ABSTRACT
This chapter examines a socio-temporal aspect of education and justice to explore schooling and inequality after Marshall made his remarks on behalf of the plaintiffs in the landmark case Brown v. Board of Education. It illustrates the problem of allochronism in the education of black children and youth and offer critical race ethnography, guided by the voices of those most injured, as a means to address it. The chapter frames the larger argument within a critical race analysis of the literature and primary data related to the concepts of time, narrative, and educational inequality. It provides the critical race analysis, which is a useful tool for clarifying some of the challenges that face educators and researchers who nowadays teach and work in what the social theorist Anthony Godden's calls a 'runaway world'. The chapter presents the implications of the analysis for urban school reform within the contexts of the post-industrial United States and the 'runaway world' of globalization.
