Abstract
Against the backdrop of White Christian nationalism, which fomented an intensifying atmosphere of religious marginalization and violence toward transnationals in the US between 2015 and 2020, and in the context of teachers responding to this atmosphere of marginalization and violence with their writing curriculum and pedagogies, this study compared how three transnational youth wrote to express religious being and belonging in secondary classrooms. Adapting portraiture research approaches in a narrative study, we explored the how , who , and why of transnational youth writing across three classrooms where teachers made room for their cultural identity meaning -making through composing in diverse modes, genres, and media. In dialogue with pluriversal theorizing about the religious , specifically individual experiences of religious being and collective experiences of belonging, the research composed and compared portraits across three di f ferent public school settings. Working with three previously generated data sets, we retroactively asked: How, for whom, and to what purposes did three transnational youth express religious being and belonging through writing in public US secondary classrooms? The portraits illuminate how these youth wrote to accurately portray Islam, to poetically express and analytically discuss the fears and vulnerabilities Muslim women experience in wearing the hijab, and to share and interpret Christian familial experiences with ethnoreligious violence. In conclusion, we highlight complexities and further questions facing literacy teachers seeking to cultivate curiosity about youths' religious being and belonging and to make room for these aspects of students' experience as part of cultural assets approaches to writing curriculum and pedagogy.