The purpose of this paper is to deconstruct the new racist discourse within an urban charter school. The authors focus upon how the new racist discourse relieves Whites, "of any semblance of social responsibility and commitment" (Giroux, 1999). As multiculturalism and political correctness are being taught and encouraged in the society to work against inequality, they are simultaneously being used by some Whites, particularly the middle and upper classes, to separate themselves from the "bad" Whites, whom are largely framed as the working-class and poor. As a result, a White liberal rhetoric has been developed that talks about "diversity" and "democracy" but does not address power and current racial inequities. The data presented in this study arise from fieldwork the authors conducted at Eagles Landing Charter School as members of separate evaluation teams and during different, but consecutive, years. The purpose of the evaluations was to examine best practices in charter schools within the State. Weaved within and beyond some of the proposed best practices was the "new" racist discourse as described above. As part of the evaluation, between the two authors, approximately 20 hours of classroom observations were conducted. Twenty students, five parents, and fifteen teachers were interviewed as well. (Contains 2 notes.)