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| Foreword | |
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| Acknowledgments | |
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| Introduction: The Apollo, the Cotton Club, and a Lot of Blues: The Making of Harlem's New Literacies | |
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| A Second Beginning | |
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| A Third Beginning | |
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| Harlem on My Mind: Black Lives, Youth Literacies, and Urban Gentrification | |
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| Harlem is Home: Introducing Phillip and Khaleeq | |
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| Teaching in Harlem: Introducing Ms. L as Teacher | |
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| The Old and the New: Introducing Harlem with Ms. L, Phillip Khaleeq | |
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| Harlem on My Mind: A Brief Discussion of Research Methods | |
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| Local Communities and Literacy Work: Emerging Lessons for Teachers and Researchers | |
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| Response: On Gentrification and Community | |
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| "My Word's My Weapon": Literacy Learners, Soul Singers, and Street Survivors | |
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| Literacy Learners | |
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| Soul Singers | |
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| Street Survivors | |
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| My Word's My Weapon | |
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| Response: On Gentrification and Change | |
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| Dancing to Different Beats: Surveying a Community at the Crossroads | |
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| Dancing | |
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| The Drum | |
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| The Beats | |
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| At the Crossroads | |
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| Response: Teaching in the Midst of a Gentrifying Community | |
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| Singing in Multiple Keys: Literacy, Race, and the White-ification of Place | |
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| "You Gotta Know What I Mean by White-ification": Phillip His Harlem | |
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| Taking It to the Street: Egypt, Harlem, and Acts of Place-Making | |
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| Changing the (Urban) Narrative of Harlem | |
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| Listening to Other Voices: Reciprocal Learning, Critical Literacy | |
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| Singing in Multiple Keys | |
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| Response: Gentrification in Harlem | |
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| Crossing 125th Street: Youth Literacies in 21st-century Contexts | |
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| Harlem, Art, and Literacy | |
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| Documenting "Harlem is Art"/"Harlem as Art" | |
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| Searching for Literacy Apprenticeship Models | |
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| Crossing 125th Street | |
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| Youth Literacies in 21st-century Contexts | |
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| Response: Predators and Victims | |
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| Teacher Talk: On Gentrification, Urban Youth, and Teaching as Survival | |
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| Teacher Portraits and Perspectives | |
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| Lessons from Teacher Talk and Talking with Teachers | |
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| Creating Collaborative, Democratic Learning Environments | |
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| Response: Teaching, Change, and Youth | |
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| A New Literate Tradition: Classrooms as Communities of Engagement | |
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| "Take a Stand": Building a Literate Tradition | |
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| Enacting a Pedagogy of Possibility in Teaching and Learning | |
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| Returning to Harlem: Implications for Research and Teacher Education | |
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| Afterword | |
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| References | |
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| Index | |
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| About the Respondents | |
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| About the Author | |