| Teaching African conflicts can be difficult, as an instructor confronts ideological debates, contested discourses, the historical burden of slavery and colonialism, and issues of (western) power/privilege, race and voice, all while navigating the approbation of colleagues and students alike. This article identifies four broad philosophical issues in constructing a course focusing on African conflicts: students? lack of knowledge about Africa; the complexity of the material; concerns about negativity; and controversial, contested issues. The second part of the article discusses a variety of strategies for meeting these challenges, including: active learning techniques, such as role-play simulations and structured debates; the use of documentaries, African films, and popular books/novels as teaching materials; exercises to identify stereotypes; and providing students with ?conflict programs? or handouts containing vital information such as the main actors, a timeline, and a map. |