Recent political excursions into classroom text selections by local and national politicians and pundits have made teaching canonical texts more appealing to many school districts and teachers. In this study, we used conceptions of Derridean hospitality alongside monster theory to examine what common canonical texts teach students about who is welcome and worthy of hospitality in American society and who is viewed as wholly monstrous and outside the bounds of hospitality. The results of our critical content analysis revealed that in commonly taught canonical novels, identity categories like race and gender shape determinations of who is welcome and who is othered. The findings suggest that critical readings of canonical texts cannot offer a hospitable welcome to marginalized and othered youth in ELA classrooms. Instead we offer a hospitable literacy approach to text selection in ELA classrooms.