This article explores how an English teacher, students, and administrators at a public high school in Chicago participated in a multimodal writing project that negotiated the space between hope and critique, ultimately placing the community at the center of the curriculum. This project aims to illuminate how narrative renderings of possibility--or the lack thereof--construct understandings of reality, and how multimodality might be used to help teachers and students share their own visions with one another and with the public. Finally, this article suggests ways in which English educators, researchers, and students might collaborate to create productive spaces wherein disparate narratives can coexist.