Indian English is also Creole: Incorporating Regional Bias in Research Pedagogy

Abstract

Research pedagogy in India should readjust itself to accommodate claims of regional autonomy in arts and letters. Different ways of reconstructing a pedagogy of research are recommended. Reflexive Humanism ensures adequate assessment and evaluation of cultural, literary, and aesthetic achievements of diverse populations. The Indian English corpus is redefined as a creolized Indian language with lexical and semantic factors borrowed from English. The consciousness of pro-national subjectivism is also considered an essential constituent of Indian English literature. Lines of research are suggested for aspiring scholars in the Indian academy. The author emphasizes a dynamic and sensitive adaptation of research methodology which respects and reintegrates itself with the evolution of globally aware, contemporary society in India.