My proposals for decolonizing romanticism are threefold. First, and most obviously, transforming the romantic canon by including BAME writers such as Phyllis Wheatley, Olaudah Equiano, James Wedderburn, Mary Prince, Mirza Abu Talib Khan, Ramohun Roy, Henry Derozio. But decolonizing the curriculum must do more than just “add BAME writers and stir.” My second proposal would accordingly remap the established narrative of British romanticism in relation to the wider world of empire; both in relation to canonical figures like Blake and Austen, and to lesser-known writers like Southey and Hemans. My third proposal locates colonial travel accounts alongside poetry, drama, and the novel, given its role in establishing European “planetary consciousness.” Selecting writing by Mungo Park, James Bruce, Humboldt, Maria Graham, Belzoni, Reginald Heber, students can explore the contingency (and sometimes confusion) determining the “cultural entanglements” of European travelers on the colonial frontier. Travel texts restore a sense of the global interconnectivity of Britain’s and Scotland’s colonial and imperial history, allowing citizens of our multicultural society to recognize themselves in it.