The Autobiography of Malcolm X CONCEPT/VOCABULARY ANALYSIS Literary Text: The Autobiography of Malcolm X as told to Alex Haley Organizational Patterns: This first person narrative is divided into nineteen titled chapters (15-20 pages) and an epilogue (60 pages). There are roughly three sections. The first third follows Malcolm Little through his boyhood and then teenage years as his family sinks into poverty and he sinks into drug use and crime. The second section begins with his conviction and prison sentence. While in prison he converts to a version of Islam taught by Elijah Muhammad, and, after his release, becomes one of the Nation of Islam s chief ministers. The third section follows his break with the Nation of Islam and Elijah Muhammad, his pilgrimage to Mecca, and his dramatic change of policies and ideals. The epilogue is written by Alex Haley and details how the book came about, as well as the events leading up to Malcolm X s death. The chapters are packed with both narrative and expository detail, sometimes going on for pages about Malcolm s philosophies on life and race. Issues Related to this Study of Literature THEME Bildungsroman. Although a true story, this book can easily interpreted as a coming of age narrative. It begins with Malcolm X describing himself as a child who learned to cry to get his own way and follows him through rebellious adolescence, and finally into a growing maturity that reaches its height in the final chapter of the book.
Racism. The story is unflinchingly honest about what Malcolm X thought. It contains virulent condemnation of whites, as well as criticism of Jews, nonviolent protesters, and African Americans who cooperate with white people. Both the Nation of Islam s philosophy of race and, later, Malcolm s own philosophy are explored and demonstrated. Identity. During the course of his life, Malcolm X reinvents himself completely multiple times. His search for identity leads him through popular culture, radical Islam, Orthodox Islam, and Black Nationalism. His search highlights the African American search for racial identity in America. Malcolm preaches the importance of not attempting to be like other people, of being unabashedly oneself. However, he also advocates personal development and education. Also, he demonstrates that radical personality change is possible, and that pride should not stand in our way of improving ourselves. SETTING Malcolm s early days are spent in East Lansing and other small towns in Michigan. The few African- Americans that live in these northern towns are poor and uneducated. After eighth grade, Malcolm moves to Boston to live with his half-sister Ella. There he explores both the highest and lowest that Boston has to offer a teenage African American. Malcolm moves to Harlem in New York City. After years in New York, the setting shifts rapidly. He lives in Boston again, prison, Detroit, Chicago, and when Malcolm becomes a fulltime minister for the Nation of Islam, he is rarely on the same of the country for more than a few days. The story follows him across the country, on the streets, in the meeting halls, on over phone conversations. The last third of the book is contains large sections of international travel. Wherever he goes, Malcolm X creates an unforgettable disturbance. FORSHADOWING It has always been my belief that I, too, will die by violence. I have done all that I can to be prepared (2). Malcolm predicts his own death on the second page of the narrative. Knowing that the story is a true one, and the author is, in fact, dead just as he predicted makes the reader shudder. On the last page before the epilogue begins, he speaks directly to the reader: When I am dead I say it that way because from the things I know, I do not
expect to live long enough to read this book in its finished form I want you to just watch and see if I m not right in what I say: that the white man, in his press, is going to identify me with hate (389). POINT OF VIEW, NARRATIVE VOICE TONE Malcolm describes his own life, sparing no tragedy and with no mercy for his past mistakes. Because the book took years to compile, two-thirds of it are told by Malcolm during his Nation of Islam days, and the praise of Elijah Muhammad and condemnation of whites is fierce and fervent. Then, during the process of finishing the book, the famous break between Mr. Muhammad and Malcolm occurred. After this, the narrative is much more present tense, until it reaches Malcolm s present and ends with a final, direct appeal to the reader and a prophesy of his own death. Because, as Malcolm repeatedly predicted, he was killed before he and Alex Haley finished the book, the final sixty pages are told by Haley. He describes how he first met Malcolm, began to work on the book with him, and finally gives a moving description of his death and funeral. The tone of the book is both reflective and driven. Malcolm spares no detail in the early stages in his life, but also spares no incident its editorial remarks. Later in the narrative, the editorials grow longer and longer, sometimes including transcriptions of speeches. He no longer spends time describing what he wore or ate, but instead explores the things he thinks. The story gets more complex as Malcolm s life grows more hectic. Sometimes the prose is flippant, accusatory, and prejudiced. Other times it is wondering, tender, and wistful. Often it is simply matter-of-fact. Affective Issues Related to the Work Alienation Many students feel alienated and misunderstood during school. Malcolm never really fits in during his formal schooling (in one school, he is the only African American). His isolation may strike a chord with students especially with students who are in an ethnic minority themselves. Educational Apathy Often, students don t see the point of school, and would rather be out getting a job, buying nicer clothes, and having fun. Malcolm X drops out of school after moving to Boston in eighth grade and gets a job and focuses on being cool. He never returns to school, but, later in life, discovers the joys of
