Decolonizing the English Literary Curriculum

doi:10.1017/9781009299985

George Floyd's death on May 25th 2020 marked a watershed in reactions to anti-Black racism in the United States and elsewhere. Intense demonstrations around the world followed. Within literary studies, the demonstrations accelerated the scrutiny of the literary curriculum, the need to diversify the curriculum, and the need to incorporate more Black writers. Decolonizing the English Literary Curriculum is a major collection that aims to address these issues from a global perspective. An international team of leading scholars illustrate the necessity and advantages of reform from specific decolonial perspectives, with evidence-based arguments from classroom contexts, as well as establishing new critical agendas. The significance of Decolonizing the English Literary Curriculum lies in the complete overhaul it proposes for the study of English literature. It reconnects English studies, the humanities, and the modern, international university to issues of racial and social justice. This book is also available as Open Access on Cambridge Core.

‘Broad in its geographical and historical scope and drawing on the expertise of scholars from all the continents, Decolonizing the English Literary Curriculum will be the primer for English literary studies for many years to come. The book stands out for its diversity of perspectives, its expansive understanding of different forms of decoloniality, and its range of critical references.’

Simon Gikandi - Class of 1943 University Professor of English, Princeton University

‘Recommended.’

L. Zhang Source: CHOICE

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Contents

Decolonizing the English Literary Curriculum
pp i-ii
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Decolonizing the English Literary Curriculum - Title page
pp iii-iii
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Copyright page
pp iv-iv
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Contents
pp v-vii
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Contributors
pp viii-ix
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Acknowledgments
pp x-x
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Introduction
pp 1-20
- By Ankhi Mukherjee, Ato Quayson
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Part I - Identities
pp 21-146
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Chapter 1 - Decolonizing the University
pp 23-41
- By Paul Giles
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Chapter 2 - Decolonizing the English Department in Ireland
pp 42-59
- By Joe Cleary
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Chapter 3 - First Peoples, Indigeneity, and Teaching Indigenous Writing in Canada
pp 60-79
- By Margery Fee, Deanna Reder
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Chapter 4 - Decolonizing Literary Pedagogies in Australia and Aotearoa New Zealand
pp 80-109
- By Elizabeth McMahon
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Chapter 5 - Genders, Sexualities, and Decolonial Methodologies
pp 110-126
- By Brinda Bose
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Chapter 6 - Black British Literature Decolonizing the Curriculum
pp 127-146
- By Ankhi Mukherjee
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Part II - Methodologies
pp 147-280
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Chapter 7 - Theories of Anthologizing and Decolonization
pp 149-166
- By Aarthi Vadde
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Chapter 8 - Confabulation as Decolonial Pedagogy in Singapore Literature
pp 167-184
- By Joanne Leow
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Chapter 9 - Marxism, Postcolonialism, and the Decolonization of Literary Studies
pp 185-199
- By Stefan Helgesson
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Chapter 10 - Against Ethnography
pp 200-213
On Teaching Minority Literature
- By Jeanne-Marie Jackson
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Chapter 11 - Orality, Experiential Learning, and Decolonizing African Literature
pp 214-235
- By Kwabena Opoku-Agyemang
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Chapter 12 - Vernacular English in the Classroom
pp 236-255
A New Geopolitics of the English Language
- By Akshya Saxena
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Chapter 13 - Reading for Justice
pp 256-280
On the Pleasures and Pitfalls of a Decolonizing Pedagogy
- By Ato Quayson
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Part III - Interdisciplinarity and Literary Studies
pp 281-346
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Chapter 14 - Literature, Human Rights Law, and the Return of Decolonization
pp 283-299
- By Joseph R. Slaughter
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Chapter 15 - Decolonizing Literary Interpretation through Disability
pp 300-314
- By Christopher Krentz
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Chapter 16 - Decolonizing the Bible as Literature
pp 315-330
- By Ronald Charles
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Chapter 17 - Decolonizing Literature
pp 331-346
A History of Medicine Perspective
- By Sloan Mahone
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Part IV - Canon Revisions
pp 347-505
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Chapter 18 - Decolonizing the Medieval Literary Curriculum
pp 349-366
- By Geraldine Heng
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Chapter 19 - The Decolonial Imaginary of Borderlands Shakespeare
pp 367-385
- By Katherine Gillen
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