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This article aims at fostering response-able pedagogies in the class of Teaching English as a Foreign Language (TEFL) in higher education by working on transnational literature, which is a type of writing that can be regarded as a by-product of today’s intense border crossing and global interconnectedness. The intention of this contribution is to allow socially committed professionals in the education field to engage with global issues from their own local position through short stories in English. This article begins by providing a conceptual framework where key terms, such as feminist solidarities and transnational identities, are addressed, and where the methodological approach is briefly explained. Then, two case studies are developed to illustrate the feminist close-reading of works by current transnational women authors: the short story “Treasure” by Oyinkan Braithwaite and “Light” by Lesley Arimah. To conclude, pedagogical guidelines to take this practice to the classroom context of TEFL in higher education are offered.

HIDDENLAND is a dark, fabulist entreaty which exposes one young woman to the malevolent whims of Iceland’s ‘hidden people’ - the elves, and the spirit of an Irish monk - as she tries come to terms with her mother’s tragic death.

Kadeem saunters down the hall during summer school, his long legs in denim jeans with factory-made horizontal tears across each thigh (student names are pseudonyms). With each left footfall, he taps a graphic novel against his hip. It is almost musical, the swish of his basketball shooting jacket, the rhythm of his steps, the beat of his size 14s on the linoleum. The steady bump bump bump of the book against his leg. This feature is not going to talk about the reasons Kadeem quit reading (he had a missing-book fine from third grade, so for eight years he had not checked out a book from the library). Instead, it will focus on the reasons students choose to read. I have always been curious about the ways young people become interested in reading. To begin each school year in my Honors English 10 classes, I wondered how students might respond to that question, so I asked my students how they knew what to read. Where did they get their book recommendations?