African American community literacy (AACL) originates with the belief that collective social interactions frequently provide the best chance for individuals to develop—through dialogue, personal interactions, and storytelling—into critical citizens. Community, although often taken for granted, figures into the learning of all students as a primary influence on their language and reading habits, as a space for deliberating with others. In response to this understanding, the editors and authors of this collection ask how we might use the long tradition of African American community literacy to teach students to write and respond to traditional academic concerns and the broader social world. Our interests in AACL extends from an understanding that “if writing instructors are to open their typically controlled, teacher-centered classrooms to the press of local community life, they should be aware of how literacy is figured differently across various contexts" (Deans, Roswell, and Burr 5). In this case, we focus on the way black Americans have used specific social practices to organize and educate one another.