Beginning in March 2012, my public scholarship with deported and returning young adults originated from an ethnographic and oral history framework based upon participant research action methodology (Seidman 2006). In collaboration with the Asamblea Popular de Familias Migrantes (APOFAM), I began to meet with groups of returning and deported young people working at a Colorado-based call center in Mexico City (Anderson 2015). We learned that one of the biggest obstacles they were facing was the revalidation of their US-based studies. Without official revalidation from the Mexican Secretariat of Education (SEP), these young people could not apply to university programs or certain jobs. Fast-forward to June 2015, when a reform to the General Law on Education was announced; a waiver of the requirement for an apostille and an official translation for documents in order to revalidate primary, secondary, and preparatory education. How did we get from the diagnostics of discrimination to legal reform on a national level? As one voice among many, I trace the odyssey of using new (and not so new) technologies (crowd-funding, photography, social media, video, census data, ethnographic interviews, organizational allies, press releases) to disseminate my research broadly and quickly in support of public policy reform. I present the stories and the data that I published in the book I co-authored with Nin Solis: Los Otros Dreamers (September 2014) as a qualitative diagnostic of discrimination using first-person testimonies and images. I highlight the multi-authored nature of this work, where the voices of migrant youth and advocates joined together, to speak from the subaltern position codified in US constitutional and immigration law (Kanstroom 2007). In so doing, I argue that the "publication" of twenty-first public scholarship takes place across diffuse, idiosyncratic, multilingual, and multi-platform contexts that are temporally and spatially distinct from traditional forms of publication. This case study of the struggle for access to higher education in Mexico offers significant implications for educators looking to advocate for public policy changes in the US and in Mexico. Post DACA, it also provides a transnational context in order to better understand the struggle for access to higher education and educational mobility by undocumented graduates from high schools across the US. Finally, in the process of reflecting upon the lessons learned via my collaborations with deported and returning youth eager to share their stories publically, this paper explores the resonances of the term "Dreamer" in contexts beyond US borders (Coutin 2007, Brotherton and Barrios 2009, Flores 2009), asking whether this historic expulsion of young people from the United States might be adequately considered a "Dreamer diaspora" with demands for access to higher education and transborder educational mobility at its core?