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In his article "World Literatures in Secondary School Curricula in Iran" Massih Zekavatargues that the inclusion and teaching of works of world literature is significant at the secondaryschool level because it introduces students to a dialogic and polyphonic world where difference isappreciated. Further, Zekavat posits that the pedagogical use of reading world literatures would bethe case in particular in countries and cultures where essentialist and homogenizing objectives andpractices of culture prevail. Zekavat's argumentation is based on the recent revival of Goethe'sconcept of Weltliteratur in the U.S. as a pedagogical tool and practice of reading and postulatesthat it would be applicable in particular to secondary education in Iran