[{"data":1,"prerenderedAt":-1},["ShallowReactive",2],{"doc-seo-599412-105":3,"detail-sidebar-cat-0-en-105":80,"doc-detail-599412-en":130},{"code":4,"msg":5,"data":6},0,"ok",{"site_id":7,"language":8,"slug":9,"title":10,"keywords":11,"description":12,"schema_data":13,"social_meta":73,"head_meta":75,"extra_data":77,"updated_unix":79},105,"en","archival-quest-reclaiming-latinx-rhetorics","Archival Quest - Reclaiming Latinx Rhetorics","","Archival Quest: Reclaiming Latinx Rhetorics presents a writing pedagogy that centers student-led archival retrieval of rhetorics to strengthen Latinx first-generation learners’ articulation of self and identity. The approach builds an upper-division course where students practice research methods that expand epistemological freedom for rhetorical sovereignty. By analyzing student writing drawn from largely untapped archives, the article argues that rhetorical belonging and responsibility enable academic voice formation, inclusion, and equity in broader student populations.",{"@graph":14,"@context":72},[15,34,55],{"@type":16,"itemListElement":17},"BreadcrumbList",[18,23,27,31],{"item":19,"name":20,"@type":21,"position":22},"https://docshare.wps.com","Home","ListItem",1,{"item":24,"name":25,"@type":21,"position":26},"https://docshare.wps.com/document/","Document",2,{"item":28,"name":29,"@type":21,"position":30},"https://docshare.wps.com/document/research-report/","Research & 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\nLoretta Ramirez  \nThis article considers a pedagogical approach that centralizes student-led archival retrieval of rhetorics. The precise context of the author’s inquiry is situated in a Californian classroom wherein the author teaches writing in a Latinx Studies department, serving predominately Chicanx first-generation demographics. In that context, the article responds to students who struggle to locate meaningful rhetorical models to bolster articulation of self and identity formation within academia. To tend to student needs, the author details the development of an upper-division writing course, Archival Quest:  \nReclaiming Latinx Rhetorics. The course’s chief learning outcome is for students to practice research methodologies that advance epistemological freedoms in support of rhetorical sovereignty in their writings. The article provides writing samples by students exercising authority on largely untapped archives that potentially impact knowledge and mobilization of a voice to achieve varied academic and social endeavors while meeting students’ sense of cultural rhetorical inheritances. Although featuring a course developed to serve specific demographics, the author models a framework that suits broader student populations seeking pedagogies of inclusion and equity in research and representation. The article’s primary goal is to formulate pedagogy that delivers students opportunities to assume responsibility for presenting an academic voice reinforced by rhetorical belonging.  \nIn Christinartist offerassFixernselafn-dpeozrt’sraphitstohgatrarpeshty sageerhieersMagrea-íag’sraGreat ExpndmothereditionMaría’ tlhifee as a migrant single parent in early twentieth-century California. Fernandez’s body serves as a surrogate for narrating María’s memory, yet this endeavor is articulated through a reimagining that is fragmented into episodic and overly-stereotyped visualizations. In 1927, Going back to Morelia, one image from María’s Great Expedition, Fernandez channels María as a romanticized nomad with silent-era Hollywood cupid’s bow lips and slick pixie hair perching on luggage, alone on chunky gravel beside train tracks. In this deserted nowhere space, there is no train station, leading one to imagine that María will grab her belongings and jump onboard as a train nears. Although a knitting project is draped across her lap and a letter unfolds in her left hand, these objects of interwoven threads and words fail to alleviate her exaggerated impatience.  \nComposition Studies 51.1 (2023): 91–110  \nInstead, María stares to the horizon, straining to detect motion along the track—an effort that parallels Fernandez’s straining to perceive distant family pasts that may transport potential for her future-forward action. Such future-forward action is Fernandez’s attempt to capture her own self-portrait as accurate articulation of a past she embodies. This form of self-articulation is compromised, however, within Fernandez’s own obscured history, leaving her—like María—stranded in her journey.  \nIn María’s Great Expedition and especially in 1927, Going back to Morelia, Fernandez teaches the importance and challenges of locating predecessors as we embark on quests to articulate self. This quest is one I detect in my students. The reality of my Californian classroom space is that I teach writing and rhetoric in a Latinx Studies department, serving predominantly Chicanx first-generation students. In that context, I watch students struggle to locate meaningful rhetorical models to support articulation of self and further their identity formation within academia. Like Fernandez, my students seek a form of belonging—a belonging rooted in rhetorical genealogies wherein a voice from the past might inform the voice of today. I watch students imagine that such a voice from the past must exist, and it must feel like home when they ","cbCaiufcpOXkqBne","https://ap.wps.com/l/cbCaiufcpOXkqBne","pdf",148237,"English","# Pedagogical approach: student-led archival retrieval\n## Course design: Archival Quest - Reclaiming Latinx Rhetorics\n## Learning outcomes: epistemological freedom and rhetorical sovereignty\n## Student writing and rhetorical belonging\n## Challenges of locating predecessors and recovering narratives","[{\"question\":\"What is the central teaching approach described in the article?\",\"answer\":\"The article proposes a pedagogy that centralizes student-led archival retrieval of rhetorics so learners can locate meaningful rhetorical models for articulating self and identity.\"},{\"question\":\"What is the main learning outcome of the upper-division writing course, Archival Quest?\",\"answer\":\"Students practice research methodologies that support epistemological freedoms and help build rhetorical sovereignty in their writing.\"},{\"question\":\"How does the article connect archival recovery to identity formation in students?\",\"answer\":\"By drawing on largely untapped archives, students exercise authority and develop a sense of rhetorical belonging, using predecessors’ voices to inform and strengthen the voice of today.\"}]","Archival Quest - Reclaiming Latinx Rhetorics | PDF",1792088723]