This book explores how postcolonialism and the ongoing debates over the literary canon relate
to the practice of teaching high school English. This literary journey begins in apartheid
South Africa and then moves forward in time and place to a multi-ethnic Western Canadian school
where Ingrid Johnston and an English teacher collaborate in teaching postcolonial literature.
Illuminating ways in which a postcolonial pedagogy can open up debates on questions of power
difference and discrimination this book highlights the complexities of postcolonial pedagogy
and raises challenging questions of text selection reading strategies and student response.
