ABSTRACT
This chapter concludes the book by contemplating its implications for a new generation of teachers that continues to be predominantly white and female, arguing that benevolent whiteness continues to function in contemporary women’s writings as well as through “alternative” teaching programs like Teach For America. The chapter argues that white womanhood continues to operate through hidden wages of whiteness, hidden under its cloak of invisible normativity, innocence, and perpetual victimhood under patriarchy, that thus benevolent whiteness in our schools persists, with little interrogation into the possibility of having good intentions that result in malevolent outcomes. Thus, this chapter posits that regardless of whether teachers’ uptake of benevolent whiteness is conscious or subconscious (or anywhere in between), the important question moving forward is, how can benevolent whiteness be located and dislocated in contemporary classrooms and teacher preparation programs? Toward that end, the chapter and the book conclude with an imperative that any real possibilities for decolonial schooling must be envisioned through the interrelated lenses of Black and Indigenous futurity.
