This theoretical article critically reflects on critical whiteness studies (CWS), particularly addressing the critique that CWS does not have racial theory and therefore cannot be considered a theoretical framework in which to analyse race. Reflecting on existing literature that interrogates whiteness in teacher education; we contend that to centre racial justice in education research a critical study of whiteness must be employed, drawing from the work of scholars of Colour. Therefore, we provide a variety of transdisciplinary theories from critical scholars and scholars of Colour -- from conflict theory to racial psychoanalysis -- to undergird the analytic framework of CWS. We also offer implications of a critical study of whiteness approach to education research, hoping that it not only combats whiteness in society and education but changes the way we conduct research.