Through a combination of practical applications and theoretical underpinnings, this article explores the question of how to approach the teaching of Latin American Literature in the current period of globalization. Many theorists argue that we need new epistemologies in which to ground our pedagogy for the 21st century. Understanding the effects of globalization on Latin American Literature is a challenge, but one way we can meet it is by taking heed of new epistemologies such as Walter Mignolo's idea of `border thinking' or Boaventura de Sousa Santos' `epistemology of the South' that advocate an inclusive, dialogic approach to the integration of histories, cultures and different knowledges.
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