This paper focuses on the trajectories of two mathematics teachers in developing Political Conocimiento through one year of Professional Development (PD) on culturally responsive mathematics teaching. The PD was organized around teacher and student noticing, positionality, community partnerships, and action research. The study found that the teachers' discourse practices shifted from whiteness pedagogies towards politicized notions of schooling, caring, and mathematics learning. The paper discusses the dominant ideologies that teachers reproduced in their discourses around mathematics education and interactions with students. It also illustrated the teachers' trajectories of Political Conocimiento through the deconstruction of the role that race plays in their positionalities, their classrooms, and school. [For the complete proceedings, see ED657822.]