reading and education and wishes he had never dropped out. His vivid description of the joys of reading and learning may help to inspire students who identified too strongly with his earlier apathy. Drugs Malcolm, like many young people, gets involved with marijuana and other drugs from his early teenage years. He gradually becomes a heavier and heavier user, until he is mixing drugs and smoking marijuana like a chain tobacco smoker. During his Harlem years he is selling marijuana to famous musicians and living the high life. This may sound all too appealing to students, but as the book continues he points out the never ending grind of being a hustler. He explains how life on the streets destroys people until they meet sad, pathetic ends. His honest exploration of both sides of the issue may be helpful for the students. Betrayal In the shifting and sometimes vicious school social scene, students may empathize with Malcolm. Malcolm s idol, Elijah Muhammad, some of his family members and many of his friends all turn against him suddenly. VOCABULARY ISSUES For the most part, the vocabulary in The Autobiography of Malcolm X is accessible to teenagers. In the earlier years of his life especially, he tells his story simply. As he gets older, however, there are a lot difficult concepts and unfamiliar ideas in his speeches and philosophy. Students may need some help decoding the image behind the monocled, pith-helmeted resident colonialist (291). Other words such as superfluous and demagogue may also give students some trouble. Background Knowledge This book takes a good deal of background knowledge. Students will benefit from a brief history of the civil rights movement Malcolm X s role in it. They should also be aware of the relative social positions of blacks and whites during the first half of the twentieth century, as well as the main issues involved in integration. To ensure that students don t take Elijah Muhammad s teachings to be the beliefs of all Muslims, students should probably also have a little background knowledge about Islam. They would benefit from knowing the orthodox Muslim views on race, violence, etc. The students should also learn about Mecca and its importance to Muslims. Also, a working knowledge of old jazz musicians will help students understand Malcolm s Harlem years. A brief introduction to Harlem s history would also be helpful. Pictures
of zoot suits and conks would help students understand even more. Implications for Students of Diversity Diversity may be the single biggest focus of this book. This book could be amazing if taught carefully and completely to an open-minded class. If students burn-out before the end, however, they will have become saturated with talk of the white devil and their collective rape of the black man and never reach Malcolm s dramatic change of heart where he accepts that all people can have the spirit of true brotherhood. This book causes deep thought on the race issue, but it does not present a very calming view. The book, like Malcolm X, promotes action. Careful discussion is necessary to make sure that students think all of the issues in the book through completely before acting. This book can be very encouraging and empowering for minority students. Gender Issues Students may be somewhat put off by Malcolm s attitude toward women. There are few strong female characters in the book, and Malcolm s person attitude toward women is usually less than complimentary. He sees women as a source of trouble and weakness for men, even his fellow Muslim women. He tells Alex Haley, You never can fully trust any woman I ve got the only one I ever met whom I would trust seventy-five per cent. I ve told her that I ve seen too many men destroyed by their wives, or their women (396). Malcolm X also matter-of-factly states how women were a status symbol and an amusement during his early twenties. Women were objectified and trivialized. Central Question/Enduring Issue The Autobiography of Malcolm X raises the question, can whites and blacks be equals in America? Also, if so, what are the best methods of raising the African Americans to equality, and, if not, what then? Can white America make reparations for its historical treatment of African Americans? Is violent selfdefense against white racists better than non-violence? These are the issues that the book brings forcefully in front of the reader. Research Issues/Project Ideas
Students could look up newspapers and news reports from the 1960s and compare what Malcolm X said of himself in his book with what was being said about him. Alternately, students could look up transcriptions of his speeches or copies of his many interviews and compare what his actual speeches were with how he describes them. Students can find information about other civil rights leaders from the 1960s and compare their philosophies with Malcolm X s. Students can prepare short speeches, debates, or panel discussion on race relations then and today. Students can write newspaper articles about or pamphlets for some of the organizations mentioned in the book (NAACP, Nation of Islam, etc.). Students can prepare their own autobiographies. Students can work in pairs to prepare each other s autobiographies. Informational/Functional Texts Ansbro, John J. The Credos of Eight Black Leaders: Converting Obstacles into Opportunities. Griffin, John Howard. Black Like Me. New York: New American Library. 1960. Howard-Pitney, David. Martin Luther King, Malcolm X, and the Civil Rights Struggle of the 1950s and 1960s: a Brief History with Documents. Boston: Bedford/St. Martin s. 2004. White, Vibert L., Jr. Inside the Nation of Islam: A Historical and Personal Testimony by a Black Muslim. Gainesville: University Press of Florida. 2004.