This chapter attempts to begin a conversation about how so many of people in the educational and academic communities have come to believe that educational equity could be mediated by legal measures and federal and local reforms without transformation of the historical practices and ideologies that preserve supremacy and "White innocence"--a racialized analytic concept they adapt from Gotanda. The authors focus on the landmark "Brown v. Board of Education" decision as the context for a discussion of how race and race relations in this country continue to signal a need for race-conscious practices that go beyond the limitations of legal remedies and their monitoring apparatus. They discuss briefly the historical context of "Brown," posit some reasons for the prominent role of "Brown" in issues of equity and equality in educational communities, and propose a race conscious, equity-oriented agenda for transformative education. (Contains 1 note.)