Purpose: The key purpose of this paper is to explore how teachers' historical constructions of race and racism may reify whiteness in Dutch classrooms. How has whiteness contributed to how teachers understand and teach race and (historical) racism in white educational spaces in the years 1968-2017? Design/methodology/approach: Interview data are obtained from a selection of Dutch secondary school (former) teachers, mostly history teachers, who have taught in the period between 1968-2017 (N = 28). Grounded theory and critical discourse analysis are used for analytical purposes. Findings: The findings reveal that most teachers minimize and distort (historical) racism and its connection to the normalization of whiteness in the Netherlands. These teachers are constantly (re)constructing race based on their own histories, which silences race. This implicates contemporary educational spaces in numerous ways. Among other things, teachers normalize whiteness, while racializing the "other", they explain racial inequities by reference to factors that exclude racism, and perpetuate whiteness through their teaching. Originality/value: While in the USA, critical scholars have long provided evidence for racism in educational contexts, racism in Dutch education remains largely unexamined. This paper offers a critical perspective on teachers' racial contributions.