Decolonial pedagogy and English literary studies: problematics in a Pakistani context

Mansoor, A; Bano, M

Decolonial pedagogy and English literary studies: problematics in a Pakistani context

Mansoor, A Bano, M

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Publisher:: Taylor & Francis (Routledge)
Publication Type:: Journal Article
Citation:: Compare: a journal of comparative and international education, 2020
Issue Date:: 2020

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Field	Value	Language
dc.contributor.author	Mansoor, A
dc.contributor.author	Bano, M https://orcid.org/0000-0002-1447-9521
dc.date.accessioned	2020-09-24T05:29:18Z
dc.date.available	2020-09-24T05:29:18Z
dc.date.issued	2020
dc.identifier.citation	Compare: a journal of comparative and international education, 2020
dc.identifier.issn	0305-7925
dc.identifier.issn	1469-3623
dc.identifier.uri	http://hdl.handle.net/10453/142847
dc.description.abstract	© 2019, © 2019 British Association for International and Comparative Education. We propose a decolonial pedagogy in the teaching of English Literature at the undergraduate level in postcolonial Pakistan. We argue that the English literary texts that are taught in conjunction with different supplementary materials retain a West-centric tilt that requires disbanding. Therefore, we administered carefully designed worksheets. These encouraged marginal thinking across the differential socio-historical canvases that outline the prescribed texts, online lectures, supplementary reading materials and the students’ situatedness. The students used these resources as tools for practising a decolonial hermeneutics. By directing these tools towards their own lived situation, they intervened within the Western means of knowledge production and undid their alterity and historical silencing. By analysing the students’ assignments as sites of decolonial articulation, we propose that decolonial pedagogy can be used to generate an intercultural intellectual solidarity that allows the formerly colonised to rethink themselves in a manner that no longer talks back to the Empire.
dc.language	English
dc.publisher	Taylor & Francis (Routledge)
dc.relation.ispartof	Compare: a journal of comparative and international education
dc.relation.isbasedon	10.1080/03057925.2019.1645589
dc.rights	info:eu-repo/semantics/closedAccess
dc.subject	1303 Specialist Studies in Education
dc.subject.classification	Education
dc.title	Decolonial pedagogy and English literary studies: problematics in a Pakistani context
dc.type	Journal Article
utslib.for	1303 Specialist Studies in Education
utslib.for	1303 Specialist Studies in Education
pubs.organisational-group	/University of Technology Sydney/Faculty of Engineering and Information Technology
pubs.organisational-group	/University of Technology Sydney/Faculty of Engineering and Information Technology/School of Computer Science
pubs.organisational-group	/University of Technology Sydney
utslib.copyright.status	closed_access	*
pubs.consider-herdc	true
dc.date.updated	2020-09-24T05:29:15Z
pubs.publication-status	Published online

Abstract:

© 2019, © 2019 British Association for International and Comparative Education. We propose a decolonial pedagogy in the teaching of English Literature at the undergraduate level in postcolonial Pakistan. We argue that the English literary texts that are taught in conjunction with different supplementary materials retain a West-centric tilt that requires disbanding. Therefore, we administered carefully designed worksheets. These encouraged marginal thinking across the differential socio-historical canvases that outline the prescribed texts, online lectures, supplementary reading materials and the students’ situatedness. The students used these resources as tools for practising a decolonial hermeneutics. By directing these tools towards their own lived situation, they intervened within the Western means of knowledge production and undid their alterity and historical silencing. By analysing the students’ assignments as sites of decolonial articulation, we propose that decolonial pedagogy can be used to generate an intercultural intellectual solidarity that allows the formerly colonised to rethink themselves in a manner that no longer talks back to the Empire.

Please use this identifier to cite or link to this item:

http://hdl.handle.net/10453/142847