“Pedagogy of Integrity: an Analysis of the Conceptualization and Implementation of the MA Program Anglophone Modernities in Literature and Culture” investigates colonial patterns embedded in higher education practices. The thesis provides a framework for decolonizing teaching-learning structures on both micro- (classroom) and meso- (institutional) levels, while also offering concrete solutions for designing degree programs that genuinely reflect postcolonial concerns. Drawing on the pedagogical visions of Paulo Freire, bell hooks, and transformative learning theory, the work argues for dismantling homogeneity-preserving dynamics inherited from colonial legacies, enabling true participation for all students in collective knowledge production.

The research demonstrates:

• That Western higher education continues to reproduce social inequality through colonial mindsets and structures.

• That programs explicitly dealing with inequality, diversity, and postcolonial critique must embody social justice to remain credible.

• That decolonization in higher education is possible through deliberate didactic action at both institutional and classroom levels.

Through close readings of program documents, event analyses, and student surveys, the thesis examines the Anglophone Modernities program as a case study, identifying both gaps and promising practices. Ultimately, it synthesizes an integrity-based pedagogy — the Pedagogy of Integrity — offering practical suggestions for overcoming the tension between institutional intentions and lived educational practices.