Paper Details

This research paper delves into the imperative task of decolonizing the English canon within Indian English departments. The historical context of the English canon reveals its Eurocentric foundations, shaped during eras of colonialism and imperialism. Such biases persist within English departments, leading to a lack of diversity in curricula and pedagogy. Decolonization efforts seek to rectify this imbalance by integrating non-Western literature, fostering inclusive educational experiences, and expanding the discourse on global literary contributions. Through a qualitative research design involving stakeholder interviews and thematic analysis, this study examines the process of curriculum diversification. It identifies the challenges, benefits, and diverse pedagogical approaches associated with the integration of non-Western texts. Stakeholders, including professors, students, administrators, and scholars, share their perspectives and recommendations. Key findings highlight a shared commitment to curriculum diversification, tempered by challenges such as financial constraints and resistance from students. The benefits of diversification encompass enhanced cultural awareness, critical thinking, and student engagement. Diverse pedagogical approaches illustrate the adaptability of English departments, while recommendations underscore the importance of faculty development and interdisciplinary collaboration. In alignment with the literature gap identified, this research supports the hypothesis that non-Western literature plays a pivotal role in decolonizing the English canon. It enhances global literary discourse, fosters pedagogical innovation, and promotes cross-disciplinary collaboration.

Decolonization, English canon, Non-Western literature, English departments, Curriculum diversification, Pedagogical approaches, Cultural awareness, Critical thinking, Inclusive education, Interdisciplinary collaboration.