Decolonising the English Curriculum in Indian Universities: Pedagogical Imperatives and Epistemic Justice

Abstract

This paper examines the theoretical and practical dimensions of decolonising English literary studies in Indian universities, situating the discussion within broader debates on epistemic violence, cultural hegemony, and pedagogical reform. Drawing on postcolonial theory and critical pedagogy, the analysis interrogates the persistence of Eurocentric canonical formations in Indian English departments and explores pathways toward curricular transformation that honor indigenous literary traditions, regional language texts in translation, and emergent voices from the Global South. The study demonstrates that decolonisation extends beyond mere diversification of reading lists to encompass fundamental epistemological shifts in how literature is conceptualized, taught, and valued. Through critical examination of existing syllabi, institutional practices, and theoretical frameworks, this paper argues for a reconceptualization of English studies that moves beyond colonial-era models of literary appreciation to embrace comparative, translational, and culturally grounded approaches. The findings suggest that meaningful decolonisation requires institutional commitment, faculty development, and student engagement with diverse literary epistemologies