(De) Colonized English Curriculum of Pre-Service Teachers

This qualitative content analysis examined the colonized and decolonized elements of the English curriculum for pre-service teachers in the Philippines, grounded in postcolonial theory and critical pedagogy. Through the analysis of 20 syllabi, the study aimed to (1) identify colonized and decolonized curriculum aspects, (2) explore factors influencing these elements, (3) assess the extent of colonization and decolonization based on challenges, practices, and gaps, and (4) propose a more inclusive curriculum. Findings revealed that the curriculum remains shaped mainly by colonial legacies, favoring Western literary canons, monolingual English instruction, and standardized assessments. Nonetheless, emerging decolonial efforts include the integration of local literature, multilingual pedagogies, and culturally responsive strategies. In response, the study proposes a Decolonized English Curriculum centered on localized content, translanguaging, and context-based assessments to develop culturally rooted yet globally competent educators. It recommends that pre-service teachers be trained in multilingual and culturally responsive approaches; teacher educators incorporate indigenous knowledge and student-centered pedagogies; and academic leaders and policymakers institutionalize inclusive, context-sensitive curriculum reforms aligned with both global standards and local realities.