This 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.