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This paper engages in Foucauldian archaeology, memetic analysis, curriculum inquiry, and critical legal theorizing of Plessy v. Ferguson (1896), Murray v. Pearson (1936), Missouri ex rel. Gaines v. Canada (1938), Sweatt v. Painter (1950), McLaurin v. Oklahoma State Regents (1950), Brown v. Board (1954), and Students for Fair Admissions v. Harvard (2023) to enunciate a critical lens of analysis and inquiry that examines the impact of racism from both classical (Crenshaw, 1989) and thick intersectional (Yep, 2016) perspectives for the theorizing, creation, and implementation of legal remedies for acts of institutional and systemic racial discrimination that are so impactful in scope that it can be effectively applied to all manifestations of racism equally.