Should students in public schools learn to think critically about racial (in)justice and social (in)equity? The results of a recent mixed methods survey for educators revealed that a significant number of teachers did not believe they were responsible for helping their students develop the skills to critically analyze and respond to social injustice. Quantitative data showed that most of the educators who responded unfavorably, self-identified as "White" teachers of mostly White students; while most of the White teachers of mostly African American students held the opposite belief. Qualitative data provided some context for the rationales informing the divergent beliefs of these White teachers. Utilizing a combination of grounded theory and coding methods, I explore, illustrate, and analyze the responses of both sets of White teachers in an effort to illuminate and contextualize their articulated beliefs. Then, I interrogate the findings in light of their emergence along racial strata, using insights from scholarship in Critical Whiteness Studies and Critical Literacy/Pedagogy. Then I discuss their implications with reference to Robert Starratt's "Virtue of Responsibility" and current theories of antiracist education. I conclude with a call for improving the educational experiences and societal outcomes of all students by naming and disrupting social illiteracy, championing critical-ethical literacy and encouraging an antiracist ethos.