Using A Postcolonial Theoretical Frame To Teach African Literature In High School

The paper explores techniques and important concepts related to the teaching of African literature through a postcolonial lens. The author uses active implementation of activities in a high school classroom as a base of research to support pedagogical theories and approaches that best adhere to the needs of Western students. The postcolonial education concepts included are compositional application, gender dynamics, language exploration, geocriticism, and cultural diversity. The purpose of this research is to aid other teachers in integrating this information into their classrooms.