Postcolonial Frameworks with Survivors’ Voices: Teaching about contemporary and historical forms of slavery and forced labour

Much of the information for educating students and public about human trafficking only involves survivors’ direct experiences as brief excerpts from more complex detailed narratives. In this paper, I draw on a postcolonial framework to argue that sidelining voices can bolster anti-slavery stakeholders’ agendas by selectively using narratives illustrate narrow constructions slavery forced labour. As part education awareness efforts, such approaches understanding labour also perpetuate stereotypes trafficked persons are powerless lack agency. Therefore, present an alternative educational approach remedy these tendencies viewing discussing by, about, persons. This paper uses university-level humanities social science subject slavery, related assessment tasks, case study demonstrate potential in teaching slavery.