In this study, I asked two questions: "How does the ideological stance of two White elementary school teachers inform their construction of race?" and, "How do teachers' ideological stances and constructions of race influence teaching practice?" The purpose of this study was to understand the ways that White teachers negotiated the meaning of race and racism within their personal lives and professional practice. Using a critical ethnographic approach, I examined the experience of two White teachers from a variety of perspectives. Data included semi-structured interviews, participant observations and selected classroom artifacts. In order to look at the data, I developed a conceptual framework referred to as the "racial geography of teaching." This framework emerged from Frankenberg's (1993) conception of the sociology of race, Rousmaniere's (2001) interpretation of racial biography, theoretical and empirical work about White teachers, and repeated readings of the collected data. Findings suggested that White teachers are worried about race, and this worry is negotiated through discursive repertoires such as color-blindness and race cognizance. For the color-blind White teacher, practice is shaped by avoidance and silence about race, which prevents him or her from fully knowing his or her students. For the race cognizant teacher, practice is shaped by the idea that practice is far more expansive than what goes on in the classroom or the school community at-large.
