Language, Individual & Society, Volume 9, 2015

Abstract: In the contemporary world, in which the political debates have plagued the current social affairs, including education, literature appears to be the ultimate solution to formulate a culturally unprejudiced educational curriculum. It has the power to establish a unique interpretive community with shared global prototypes, based on a political- liberated syllabus, to unite the diverse human societies. Respectively, a pragmatic educational program must be defined that respects the multi- culturally structured identities. Apparently, newly–fashioned diasporic identities experience a sense of hybridism. This cultural fusion enables them to appreciate a wide range of culturally diverse literary texts, reflected in the polyphonic teaching approaches. Diasporic perception of literature is liberated from chronotopic socio-cultural paradigms and constructs a novel polyphonic educational domain, based on mutual respect and pluralism. This study aims to investigate the role of diasporic literature, in educational curriculum designing, in language acquisition, in order to generate a polyphonic teaching style, by infusing the controversial literary theories and teaching methodologies.