In this article, Christopher Emdin articulates what he considers a necessary stance on the education of urban youth of color who are deeply embedded in hip-hop. He brings singer/songwriter Stevie Wonder and Maxine Greene into the discussion to highlight the ways that these youth can be imagined differently and taught to their strengths and gifts, which are often misread by teachers and schools. According to Emdin, hip-hop youth occupy what Spivak (1998) calls subaltern positions that cast them as inferior to students from other geographic areas and of other ethnic and racial backgrounds. Greene argues that moving them beyond these positions/narratives or creating the conditions that allow them to move beyond these societally fixed narratives requires an approach to teaching that focuses on moving educators and institutions to create contexts that allow for what she calls "becoming." Stevie Wonder argues that these new contexts must first be imagined before human beings can be actualized. In his article, Emdin argues through Greene and Wonder that the work of becoming is necessary for both teacher and student and requires a deliberate process of looking inwards (innervisions), focusing outwards in the key of life, and releasing tensions/imagining new possibilities (sublimation).