This article explores the spatial practices through which a group of Mexican immigrant women, participants in a school-based writing workshop I facilitated for four years, molded and gave meaning to our weekly writing routine to foster inclusivity as the basis for collective teaching and learning--creating what I refer to as a space of praxis and belonging. Integrating the insights of Latina feminist ethnography with dialectical and dialogical approaches to spatial production, I consider how workshop participants' attention to the material, aesthetic, and affective dimensions of the workshop were central to the creation of a space for writing and discussing stories that respected writers' differences, dignified their life experiences, and encouraged them to consider new ways of envisioning and enacting their lives.