• Ibragimov Ulmas Rakhmanovich

  Author

The conventional syllabus for undergraduate English literature remains primarily focused on a Eurocentric canon, reinforcing a colonial hierarchy and marginalizing a multitude of other epistemologies. This paper examines the need to integrate voices from the Global South and the importance of decolonizing the curriculum in order to create a more equitable and representative space in the academy. Using decolonial theory and critical race theory as a framework, the paper explores the impact of Western-centric narratives on student participation and the continued epistemic injustice that results from this. The main approach to this study is a qualitative assessment of recent literature teaching strategies, particularly the shift from a singular “English Literature” to a more inclusive “Literatures in English” approach. The main focus of the analysis is the role of storytelling as a form of political and creative resistance, the use of multilingual academic writing as a pedagogical tool, and the incorporation of community knowledge in teaching. The primary conclusion asserts that decolonizing the syllabus is not an additive process to include more authors, but is a restructuring of how knowledge is constructed, legitimized, and disseminated. There is also the recognition that the challenges posed by the decoloniality of proficiency, along with other forms of institutional resistance, may continue to punish linguistic deviance and non-standard English. Integrating voices from the Global South is viewed as a fundamental requirement to achieving equity in higher education. The authors argue that, by eliminating the colonial legacy of the curriculum, students will develop a more nuanced understanding of global relations and cultural interconnections. This is a vital step in addressing the inequities embedded in the humanities and in preparing students for life in a globalized world.

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