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Decolonizing English Studies in India: Teaching of Native American Literatures in South Indian Universities
Abstract
Contemporary higher education emphasizes glocal frameworks that accommodate both global and regional priorities in development. Decolonization of education becomes crucial in this context, where colonization led to the marginalization of Indigenous cultures, including Native American cultural traditions and knowledge systems. Multicultural inclusivity in higher education observes marginalized epistemic systems and gives them a place in the curriculum. By incorporating Native American texts in the English studies university syllabi in India, decolonization is brought into purview. This chapter deals with how the South Indian universities introduce Native American texts. The authors argue that multiculturalism in this context contributes to decolonial pedagogy, and the existing epistemic gap due to colonial oppression is problematized by inspecting the epistemic traditions of former colonies outside India. Content analysis of syllabi in the Central and state universities is the qualitative method used.
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