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Brown v. Board: With All Deliberate Speed?


by Monica Hendricks — 2006

This chapter argues that a detailed, grounded understanding of classroom literacy practices as well as of learners’ writing is crucial to begin to change the ongoing and patently unequal educational outcomes that schools often produce. It is impossible to intervene realistically and effectively in an evidential vacuum. The 1955 Brown v. Board of Education judgement called for “all deliberate speed” in desegregating education in the United States. Yet, rather than signalling speed or urgency, that formulation was actually a multipurpose compromise that allowed pro-segregationist southern states to decide their own timeframes for desegregation.


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This article originally appeared as NSSE Yearbook Vol. 105. No. 2.


Cite This Article as: Teachers College Record Volume 108 Number 14, 2006, p. 274-297
http://www.tcrecord.org ID Number: 18609, Date Accessed: 12/14/2017 10:01:04 AM

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About the Author
  • Monica Hendricks
    Rhodes University
    E-mail Author
    MONICA HENDRICKS works as a research officer at the Institute for the Study of English in Africa at Rhodes University. She was awarded a Spencer Fellowship in 2001 for doctoral studies in the School of Education, University of the Witwatersrand, which she successfully completed in 2006.
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