Description
Book SynopsisThis book explores pedagogical approaches to decolonising the literature curriculum through a range of practical and theoretically-informed case studies. Although decolonising the curriculum has been widely discussed in the academe and the media, sustained examinations of pedagogies involved in decolonising the literature at university level are still lacking in English and related subjects. This book makes a crucial contribution to these evolving discussions, presenting current and critically engaged pedagogical scholarship on decolonising the literature curriculum. Offering a broad spectrum of accessible chapters authored by experienced national and international academics, the book is structured into two parts, Texts and Contexts, presenting case studies on decolonising the literature curriculum which range from the undergraduate classroom, university writing centres, through to the literary doctorate.
Table of ContentsIntroduction: Decolonising English
Part I Texts: Decolonising the Literature Canon
Decolonising Pedagogical Approaches to Queer Postcolonial Texts
Centring Women of Colour: Decolonising the Literature Curriculum with Kamila Shamsie’s Home Fire and Bolu Babalola’s Love in Colour
Smart Latinas Are Latinas: On Teaching Chicana/Latina Young Adult (YA) Literature as Feminist Resistance
“Hard and Rocky” Soil: Decolonising the General Education Introduction to Literature Course with August Wilson’s Fences
Redesigning the Curriculum: Teaching Multicultural Literature in Non-native English-Speaking University Settings in Turkey and Italy
Part II Contexts: Beyond the Boundaries of Literary Texts
Decolonising Wuthering Heights in the Semi-peripheral Classroom
‘Culinary Cultures’: Theorising Postcolonial Food Cultures
A Border-Crossing Teaching Body: Reflections on a Decolonial Pedagogy for Literary Studies in a South African Context
Teaching Academic Literacy in the Co-curriculum: Creating Culturally Safe Spaces
Decolonising the Literary Doctorate
