Decolonising the Literature Curriculum (Teaching the New English)

Series Preface
Acknowledgements
Contents
Notes on Contributors
Introduction: Decolonising English
	The Purpose of This Book
	Contexts to Decolonising the Curriculum
	Resistance to Decolonising the Literature Curriculum
	Decolonising the Literature Curriculum: Reflections From the Classroom
	Conclusion: Challenging Canons and Traditions
	Works Cited
Part I: Texts: Decolonising the Literature Canon
	Decolonising Pedagogical Approaches to Queer Postcolonial Texts
		Introduction
		The Limits of Postcolonialism: ‘Representation’ Isn’t Enough
		Theorising from the Margins and Intersections
		Decolonising, Translated Texts, and Close Reading
		The Importance of Students’ Participation in Decolonising
		Decolonising Pedagogical Approaches to Gender and Sexuality
		Conclusion
		Works Cited
	Centring Women of Colour: Decolonising the Literature Curriculum with Kamila Shamsie’s Home Fire and Bolu Babalola’s Love in Colour
		Introduction: Writing Back to the Canon
		Decolonising Muslim Women’s Sexuality in a Hostile Environment: Kamila Shamsie, Home Fire
		Positioning Black Women at the Centre of Romance: Bolu Babalola, Love in Colour
		Conclusion: Transforming Student Experience in the Diverse Classroom
		Works Cited
	Smart Latinas Are Latinas: On Teaching Chicana/Latina Young Adult (YA) Literature as Feminist Resistance
		On Teaching Chicana/Latina Young Adult Literature to Chicanas and Latinas
		Meg Medina’s Yaqui Delgado Wants to Kick Your Ass
		Conclusion
		Works Cited
	“Hard and Rocky” Soil: Decolonising the General Education Introduction to Literature Course with August Wilson’s Fences
		Introduction
		The Decolonising Project
		Teaching in Isolation
		Outing Myself in the Classroom
		A Note on Required Courses: ENG 200 Introduction to Literature
		On Wilson, and Fences
		Teaching Fences
		Conclusion
		Works Cited
	Redesigning the Curriculum: Teaching Multicultural Literature in Non-native English-Speaking University Settings in Turkey and Italy
		Works Cited
Part II: Contexts: Beyond the Boundaries of Literary Texts
	Decolonising Wuthering Heights in the Semi-peripheral Classroom
		Introduction: A Semi-peripheral Perspective to Decolonising the Literature Curriculum
		Decolonising the Colonial Countryside of Wuthering Heights
		“I Am Heathcliff”
		Conclusion
		Works Cited
	‘Culinary Cultures’: Theorising Postcolonial Food Cultures
		Decolonising the Curriculum at York St John
		Diversification Versus Decolonisation of the Curriculum
		Introducing ‘Culinary Cultures’
		Unit 1
		Unit 2
		Unit 3
		Conclusion
		Works Cited
			Suggested Further Reading
	A Border-Crossing Teaching Body: Reflections on a Decolonial Pedagogy for Literary Studies in a South African Context
		Section 1: Teaching Bodies and Contemplative Practices
		Section 2: Contemplative Practices and a Decolonial Pedagogy
		Section 3: Case Study CERCO
		Section 4: Conclusion
		Works Cited
	Teaching Academic Literacy in the Co-curriculum: Creating Culturally Safe Spaces
		Introduction
		A Tale of Two Centres
		Case Study I: Reconciliation
		Case Study II: Terrorism
		The Power of Texts
		Cultural Competence Considerations
		Conclusion: Decolonising the Co-curriculum
		Works Cited
	Decolonising the Literary Doctorate
		Introduction
		Higher Education Context of Decolonising the Doctorate and Language Issues
		Decolonising the Literary Doctorate
		Action to Change Access, Content, Shape, Focus of the Literary Doctorate
		Conclusion
		Works Cited
Index