In this article, the authors examine the dynamics generated from the inclusion of Italian American texts in college writing and literature courses that are not specifically focused on Italian American literature. This exploration contains three distinct perspectives and styles from literary artists and teachers who work with students in both traditional undergraduate university settings as well as adult learning settings in three states: New York, New Jersey, and Massachusetts. Olivia Kate Cerrone, Kathy Curto, and Julia Lisella presented a version of this conversation during the roundtable discussion entitled “Teaching Italian American Authors in the Multi-Ethnic Literature Course” at the 53rd Annual Italian American Studies Association Conference held in November 2021. The theme of the conference was Diversity in Italian American Studies: The Status of Race, Gender and Sexual Orientation in Uncertain Times. The focus of this contribution is to offer readers practical strategies for including Italian American texts in their classes, as well as observations on the ways in which these texts affected the classroom dynamics and students’ writing and reflection on their own identities and experiences. The essay also suggests specific texts that can evoke discussions and writings that enable students to reach their learning objectives. The variety of courses taught and student populations served will give readers a deeper sense of how to apply these inclusions into their own syllabi. Common to the learning objectives of all the courses described in this essay is that students evaluate the impact of this literature on their understandings of their own identities as global citizens.

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