From Colonial Roots to Cultural Reclamation: Strategies in Decolonizing English Studies

Abstract

This qualitative study examined how university professors understand and practice the decolonization of English Studies in their pedagogy. Using a descriptive qualitative design, in-depth interviews were conducted with Six English Studies professors, and the data were analyzed thematically. Findings reveal that decolonization is primarily understood as contextualization rather than as a formally articulated theoretical framework, with professors enacting decolonial practices intuitively through localized content, reflective and dialogic pedagogy, translanguaging, creative adaptation of texts, and culturally responsive assessment. Despite limited familiarity with decolonization as an academic discourse and the absence of formal faculty training, professors have a strong commitment to centering students’ cultural and linguistic realities in their teaching. However, these practices were often constrained by rigid curricula, English-only policies, and lack of institutional support, resulting in fragmented and individualized efforts. The study concludes that while decolonizing practices are already present in English Studies classrooms, their sustainability and transformative potential depend on systemic institutional reforms, including curriculum revision, policy alignment, and comprehensive faculty development, to move decolonization beyond isolated pedagogical initiatives for a coherent and intentional educational framework.