This paper critically examines some of the challenges that white educators who interrogate whiteness with white students encounter. Two specific dilemmas are addressed: Is one supporting white students’ learning when one tries to teach from the place “where the student is” and/or is one colluding with whiteness by appeasing white discomfort and protecting white fragility, one’s students as well as one’s own? Does one interpret what white students say as a query to be responded to or as a white distancing strategy that requires disruption? Each pedagogical challenge is described and debates around these issues are explored. Emphasis is given to the effects on students of color when white educators fail to respond appropriately. Implications for white progressive educators are drawn out. Two recommendations are discussed: Being willing to rock the boat and cultivating white double consciousness.

这篇论文批判性地考察了白人教育者与白人学生进行讯问时所遇到的一些挑战。解决了两个具体的难题：一种是在白人试图从“学生所在的地方”教书时支持白人学生的学习，和/或一种是通过减轻白人不适和保护白人脆弱性来与白人相提并论的，一个人还是一个人自己的？是否会将白人学生所说的话解释为要回应的查询或需要中断的白人疏远策略？描述了每个教学挑战，并探讨了围绕这些问题的辩论。当白人教育者未能做出适当反应时，重点放在对有色学生的影响上。提出了对白人进步教育者的启示。讨论了两个建议：