This essay proposes that the English literary anthology is a genre that triangulates the canon, the curriculum, and the classroom. Its colonial legacy is undeniable, and the core processes of anthology editing – selection, excerption, arrangement, and framing – do closely replicate the decontextualizing and objectifying practices of imperial epistemologies. Nonetheless, the anthology remains an affordable textbook and is most popular in nonelite universities and college classrooms where survey and general literature courses are taught as important parts of the English literary curriculum. Rather than dismiss the anthology as a pedagogical tool, the author presents editorial strategies for decolonizing it and for presenting literary tradition in the English language in more equitable ways. Drawing upon her experience editing the eleventh edition of The Norton Anthology of English Literature (NAEL), the author offers a reappraisal of critical theories of anthologizing alongside strategies for reframing the global diffusion of English literature through the power dynamics of territorial, educational, and cultural imperialism.