Literature classes facilitate excellent opportunities for analysis, critical thinking, discourse, and self-reflection. Through this digital project, I would like to expand on these foundational aspects of literary development by specifying both content and approach in order to influence a certain goal. 

I propose that by intentionally choosing curriculum around migration literature and carefully constructing a critical framework, the literature classroom can be a transformative space for students. This type of classroom validates and honors the works of refugees and displaced people around the globe by intentionally listening to their stories and their perspectives. This "listening" to migration literature is a practice that develops through focus, reflection, discussion, and analysis, as with any piece of literature; the inclusion of migration literature, though, brings special opportunities for students to experience personal transformations of perspectives and an enriched understanding of the plight of fellow humans. Finally, students can be given the opportunity to respond in meaningful, relevant ways to migration literature. In such a classroom, true transformation calls students to action and a response in order to create a more safe, equitable, and welcoming world.

Anne Dahlhauser