"I am white female and that's at the bottom of the barrel": Sex educators' sensemaking of whiteness for decolonial education.

This article examines how white sex educators in Canada experience and make sense of their racial identity within anti-oppressive and decolonial sex education efforts, focusing on the ongoing colonization of Indigenous peoples. Using an arts-informed sensory ethnographic approach, it analyzes two educators' embodied crises related to whiteness, revealing complexities around identity, privilege, and cultural reclamation. One educator grappled with the ethical implications of reclaiming Métis status amid career pressures, while the other confronted the limits of their knowledge when teaching Indigenous adults affected by colonial trauma. The findings emphasize the importance of centering embodied experiences of whiteness to develop anti-racist pedagogies that move beyond superficial diversity, advocating for relational, culturally responsive, and decolonial approaches in sex education.