Rethinking the Canon: A Postcolonial Critique of Traditional English Literature Curricula in Nigeria

The canon of English literature, long upheld as the foundation of literary studies, has increasingly come 
under scrutiny in postcolonial societies, particularly in contexts such as Nigeria where English serves as 
both a colonial inheritance and an educational instrument. This paper interrogates the continued dominance 
of Eurocentric literary traditions in Nigerian secondary and higher education. Drawing on postcolonial and 
decolonial theoretical frameworks, principally drawing on the works of Edward Said, Ngũgĩ wa Thiong’o, 
Chinua Achebe, and Homi Bhabha. It critiques the exclusionary tendencies of traditional English literary 
canons and their impact on cultural identity, epistemic independence, and pedagogical relevance. The study 
situates its argument within the broader discourse of decolonizing knowledge, language, and culture in 
African education. Through a synthesis of theoretical reflections and empirical analyses of Nigerian 
literature curricula, the paper argues for the reconfiguration of English literary studies to reflect local 
realities, plural epistemologies, and global inclusivity. It concludes by proposing strategies for integrating 
indigenous, African, and world literatures into a more dialogic and inclusive canon that affirms Nigeria’s 
postcolonial identity and intellectual autonomy.