At the risk of painting with too broad a brush, it is a rare thing in education scholarship to speak directly to the problem of whiteness. As one of the primary conduits for racial stratification in society, the structure of schooling provides heavy doses of racialized harm, but much of this harm is obscured through the race-blind, well-worn discussions of best practices, reform, and achievement. In this article, the author intersectionally examines the arguments around the "Adventures of Huckleberry Finn" as evidence of the curricular centrality of whiteness. She calls for educators to attend the material purposes of oppression.