From global texts to local voices: teachers’ views on cultural engagement and resource gaps in Indian Literature in English at the tertiary level of Jammu & Kashmir

English studies in Indian higher education are undergoing a significant transformation. Indian students often experience a linguistic and cultural gap because curricula continue to emphasize American and British literature (Gupta, 2016; Sen, 2023). The National Education Policy (NEP) 2020, however, encourages discussion on multiculturalism and indigenous knowledge systems (Barai & Maiyani, 2025; Longkumer, 2024). Indian writing in English has a substantial literary tradition, with its role best understood within World Englishes. Kachru’s (1990) framework highlights English’s specific sociolinguistic functions in different contexts. India is central to this, as English is rooted in a multilingual, plural society. Indian English now has unique local functions and forms (Mesthrie, 2019). Promoting Indian Literature increases students’ engagement with cultural context and relevance. Many consider teaching English Literature through Indian Literature an effective way to bridge the gap between cultural familiarity and language learning (Bhushan, 2013; Thorat, 2011; Vaishnav, 2024).