For example, Lisa Eck's "Thinking Globally, Teaching Locally" describes how Eck teaches world literature courses in which students read cultural narratives and problematize them—in the article, she references her use of Tsitsi Dangarembga's Nervous Conditions in her composition classroom.[29] Through her teaching, she is attempting to answer the question of how multicultural pedagogical practices could still be based in research, critical literacy, and problem-posing education. In her approach, she engages students in the kind of literary criticism that is necessary for analyzing and evaluating critical discourse: "I work to make hybrid postcolonial identities familiar, even analogous at times, to what we understand as the process of identity formation for the average postmodern college student….I [also] use the Otherness of the cultures reproduced in foreign texts to estrange the American familiar" (579).[29] The kinds of inquiry students are using to analyze the text are to show how the text is both "not about you" and "about you," and how these processes of identity formation are the kinds of processes necessary to critically evaluate public discourse.[29]