This article argues that testimonial novels are an important curricular addition in classrooms that take seriously the responsibility to educate students about social justice and civic responsibility in a global context. The addition of testimonial novels to our literature courses lets us internationalize our curriculum by including courses and texts that focus on social justice. I explore the ways in which thinking about our curricular and pedagogical choices through a lens of social justice achieves a number of important educational goals. It encourages critical thinking, allows the development of effective oral communication and writing skills, helps cultivate an appreciation of literature and reading, and creates possibilities for students to see themselves as effective actors in political arenas and social struggles, as global citizens with commitments and responsibilities. (Contains 12 notes.)