Challenges for Teaching Indian English Drama

So much has been made over the crisis in English literature as field, as corpus, and as canon in recent years, that some of it undoubtedly has spilled over into English education. This has been the case in predominantly English-speaking Anglo-American and Commonwealth nations, as well as in those postcolonial states where English remains the medium of instruction and lingua franca of economic and cultural elites. Yet to attribute the pressures for change in pedagogic practice to academic paradigm shift per se would prop up the shaky axiom that English education is forever caught in some kind of perverse evolutionary time-lag, parasitic of university literary studies. What is the future of English education in the new millennium? How has English education responded to realities of new and culturally diverse student populations, new texts and communications, media, changing job markets and life pathways? What might it mean to teach and to profess English in a multilingual and multicultural, heteroglossic and multimediated world where it is alternatively seen as threat and promise, deficit and capital? These are the issues which one can think about Language/Literature teaching.