Reimagining English Literature Pedagogy: Integrating Indigenous Knowledge Systems

Author(s): Dr. Shweta K Kapoor and Neeraj Kumar

Abstract:

This paper explores the intersection of English Literature pedagogy and Indigenous Knowledge Systems (IKS), proposing a reimagined approach that integrates indigenous epistemologies with contemporary literary studies. The study examines how oral traditions, storytelling techniques, community-based learning, and environmental consciousness inherent in IKS can enrich the teaching and interpretation of English literature. The role of indigenous languages, folklore, and spiritual narratives in literary discourse further strengthens the argument for a holistic approach to literature education. By decolonizing literary curricula and incorporating indigenous worldviews, educators can create a more inclusive, diverse, and culturally responsive literary pedagogy that aligns with the principles of sustainability, communal wisdom, and holistic education.
IKS, deeply rooted in historical and cultural narratives, provides an alternative framework for understanding literature beyond the traditional Eurocentric model. Many indigenous cultures possess rich oral literatures, such as the griot tradition in West Africa [1] and the Dreamtime stories of Australian Aboriginal communities [2]. These traditions contribute to a collective understanding of history, ethics, and cultural identity, which is often neglected in Western-centric literary analysis. By incorporating such narratives into literary pedagogy, we can expand literary studies to recognize and value diverse modes of storytelling.
Moreover, the ecological consciousness embedded in IKS presents a critical perspective for analysing literature. Indigenous philosophies emphasize an intrinsic connection between humans and nature, a theme evident in the works of indigenous writers such as Linda Hogan [3] and N. Scott Momaday [4]. Teaching literature through an ecocritical lens informed by IKS allows students to explore sustainability and environmental ethics in ways that resonate with contemporary global concerns. Additionally, integrating IKS in literature courses fosters a pedagogy of inclusivity, ensuring that diverse perspectives are acknowledged and valued. This paper thus aims to highlight the significance of rethinking literary pedagogy by integrating IKS, drawing on case studies, theoretical foundations, and practical applications. By challenging the dominance of Western literary frameworks and embracing indigenous epistemologies, the future of English literature teaching can move towards a more comprehensive and equitable educational paradigm.

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Pages: 174-179     |    2 View     |    0 Download