Decolonizing the curricula of an English teacher preparation program: An exploration of U.S. short stories in the Global South

Abstract

Abstract Literature in English as a Foreign Language (EFL) contexts is used for language development and intercultural understanding. However, the role of literature, specifically short stories (SSs), in shaping cultural representations of the U.S. in EFL teacher preparation programs (TPPs) remains unclear. This study examines how U.S. SSs in an English TPP in Argentina portray sociocultural and racial groups and challenge colonial worldviews. Through critical discourse analysis, 21 SSs were analysed. The findings revealed that the curriculum prioritizes white dominant groups. Although there are few stories featuring people of colour and less privileged white individuals, the overall selection of SSs collectively creates a limited and outdated portrayal of U.S. society. To avoid misinterpretations, it is essential to provide additional context and contemporary stories to accurately reflect the diverse cultural landscape of the U.S., thereby challenging dominant narratives.