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Abstract

This paper explores including Global South fiction in English literature classes and its part in promoting higher education decolonization. To investigate these matters, the study conducted curriculum analysis, interviewed both teachers and students and observed classes at three universities (one in the North and two in the South). It has been shown that while some institutions in the Global South, including India and South Africa, are writing new curricula, those in the Global North usually keep teaching the same Eurocentric books, not allowing room for diverse or non-Western authors. The research recognized four trends, among others: (1) little inclusion of Global South literature on most core programs, (2) many postcolonial texts exploring the themes of resistance, hybridity and identity, (3) a noticeable improvement in student engagement and thoughtful responses in decolonial classrooms and (4) significant adverse effects at the institution because many teachers are not trained, bureaucracy is slow and there are few resources. The study outlines a useful way to decolonize literature, supported by improvements in teaching materials, teaching styles and new school policies. It adds knowledge to discussions surrounding epistemic justice, including literature and equal opportunities in education. The new trend points out that fiction from the Global South can influence an audience by questioning mainstream stories and educating everyone to be more aware of culture. By focusing on the works of writers from non-mainstream regions, the field recommends a change in how literature is taught, respected and organized in international universities.