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Speaker 1: Welcome to Jay Dot in a production of I Heart Radio.

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Speaker 1: What's Up, Everybody, I'm just Scott. That's agent Graden Danceler,

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Speaker 1: and that's like it's Sat Claire and we're here. Eaves

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Speaker 1: is out here, you know, our our producertain show. She is.

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Speaker 1: She's out here trying to make us clap on time,

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Speaker 1: and for some reason, we just can't seem to get

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Speaker 1: it together. Say clap on three, I'll say we clap

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Speaker 1: on three? Is it or somebody else clap after three?

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Speaker 1: Right after three? I don't know what the deal is,

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Speaker 1: but like this, I know we ain't got the clap.

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Speaker 1: We ain't got the clap. Just like this topic that

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Speaker 1: we're talking about. We gotta get it together. You like that,

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Speaker 1: You like I did that? You like I did that.

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Speaker 1: You gotta get it together. Listen, my now twelve year

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Speaker 1: old when we first got to Frankly, Tennessee, we went

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Speaker 1: to school, I know, right, we went to school and

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Speaker 1: he was like the one, maybe out of five hundred kids,

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Speaker 1: he was like the one. And I worried about that, like, oh,

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Speaker 1: here we are. We're out here in the South and

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Speaker 1: there's no real you know, representation whatsoever. We'll just paying

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Speaker 1: attention to it, you know, and he was a little

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Speaker 1: behind all some things. And I knew, I knew that,

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Speaker 1: I knew that this was going to be an issue.

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Speaker 1: But I watched those folks, those teachers and principles. First

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Speaker 1: of all, they wanted to go to the plantation for

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Speaker 1: a field trip. I said, I'll be damn, this is

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Speaker 1: really aberdent, really really really okay. Uh So that was

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Speaker 1: one and then the other was because he was a

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Speaker 1: little behind, um and this is what third grade. They

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Speaker 1: made him feel like he was the most stupid person

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Speaker 1: that ever existed. And I was like, you're tearing down

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Speaker 1: the child self esteem on a daily basis. We got

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Speaker 1: a go. So then we went to a private school

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Speaker 1: because that was a public school. We went to a

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Speaker 1: private school, and the private school was more diverse. We

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Speaker 1: were excited about that, like, okay, you know, we got

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Speaker 1: some Indian folk and we got some jobs. So some

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Speaker 1: Japanese folk and okay, some Italian folks. That's the fucking here, okay,

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Speaker 1: and uh different ranges or variations of African and I

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Speaker 1: was like, yes, bad, bad, this is all good. Great,

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Speaker 1: And some African American teachers as well. However, those kids

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Speaker 1: were on a system they had already started. They started

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Speaker 1: in kindergarten, so now by the time we get there

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Speaker 1: in fourth grade, again, not only is he behind, but

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Speaker 1: he's okay, really behind. And again it was that self

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Speaker 1: esteem thing, the making him feel like, you know, he

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Speaker 1: was the dumbest person on the planet, and he would

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Speaker 1: say that. And when he started telling me that he

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Speaker 1: was dumb, I was like, Okay, this isn't gonna work

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Speaker 1: out either. Even though I'm paying this ridiculous amount of

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Speaker 1: money for this private school, thinking that it's diverse and

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Speaker 1: they're that. All the talk was, oh we're we're loving

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Speaker 1: and caring to the children and booms, we got all

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Speaker 1: that too. So we got the funk up out of there,

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Speaker 1: I said, Howard said it on, come on, You're not

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Speaker 1: gonna do that to him. So eventually, with the help

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Speaker 1: of a great grade I don't even know what her

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Speaker 1: title is, what she did. Her name is Sharon Green,

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Speaker 1: and shout out to Sharon Green in Atlanta, Georgia. What

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Speaker 1: Sharon Green does is that she finds the school that

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Speaker 1: best suits your child. She spent some time with your child.

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Speaker 1: She yes, what in the concierge service. The concierge service

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Speaker 1: of education, of educating child. Yes, so she did some research,

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Speaker 1: she had some meetings with him. She just laid in

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Speaker 1: the cut and watched them on a normal you know,

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Speaker 1: like for a couple of weekends. She wouldn't say anything.

