Postcolonial literary scholars often write about challenging traditional canons and Enlightenment ideas, but that challenge too often remains at the level of content and of ideas. We also need practical change to the university classroom, our curriculum, our syllabi, our pedagogy. And we need to be in dialogue with our colleagues teaching British or American or European literature who also want to decolonize their classrooms. There need to be fora where we can discuss the questions and problems we face in our classrooms and the strategies we have developed in response. These papers arise from an ongoing collaboration across institutions to discuss what we as teachers of literature can do differently and better.