Abstract
This Article proceeds in three Parts. Part II considers the historical and social context that led to the ultimate successful strategy in Brown. Although times may have changed, my ultimate argument is that contexts matters; as such, to fully understand Brown, we must understand the strategy behind it and the road that takes us from Plessy to Brown<,/em>. Part III considers the trends that led to Brown's undoing. While Brown I offers no remedy and Brown II provides that schools should be desegregated “with all deliberate speed,” one must understand the societal shifts that occurred, fundamentally changing the context under which education reform operated. Finally, Part IV generates a proposal for a basis for a footnote eleven for the twenty-first century. Specifically, it examines what would be the psychological structure necessary to understand our current context. As we depart from the black-white binary, how do we address group processes?
Recommended Citation
Malik Edwards, Footnote Eleven for the New Millennium: Ecological Perspective Arguments in Support of Compelling Interest, 31 SEATTLE U. L. REV. 891 (2008).