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Speaker 1: She just kind of watched him and asked him a

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Speaker 1: lot of questions when when they did talk, and she

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Speaker 1: found a school for him. And the school is one

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Speaker 1: student and one teacher, almost like a tutoring service, but

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Speaker 1: it is a whole school. There are other students that

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Speaker 1: go there. It is a like a a office building

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Speaker 1: and in each of these little rooms, the rooms are glass,

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Speaker 1: so you know, you feel like, Okay, you're not just

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Speaker 1: in there with homie and you don't know, I don't know, Um,

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Speaker 1: he's the their glass rooms. Each room is is um

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Speaker 1: decorated for the subject that the teacher is teaching and

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Speaker 1: you go in there for forty five minutes and have

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Speaker 1: one on one learning, which is what he really needed

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Speaker 1: because he was behind and he had to catch up

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Speaker 1: in so many ways. We started off in Cali and

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Speaker 1: in California, the education was like, oh, let's just play

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Speaker 1: in the mud. Yeah, you know, look a look at

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Speaker 1: the creation, isn't it wonderful. Let's just get leaves all

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Speaker 1: over ourselves exactly, my friends. But by the time we

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Speaker 1: got to Tennessee, it was a hot mess, you know,

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Speaker 1: it was. It was a hot mess. So now jet

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Speaker 1: his grade. He got all a's and one beat this

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Speaker 1: last semester, and it is, you know, a real gift

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Speaker 1: to be able to offer him an education at a

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Speaker 1: pace that he needs, in an environment that he feels secure.

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Speaker 1: And also just just the hole just not being afraid

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Speaker 1: to ask questions because he don't want to get played,

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Speaker 1: do you know what I mean? In a classroom full

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Speaker 1: of people who are like, no, we've we've been learning

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Speaker 1: this since you know, first grade, so we're all together

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Speaker 1: in this. You know, that's the one thing I've learned

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Speaker 1: about private schools. You you you gotta start at kindergarten

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Speaker 1: because there's a peace and if you cannot keep up

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Speaker 1: with that base or you're just your your ass out

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Speaker 1: of luck. And that's really what it is. I mean,

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Speaker 1: that's why, that's why a lot of times when kids

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Speaker 1: are switching from public to private, they'll throw that will

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Speaker 1: you have to repeat a grade information out there? And

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Speaker 1: I know a lot of parents have experienced that where

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Speaker 1: their child, maybe a middle school, but I I experienced that.

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Speaker 1: Actually I moved from public school to private school from

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Speaker 1: sixth grade to seventh grade. When I went into middle school,

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Speaker 1: I went to private school, and I got accepted into

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Speaker 1: more than one private school, but one of them suggested

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Speaker 1: that I repeat a grade, and my mother wasn't half

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Speaker 1: having it. So I went to the one that said

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Speaker 1: that said we'll take you as you are, my love.

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Speaker 1: But it still really wasn't a good fit for me.

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Speaker 1: You know, I think it's beautiful, obviously, you know that

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Speaker 1: Jet was able to find and you know, a learning

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Speaker 1: space that that fit him, you know, but that you know,

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Speaker 1: we all know that that is just not the norm.

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Speaker 1: Our children are dealing with a number of different obstacles

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Speaker 1: in their way as it as it pertains to their education.

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Speaker 1: But I said, our country as a whole really is

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Speaker 1: because the project and the experiment of trying to educate

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Speaker 1: an entire population is a fairly new concept. And the

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Speaker 1: concept of trying to educate this population, the one in

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Speaker 1: America is is really, really, really new because when you

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Speaker 1: think about it, there really wasn't such a thing as

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Speaker 1: a national school system prior to the end of slavery.

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Speaker 1: In fact, the only reason why you have public school

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Speaker 1: is because of Black Americans, because the former enslaved people.

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Speaker 1: When we got our freedom, we wanted to be educated.

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Speaker 1: That was number one on the list that we wanted

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Speaker 1: to be educated. And so therefore, you know who was

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Speaker 1: gonna pay for this but the federal government. And so

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Speaker 1: that was the first thing that I mean, even white

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Speaker 1: people in this country have us to thank for having

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Speaker 1: public schools because before that, only the aristocracy was able

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Speaker 1: to be educated. Poor white people didn't go to school either. Huh,

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Speaker 1: there was no school. And you said it. It's interesting

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Speaker 1: because you said that it wasn't a national school system. However,

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Speaker 1: we were all using those same Texas textbooks. Yeah, for

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Speaker 1: a long way too long. Yeah, I mean, the bottom

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Speaker 1: line is that once we start trying to educate the

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Speaker 1: whole population, then it becomes the question becomes what shall

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Speaker 1: we teach them? And and there and there? What shall

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Speaker 1: we teach them? And what? What education? Is their right? What? What?

