Sara Ahmed describes the nature of whiteness as worldly, meaning that it is simultaneously everywhere and invisible. This is certainly true in our schools. Whiteness is in our curriculum and our teaching pedagogies. It guides our relationships with our colleagues, our students, and our families. And it is deeply embedded in our school cultures and daily routines. As white educators, we’re rarely aware of the worldly nature of whiteness. Yet, the past few years have pushed us to recognize that the system that privileges whiteness, and our roles within it, cause harm. Many of us met the 2020 moment with urgency. We wanted to do more, be better! Yet in the two years since the racial reckonings of that summer, many of us have struggled to stay engaged in the conversations we had begun. This has led to disappointment and frustration on the part of colleagues, students and families of color, and sometimes within ourselves. Yet, this disengagement also begs the question, how do white educators stay engaged when we experience whiteness as worldly and when we benefit from the status quo?