Decolonizing Higher Education Curricula: Perspectives from Teaching Indigenous Literature.

The article focuses on the development, teaching methodologies, and challenges of integrating Indigenous literature into higher education curricula in India, particularly in light of the National Education Policy (NEP) 2020's emphasis on inclusivity and promoting Indian knowledge systems. It examines a specific undergraduate elective course on Indigenous short stories from Gujarat, Jharkhand, and Nagaland, highlighting the importance of decolonizing curricula by incorporating Indigenous perspectives often marginalized in mainstream syllabi. The discussion addresses pedagogical strategies to navigate classroom dynamics, the political and cultural significance of Indigenous literary works, and the broader implications for fostering inclusive education that acknowledges Indigenous histories and voices. The article underscores that decolonizing education involves not only content revision but also rethinking teaching approaches to create meaningful engagement with Indigenous knowledge.