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Speaker 1: What is their right? What is what? What are their

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Speaker 1: rights to? You know what I mean? And so I

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Speaker 1: think that's where the idea of educating black children becomes.

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Speaker 1: It can no longer just be personal. It is political,

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Speaker 1: and it has been political since the very beginning, even

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Speaker 1: to the moment that we stepped on the shores. What

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Speaker 1: what us not being able to speak our own languages

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Speaker 1: and us not being able to communicate and only you know,

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Speaker 1: being taught what you know, what they wanted us to know,

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Speaker 1: and not being able to read and all these different things.

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Speaker 1: So I do think that you can hear the Bible,

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Speaker 1: but you can't read it. You can hear it, but

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Speaker 1: you cannot read right and and and let's they say

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Speaker 1: once they started reading it, the Bible radicalized people, right,

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Speaker 1: that Turner radicalize that Turner. So yeah, I mean, you know,

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Speaker 1: we could go into a whole bunch of the historical things.

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Speaker 1: But I will say this about my experience. Out of

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Speaker 1: all six children, my children have had every kind of

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Speaker 1: experience other than homeschool. My children have been to public

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Speaker 1: schoolmate school, charter school, and hbc U. They know and

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Speaker 1: and they have an experienced I guess p w Y.

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Speaker 1: So they're you know, predominantly white institution. And I was

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Speaker 1: gonna say, there's a there's something to Jill story and

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Speaker 1: even finding jets education because although my mother was working

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Speaker 1: class like she definitely went through that journey of let's

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Speaker 1: try this public school. And mind you, I was a

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Speaker 1: kid who was went to private school early in life

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Speaker 1: and my whole class that got skipped, so that was

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Speaker 1: an issue for her after I left that private school,

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Speaker 1: respecting that whole skip patient of things and trying at

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Speaker 1: the Christian school because Asian. You know, I tried Grace Brother.

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Speaker 1: We tried to Christian School, but one enough black figures

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Speaker 1: in there for my mama for that, you know what

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Speaker 1: I'm saying. Then we tried to public school, but it

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Speaker 1: just was Mark. So it's an interesting it's an interesting ride.

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Speaker 1: But I would say, as as a grown up, I'm

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Speaker 1: not mad that I can reference now my mother's battle

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Speaker 1: to find the proper, the right one for me. Like

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Speaker 1: I appreciate those moments when she took I appreciate her

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Speaker 1: fighting with my private school teacher about me bringing Malcolm

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Speaker 1: Mexic School as an autobiography, like that part is of

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Speaker 1: education that only abelious Black education seems like it was

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Speaker 1: a privilege that was given starting in the baby boomer

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Speaker 1: you know what I mean. Oh yeah, I mean my

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Speaker 1: mom did the same thing, you know, lied about our

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Speaker 1: address too. You know, my mama now goddamn, it can't. Um,

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Speaker 1: but you know, yeah, I mean that battle, yo, I

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Speaker 1: gotta tell you this. Oh. So her mom takes me

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Speaker 1: out of the public school around the way right because

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Speaker 1: I was fighting every day every day. It was some

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Speaker 1: kind of fighting, and um, she sent me to the school.

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Speaker 1: She always wanted me to go to Greenfield Elementary. You

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Speaker 1: guys know that school that Greenfield is still school that

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Speaker 1: everybody wants to go. She set me to Greenfield because

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Speaker 1: she was I wasn't doing good. I was a good

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Speaker 1: It's downtown Central air condition, okay, right right, right, So

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Speaker 1: she sends me to Greenfield. She doesn't know that there's

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Speaker 1: a program happening. You know, I figured it out. Actually

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Speaker 1: they had grades A, B and C and without any right,

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Speaker 1: without any testing. I was in C. Right. So I'm

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Speaker 1: looking around. I don't know. I'm must have got to

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Speaker 1: baby about the seventh grade. And I looked around and

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Speaker 1: I was like, waiting, where are you from? Out? Well,

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Speaker 1: I'm from I'm from North Philly. Where are you from?

