Conditional Love: Teaching and Learning about Race in the Current Moment

<i>This article considers how the compulsion of whiteness towards conditional acceptance limits the degree to which educational researchers and teachers can bring pedagogies meant to grapple with white supremacy to schools. We rely on of narrative research to share a story about implementing whiteness pedagogies in elementary schools. Our intention is to interpret the ways in which compulsions of whiteness limited our ability to implement our teaching and learning in the current moment.</i>