This book framed through the notion of double consciousness brings postcolonial constructs to
sociopolitical and pedagogical studies of youth that have yet to find serious traction in
education. Significantly this book contributes to a growing interest among educational and
curriculum scholars in engaging the pedagogical role of literature in the theorization of an
inclusive curriculum. Therefore this study not only recognizes the potential of immigrant
literature in provoking critical conversation on changes young people undergo in diaspora but
also explores how the curriculum is informed by the diasporic condition itself as demonstrated
by this negotiation of foreignness between the student and selected texts.
