Abstract:
The process of decolonising English classrooms necessitates a critical re
evaluation of curricula that have long been dominated by Eurocentric /
Anglocentric literary traditions. This paper explores how Indian literature in
translation serves as a powerful tool for reclaiming intellectual and cultural
space within English studies. By incorporating diverse linguistic and literary
traditions from India, educators can challenge the hegemony of Western
literary canons and foster a more inclusive and representative pedagogy.
Indian literature in translation provides students with access to regional
narratives, oral traditions, and indigenous knowledge systems that are often
marginalised in the mainstream English curricula. Texts by writers such as
Premchand, Bama, Salma, Sukirthan Rani, Devanooru Mahadeva and
Mahasweta Devi offer insights into caste, gender, resistance, and postcolonial
identity, enriching students’ engagement with literature beyond the confines
of British and American texts. This study examines the pedagogical impact
of integrating such texts into English classrooms, focusing on how they
reshape students’ perceptions of language, power, and literary value.
Through qualitative research, this paper examines the impact of Indian
literature in translation on undergraduate students and teachers who have
engaged with these texts. Using in-depth interviews, the study captures
their perspectives on how exposure to regional narratives influences their
understanding of literature, identity, and cultural diversity. This paper argues
that reclaiming space through Indian literature in translation is not merely an
act of diversification but a crucial step toward decolonising English studies. It
highlights how such interventions empower students to question established
hierarchies, recognise the legitimacy of non-Western literary traditions, and
actively participate in a more equitable and dynamic literary discourse.
