This essay analyses Burnt Shadows (2009) by Kamila Shamsie from a postcolonial feminist perspective, with a focus on agency of women, representation and re-presentation, and cultural stereotypes. The degree of agency in the main characters Hiroko, Elizabeth and Kim is discussed, followed by an analysis of the re-presentation of Indian, Pakistani and Arab Muslim women characters in the text, with a focus on homogenisation and voice. Moreover, suggestions of how to teach Burnt Shadows with a postcolonial (and) feminist lens within the course English 6 in the Swedish upper secondary school EFL classroom are discussed. It is concluded that Hiroko, Elizabeth and Kim have voice and agency to various degrees. Moreover, it is stated that Indian, Pakistani and Arab Muslim women are re-presented in a stereotypical and homogenising way, and their lack of voice obstruct the possibilities of regarding these characters from a contextual, historical, and cultural perspective. The pedagogical framework concludes that Burnt Shadows can be used to study postcolonial feminist theory in the EFL classroom. Given that the teacher is open-minded, inclusive and objective, the teaching can pursue equality and solidarity in line with the fundamental values of the Swedish upper secondary school.