At the beginning of this study I did not know, but might have guessed, the great importance that space – our space , in between so many other lived realities – would come to have for the story of our group and this dissertation. I conceptualize our space as one layer of our multilayered (counter)story to the pedagogized Discourses on literacies in the lives of African American boys. In this chapter I look at how the five boys and I became a group and co-constructed our space in which to story the world around us. I engage the theoretical lenses of spatial hybridity – of geographic, discursive, and subjectivity hybridity – to frame my analysis of the dimensions of our third space – locations, modalities, and selves – and to illuminate the ways we lived our space across the dimensions; therefore I explore the locations we traversed, modalities we engaged , and selves we authored . I focus in this chapter on one aspect of this framework, the geographic hybridity of our space, as a way to dimentionalize the “ with ”-ness of our group. I initially describe the methodological implications of this shift in the previous chapter in order to illuminate the ways in which my hybrid researcher and practitioner identities found a place in this work; here I respond to Greene's (2000) hope, noted above, that our work as educators and researchers not fall prey to prevalent “social paralysis” by articulating a stance of with that moves toward the “recovery of imagination” and possibilities in collaboration with adolescents through the construction of a hybrid third space. This chapter includes a range of examples of data that represent the multiple locations we traversed, and also illustrates the evolution of our hybridity through our travels.