In this project, I engage in pedagogical research, through self-study, situated in time, space, and place, and work toward reconceptualizing curriculum in which poor, rural, elementary students can unlearn and disrupt constructs of structural racism. I return to the past to explore my own educational experiences in which I failed to acknowledge what it meant to be white in a rural place that is predominantly white. I suggest that miseducation (Woodson, 1933/2010) occurs in rural places but goes unnoticed because of an unexamined commitment to white supremacist patriarchal systems of schooling (hooks, 1994). I engage in a personal healing process by drawing on Critical Race Feminist currere (Baszile, 2015) and place-based pedagogy (Gruenwald, 2003a, 2003b). This healing predicates and includes a personal dialogue with self about the intersection of race, class, and gender in predominantly white places of schooling and is framed in transforming and reclaiming education as the work of women (Grumet, 1988). I utilize Critical Race Feminist currere (Baszile, 2015) to center my own personal and critically reflective narrative to "unlearn" white supremacist attitudes (Allen, 2009). I ask: Who am I, as a white, middle-class, woman teacher in this rural place of schooling? How do my remembered stories of educational experiences inform the healing process necessary for my own decolonization? How might a rural, white, woman teacher---who is herself working on healing from her own colonization and complicity---create a classroom environment that engages students in a similar process to disrupt and refute how this rural place promotes narratives of poor whites who feel justified in speaking insensitivities (in some cases hostilities) toward others?