This 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: Reclaiming 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.