Dual language (DL) is an increasingly popular bilingual education model, touted for its promise to mitigate the historical achievement gap of the growing Latinx population while also teaching Spanish to English speakers. While DL programs may alleviate Latinxs' educational disparities in some cases, recent scholarship has noted a paradox: in other cases, programs that enroll White students unintentionally exacerbate inequalities. Because white supremacy also permeates liberal contexts and programs, such as bilingual education, studying the DL paradox from a critical race theory perspective may prove insightful. Bridging the fields of bilingual education and critical race studies, this project investigates how white supremacy operates in two schools with a DL program meant to address disparities in its growing Latinx population. The two-year critical race ethnography examined the racial and raciolinguistic ideologies undergirding the DL program's policies and classroom practices. Data included documents, observations of community meetings, classroom observations and post-observation discussions with teachers, and interviews. My findings and analysis contribute to five sets of important conversations: (a) who benefits from DL in new Latinx destinations; (b) teachers' racial literacy pedagogy, and DL enhancing youth's sociopolitical critical consciousness; (c) teachers' conceptions of DL's cultural relevancy and understandings of Latinxs' underperformance; (d) antiblackness in DL and the discursive (op)positioning of Latinx and Black students; and (e) Latinx racialization. Based on my research, I propose four theorizations: (a) "dual language as white property"; (b) "deracinating bilingual education"; (c) "intrinsically culturally relevant"; and (d) "antiblack raciolinguistic ideologies in dual-language education." As a collective, my theorizations contribute to understanding white supremacy's manifestations in liberal spaces vis-a-vis whiteness and antiblackness, and the specificity of Latinidad. Additionally, my conclusion enjoins readers to consider bilingual education as a racializing project. By exposing how DL perpetuates, exacerbates, and/or contests racial inequalities, my research explains how and why DL may fall short of its stated outcomes, and how to improve programs with social justice goals more generally. The study's implications invite educators to reimagine what bilingual education as a political project must do to fulfill the promise of educational justice for students. [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.]