The current racial homogeny in the United States K-12 public school teacher workforce can be traced to the dismissal of Black teachers and administrators in the name of desegregation following the 1950s supreme court Brown vs. Board of Education ruling. The resulting raciodemographic mismatch persists today, and determinations about the performance of a largely minoritized student population are filtered through texts, policies and instruction centered on the white middle-class monolingual women who predominate both K-12 and teacher preparation spaces. In recognition of the challenges this presents, the teacher preparation program at Franklin University, like many across the U.S., has recently shifted its mission and vision to center racial equity and social justice. Through two qualitative studies and a critical essay, this dissertation addresses the research question, how does an urban social justice teacher preparation program shape racial ideologies? The first study, via raciolinguistic genealogy, traces racialized discourses of cultural and linguistic capital across policy and academic texts published approximately 30 years apart. Results suggest these texts, which undergird the teacher licensure exam both at Franklin and more broadly, brand Black cultures and languages as a subhuman deviant threat to U.S. society. In the second paper, I conduct a critical analysis of a canonical teacher preparation text, and through counterstorytelling as method, reveal flattened class-centric representations of Black communities as devoid of culture rather than as drawing from community-knowledge both to affirm their humanity and to navigate white institutions. The final paper is a critical case study investigating the understandings of and practical approaches towards teaching about culture and identity on behalf of three language educators at Franklin. Results suggest implicitly racialized understandings of culture and a largely theoretical understanding of race and power which fails to translate to the preparation of language educators in a practical sense. As explored through the conceptual framework of culturelessness, the findings from these studies suggest that antiBlackness is maintained rather than disrupted at Franklin largely through the euphemization of race principally as capital, class or culture. Implications for race-visibility and critical race-reflexivity are offered. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://bibliotheek.ehb.be:2222/en-US/products/dissertations/individuals.shtml.]