Transnational Engagement as Rebellion and the Act of Teaching as Resistance: Narrative Inquiry into an Arab Migrant Social Studies Teacher.

This article centers on the lived experiences and teaching practices of Mr. Ahmad (pseudonym), an Arab migrant social studies teacher in the United States, analyzed through the theoretical frameworks of cultural and transnational citizenship. It explores how Mr. Ahmad’s racialized and migrant positionality—shifting from privilege in Egypt to marginalization in the U.S.—shapes his sense of belonging, political engagement across borders, and pedagogical commitment to fostering students’ critical consciousness and social justice activism. The study highlights Mr. Ahmad’s navigation of anti-Arab racism, xenophobic policies such as the Muslim ban, and his use of teaching as a form of grassroots resistance that challenges dominant Eurocentric narratives. By focusing on an under-researched group, Arab and Arab American teachers, the article calls for further empirical research and teacher education approaches that recognize the complex, transnational identities and agency of such educators in promoting equity and disrupting essentialist stereotypes.