Exploring global decolonising projects and English studies in the 21st century : a thematic analysis
Decolonisation projects have proliferated with the increasing awareness of the hegemony that comes with globalisation. Decolonising English studies (both language and literature) is nothing new and often manifested at the implementation levels with the use of local literary texts and localised En...
Saved in:
| Main Authors: | , |
|---|---|
| Format: | Article |
| Language: | English |
| Published: |
Penerbit Universiti Kebangsaan Malaysia
2022
|
| Online Access: | http://journalarticle.ukm.my/19924/1/55225-184420-2-PB.pdf http://journalarticle.ukm.my/19924/ https://ejournal.ukm.my/gema/issue/view/1518 |
| Tags: |
Add Tag
No Tags, Be the first to tag this record!
|
| Summary: | Decolonisation projects have proliferated with the increasing awareness of the hegemony that
comes with globalisation. Decolonising English studies (both language and literature) is nothing
new and often manifested at the implementation levels with the use of local literary texts and
localised Englishes in the classroom. What collective voice has decolonising English studies
achieved in relation to other decolonising projects, however, has not been fully scrutinised. The
aim of this paper is to review past studies on some areas affected by the decolonising project and
to try establishing its relationship to English studies itself. The overarching concern is expressed
by these research questions: 1) What are some examples of decolonisation projects that can be
found?; 2) What are the common themes of past studies on decolonisation projects?; And 3) How
are these past studies contributing to the decolonisation of English studies? To achieve this, the
review of literature is organised thematically to create links and synthesis. This paper adopts the
definitions of decolonisation by Meera Ashar (2015) and Shahjahan et al. (2022). The thematic
analysis reveals three main themes which are privileging indigenous knowledge, a re-evaluation
of the curriculum, and the questioning of the epistemology of knowledge itself, with the first two
themes bookending the last theme. We conclude that English studies should be coded as a tool of
cultural-political literacy that is useful in helping us make sense of how inequalities are being
reproduced via literary texts and the English language. This finding contributes toward an
alternative understanding of the evolution in pedagogy and the innovative approaches in English
studies so that its cultural imperialism is eliminated while providing a vanguard of possible
retheorisation. |
|---|