LWRS June 2020 Volume 1, Issue 1

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Cristina D. Ramírez Figure 4: A La Niña: from the primary writings of Ramona González. Circa 1973 To the Little Girl Little girl, do not cry, do not cry, Time is for something better than just for getting by. Little girl, smile, little girl, smile For time soon flees away. Little girl you are sweetness, you are sweetness, Treasure it like a virtue. Let no one take from you that nectar, That is the springtime of your life. Child, you are perfume, perfume, You are the aroma beyond compare From the gardenia and from the rose, And the blossoms of the fragrant orange grove. Conserve your tears, Keep your sweetness, Spread the perfume Along the pathway that you go. LWRS, 2020, 1(1) | 174
Rhetorical Herencia These writings are not the fleeting words of calm from a grandmother to her granddaughter. Because of the situated historical and rhetorical context within the Chicano literary movement, “A la niña” (Figure 4) reflects a Latinx bilingual literacy of a 1960s Chicana writer from the US-Mexico frontera claiming her voice and transforming the history for those who recover it into knowledge for future generations. The more I read into and write about the writings from Doña Ramona, the more I believe this research and recovery work has been reserved for me to complete. The introduction of her work and recovery of just a few of her writings here marks only the beginning of this project. Further, I contend that my own rhetorical herencia and recovery serves as a transformational moment for our discipline, but more importantly, for the Latinx community, much like the people still living in Barrio Chihuahuita, looking to find their place with our world. Conclusion A method for academic and archival recovery work, rhetorical herencia can function as a threshold concept for Latinx communities and serve as a methodology for recovering texts, voices, and materials from our own families and communities. Rhetorical herencia gives a deep relational connection with our work rather than just a topic that we ask students to research and analyze. While the phrase rhetorical herencia may be novel, the method is not new to our Latinx scholars. Many scholars, Aja Y. Martinez (2016), Steven Álvarez (2017), Cruz Medina (2013; 2013), Isabel Baca (2012), Iris Ruiz (2016), Laura Gonzales (2018), and many more, have been engaging in this work for decades. Looking ahead to new research, rhetorical herencia serves as a way of talking about what we do and naming what we know as a research community. Endnotes 1. Land acknowledgement – Native American Student Affairs. (2020). Retrieved February 26, 2020, from https://nasa.arizona.edu/ 2. The word pláticas references Guajardo & Guajardo’s use of pláticas as etymology, inquiry, and pedagogy in “The Power of Plática” (2013) published in Reflections: Public Rhetoric, Civic Writing, and Service Learning (159-164). Sobremesa is a term in Spanish that refers to the intimate and connective talk after a meal. 3. More than anything, language forms a large part of our heritage. 4. See Faye Nell Vowell and Estela Portillo-Trambley, “A MELUS Interview: Estela Portillo-Trambley.” Varieties of Ethnic Criticism, vol. 9, no. 4, 1982, pp. 59-66. LWRS, 2020, 1(1) | 175
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Inaugural Issue: Recovery and Trans
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Journal of the NCTE/CCCC Latinx Cau
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LWRS June 2020 Volume 1, Issue 1

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