This paper explores the affordances of place-based pedagogies for developing immigrant primary school students’ literate repertoires across an urban renewal project that draws on data sets collected with teachers and students over a ten-year period. These research projects were informed by poststructuralist theories of space and time (Dillabough, 2009; Foucault, 1977; 1980; Le Fevre, 1991; Soja, 1996), educational research that considers the political, social and spatial relations inherent in literate practices (Comber & Nixon, 2008; New London Group, 1996; Hull & Schulz, 2001; Leander & Sheehy, 2004), and theories of place-based pedagogy (Gruenewald, 2003; Gruenewald & Smith, 2008). Foucault’s notion that wherever there is power there is resistance explains some of this place-based pedagogical work. Longitudinal case studies (Comber et al., 2002), collaborative practitioner inquiry (Cochran-Smith & Lytle, 2009) and classroom-based design experiments (Cobb, Confrey, di Sessa, Lehrer & Schauble, 2003) were employed. Data include student and teacher produced artefacts and multimedia portraying young people’s relationships with place(s), real and imagined across time. This paper draws upon recent project archives - class sets of students’ autobiographical writing and memory-related work. It explores the ways in which young people’s relationships with place(s) across time provide rich resources for developing literate repertoires.