Decolonial Pedagogy and English Literary Studies: Problematics in a Pakistani Context

Autor/inn/en	Mansoor, Asma; Bano, Muneera
Titel	Decolonial Pedagogy and English Literary Studies: Problematics in a Pakistani Context
Quelle	In: Compare: A Journal of Comparative and International Education, 51 (2021) 4, S.512-528 (17 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Mansoor, Asma) ORCID (Bano, Muneera)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0305-7925
DOI	10.1080/03057925.2019.1645589
Schlagwörter	Teaching Methods; Foreign Policy; English Literature; Second Language Learning; Second Language Instruction; English (Second Language); Western Civilization; Assignments; Worksheets; Reading Materials; Hermeneutics; History; Thinking Skills; Undergraduate Students; Foreign Countries; Barriers; Educational Change; Pakistan; United Kingdom + Suchen Sie Ihr Suchwort? Teaching method; Lehrmethode; Unterrichtsmethode; Außenpolitik; Englische literatur; Zweitsprachenerwerb; Fremdsprachenunterricht; English as second language; English; Second Language; Englisch als Zweitsprache; Assignment; Auftrag; Zuweisung; Hermeneutik; Geschichte; Geschichtsdarstellung; Denkfähigkeit; Ausland; Bildungsreform; Großbritannien
Abstract	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. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01