Published Paper Details:

The pedagogy of English literature presently in the Global South has been defined through the lens of our colonial predecessors, who have left a lasting impression through the established canonical texts and present a Eurocentric approach. However, the globalised world has often challenged these Western ideologies and approaches through multilingual and postcolonial approach. The proposal will present its argument calling for reimagining the approaches towards teaching English literature in the Neo-colonial world. It argues that literature when taught through the right context can often empower the young minds to not only educate and innovate, but enhance and empower oneself. The literary landscape calls for cultural production, and a validation in the academic context. Hence, the paper argues for a transformed literary landscape in the academia which can empower the students towards voicing their agency and identity.