The English Literature syllabus across Indian and global universities has long been dominated by Western texts, theories, and philosophical frameworks. This Eurocentric orientation, while valuable, often marginalizes nonWestern epistemologies and limits students’ engagement with global modes of thought. This paper argues for the inclusion of the Bhagavad Gita in English Literature curricula as a critical step toward decolonizing literary studies and expanding the canon beyond its Western boundaries. Positioned within the thrust area of Eastern Philosophy in World Literature and Postcolonial Philosophy, the study examines how the Gita, read in translation and through comparative frameworks, can function not merely as a religious text, but as a philosophical and literary work that addresses universal themes of duty, ethics, selfhood, and existential choice. The paper explores conceptual dialogues between the Gita and American Transcendentalism, particularly Emerson and Thoreau, demonstrating existing but under-recognized cross-cultural literary conversations. Drawing on digital humanities methodologies and postcolonial pedagogical theory, this research assesses the potential effects of integrating the Gita on students’ critical thinking, cultural competence, and literary interpretation skills. Ultimately, the paper makes a case for curriculum reform that acknowledges India’s philosophical contributions as world literature, fostering decolonial reading practices and preparing students for a more interconnected literary imagination in the twenty-first century.

Abhinaba Chakraborty, "Beyond the Western Canon: Integrating the Bhagavad Gita to Decolonize English Literature Syllabi" International Journal of Humanities and Social Sciences Research Studies, V1(3): Page(01-13) September-October 2026. ISSN: 3139-0854. www.ijhssrs.com. Published by Scientific and Academic Research Publishing.