''This is a book of stories told by adolescents and adults about teaching and learning.... Puzzlement, wonder, curiosity, disruption, and distress mark the emotions of all the storytellers here.''

--From the Foreword by Shirley Brice Heath, Stanford University

'' is a must-read for anyone interested in improving the academic achievements and enhancing the literacy practices of marginalized students.''

--Beverly Moss, The Ohio State University

''This book will shake the common and reshape the knowledge we have about the passion and potential of students in urban schools.''

--JoBeth Allen, University of Georgia

In her new book, Valerie Kinloch, award-winning author of , sheds light on the ways urban youth engage in meaning-making experiences as a way to assert critical, creative, and highly sophisticated perspectives on teaching, learning, and survival. Kinloch rejects deficit models that have traditionally defined the literacy abilities of students of color, especially African American and Latino/a youth. In contrast, she crosses boundaries to listen to the voices of students attending high school in New York City's Harlem community. In , Kinloch uses a critical teacher-researcher lens to propose new directions for youth literacies and achievements. The text features examples of classroom engagements, student writings and presentations, discussions of texts and current events, and conversations on skills, process, achievement, and underachievement.

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