ABSTRACT
This chapter examines a socio-temporal aspect of education and justice to examine schooling and inequality 50 years after Marshall made his remarks on behalf of the plaintiffs in the landmark Brown v. Board of Education case. It focuses on a critical race analysis of the literature and primary data related to the concepts of time, narrative, and educational inequality. The chapter then examines the implications of narratives in a discussion of their possibilities and limitations of critical race theory (CRT) for researching the schooled lives of black children and youth. It illustrates the problem of allochronism in the education of black children and youth and offers critical race ethnography. Critical race approaches are needed now more than ever for appraising what post-industrialism and globalization mean for the education of black children and youth.
