In this paper, I discuss the possibilities that emerge from using literary fiction as a tool for teaching social theory and critical consciousness. Focusing on data from a social theory course I taught in fall 2007, along with my experiences teaching social theory, I evaluate the utility of utilizing literary fiction in the social theory classroom. Serving as a mechanism to encourage the development of critical consciousness, literary fiction can expand classroom dynamics and establish engaged dialogue between students and teachers. In particular, it has the potential to make social theory interesting and meaningful to students who are often anxious about learning social theory.
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