The paradoxes that arise between teachers' good intentions to counter racism and the ways in which they contribute to and reproduce racist power structures, could be described as negotiationsbetween people's emancipatory potential and conformity to society's oppressive norms. I’m currently exploring this problematic through an action research approach in collaboration with secondary school teachers seeking to enhance their efforts against racism. Building on these exchanges, and on critical psychoanalytic traditions that can be traced back to Frantz Fanon and especially the relational intersectional psychoanalysis currently being advanced by Lynne Layton and others, this paper will develop a theoretical understanding of the contradictions at hand. Relational psychoanalysis views human subjectivity as a dynamic process in interaction with history and society. Through internalizing and acting according to norms of recognition structured by the cultural hierarchies of society (classism, racism, sexism, and heterosexism), individuals and societal structures are intertwined. In addition to idealizing certain subject positions and devaluing others, these hierarchies split and categorize human traits and attributes. Subjectivity thus becomes contradictory and marked by ceaseless conflicts between normative unconscious processes, which try to maintain the splits and categorizations, and unconscious counter-normative processes that resist and refuse to accept them. People's investments in identities, structured by norms of recognition, can be described aspsychosocial illusions. These illusions are maintained by disavowals, both of parts of oneself and of the social violence sustaining power hierarchies. This paper proposes the theoretical concept of deracialization to destabilize racialized psychosocial illusions and internalizations. Deracialization, as a practice of psychoanalysis’ ethics of disillusionment, can open experiences and solidarities beyond the dichotomies and categories created by and reproducing racist power structures.