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. The continuing case of "Williams v. State of California" represents yet another attempt to redress enduring educational inequality in the United States through a legal change. By comparison, in South Africa, mass-based popular organisation was the dominant expression of political and civil rights struggle throughout the 20th century. This response chapter problematises both Alexander's discussion of social identity and contemporary South African state policies meant to redress inherited historic imbalances that remain in present-day South Africa. (Contains 5 tables and 10 notes.)