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Speaker 1: I'm from North Philly. Where are you from? I'm from Northfiela.

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Speaker 1: Where are you from? Everybody in this class is from

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Speaker 1: North Philly except for maybe one other black student that

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Speaker 1: is from West Philly, and I was like, wait a minute,

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Speaker 1: so I don't think I don't think I should be

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Speaker 1: in this class with everybody. I should at least be

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Speaker 1: a bee. If I ain't a like, I should be

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Speaker 1: in here. It was confirmed for me. We got a

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Speaker 1: new student from Sri Lanka. She spoke zero English and

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Speaker 1: she was in my class. And then they brought another

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Speaker 1: kid and I cannot remember her name, but she drooled

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Speaker 1: really bad. She would just drew rill. It's not funny,

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Speaker 1: but it is because I'm in the class sitting next

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Speaker 1: to her, trying not to get drew on me. And

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Speaker 1: I was like, this is racist. So happy to be

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Speaker 1: in the school for for all the classes and and

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Speaker 1: and the beautiful environment and all of the things, but

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Speaker 1: it was racist as fuck. They just they just grow

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Speaker 1: trying to find a good education. As a black parent

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Speaker 1: for your child, I mean it is absolute war. Like

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Speaker 1: you have the strategy and the compromise game is very serious.

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Speaker 1: I will even have to throw this little thing in

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Speaker 1: the pot as a kid. My mother, obviously, as all

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Speaker 1: our mothers did, did that you ain't going to that

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Speaker 1: neighborhood school, damn. And we all we all experienced that.

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Speaker 1: But where I ended up though, it's so interesting to

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Speaker 1: me because I really realized this, it's a testament to

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Speaker 1: a bygone era. The primary school I ended up at

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Speaker 1: was Robert Brant Elementary School, and my principle's name was

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Speaker 1: Francis Plumber was a black woman, and every single teacher

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Speaker 1: on staff at my school was a black woman. My

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Speaker 1: science teacher was a black woman, my music teacher was

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Speaker 1: a black woman, my gym teacher was a black woman.

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Speaker 1: Our school counselor was a black wom. Universe conspires, But listen,

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Speaker 1: this is nothing. But this is the this is the

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Speaker 1: reality of And I've actually written about this word the

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Speaker 1: whole essay about it. But this is the thing is

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Speaker 1: that the reality is that I didn't understand how special

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Speaker 1: that was until I started trying to find schools for

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Speaker 1: my children, and I was like wow, And it made

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Speaker 1: me go back and think about that transition from primary

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Speaker 1: school into middle school and why I crashed and burned

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Speaker 1: the way that I did. I was always reading two

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Speaker 1: or three grades ahead, always from the moment I was

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Speaker 1: in kindergarten, and I was always advanced. When I got

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Speaker 1: to private school, I literally almost failed the seventh grade.

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Speaker 1: And when I think back on that environment, going from

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Speaker 1: an entirely black environment one that was headed by and

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Speaker 1: defined by black women. And I'm talking about black women.

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Speaker 1: Some of some of my teachers had their master's degree.

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Speaker 1: And I remember when my principle actually got her PhD,

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Speaker 1: we were told we were no longer allowed to call

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Speaker 1: her Mrs Plumber, we had to call her doctor Plumber. Yes.

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Speaker 1: And so when I think back on that transition, I'm

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Speaker 1: thinking about what was my environment? Like this was a

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Speaker 1: school that was, you know, well known throughout the city,

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Speaker 1: very wealthy, very resourced, you know, very you know, ahead

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Speaker 1: of the game. And I did not flourish there. And

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Speaker 1: as I started to think about that, that really kind

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Speaker 1: of got into my mind with what does it take

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Speaker 1: for black children to flourish? And is there a specific thing?

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Speaker 1: Are we really just challenge and what is blurs mean?

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Speaker 1: Like where you challenge you so challenged that you couldn't

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Speaker 1: overcome that challenge, Like what does that mean? I would

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Speaker 1: say in retrospect, I think the environment just did not

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Speaker 1: agree with me. It was so far into anything that

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Speaker 1: I had ever areas before. And I also think that

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Speaker 1: middle school is a very deep time for children period.

