Within this qualitative case study, I describe how a fifth-grade teacher in an affluent and culturally homogenous school attempted to "disturb the waters" through teaching global literature. Framed by transactional theories of response and critical language awareness, I identify three central pedagogical moves that supported disruptions of students' assumptions and beliefs: (1) inviting students to share their aesthetic transactions, (2) privileging multiple perspectives and genres, and (3) calling attention to language choices as a central line of inquiry. I argue that both transactional and critical approaches to literacy and language are necessary in order to move students beyond disinterested and prejudicial responses to global literature and to challenge commonly held beliefs.