During a casual discussion with a colleague, he stated, “You, English teachers, are the agents of Westernization.” Initially, I accepted this harsh opinion, but after deeper reflection, I realized it was an oversimplification. This perception fails to acknowledge the broader role of English teachers and how language is perceived. While they may often be associated with Western influences, their function extends far beyond that narrow categorization.
First and foremost, English teachers do not merely teach English literature but rather literature in English. This distinction is crucial, yet often misunderstood. English teachers serve as cultural emissaries, introducing students to literary works from diverse traditions—Indian, African, Russian, Japanese, Australian, and, of course, English. Each piece of literature is deeply rooted in its own cultural and historical context, making the English classroom a global space of ideas rather than a tool for enforcing Western ideologies.
Moreover, literature as an art form fosters critique and intellectual inquiry. It does not demand blind acceptance of any culture, tradition, or ideology. Instead, it encourages students to question everything—social norms, historical narratives, and power structures—irrespective of their origin. Through literature, students learn to engage critically with both Eastern and Western perspectives, making their understanding more nuanced and informed.
Additionally, English teachers are often labeled as agents of Westernization simply because they expand students’ horizons. However, broadening perspectives does not equate to imposing Western ideologies. Instead, English teachers expose students to diverse ways of thinking, encouraging them to see the world through multiple lenses. The perspectives explored in literature are not exclusively Western; rather, they are deeply interlinked with various traditions, histories, and philosophies. A discussion on postcolonial literature, for instance, does not merely critique Western imperialism but also engages with indigenous narratives and local resistance movements. Similarly, examining existentialism in literature does not make one entirely Western in thought—it invites a dialogue between Eastern and Western philosophies on human existence.
Furthermore, English teachers do not simply teach the works of Western writers—they also critique them. Scholars like James Agate, Kingsley Amis, and many others have been critically examined for their biases, limitations, and ideological positions. The purpose of studying literature is not to idolize any particular culture but to critically engage with ideas, challenge outdated beliefs, and contribute to intellectual progress. Literature provides a platform to analyze the flaws in Western thought just as it does for any other tradition. It is not about attacking cultures but about questioning and reforming ideas for the better.
Additionally, English is merely a medium of communication, not a marker of allegiance to any single cultural framework. It is a tool for expression—one that enables teachers and students to articulate thoughts, question perspectives, and share experiences. By teaching in English, educators provide students with access to a global stage, ensuring they can participate in broader intellectual discourses while still retaining their own cultural identities. To label English teachers as mere agents of Westernization is to oversimplify their role. They are, in fact, ambassadors of global understanding, critical thinking, and cultural exchange. By teaching literature in English, they empower students to explore, analyze, and appreciate the diversity of human experience—whether from the East, the West, or anywhere in between. Their influence transcends geographical and ideological boundaries, creating an intellectual space that fosters dialogue, growth, and deeper understanding.
