In this practitioner research study, I explored how a pedagogy of multiliteracies supported the civic learning of eight middle and high school Indonesian American youth in a summer literacy program. Tracing how transnational youth face barriers to civic learning and engagement in times of rising inequality and xenophobia, I analyzed the ways in which program participants engaged with a curriculum featuring discussions of contemporary civic issues, transnational literary texts, and opportunities for expression. I found how, using their multiliteracies and border-crossing lives as resources, participants critiqued systemic issues hidden in everyday interactions, expressed the tensions of claiming transnational identities, and repurposed academic literacies to argue for civic justice. I name the affordances of using multiliteracies-oriented civic pedagogies that center the semiotic resources, identities, and experiences of transnational youth, as well as the civic openings that such learners themselves identify.

中文翻译：

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“门永远在那”：跨国青年利用多才多艺为公民司法服务

在这项从业者研究中，我探讨了多语言教学法如何在夏季扫盲计划中支持八名初中和高中印尼裔美国人的公民学习。我追踪了跨国青年在不平等和仇外心理加剧的情况下如何面对公民学习和参与的障碍，我分析了计划参与者参与课程的方式，该课程的特色是讨论当代公民问题，跨国文学文本和表达机会。我发现参与者如何利用他们的多元文化和跨越国界的生活作为资源，批评日常互动中隐藏的系统性问题，表达主张跨国身份的紧张局势，并重新利用学术文化来主张公民正义。