Here you will get the detailed summary of IGNOU MEG 10 Block 5 – Problems of Teaching and Learning English Literature.
We have provided the summary of all units starting from unit 1 to unit 6.
Introduction
IGNOU MEG-10 Block 5 focuses on “Problems of Teaching and Learning English Literature”, offering an in-depth look at the various challenges involved in the pedagogy of English literary studies in India. This block critically examines the evolution, reception, and functioning of TELI (Teaching of English Literature in India). It also explores broader issues like the colonial legacy of English education, curriculum design, teacher preparedness, the linguistic divide, and the publishing industry’s role in shaping the academic field. Together, the units encourage reflection on how English literature is taught, why certain content dominates syllabi, and how these practices relate to both Indian realities and global academic trends.
Unit 1: Problems of Teaching and Learning English Literature
This unit introduces the foundational issues surrounding the pedagogy of English literature in India. Teaching English literary texts in a postcolonial, multilingual, and culturally diverse country poses several challenges, including:
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Lack of language proficiency among many students, which affects comprehension and engagement with literary texts.
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The reliance on British canonical works, often disconnected from students’ social realities and experiences.
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Teacher-centric, exam-focused methods, which discourage interpretation and critical thinking.
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Inadequate training for literature teachers, especially at the undergraduate level.
The unit emphasizes that literature teaching must move beyond rote learning and factual recall to cultivate aesthetic appreciation, cultural sensitivity, and analytical skills.
Unit 2: The March of TELI in India
This unit traces the historical development of TELI (Teaching of English Literature in India) from colonial to contemporary times. The institutionalization of English literature was a direct consequence of British educational policies and continued into the postcolonial period, often without critical revision.
Key highlights include:
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The initial focus on literary appreciation of British texts as tools of ‘civilizing’ the native elite.
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Gradual incorporation of Indian Writing in English and later, postcolonial and feminist criticism.
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Institutional inertia, where despite political independence, many English departments remained Western in orientation.
This unit calls for a reimagining of TELI, where the focus shifts to plurality, relevance, and local-global dialogue.
Unit 3: Role and Function of TELI in the Contemporary Context
This unit re-examines TELI’s current function in India’s educational system and society. It argues that literature teaching is not just about language or stories but about shaping ethical, political, and imaginative sensibilities.
Important issues discussed:
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Literature as a space for cultural critique and resistance, especially in a diverse and postcolonial context.
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The role of TELI in nation-building, identity formation, and promoting critical consciousness.
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How TELI can challenge dominant discourses—whether colonial, patriarchal, or elitist—through curriculum choices and classroom practices.
The unit urges educators to reposition TELI not just as content delivery but as transformative pedagogy.
Unit 4: English Teaching in India
Focusing more broadly on English education (not just literature), this unit explores the structural inequalities and pedagogical limitations in how English is taught across Indian institutions.
Key concerns include:
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Divergent learner backgrounds in terms of region, language, class, and medium of instruction.
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Lack of standardized teacher training, especially in rural and semi-urban areas.
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The urban-rural digital divide, which affects access to literary resources.
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The tension between teaching English as a language skill and as a literary subject.
The unit emphasizes the importance of context-sensitive teaching models, rooted in students’ socio-linguistic realities, to make English education more inclusive and effective.
Unit 5: The Lie of the Land – English in India
Drawing from Aijaz Ahmad’s influential essay, this unit critiques the dominant academic hierarchies that persist in English studies in India. It examines:
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The continued dominance of elite urban institutions in determining the norms of English literary study.
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The marginalisation of regional voices, languages, and concerns in English syllabi.
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English as a marker of class privilege, with access often confined to those from privileged socio-economic backgrounds.
The unit encourages learners to problematize the authority of English, not to dismiss its value, but to demand a more equitable and pluralistic academic culture.
Unit 6: Publishing in India and English Studies
This unit explores the publishing ecosystem that supports and shapes English studies in India. Academic publishing, literary production, and textbook creation all influence what gets taught and how it is received.
Main themes include:
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The dominance of Western publishers and critical frameworks in the field.
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The scarcity of accessible, affordable, and contextually relevant texts for Indian classrooms.
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A growing but under-supported field of Indian academic publishing, especially in regional or alternative voices.
The unit concludes by highlighting the need for indigenous publishing platforms that can reflect the diversity and demands of Indian classrooms and scholarly debates.