Mendes, Ana Cristina2022-03-162022-03-162022Mendes, AC. 2022. “Decolonising Wuthering Heights in the Semi-peripheral Classroom”. In Decolonising the Literature Curriculum. Ed. Charlotte Beyer. Teaching the New English Series. Cham: Palgrave Macmillan. 115–132.978-3-030-91289-5http://hdl.handle.net/10451/51766Considering the three dimensions of adaptation as (1) act and process, (2) heuristic tool, and (3) political possibility, what can be distinctive about teaching English canonical texts through adaptations in the semi-peripheral classroom? To address this question, the chapter proposes ways to decolonise Emily Brontë’s Wuthering Heights in the undergraduate semi-peripheral classroom. Framed by an inter-imperial perspective on the Atlantic slave trade, our decolonised reading of the novel firmly places Heathcliff in the colonial countryside of Yorkshire, and examines the visual translations of the racialising tropes associated with this character across three screen adaptations.engPostcolonial studiesBrontë, Emily, 1818-1848Adaptation studiesAtlantic slave tradeDecolonising the universityDecolonising the curriculumPedagogy in Higher EducationBritish literaturePortugalSemi-peripherybook parthttps://doi.org/10.1007/978-3-030-91289-5_7