This book offers new perspectives on the pedagogical value of literary texts. The book is, in the first place, a theoretical study speculative in nature about the inherent connection between reading and interculturality. The author argues that reading literary texts may open up a passage to a third place, a space in which a student can learn more about their own identity and ultimately arrive at a more nuanced understanding of otherness. Some of the skills implicated in the construction of textual understanding can facilitate intercultural learning, opening up opportunities for a pedagogical...