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Speaker 1: And you know, there was a time period where across

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Speaker 1: the country you were noticing that schools were going from

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Speaker 1: the primary school to middle school model into something called

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Speaker 1: K through eight. And the reason why they put K

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Speaker 1: through eight into being in a lot of ways is

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Speaker 1: because they understood that once kids got to middle school,

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Speaker 1: we kind of dropped them off in a building with

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Speaker 1: a bunch of people they don't know during a developmental

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Speaker 1: time that is very difficult only for two years. And

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Speaker 1: so what they're saying is that if you keep a

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Speaker 1: child in the same building where they went to kindergarten,

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Speaker 1: first second grade, that they have adults around who've known

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Speaker 1: them for a long time, so when they get into

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Speaker 1: this developmental stage, it's quite difficult. They had that support,

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Speaker 1: and I think my experience mirrored why that is a

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Speaker 1: good idea, because I did not have the support and

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Speaker 1: the presence of these black women in my life. I

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Speaker 1: really believe that had a lot to do with why

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Speaker 1: I felt. My first English teacher was a white man

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Speaker 1: and all the kids called him by his first name.

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Speaker 1: His name was Pierced. I'll never forget this, Pierced Tyler,

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Speaker 1: and I could not not call him Mr. Tyler. I said,

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Speaker 1: why are y'all calling this dude Pierce? And it drove

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Speaker 1: me nuts because he wasn't even really that young. But

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Speaker 1: it was just like I said, there was this like

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Speaker 1: a vibe of information that was so informal everything at

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Speaker 1: this private school because these kids were so entighted and

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Speaker 1: I had never called a teacher by their first name.

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Speaker 1: I had never you know, my my, my school teachers

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Speaker 1: used to take my hair out when they thought it

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Speaker 1: was too tight and redo it. Wait, you mean your

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Speaker 1: teachers could corn roll and that what you're saying? They

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Speaker 1: were just touching your hair, Like, what do I do

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Speaker 1: with this? My mother was real serious about a nice

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Speaker 1: neat ponytail, right, maybe a little too serious on my edges.

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Speaker 1: And so my teacher, my teacher, what's that come, your baby?

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Speaker 1: And she would take my ballies out, let my hair

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Speaker 1: breathe a little bit, and then put them back in looser.

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Speaker 1: I'm sorry. That is just the idea of being in

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Speaker 1: a loving environment that understands you. Because the understands you

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Speaker 1: because if you come into school and you know, let's

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Speaker 1: let's just say you're Caucasian teachers is ms Joseph Okay? Anyway, Um,

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Speaker 1: and Ms. Joseph. She don't't know why you have a headache.

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Speaker 1: She doesn't know why you're not in the best mood.

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Speaker 1: You know. She can't grasp that something could possibly be

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Speaker 1: simple to fix. Let me tell you something else I had.

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Speaker 1: I went to school with two boys who had been

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Speaker 1: adopted by a white family, and they were both African,

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Speaker 1: but I don't know what country they were from. They're

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Speaker 1: from Africa, and they were Muslim, and the white family

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Speaker 1: tried to maintain culturally like where they had come from,

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Speaker 1: and they did not believe in standing for the pledge

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Speaker 1: of allegiance. And I remember my teacher would all make

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Speaker 1: us respect that. My teacher would not would not allow

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Speaker 1: us to say anything about it. She was like, you

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Speaker 1: all are excused. There were so many things in retrospect

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Speaker 1: when I think back about my experience there, and this

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Speaker 1: was a public school. Then let me fast forward for

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Speaker 1: you guys. Now in Robert Brant Elementary School is no

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Speaker 1: longer predominantly black, the teaching staff is no longer predominantly black.

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Speaker 1: The city is no longer the city is no no

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Speaker 1: longer The Robert Brant that I went to is not

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Speaker 1: does no longer exist. It is a ghost girl. My

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Speaker 1: whole black private school. You know that shi got torn down? Yeah,

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Speaker 1: because he's Layah. School she went to was up on

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Speaker 1: a hill and my aunt's house was and they have

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Speaker 1: torn it down. It's gonne whole black private school from

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Speaker 1: preschool to six sixth grade, all black kids. Now, we

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Speaker 1: weren't blessed with all the black women like Asia had,

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Speaker 1: but sound they did call the girl to graduate fro

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Speaker 1: High school Like it sounds like a beautiful dream just

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Speaker 1: to go somewhere and be understood. I'm gonna tell you.

