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Develops an “everyday praxes” framework through three narrative sites: heritage language acquisition, journeys to educational attainment, and classroom support for differences.",{"@graph":14,"@context":73},[15,34,56],{"@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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critique does the article make about traditional accounts of difference for Latinx students?","Question",{"text":63,"@type":64},"It argues that many narratives treat difference in a monolithic way, erasing and silencing diversity by imposing static racial logics and single stories about belonging.","Answer",{"name":66,"@type":61,"acceptedAnswer":67},"How do the authors connect mentorship and belonging to racial narratives?",{"text":68,"@type":64},"They describe how white mentors co-opt and control Latinx experiences while claiming “anti-racist” predispositions, and they respond by emphasizing rhetorical practices that reflect everyday praxes.",{"name":70,"@type":61,"acceptedAnswer":71},"What role does heritage language acquisition play in the authors’ “everyday praxes” framework?",{"text":72,"@type":64},"It illustrates how English-only pressures, microaggressions, and colonialist histories shape shame and identity, while lived experiences show the value of engaging differences within 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and Sue Hum  \nLtinxional bodinarreaichveaslltehnagte cseeokvoenfitix,ondalefihnies, toarnicdarle,niddeeorloglegiicballe, ranacidalinsidtitenuti--ties. These traditional accounts of race, racialization processes, and narratives imposed on Latinx student populations present a monolithic approach to difference. However, Latinx bodies confound simple narratives about race, community, and belonging: “Latinx reflects the shifting terrain of identification and the ongoing commitment to building unity through embracing the diversity ofLatinidad by not erasing difference and specificity”(Blackwell et al. 129). By foregrounding this difference and specificity—what we call “differences within difference”—we seek to illuminate the degree to which focusing on a single narrative erases and silences diversity. By so doing, we underscore contextual complications to undermine the racial logics and static narratives about Latinx educational experiences. We engage with a recent article on Latinx responses to mentorship and belonging, where authors Christine Garcia, Les Hutchinson Campos, Genevieve Garcia de Müeller, and Christina V. Cedillo bear witness to their painful experiences of racial narratives and systemic racism. In particular, Garcia et al. describe the ways in which Latinx experiences are co-opted, exploited, and controlled by white mentors, who explicitly announce and embrace “anti-racist” predispositions. In response to this problem, the authors focus on deploying rhetorical practices that “more closely reflect our everyday praxes” an approach in which anti-racist theory and practice interact to produce a cycle of action and reflection that both supports and stays true to an antiracist agenda (56) . We reflect on and augment this agenda with our own voices, sharing narratives of three sites of praxis: heritage language acquisition, journeys to educational attainment, and supporting differences in the classroom. Our narratives contribute to the“everyday praxes,” by foregrounding lived experiences of individuals who are complex assemblages of difference.  \nHeritage Language Acquisition  \nA rise in English-only speakers in Latinx communities can be attributed not only to the privileging of standard-edited English in schools but also Mexican American parents and communities who want success, power, and social mobility for their children (Beckstead and Toribio) . Structural inequalities, racialized ideologies, and personal histories combine to compel the inevitable heritage language loss for Latinx students, including Yvette and Victoria. This  \nComposition Studies 50.1 (2022): 55–61  \nloss, along with the psychic toll of consistent microaggressions, results from their (in)ability to speak Spanish at home and in academe. Regardless of the variety of Spanish, being able to speak one’s heritage language becomes proof of authentic performances of racial identity. Heritage language acquisition provides a rich context for highlighting the value of everyday praxes and the dynamics of differences within difference.  \nVictoria: As a multiracial Latina, my experience with racial identity was tied to my experience with speaking Spanish. My father is Latino (Mexican), and my mother is Caucasian. My father was taught in public school that English was the language for success. He was even sent to summer school with other Mexican children to learn to speak English“properly,” even though he already knew English. His experiences with this colonialist oppression moved generationally to me, as he spoke English at home with me and my siblings to protect us from experiencing the shame inflicted upon him through public education (see Vasquez-Tokos) . While my inability to speak Spanish did not bother me at first, I experienced shame and sorrow over my inability to speak to my abuela, was made fun of for mispronouncing Spanish words, and I ","cbCaifFEm0FkcSEp","https://ap.wps.com/l/cbCaifFEm0FkcSEp","pdf",101967,"English","# Differences within Difference\n## Everyday praxis and “differences within difference”\n## Heritage Language Acquisition\n### Victoria\n### Yvette\n## Journeys to Educational Attainment","[{\"question\":\"What critique does the article make about traditional accounts of difference for Latinx students?\",\"answer\":\"It argues that many narratives treat difference in a monolithic way, erasing and silencing diversity by imposing static racial logics and single stories about belonging.\"},{\"question\":\"How do the authors connect mentorship and belonging to racial narratives?\",\"answer\":\"They describe how white mentors co-opt and control Latinx experiences while claiming “anti-racist” predispositions, and they respond by emphasizing rhetorical practices that reflect everyday praxes.\"},{\"question\":\"What role does heritage language acquisition play in the authors’ “everyday praxes” framework?\",\"answer\":\"It illustrates how English-only pressures, microaggressions, and colonialist histories shape shame and identity, while lived experiences show the value of engaging differences within difference rather than erasing specificity.\"}]","Differences within Difference - Everyday Praxis from Latinx Lived Experiences | PDF",1792088658,18]