What does it mean for BIPOC, especially in the academy where teaching holds profound cultural and economic value, when past racism is repackaged as future pedagogical opportunity? How does white time weaponize pedagogy to “dictate the pace” (Cooper) of racial progress? The above examples demonstrate how the white, neoliberal academy’s deep investment in teaching/learning can naturalize ongoing modes of embodied and epistemic racial violence. Indeed, the continued retroactive acknowledgment of racial violence in the institution and its renarration as teaching/learning opportunity often do not signify “progress” as much as they render the real violences faced by BIPOC in the academy and otherwise as abstract “objects” for future white dissection. Furthermore, these rhetorics also obscure the ongoing pedagogies of BIPOC in the academy—both in the classroom and “backchannels”—that have long refused the projects of white time and space.