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Speaker 1: I tell people all the time, understand d C, d

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Speaker 1: m V people that you live on a different planet

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Speaker 1: and you need to appreciate this planet that you. I mean,

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Speaker 1: I don't know about the current folks that's growing up,

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Speaker 1: but for most of us, we lived on a different planet. Yeah.

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Speaker 1: Do you see if the eighties on earlier is definitely

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Speaker 1: a different was a death eighties, nineties, seventies, eighties, nineties,

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Speaker 1: sixty seventies, eighties, nineties was definitely a different kind of worms.

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Speaker 1: But I think now with my own children, I think

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Speaker 1: now about how my children have mostly been taught in

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Speaker 1: public school by white women, and my experience has been diverse,

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Speaker 1: but it is. It is, you know, a situation that's

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Speaker 1: going on across the country. Most teachers in the United

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Speaker 1: States are white women, and then the black men are

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Speaker 1: the they're the least right. They need for black men

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Speaker 1: to teach. They need more black people to teach. But

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Speaker 1: I think more than anything, you know, what we're looking

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Speaker 1: at is, like I said, a youthful experiment, what it

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Speaker 1: means to educate a mass of people. Does this system

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Speaker 1: even work for white people? It can't because you know,

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Speaker 1: they're dumb, because I mean, and how I'm saying white

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Speaker 1: people in general, I'm just saying their kids be dumb.

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Speaker 1: You got a whole situation where they all went to

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Speaker 1: dad on uh jail for trying to cheat to get

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Speaker 1: their kids in college, paying all this money because the

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Speaker 1: kids ain't learning. So it's like, yeah, your privilege will

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Speaker 1: get you what you want, but are you really learning

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Speaker 1: anything this country? Globally? Where does it rank amongst Oh

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Speaker 1: it's pretty you know, it's pretty love, it's pretty low.

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Speaker 1: More conversation after the break. My girlfriend, who is Caucasian,

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Speaker 1: her daughter goes to that same school that the private

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Speaker 1: school that Jack went to, and um, you know she's

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Speaker 1: she's not Jane flourishing. She ain't doing well in school

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Speaker 1: at all. But they've banded together to help her, you know,

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Speaker 1: this teacher and that teacher. And before school and after

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Speaker 1: of course, they asked me if Jet could leave, that

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Speaker 1: he should, that he should leave. Oh girl, it's time

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Speaker 1: to resurrect the fire, and it's time to resurrect the fire,

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Speaker 1: burn fire. Can he do? What leave? You're like, you

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Speaker 1: know what's about to leave? This whole building? What is that?

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Speaker 1: There is this? You know, there's a certain standard that

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Speaker 1: the school has and if this child has fallen under

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Speaker 1: the standard, then they want them to leave. But they

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Speaker 1: didn't ask my friend's daughter to leave. They didn't ask

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Speaker 1: her to leave. She's right there, she's still there, struggling,

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Speaker 1: you know, doing what she can. But that there is

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Speaker 1: a difference. There is a difference there. And I'm so

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Speaker 1: glad that that was the suggestion because I didn't need

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Speaker 1: to hear be. I didn't need he I need. I

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Speaker 1: didn't need to hear plan B or Option B. All

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Speaker 1: I heard was leading. I was like, thank you, bye.

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Speaker 1: You don't you don't you know what? Well? You could you?

402
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Speaker 1: But you could? I don't want to, but could and

403
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Speaker 1: I'm paying you this money for what not only are

404
00:24:39,920 --> 00:24:43,080
Speaker 1: we leaving, I need you to refund me every cent,

405
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Speaker 1: which they did and I felt better. But nonetheless, you know,

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Speaker 1: we're still you know, finding how to educate this kid

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Speaker 1: what works for him, because I mean, it's not even

408
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Speaker 1: something that he loves. He doesn't love school. He's not.

409
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Speaker 1: But I feel like most kids, especially black kids, and

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Speaker 1: there are some kids who like school, don't from but

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Speaker 1: I think a lot of I think a lot of

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Speaker 1: black students are not connect. My daughter said, Mom, it

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Speaker 1: just doesn't give. That's what she says. That's that's the quote.

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Speaker 1: My daughter. She's like, it just does not give. And

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Speaker 1: I thought that was really profound, even though that's slang

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Speaker 1: for now. But you know, the bottom line is that

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00:25:24,040 --> 00:25:26,960
Speaker 1: that's true, does not give. What is it giving to you?

