The authors recommend that “student not write about what they believe they ‘know’ about one another, but what they suspect they do not know” (445). Also, “it makes sense to have students respond to difficult texts that directly challenge an audience’s ability to make radical alterity coherent and tame, texts that enact the impossibility of unknowable difference” (446). This comes along with an acknowledgement that we can never completely know the other.
Finally, the authors state that “multiple difference are always at play – one person does not equal only one marker of identity or only one identity category, and any given person serves as the convergence of a number of seemingly contradictory, even incommensurable identities” (435).