This inquiry takes a critical look at elementary school instruction to uncover forms of oppression in education including linguicism, nativism, neo-racism (cultural racism) and racism. The researcher-participant, a marginalized Chicano educator, employs critical autoethnography through the lens of Latino Critical Race Theory (LatCrit) to critically reflect on his 24-year career in education. Documented cases of subtractive schooling and exclusive curricula are presented utilizing critical race testimonio to expose moments of mundane racism and white privilege. Thus, this work also looks at teaching practices that are heavily influenced by assimilationist views that are intended to enforce Eurocentrism and everything that is Anglo-American. The researcher-participant attempts to deconstruct and confront this colonialist phenomena, on a journey towards critical consciousness and transformation, by demonstrating the disparaging effects of intolerance on his own life as a child, adolescent student, professional educator, and lifelong scholar. It is through this method that the researcher-participant decolonizes the racist repertoires that are characteristic of the knowledge generated in the context of racial domination in the United States of America. [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://www.proquest.com.bibliotheek.ehb.be/en-US/products/dissertations/individuals.shtml.]