What does decolonizing teaching practices and curricula mean, and who has the time and responsibility to consider these issues? This essay thinks about these questions from the first-person, embodied perspective of someone who has recently finished a PhD in modernist literatures of Virginia Woolf and Jean Rhys. In this essay, I think about the issues of precarious employment as an early-career researcher who has held casual contracts and fixed-term research positions in the United Kingdom, Germany, and Estonia. The latter country is my homeland, and Estonian is my native tongue. This essay goes on to consider what it feels like to study English in universities in the UK and finally teach it, as a foreigner to the language and culture one learns and teaches. The first half of this essay is dedicated to sketching out how an immigrant might end up dedicating her career to English, and the second part more specifically talks about how she ended up doing research for a project that looks into practices of decolonizing curricula and inclusive teaching methods by statistical analysis and qualitative interviews with colleagues. The interviews are about issues that the statistical representation will never be able to show and address; in these interviews, the difficult process of decolonization of curricula and teaching really unfolds.

中文翻译：

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谁有时间和责任去非殖民化英语研究？

非殖民化教学实践和课程意味着什么，谁有时间和责任考虑这些问题？本文从弗吉尼亚·伍尔夫（Virginia Woolf）和让·里斯（Jean Rhys）的现代主义文学博士学位获得者的第一人称、具身化的角度思考这些问题。在这篇文章中，我考虑了作为一名在英国、德国和爱沙尼亚担任临时合同和固定期限研究职位的早期职业研究人员的不稳定就业问题。后一个国家是我的祖国，爱沙尼亚语是我的母语。这篇文章继续思考在英国大学学习英语并最终教授英语的感觉，作为一个学习和教授语言和文化的外国人。这篇文章的前半部分致力于勾勒出一个移民如何最终将她的职业生涯奉献给英语，第二部分更具体地讨论了她如何最终为一个研究非殖民化课程和全纳教学实践的项目进行研究通过统计分析和与同事的定性访谈的方法。访谈是关于统计表示永远无法显示和解决的问题；在这些采访中，课程和教学去殖民化的艰难过程真正展现出来。访谈是关于统计表示永远无法显示和解决的问题；在这些采访中，课程和教学去殖民化的艰难过程真正展现出来。访谈是关于统计表示永远无法显示和解决的问题；在这些采访中，课程和教学去殖民化的艰难过程真正展现出来。