The English Literature curriculum in Indian universities has been shaped by colonial legacies, postcolonial pressures, and the forces of globalisation since the discipline’s institutionalisation in the nineteenth century. While the crisis debates of the 1980s and 1990s produced significant scholarly engagement with the discipline’s predicament, the existing literature lacks adequate empirical work on how curriculum reform has actually unfolded at the institutional and committee levels, as told through the voices of the stakeholders who designed, delivered, and navigated it. Comparative engagement with other postcolonial contexts remains gestural, and a theoretical vocabulary suited to India’s non-settler, internally diverse reform terrain is absent.