Using autoethnography as method based on an educator's reflective journey as they struggle to deliver an antiracist, community-based curriculum while meeting resistance in their predominately white classroom, this article aims to disrupt the manifestations of whiteness in educational spaces. Framed by literature on authentic caring and critical hope and theoretical foundations on the manifestations of whiteness, this article addresses the importance of rejecting white supremacy in favor of developing an educator identity based on the adoption of a critical consciousness for antiracism, equity, and justice in schools. In conclusion, the author offers recommendations to better equip future and current educators in their commitment to racial justice in schools.