CC BY-NC-ND 4.0Ganguly, DebjaniQuayson, AtoMukherjee, Ankhi2025-10-162025-10-1620232024-07-05978100929998510.1017/9781009299985https://hdl.handle.net/20.500.14802/9543[Extract] In the wake of a spectacular resurgence in racial violence and ethnonationalisms in hitherto-thriving democracies around the world, the project of decolonization has never been more urgent. How might we as teachers of English and world literatures come to terms with the chasm between our decades-long experience of training students in postcolonial and comparative modes of engagement with the world’s literary riches, and the staggering racial divides, unspeakable tribalism, and broken psychic regimes that we witness in the wider world? Given the long history of English literary studies as an inextricable part of imperial governance and as a cultural touchstone until World War II, and its continuing flourishing well into the twenty-first century, the stakes of our intellectual and pedagogical engagement in English departments have scarcely been higher.racial violencedemocraciesdecolonizationEnglish literary studiesworld literaturesBook chapterPublished as ‘gold’ (paid) open accessOpenPUB0201098010