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Decentering the Canon: Critical Language Pedagogy and Translingual Practice in Literature Education
Subject area: Arts, Social Sciences and Humanities · Area of research: Literary and Language Studies
Abstract
This paper explores the theoretical framework and operational mechanics of subverting established canons within language, literature, and pedagogy. Standardized linguistic norms, Eurocentric literary curricula, and transmission-style instructional models frequently reinforce structural inequalities, linguistic imperialism, and cultural marginalization. Addressing the systemic inertia of language education, this study proposes an integrative model grounded in Critical Language Pedagogy (CLP) and critical literacy. It examines how de-centering standardized dialectal varieties—such as Standard American or Standard British English—and integrating non-canonical, translingual, and anti-colonial texts can empower marginalized voices in the contemporary classroom. Through a synthesis of contemporary classroom methodologies, code-meshing practices, and critical discourse analysis, the paper argues that subverting standard practices shifts student engagement from passive reception to active, critical agency. Ultimately, this paper outlines actionable strategies for educators to challenge institutional hegemony while maintaining analytical depth and academic rigor.
Keywords
Critical pedagogy, canonical subversion, linguistic hegemony, translingualism, decolonial literacy, counter-narratives, institutional reform
References
[1] Canagarajah S (2013). Translingual practice: Global Englishes and cosmopolitan relations. Routledge, London. https://doi.org/10.4324/9780203120293
[2] Freire P (1970). Pedagogy of the oppressed (Ramos MB, trans.). Continuum, New York.
[3] García O (2009). Bilingual education in the 21st century: A global perspective. Wiley-Blackwell, Malden, MA.
[4] Giroux HA (2011). On critical pedagogy. Continuum, New York.
[5] hooks b (1994). Teaching to transgress: Education as the practice of freedom. Routledge, New York.
[6] Janks H (2010). Literacy and power. Routledge, New York.
[7] Ngũgĩ wa Thiong’o (1986). Decolonising the mind: The politics of language in African literature. James Currey, London.
How to cite this paper
@article{1725105,
author = {S. Bharathikumar, Vijay Muthuswamy, Bazarial Begum},
title = {Decentering the Canon: Critical Language Pedagogy and Translingual Practice in Literature Education},
journal = {Iconic Research And Engineering Journals},
year = {2026},
volume = {10},
number = {5},
pages = {2556-2559},
issn = {2456-8880},
url = {https://www.irejournals.com/formatedpaper/1725105.pdf},
abstract = {This paper explores the theoretical framework and operational mechanics of subverting established canons within language, literature, and pedagogy. Standardized linguistic norms, Eurocentric literary curricula, and transmission-style instructional models frequently reinforce structural inequalities, linguistic imperialism, and cultural marginalization. Addressing the systemic inertia of language education, this study proposes an integrative model grounded in Critical Language Pedagogy (CLP) and critical literacy. It examines how de-centering standardized dialectal varieties—such as Standard American or Standard British English—and integrating non-canonical, translingual, and anti-colonial texts can empower marginalized voices in the contemporary classroom. Through a synthesis of contemporary classroom methodologies, code-meshing practices, and critical discourse analysis, the paper argues that subverting standard practices shifts student engagement from passive reception to active, critical agency. Ultimately, this paper outlines actionable strategies for educators to challenge institutional hegemony while maintaining analytical depth and academic rigor.},
keywords = {Critical pedagogy, canonical subversion, linguistic hegemony, translingualism, decolonial literacy, counter-narratives, institutional reform},
month = {November},
}