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Speaker 1: You know, I would say to people like public school,

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Speaker 1: when you pull your kid out of public school, even

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Speaker 1: though I have done it myself before, and I understand

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Speaker 1: the necessity of being able to decide, because I wanted

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Speaker 1: us to get into the conversation about this quote unquote

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Speaker 1: school choice. But the thing is that I understand as

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Speaker 1: a as a parent, you have to make the right decision.

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Speaker 1: But when you pull your kid out of public school,

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Speaker 1: please believe what you are also doing is leaving your

427
00:25:49,720 --> 00:25:54,880
Speaker 1: money on the table. If you went into Amazings and

428
00:25:54,960 --> 00:25:59,679
Speaker 1: you bought a blouse, you bought it, they packaged it up,

429
00:26:00,000 --> 00:26:02,280
Speaker 1: it in the bag, you smiled at the person who

430
00:26:02,320 --> 00:26:05,199
Speaker 1: said thank you, and you walked out and left that

431
00:26:05,200 --> 00:26:08,639
Speaker 1: bag on the dag on countertop on purpose. That's what

432
00:26:08,720 --> 00:26:10,440
Speaker 1: you do when you pull your kid out of public school.

433
00:26:10,440 --> 00:26:12,480
Speaker 1: Because at the end of the day, you have already paid.

434
00:26:12,520 --> 00:26:17,119
Speaker 1: They owe you a product for what you have paid for.

435
00:26:18,240 --> 00:26:24,520
Speaker 1: H And so therefore, I've always felt that the relationship

436
00:26:24,600 --> 00:26:28,159
Speaker 1: between the parents and the public school has to shift

437
00:26:28,160 --> 00:26:31,040
Speaker 1: from you're not doing me a favor. You didn't hook

438
00:26:31,240 --> 00:26:35,560
Speaker 1: me up. I paid for something, and you are supposed

439
00:26:35,560 --> 00:26:40,120
Speaker 1: to meet my child where they are. That's the challenge, though,

440
00:26:40,240 --> 00:26:42,439
Speaker 1: I was gonna ask you to, like, you know, I'm

441
00:26:42,520 --> 00:26:44,840
Speaker 1: curious about because I don't know that much about these

442
00:26:44,920 --> 00:26:46,480
Speaker 1: kind of public schools in a sense. But I went

443
00:26:46,520 --> 00:26:49,119
Speaker 1: to a public high school that was an acceptance and

444
00:26:49,320 --> 00:26:52,359
Speaker 1: education base, So I'm curious to how y'all feel about

445
00:26:52,400 --> 00:26:55,600
Speaker 1: those in that sense. Then, so like, like you had

446
00:26:55,640 --> 00:26:58,560
Speaker 1: to have a certain amount of community service, and your

447
00:26:58,600 --> 00:27:00,520
Speaker 1: grades had to be at a certain point to get

448
00:27:00,560 --> 00:27:03,919
Speaker 1: into this public school. Like, how do y'all feel about

449
00:27:04,000 --> 00:27:07,040
Speaker 1: that situation? Well, I have to say, I love standards.

450
00:27:08,640 --> 00:27:13,320
Speaker 1: I love them, I get it now and I appreciate standards.

451
00:27:13,440 --> 00:27:16,720
Speaker 1: So just like all of a sudden, all of the parents,

452
00:27:16,800 --> 00:27:19,359
Speaker 1: new parents are running around trying to find the right preschool.

453
00:27:19,840 --> 00:27:22,600
Speaker 1: It's the same thing trying to find the right elementary school,

454
00:27:22,600 --> 00:27:25,159
Speaker 1: the right and and it depends on what right is

455
00:27:25,200 --> 00:27:29,160
Speaker 1: for you if your kid is if you are because

456
00:27:29,160 --> 00:27:32,000
Speaker 1: they're just a child. But if you're thinking, okay, this

457
00:27:32,080 --> 00:27:35,960
Speaker 1: is gonna help them get to college, you might be

458
00:27:36,080 --> 00:27:39,480
Speaker 1: in trouble already. But because they get there, you do

459
00:27:39,520 --> 00:27:41,920
Speaker 1: all that. Now me want to go, oh boy. But

460
00:27:42,040 --> 00:27:44,600
Speaker 1: and then we question in college? He said, y'all again

461
00:27:44,680 --> 00:27:49,480
Speaker 1: on ji il, y'all make people question every institution, tradition

462
00:27:49,640 --> 00:27:54,040
Speaker 1: and situation that we have been two words, come on

463
00:27:54,160 --> 00:27:57,600
Speaker 1: those two come on institute tradition, let's talk about So

464
00:27:57,800 --> 00:28:02,680
Speaker 1: let's talk about it and talk about mind who's going?

