Abstract

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.