Harlem on Our Minds

This text investigates the literate identities and practices of urban youth in rapidly gentrifying neighborhoods, with a focus on New York City's Harlem neighborhood. The author takes a participatory action approach to define and engage with new directions in youth literacies in socially constructed spaces (i.e., classrooms, gentrifying communities). The author examines connections between race and place by discussing how Harlem youth, teachers, longtime black residents, and new white residents to the area view their role within the gentrification process, with quotes from community members and stakeholders. The active response of youth, via critical literacy/storytelling, in both traditional (print) and multimodal (digital video, etc) forms is investigated, honored, and thoughtfully considered for powerful implications for in-service teaching practice, educational policy, and teacher education. Vignettes, photos, and quotes from students and community members are included throughout.

Valerie Kinloch is an associate professor in the School of Teaching and Learning at The Ohio State University

Foreword	p. xi
Acknowledgments	p. xiii
Introduction: The Apollo, the Cotton Club, and a Lot of Blues: The Making of Harlem's New Literacies	p. 1
A Second Beginning	p. 5
A Third Beginning	p. 9
Harlem on My Mind: Black Lives, Youth Literacies, and Urban Gentrification	p. 15
Harlem is Home: Introducing Phillip and Khaleeq	p. 19
Teaching in Harlem: Introducing Ms. L as Teacher	p. 24
The Old and the New: Introducing Harlem with Ms. L, Phillip Khaleeq	p. 27
Harlem on My Mind: A Brief Discussion of Research Methods	p. 29
Local Communities and Literacy Work: Emerging Lessons for Teachers and Researchers	p. 34
Response: On Gentrification and Community	p. 36
"My Word's My Weapon": Literacy Learners, Soul Singers, and Street Survivors	p. 39
Literacy Learners	p. 41
Soul Singers	p. 45
Street Survivors	p. 49
My Word's My Weapon	p. 53
Response: On Gentrification and Change	p. 58
Dancing to Different Beats: Surveying a Community at the Crossroads	p. 61
Dancing	p. 63
The Drum	p. 67
The Beats	p. 72
At the Crossroads	p. 79
Response: Teaching in the Midst of a Gentrifying Community	p. 83
Singing in Multiple Keys: Literacy, Race, and the White-ification of Place	p. 87
"You Gotta Know What I Mean by White-ification": Phillip His Harlem	p. 92
Taking It to the Street: Egypt, Harlem, and Acts of Place-Making	p. 98
Changing the (Urban) Narrative of Harlem	p. 102
Listening to Other Voices: Reciprocal Learning, Critical Literacy	p. 104
Singing in Multiple Keys	p. 111
Response: Gentrification in Harlem	p. 115
Crossing 125th Street: Youth Literacies in 21st-century Contexts	p. 118
Harlem, Art, and Literacy	p. 123
Documenting "Harlem is Art"/"Harlem as Art"	p. 127
Searching for Literacy Apprenticeship Models	p. 137
Crossing 125th Street	p. 140
Youth Literacies in 21st-century Contexts	p. 145
Response: Predators and Victims	p. 148
Teacher Talk: On Gentrification, Urban Youth, and Teaching as Survival	p. 150
Teacher Portraits and Perspectives	p. 151
Lessons from Teacher Talk and Talking with Teachers	p. 167
Creating Collaborative, Democratic Learning Environments	p. 169
Response: Teaching, Change, and Youth	p. l72
A New Literate Tradition: Classrooms as Communities of Engagement	p. 175
"Take a Stand": Building a Literate Tradition	p. 177
Enacting a Pedagogy of Possibility in Teaching and Learning	p. 182
Returning to Harlem: Implications for Research and Teacher Education	p. 187
Afterword	p. 193
References	p. 195
Index	p. 200
About the Respondents	p. 207
About the Author	p. 208
Table of Contents provided by Ingram. All Rights Reserved.

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