ABSTRACT
There are many ways to make sense of the stories we told in the previous four chapters. Stories that, for us, capture some of the complexities and messiness of teaching and learning that would invite people into wrestling with whiteness. We aren’t pretending that our accounts of the teaching we did during the 2016–2017 school year are objective, nor are we offering definitive or singular analysis of the pedagogy we devised and implemented at the time. As we continue to write, we’re leery of teachers or researchers who offer simple or decisive answers to the problem of racism—the problem of whiteness. Namely, we worry that such conclusive work often serves the tidy compulsions of whiteness described in Chapter 1. We turned to storytelling in this book with the intention of inviting you into the messier labor of thinking alongside us as we make what sense we can of our teaching about whiteness. We proceed with stories about what happened next with the hope that this thinking together helps us become smarter about whiteness and, in turn, allows us to imagine pedagogies that more meaningfully account for and resist white supremacy.
