and louder. I tell my story, not because it is unique, but because it is not.

(3)

xx Today, I tell their stories too. I have brought with me some of my sisters from Pakistan, from Nigeria and from Syria, who share this story. My brave sisters Shazia and Kainat who were also shot that day on our school bus. But they have not stopped learning. And my brave sister Kainat Soomro who went through severe abuse and extreme violence, even her brother was killed, but she did not succumb.

Also my sisters here, whom I have met during my Malala Fund campaign. My 16-year-old courageous sister, Mezon from Syria, who now lives in Jordan as refugee and goes from tent to tent encouraging girls and boys to learn. And my sister Amina, from the North of Nigeria, where Boko Haram threatens, and stops girls and even kidnaps girls, just for wanting to go to school.

Though I appear as one girl, though I appear as one girl, one person, who is 5 foot 2 inches tall, if you include my high heels. (It means I am 5 foot only) I am not a lone voice, I am not a lone voice, I am many.

I am Malala. But I am also Shazia. I am Kainat.

I am Kainat Soomro. I am Mezon.

I am Amina. I am those 66 million girls who are deprived of education. And today I am not raising my voice, it is the voice of those 66 million girls.

Sometimes people like to ask me why should girls go to school, why is it important for them. But I think the more important question is why shouldn't they, why shouldn't they have this right to go to school.

Dear sisters and brothers, today, in half of the world, we see rapid progress and development. However, there are many countries where millions still suffer from the very old problems of war, poverty, and injustice.

(4)

We still see conflicts in which innocent people lose their lives and children become orphans. We see many people becoming refugees in Syria, Gaza and Iraq. In Afghanistan, we see families being killed in suicide attacks and bomb blasts.

Many children in Africa and Pakistan do not have access to education because of poverty. And as I said, we still see, we still see girls who have no freedom to go to school in the north of Nigeria.

One of my very good school friends, the same age as me, who had always been a bold and confident girl, dreamed of becoming a doctor. But her dream remained a dream. At the age of 12, she was forced to get married. And then soon she had a son, she had a child when she herself was still a child – only 14. I know that she could have been a very good doctor.

But she couldn't ... because she was a girl.

Her story is why I dedicate the Nobel Peace Prize money to the Malala Fund, to help give girls quality education, everywhere, anywhere in the world and to raise their voices. The first place this funding will go to is where my heart is, to build schools in Pakistan—especially in my home of Swat and Shangla.

In my own village, there is still no secondary school for girls. And it is my wish and my commitment, and now my challenge to build one so that my friends and my sisters can go there to school and get quality education and to get this opportunity to fulfil their dreams. This is where I will begin, but it is not where I will stop. I will continue this fight until I see every child, every child in school.

Dear brothers and sisters, great people, who brought change, like the steps that Kailash Satyarthi and I have taken so far and will take on this journey will also bring change – lasting change.

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xxii My great hope is that this will be the last time, this will be the last time we must fight for education. Let's solve this once and for all.

We have already taken many steps. Now it is time to take a leap.

It is not time to tell the world leaders to realise how important education is - they already know it - their own children are in good schools. Now it is time to call them to take action for the rest of the world's children.

We ask the world leaders to unite and make education their top priority.

Fifteen years ago, the world leaders decided on a set of global goals, the Millennium Development Goals. In the years that have followed, we have seen some progress. The number of children out of school has been halved, as Kailash Satyarthi said. However, the world focused only on primary education, and progress did not reach everyone.

In year 2015, representatives from all around the world will meet in the the next set of goals, the Sustainable Development Goals. This will set the world's ambition for the next generations.

The world can no longer accept, the world can no longer accept that basic education is enough. Why do leaders accept that for children in developing countries, only basic literacy is sufficient, when their own children do homework in Algebra, Mathematics, Science and Physics?

Leaders must seize this opportunity to guarantee a free, quality, primary and secondary education for every child.

Some will say this is impractical, or too expensive, or too hard. Or maybe even impossible. But it is time the world thinks bigger.

Dear sisters and brothers, the so-called world of adults may understand it, but we children don't. Why is it that countries which we call strong" are so powerful in creating wars but are so weak in bringing peace? Why is it that giving guns is so easy but giving books is so hard? Why is it, why is it that making tanks is so easy, but building schools is so hard?

(6)

We are living in the modern age and we believe that nothing is impossible. We have reached the moon 45 years ago and maybe will soon land on Mars. Then, in this 21st century, we must be able to give every child quality education.

Dear sisters and brothers, dear fellow children, we must work… not wait. Not just the politicians and the world leaders, we all need to contribute. Me. You. We. It is our duty. Let us become the first generation to decide to be the last , let us become the first generation that decides to be the last that sees empty classrooms, lost childhoods, and wasted potentials. Let this be the last time that a girl or a boy spends their childhood in a factory.

Let this be the last time that a girl is forced into early child marriage. Let this be the last time that a child loses life in war.

Let this be the last time that we see a child out of school. Let this end with us.

Let's begin this ending ... together ... today ... right here, right now. Let's begin this ending now.

Iqbal As The Victim Of Poverty Portrayed In Francesco D’adamo’s “Iqbal”

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