This paper discusses inclusion of global literature in social studies curricula, especially in teaching about women of the world. It analyses the attraction of, and difficulties with, a popular work of young adult fiction, "Shabanu," often taught in US middle-school social studies and humanities classrooms. It uses the framework of post-colonial, feminist theorizing and critical, post-structuralist considerations in history and literature to analyse the novel. It draws on several sources: experiences in incorporating the book into a teacher-education course in social studies education; interviews with teachers and teacher educators; testimonials about the book available on the Internet, including the reactions of Muslim groups in the USA; and interviews with Pakistani-American students about their reactions to the book.