I am focusing on literature pedagogy, and arguing that the same approach is appropriate for both transfer and vocational students. I analyze the New Jersey CC guidelines for gen ed literature classes to show that we are restricted to broad-based surveys; moreover, the guidelines imply an “appreciation” approach that elides discipline-specific methodology, which in turn subverts critical thinking. To counter these restrictions, implications, and elisions, I will propose a literature pedagogy in which each class focuses on only a few texts through close reading, contextualization, multiple theoretical frameworks, and something that I am calling “epistemological pluralism.” I claim that the kind of classes I propose help prepare all students for global citizenship.