This essay directly challenges the easy opposition of the canon to non-Western and Third World literature and the curricular project of content addition and replacement that now guides mainstream multicultural frameworks. The authors argue that this opposition is illegitimate and that, further, it is not empirically based. Instead, they insist that even a cursory glance at the literature of the Hispanic, African American and Caribbean writers reveals a picture of a free play of ideas and a vigorous dialogue with Western literature over themes of authority, privilege, freedom and culture. In this study of the intertextual relationship between key Western and post-colonial literary texts, the authors problematize the line of demarcation between 'West' and 'non-West' currently being drawn down in curricular debates opposing the West to multiculturalism. In so doing, the authors make the case for a curricular reform that foregrounds the heterogeneous basis of school knowledge, nurtures the autonomy of student inquiry, and links the parochial reality of educational life in the United States to broader political and cultural forces operating -within the global setting.

Original languageEnglish (US)
Pages (from-to)89-100
Number of pages12
JournalInternational Journal of Inclusive Education
Issue number1
StatePublished - 1997

ASJC Scopus subject areas

  • Education
  • Arts and Humanities (miscellaneous)


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