Decolonising a Dutch literature course: from Dutch literature to literature in Dutch

Abstract

The legacy of colonial structures in Dutch society is reflected in education, where both universities and the Dutch literary canon contribute to the reproduction of Eurocentric and exclusionary forms of knowledge. This thesis investigates how decolonial practices can be integrated into university education through a qualitative case study of a Dutch literature course at Utrecht University. The course underwent a revision, decolonising the course, shifting to a broader, transnational perspective on literature in Dutch. Based on interviews with teachers, students, and the bachelor coordinator (N = 10), this study examines key changes in curriculum and pedagogy. Key curricular changes are replacing canonical texts with multilingual and marginalised voices, and framing literature through themes of emancipation and exploitation rather than traditional literary movements. Pedagogically, the tutorial created a safe space for critical dialogue. Traditional lectures and assessment practices remained, yet findings suggest curriculum reform can still enhance student engagement and classroom dynamics. This study contributes to the limited research on decolonisation in Dutch higher education, offering practical insights for educators seeking to challenge colonial knowledge structures and build more inclusive learning environments.