ABSTRACT
In this chapter, we present the research which speaks to the works of fiction that might be most conducive to student learning. There is a long history of debate about perceived literary ‘worthiness’ of certain books. Whilst this is not the focus of this book, it is acknowledged for its influence in any educator’s choice of books. The idea of privileging particular genres is be explored, as well as the consequences in doing so, in relation to power and egalitarianism. We found there is an argument for a range of genres, including pop culture, in terms of accessibility. Further, critical thinking and ethical reflective capability can be developed through the analysis and discussion of books with which we don’t connect.
