Decolonizing Mythology and History in The Works of Chitra Banerjee Divakaruni

The present research paper explores the decolonization of mythology and history in the literary works of Chitra Banerjee Divakaruni from an educational perspective. The paper critically examines how Divakaruni reclaims traditional Indian narratives through a feminist and postcolonial lens, challenging the colonial and patriarchal interpretations embedded in mainstream historical and mythological discourses. Her novels such as The Palace of Illusions, The Forest of Enchantments, and Independence serve as pedagogical texts that not only reconstruct dominant narratives but also highlight the importance of marginalized voices, particularly those of women. These narratives provide an alternative epistemology to students and scholars by emphasizing indigenous perspectives, cultural memory, and subjective experience as valid sources of knowledge. This study highlights the relevance of her works in contemporary educational discourse, wherein literature becomes a powerful tool for interrogating colonial constructs and advocating inclusive learning. By giving voice to mythological women like Draupadi and Sita, and by portraying historical trauma from an intimate female perspective, Divakaruni re-centers subaltern identities and transforms mythical and historical figures into agents of resistance and empowerment. In doing so, she enables a critical reading of the past that inspires students to engage with literature not merely as fiction, but as a site of knowledge production and cultural transformation. Furthermore, this paper underlines how Divakaruni’s use of English as a medium does not compromise the Indian ethos of her narratives but instead globalizes indigenous consciousness. Her work exemplifies how literature can serve as a decolonial educational practice, promoting critical thinking, intercultural understanding, and gender sensitivity in academic spaces. Thus, her writings hold significant pedagogical potential in shaping curricula that prioritize pluralism, cultural reclamation, and narrative diversity in postcolonial education.