This thesis introduces historical research on the origins and purpose of education, Critical Whiteness Studies, and Critical Race Theory and places them in conversation with each other to decenter power in Whiteness in the English Language Arts (ELA) classroom. The history of education is deeply rooted in White, heteropatriarchal norms that perpetuate systemic oppression through White privilege and White fragility. Critical Race Theory provides a framework in which to approach decentering Whiteness in the ELA classroom. All of these components are examined and related to each other through the use of a narrative inquiry of a White woman ELA teacher and her professional and academic experiences. Finally, a guide to decentering Whiteness was created from the conversations and examination of the research and narrative provided within these frameworks.