This dissertation project investigates the lived experiences of three transnational multilingual Asian writing teachers across transnational trajectories to understand how these teachers negotiate their identities within sociocultural, institutional, and ideological structures. Addressing the underrepresentation of transnational multilingual teachers in Rhetoric and Writing, this project seeks to uncover the mechanisms that render these teachers invisible in the field and to make their everyday power struggles in negotiating their identities visible. Employing a story-centered qualitative research approach, including autoethnography and narrative case studies, this project interweaves stories from myself and two teacher participants. As a result, this project creates a more comprehensive and nuanced picture of transnational multilingual teacher identities. Specifically, the results of this project indicate that transnational multilingual teachers fluidly negotiate their hybrid identities to move between the systems of power, constantly reconceiving, remixing, and transforming who they are, drawing on their developed transnational, translingual, and rhetorical competencies. This project has implications for research and writing program administration to move toward greater visibility of transnational multilingual writing teachers in the field.
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