Decolonial Critique
Eurocentric Texts & Pedagogies in Pakistan
DOI:
https://doi.org/10.5281/zenodo.17298456Keywords:
Eurocentric Literature, curriculum, pedagogies, decolonialityAbstract
This research aims to seek whether the European texts and pedagogies in Pakistani schools sustain or challenge the Western hegemonic discourse and generate a decolonial discourse. The study is qualitative, and 12 classroom observations were conducted in four O-Level schools of Karachi: DA O Level, TC School, LB O Level, and AH O Level School. Pedagogies of teachers in grade 8 for three novels, The Strange Case of Dr Jekyll and Mr Hyde, Robinson Crusoe, and A Tale of Two Cities, were observed. A brief review of the novels is also included. Furthermore, Walter D. Mignolo (2000,2006,2017,2018) notions are used to analyse the pedagogical practices. The findings reveal that the classroom pedagogies neither challenge the hegemonic discourse nor generate a decolonial discourse rather align students with the Western geographical, socio-political context. To decolonise students' minds, Pakistani English texts must be included in the curricula.
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