This presentation explores how Graduate Teaching Assistants (GTAs) perceive and enact antiracist pedagogies across “mainstream” and “multilingual” first-year composition sections in a U.S. writing program. Framing this inquiry through racial methodology (Inoue, 2012), the study investigates how GTAs’ unique positionalities, educational experiences, and prior knowledge influence their engagement with antiracist theories and their practices in the classroom.
