Decolonization of Children’s Literature within a Pakistani Cultural Context

Abstract

Colonialism has had a powerful impact on children's literature, often producing narratives that represent colonial ideologies and social hierarchies. This resulted in the marginalization of indigenous and domestic cultures, alongside the continuation of stereotypes and Eurocentric perspectives. Numerous books that are taught to children in the present day are written from a Western standpoint, typically showcasing non-European cultures as exotic, primitive or the other. Indigenous viewpoints are usually misrepresented or excluded, which might lead to cultural erasure. This kind of Western characterization could negatively influence children’s perceptions and behaviours. Decolonizing children's literature involves questioning and transforming these colonial narratives to create more inclusive, pluralistic, and uplifting stories. It involves a shift from predominantly Eurocentric narratives to stories that reflect indigenous knowledge, local culture, and diverse viewpoints rooted in Pakistan’s own traditions, histories, and beliefs. Stories like Cinderella, Sleeping Beauty and Hansel and Gretel focus on European traditions and cultural values. Even Aesop’s Fables are rooted in Greco-Roman culture, and modern classics like The Chocolate Factory and The Secret Garden are based on Western ideals of childhood and adventure that are totally different from Pakistani culture. Instead of teaching these compositions to children, stories about our legendary heroes like Tipu Sultan or Sher Shah Suri could be facilitative to provide rich cultural context and help the children idealize their own heroes. Stories based on Sindhi, Punjabi, Pashto, and Balochi folklore, such as Momal Rano or Sassi Pannu could be taught to familiarize children with the cultural variety that exists in Pakistan. Western children's literature might provide literary value, but they often fail to reflect the cultural, historical, and social realities of Pakistani children. This research uses the concept of ‘Captive Minds’ by Syed Hussein Alatas to investigate the dominance of Western epistemologies over traditional ways of knowing. It further emphasizes the need to decolonize and reclaim and endorse indigenous knowledge.