The writing of transnational youth has continued to emerge as a promising area of research in writing and literacy studies, and yet despite the breadth of this work, few studies have examined transnational students’ writing about social and racial justice. Drawing on theoretical contributions of coloniality, this article highlights the experiences of one immigrant adolescent’s participation in a secondary ethnic studies course in California. In this study, photovoice was used as a mutually informing classroom writing pedagogy and research methodology to understand how students in an ethnic studies course problematize the dominance of Whiteness in school. I specifically analyze field notes and a focal student’s writing and interviews to demonstrate (a) her understandings of her participation in this course and (b) the ways in which her writing of self was a form of curricular justice that spanned school and home. These findings help to amplify writing as a tool for social justice and remind us that literacy and students’ histories are inextricably linked.

跨国青年的写作继续成为写作和识字研究领域一个有希望的研究领域，尽管这项工作涉及面很广，但很少有研究检查跨国学生关于社会和种族正义的著作。借助殖民主义的理论贡献，本文重点介绍了一个移民青少年参加加利福尼亚州的一次民族研究课程的经历。在这项研究中，photovoice被用作相互交流的课堂写作教学法和研究方法，以了解民族研究课程中的学生如何对白度在学校中的统治地位提出质疑。我专门分析田野笔记和重点学生的写作和访谈，以证明（a）她对参加本课程的理解，以及（b）她的自我写作是跨越学校和家庭的一种课程正义形式。这些发现有助于扩大写作作为社会正义的工具，并提醒我们识字和学生历史之间有着千丝万缕的联系。