Towards the Unmaking of Canons: Decolonising the Study of Literature
Résumé
The political demand of re-assessments of university syllabi through student-led initiatives has offered critical pathways to theorise a decolonial curriculum. As a relatively recent conceptualisation, decolonising the university and its teaching content have received scant academic scrutiny. As a fast-evolving field, decolonising the curriculum has gained widespread, albeit uncritical, acceptance without adequate probing of what constitutes decolonial syllabi.
Extending the compelling reflections on university syllabi, this essay propounds the idea of ‘unmaking of canons’ in literary studies. It queries the terms associated with decolonising curriculums, such as diversity and inclusion, to clear the space for building a “decolonial option” in canonical literary knowledges. In so doing, this contribution traces the constitution of decolonial literary fields by proposing routes for their construction.
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