ABSTRACT
This chapter focuses on the analysis, then, is pedagogy rather than literary criticism or elaboration of Orientalist theory. Pointing to the insufficiency of prevalent multicultural and reader-response approaches to teaching transnational women's literature in schools, it argues for recursive pedagogy of rereading that critically historicizes and interrogates 'the conditions of literary experience'. TIt suggests that reading transnational women's texts can never be a neutral exercise in relativist understanding but rather demands rethinking of the interpretive and pedagogical frameworks prevalent in schools. The chapter argues that literature education remains a crucial arena of contested imaginaries. Although intervention into these can never escape the horizons of desire and intelligibility framing each turn of the page, just as multicultural education has been challenged and reconfigured by pedagogies of difference, it is incumbent on antiracist and anticolonial feminist educators to develop strategies for embodied, critically reflexive literary experience and literacy, which may ground critical anti-imperialist politics in our era of empire.
