<![CDATA[Postcolonialism has long served as a theoretical framework for examining how colonialism shapes identities, power relations, and representations in literature. It is particularly relevant in analysing Palestinian literature, where ongoing colonialism continues to shape lived experiences and narratives. Although many studies have applied postcolonial theory to literary analysis and social justice education, few have empirically examined how EFL students critically engage with postcolonial texts, particularly within Indonesian EFL classrooms and in relation to the Palestinian context. This study addresses this gap by examining the critical engagement of Indonesian EFL undergraduate students in the specialisation in literature in the teaching and learning of Palestinian literature through a postcolonial lens. Data were collected from the students’ essays and semi-structured interviews conducted at the end of the unit. Thematic analysis reveals varying levels of critical engagement among the students. All students identified key postcolonial themes, such as resistance, identity, trauma, and hybridity. Those achieving criticality were able to contextualise these themes within broader global power relations and articulate implications for social justice or advocacy. Contrarily, the students with emerging criticality tended to focus on textual interpretation and personal empathy, showing limited translation of critical insight into social or political action. Grounded in qualitative inquiry, this study highlighted the pedagogical and political significance of centring Palestinian narratives within postcolonial literary studies. Through its contextual and interpretive focus, it sought to enrich ongoing dialogues on decolonising English education, particularly in the teaching of English literature within postcolonial EFL settings.]]>
