Since the inception of the mathematics education enterprise, whiteness and antiBlackness are two foundational components, ideological and social constructs. These constructs help to understand how the law, race, class, power, and other forms of oppression operate to establish, maintain, and elevate racism (white supremacy) in and out of the mathematics education enterprise. The article uses critical race theory in mathematics education to examine the enterprise from a historical to contemporary perspective to illustrate how whiteness and antiBlackness have been normalized and used to exclude Blackness. I argue for a liberatory response anchored in African frames to address the atrocities against Black people in and out of mathematics education.