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SUMMARY HARLEM ON OUR MINDS

In chapter 1, it tells a brief response on gentrification and community written by


Phillip who is an American youth who reside in NYC. In his response, he talks
about his feelings on community change and what he believes to be the two
contributing factors that cause gentrification. The chapter concludes by asking
how teachers and researchers can be attentive to community histories in literacy
work with youth who live in gentrifying areas.
In chapter 2 it tells about literacy learner, soul singers and street survivors”,
explores gentrification, urban youth, and literacy by turning to example from
Phillips, Khaleeq, and two of their peers, Kim and Samatha. The chapter discusses
how Phillip and Khaleeq use words to theorize about the meanings of the
changing community, understand gentrification by considering Harlem’s
relationship with race and place, or what they call “the white-ification of the hood.
Also, it demonstrates the value of engaging youth in critical literacy opportunities
that invite them to believe that “literacy is who I am with literacy, my word’s my
weapon.
Chapter 3 discusses about how countless young people in and around Harlem
view the effects of gentrification on their community structures and family
network systems by conducting a local survey. The result showed that the youth
has a strong desire to be involved, heard, and asked in decision-making process
around gentrification within the larger community. Move on to the next part of the
book, chapter 4 mostly talks about Philip’s argumentation toward newness and
oldness of Harlem by relating certain aspects such as a poem written by a sixth
grader African American, and local white residents in Harlem.
In this case, it is most common mistakes people make when they encounter
racism. White supremacy is ideologically and will not magically disappear. It
needs high awareness to make what is right especially for Black people.
On the chapter 5 the author brings us to “Crossing 125th street: Youth Literacies in
21st – centuries context”. She tell about two youth activist artist Khaleeq and
Philip who have been re-imagining their community from which has ignore
become something who valuable. They had critical about how philiph and khaleeq
doing critical activities to around their community environment. They use video
interviews and photography to face gentrifications in Harlem that how white-
ification gave influence to them.
On chapter 6 the author gives us teacher point of view about “On Gentrification,
Urban Youth, and Teaching as Survival.” By three practicing teacher such as; Ms.
Chuningham who told about a self-identified white middle class woman, Mr.
Walker who told about a (white-male), struggles with being an outsider in
Harlem, and Ms. Brown who told about tensions with living in “new” Harlem.
Continue with teachers’ perspective toward gentrification in Harlem and the
importance of addressing community matters and literacy stories in school area.
During their interview section, the students and teachers exchange perspectives,
tend to disagreement, across race, age, experiences, and position of authority in
involving the literacy practices. So, the discussion influenced them to concern
about race and expand the ‘new harlem' by using their critical literacy skills.
The last chapter talked about investigating specific events in the literacy of youth
and adult who concerned about gentrification and considering about a new literate
traditional. Besides that, the author concerns about the ways for stimulating the
students in terms of literacy with passing the pedagogy of possibility in teaching
and learning.