There is much recent pedagogy on antiracism in the creative writing classroom (see: Mathew Salesses and Felicia Rose Chavez), upending the dominant University of Iowa paradigm which privileges reader and silences author. But this pedagogy primarily focuses on the predominantly white classroom. What does this mean for the CUNY undergraduate creative writing classroom? How might we adapt this pedagogy and how might students benefit? A Lehman creative writing professor, a recent Lehman BA, and a recent Lehman MA discuss their time in creative writing classrooms, and demonstrate a possible workshop model (attendees will be asked to participate in the mock workshop).