1. Heather Sargent
3/24/15
Let the Dead White Guys Rest
Reimagining English programs in education, from elementary to university, is an
important step in the necessary decolonization of future American minds. Decolonizing
education, particularly in literary studies, means finding a way to become less Eurocentric and
encompass more of the underrepresented groups that help form the medley that is American
culture, especially Native Americans, as they are the original Americans. John Muthyala, in his
article, “Reworlding America: The Globalization of American Studies” says it best, “The notion
that the history of America begins with the arrival of the English settlers in North America has
served as a governing myth in the writing of the history of the United States” (93). If we wanted
to be true to America’s history then American literature would be full of works from Native
Americans and Eurocentric literature would be referred to as European American. This would be
a more accurate representation. Instead, we have come to think of American literature and
American history as something, like Muthyala stated, that began when the Europeans arrived.
In order to decolonize education by any means, there must first be an understanding of
what is meant by this term. Ngũgĩ’s book, Decolonizing the Mind, was an eye-opening
experience for me and I am someone who believes in humanity above all else. It was shocking to
me to learn how colonized my mind was without even believing in what colonization stands for.
This goes to show how ingrained this idea is within American culture. Decolonizing in this sense
then means first recognizing the power of language and how it can oppress an entire group of
people by stripping them of their own culture when the language of another is placed upon them
without integration. Ngũgĩ tells us, “Communication creates culture: culture is a means of

2. Sargent 2
communication” (15-6). This means language is more powerful than many people might realize.
He goes on to explain, “Language carries culture, and culture carries, particularly through orature
and literature, the entire body of values by which we come to perceive ourselves and our place in
this world” (16). He tells us how Eurocentric education became, particularly in history,
geography, and music, and how the colonial child was disassociated with parts of his life where
different languages were spoken (17). There was no harmony left for the colonial child and the
previously rich cultural life was now a hodgepodge of foreign thoughts and ideas he was to adopt
as his own.
The previous example is why it is important to decolonize American education,
especially when we pride ourselves on the idea of being a land of opportunity for everyone. It is
time we include everyone if that’s who we want to be. In his article “The cult of Anglo-Saxon
and the literary canon,” Michael Alexander suggests students learn another language, and while
he is referring to literature students, the same could be suggested for young students as well (13).
It is well believed that children can learn another language much more easily than adults and I
have seen that first hand in my apartment complex where there is a large Russian and Spanish
influence, many of the children are translators for their parents. In studying another language,
students would also learn about the various ideas and cultures associated with that language and
by extension learn there is a whole world of thought out there that is new to them. This would
open up their minds to ideas that are not their own and teach them how to be respectful of other
beliefs even if they vary from one’s own. By allowing these opportunities we are creating more
global students which is important as it becomes easier to connect with people on a global level
due to the Internet.

3. Sargent 3
One of the most important things we can do when deciding how to decolonize education,
in my opinion, is to include people from many different cultures, races, backgrounds, and
especially those who are familiar with the cultures of other countries. This idea is echoed in
Alexander’s article as well (13). In order to incorporate Global Studies, we need to have global
committees. Ngũgĩ said it well when talking about how Africa was divvied up by those who
didn’t understand the regional intricacies, “It seems the fate of Africa to have her destiny always
decided around conference tables in the metropolises of the western world” (4). While discussing
Africa as a country, his sentiment applies to decolonizing education as well. Even when trying to
create a more Pan-American approach, it is necessary to look outside of mainstream America to
the cultures that were brought here and understand how they have morphed into what they are in
America.
Another way to approach decolonizing education is to combine literature and history
classes. Instead of approaching a particular period of time with the myopic view of only what
happened as history has recorded, perhaps help students to understand the cultural differences
during that time, or in that particular location. Help them understand what drove the people they
are studying to make certain decisions, to act or not act in particular situations. What was
important to them during this period of time? What was expected of them, and what kind of
social rebellion was taking place? By studying the works, both literary and visual arts, created by
the people of that time and place students can expect a greater understanding of the time period
itself and by taking an approach that is all-encompassing, they may retain more of the
information being taught to them. I personally like the question Richard Schechner posits, “If
inner-city kids need to learn standard English and so-called mainstream culture, don't suburban
kids need primers in black English, Spanish, and inner-city cultures?” (11). It would stand to

4. Sargent 4
reason each school or school district may have different classes depending on what is most
needed in that area. If students come from a suburban background then perhaps they could gain
from learning about other cultures and groups, as an example.
Decolonizing education includes groups that are not left out only based on race, but also
culture. There should be no discrimination in the canon based on sexual orientation or gender
representation either. Queer Studies should have as prominent a place in education (literature and
history mainly) as mainstream Eurocentric works have in the canon. Written works should enter
the canon on their own merit, not based on culture, race, or any other qualifying group unless the
class is specifically based on that group.
Global studies needs to be an important step in decolonizing education. James Jupp
correctly asks, “Why is it that we recognize the importance of the literary tradition in the Anglo
European canon, yet become so forgetful of it when dealing with multicultural works?” (114).
This question is further evidence literature needs to be integrated with other classes and
disciplines. Students can benefit from learning about other cultures that can be found in America,
this includes studying not only the country of origin for that culture, but also the language, arts,
writings, and music as well as relevant history. The more immersed a student can be while
learning the better chance they will retain what is being taught and the better chance for them to
grow into a global student who can reach across countries and cultures with confidence.

5. Sargent 5
Works Cited
Alexander, Michael. “The cult of Anglo-Saxon and the literary canon.” Parergon 10.1 (1992): 1-
14. Project MUSE. Web. 24 Mar. 2015.
Jupp, James C. “The Necessity of the Literary Tradition: Gabriel García Márquez's ‘One-
Hundred Years of Solitude.’” The English Journal 89.3 (2000): 113-5. Project MUSE.
Web. 24 Mar. 2015.
Muthyala, John. “Reworlding America: The Globalization of American Studies.” Cultural
Critique 47 (2001): 91-119. Project MUSE. Web. 24 Mar. 2015.
Ngũgĩ. Decolonizing the Mind: The Politics of Language in African Literature. 1981.
Portsmouth: Heinemann, 2011. Print.
Schechner, Robert. “The Canon.” The MIT Press 35.4 (1991): 7-13. Project MUSE. Web. 24
Mar. 2015.