Decentering A Traditional Classroom Through War-Talk And/Or Trauma

In this paper presented to the 2nd Annual Feminist Pedagogy Conference in New York on 12 October 2007, Fofana Ibrahim details how she uses her students’ experiences of the war in Sierra Leone, supported by feminist and critical pedagogies, to encourage them to think critically about their assumptions. She believes that including women’s experiences or alternative knowledge about the war and other issues result in a shift of perspective and lead to a better understanding of the way sin which systems of oppression intersect in academia.