ABSTRACT
Moving into our concluding sections, this chapter distils the previous content into the arguments in support of teaching with fiction. Ten reasons are provided, derived from the PhD research, the broad body of literature, and our teaching experience, to consider using this approach. We add some brief cautionary notes or, perhaps, better described as points of consideration when embarking on this teaching style. We return to the conceptually ‘big’ ideas and explore where we may go from here to continue to push the boundaries. We revisit ambiguity, complexity, and empathy as well as the importance of stories in a return to our opening discussion and see where we can locate them now. Conversations matter. Language and how it is used can be defining as well as emancipatory.
