Teaching about race with film: The Woman King

The Woman King is a film that successfully synthesises fiction and history. It’s both historical and futuristic, with themes that are startlingly real filtered and retold through a fantasy lens. The film is inspired by the African state of Dahomey (which is known now as Benin) and is set in the 19th century at the peak of the transatlantic slave trade, which makes it rich ground for critical discussion.

Gina Prince-Bythewood’s film does not attempt to deny the traumatic history of enslavement, yet overall the story is presented as one of victory and strength. An all-female unit of warriors known as the Agojie is led by a tough female general (played by Viola Davis). Together, the women evolve, overcome and successfully protect their kingdom and young king, in a revolutionary narrative that explores the impact of European colonisation up close and personally. 

Because colonisation is so nuanced and complicated a concept, there’s no quick or easy way for educators to address it. The dominant curriculum tends to approach it as one collective event, which is dangerous and reductive. This summary method of teaching history fails to acknowledge that each nation will have been impacted differently, and that within nations, individuals will have wide-ranging accounts too. 

The Woman King and other films that closely explore the impact of colonisation give the previously silenced a stage to tell personal stories. In turn, difficult concepts such as colonisation become tangible, and viewers are afforded a real opportunity to connect with a more diverse range of historical perspectives. Educational pedagogy constantly reiterates that students learn best through practice over theory and often need models to establish their understanding. We might expand this theory to consider that you cannot teach children about concepts as complicated as colonisation through a purely theoretical ‘third person’ lens. In order for learners to truly ‘get it’ we must start by amplifying the voices of the very real people who were and continue to be affected. 

The Woman King provides a powerful representation of an alternative and distinctive life path for women and girls. The women warriors depicted in the movie choose not to marry, and instead to spend their lives dedicated to protecting their kingdom. Students are able to reflect on the expectations they feel society might have for them, opening a discussion around whether or not this is the lifestyle that they feel comfortable choosing. This is important because it allows students to reflect on their own wants and needs, building a degree of self-awareness in the process. 

Finally, The Woman King presents a promising story of perseverance and victory, making it even more appropriate as a teaching resource. When discussing matters like colonisation with students, educators must understand that for some students this conversation can be triggering and disheartening. A discussion about triumph over adversity is called for here, and is a perfect opportunity to remind students of the support roles that might help them in times of challenge. Open discussion about individual obstacles provides an opportunity for students to have their experiences validated and to consider the difficulties that others might face too.

• How are women portrayed in The Woman King? How is this different from a more typical Hollywood portrayal? 
• How is community as a concept portrayed in The Woman King? Can you detect specific qualities connected with the communities in the film?
• How might cultural influences affect the life choices we make? 
• The Woman King is a piece of fiction; which messages do you think translate into contemporary life in the UK (or any other country with which you are familiar)?
• Are there elements – values, experiences, representations – in the film that you think are universal?
• How might someone’s sense of identity be disturbed due to colonisation?

The Woman King is currently available on Blu-ray or to stream from iTunes and YouTube.