Decolonizing the re-emergence of storytelling as a tool for peace education in Sierra Leone

Indigenous storytelling may offer locally meaningful material for peace education, yet its application requires careful distinction between a story's possible lessons and demonstrated social outcomes. This qualitative case analysis draws on a ten-day storytelling initiative in Kadeli and Kamakone in northern Sierra Leone and closely examines one recorded folktale, “The Desolate Woman in a Callous Society.” The initiative included storytelling activities and training for more than 50 schoolteachers. The surviving account identifies participant observation, interviews, focus group discussions, filming, and field notes but does not provide counts or transcripts for most of these sources. A close reading of the folktale identifies themes of social isolation, reciprocal care, misread communication, punishment, and collective rules. These themes provide possible prompts for facilitated discussion about peaceful coexistence. The available evidence does not establish that participation changed behaviour, reconciled disputants, or empowered women. The study supports a modest conclusion: locally performed stories can supply culturally grounded material for peace education, provided that interpretations are discussed with storytellers and audiences and future projects document learning and outcomes systematically.