Drawing upon critical analyses of participant observations of classrooms, school documents, and in-depth interviews with teachers, administrators, and school-district supervisors conducted from 1999 to 2002, this qualitative study employs a post-structuralist framework to probe one US public elementary school's quest to realize educational equity through dual language education. Focused on exploring the ways that students' racial identities influenced teachers' pedagogies, analyses of discourses and practices salient within the school's context revealed an ambivalent racial logic based on whiteness which paradoxically fostered the increased participation of English language learners in educational activities that constrained their access to valued learning resources and schooling opportunities. (Contains 6 notes.)