465
00:28:02,840 --> 00:28:05,320
Speaker 1: But what about those kids left behind that many didn't

466
00:28:05,320 --> 00:28:08,719
Speaker 1: have heard and didn't have the time to do the

467
00:28:08,720 --> 00:28:11,679
Speaker 1: community service that these kids like I'm so I'm thinking that,

468
00:28:11,760 --> 00:28:14,199
Speaker 1: I'm like, well, so the public schools to just be

469
00:28:14,240 --> 00:28:16,400
Speaker 1: dope on all, they should all be at the same

470
00:28:16,480 --> 00:28:20,360
Speaker 1: leg level. Should there not be the special education schools

471
00:28:20,400 --> 00:28:24,000
Speaker 1: of higher learning? I don't. Let's just think about Let's

472
00:28:24,000 --> 00:28:26,080
Speaker 1: just think about the reasoning for why you would separate

473
00:28:26,160 --> 00:28:28,160
Speaker 1: students in the first place. All of this is based

474
00:28:28,240 --> 00:28:34,280
Speaker 1: on hierarchy and capitalism. It's all based on this exceptional bs.

475
00:28:34,920 --> 00:28:36,800
Speaker 1: It's like, the bottom line is that we all like

476
00:28:36,920 --> 00:28:38,960
Speaker 1: to believe that our kids going to be the smart kid.

477
00:28:39,000 --> 00:28:41,120
Speaker 1: But what happens when your kid has a few What

478
00:28:41,320 --> 00:28:46,280
Speaker 1: what happens when your kid scores a few points underneath?

479
00:28:46,880 --> 00:28:50,680
Speaker 1: What happens? Then then you have to advocate? And then

480
00:28:50,760 --> 00:28:53,040
Speaker 1: what if you're got to pay more? And then and

481
00:28:53,080 --> 00:28:55,040
Speaker 1: but that's what I'm saying, Then you have to advocate.

482
00:28:55,200 --> 00:28:57,200
Speaker 1: And so what if you're not able to advocate? What

483
00:28:57,240 --> 00:28:59,160
Speaker 1: if they just really don't want you? What if they

484
00:28:59,200 --> 00:29:01,080
Speaker 1: have to choose between you and a white kid who

485
00:29:01,120 --> 00:29:04,280
Speaker 1: came three points under? What then the bottom lues. We

486
00:29:04,320 --> 00:29:08,200
Speaker 1: can't continue to buy into these institutions and these these

487
00:29:08,200 --> 00:29:12,200
Speaker 1: these particular standards that we did not even create. This

488
00:29:12,200 --> 00:29:14,920
Speaker 1: this standard is not even our standard, and it's not

489
00:29:15,040 --> 00:29:18,840
Speaker 1: meant to actually include us, just because sometimes we do

490
00:29:18,880 --> 00:29:21,480
Speaker 1: get included because we're smart and we're awesome and we

491
00:29:21,840 --> 00:29:27,080
Speaker 1: persevere and our mothers be hustling and they do right,

492
00:29:27,400 --> 00:29:29,520
Speaker 1: you know what I'm saying. So, yeah, and that situation,

493
00:29:29,560 --> 00:29:31,800
Speaker 1: get that works out. But you know know what I'm saying,

494
00:29:31,840 --> 00:29:34,880
Speaker 1: But then what what if your kid gets into the

495
00:29:34,920 --> 00:29:37,360
Speaker 1: school and let's say they have a traumatic experience at

496
00:29:37,400 --> 00:29:41,640
Speaker 1: that school, and the only other options other than that

497
00:29:41,680 --> 00:29:43,840
Speaker 1: school is the neighborhood school than what you're gonna need,

498
00:29:44,600 --> 00:29:47,560
Speaker 1: and you can't afford private, I don't know what do

499
00:29:47,640 --> 00:29:51,480
Speaker 1: you do? The point is is that your every child

500
00:29:51,480 --> 00:29:58,040
Speaker 1: should have access to quality, high rigor education. Every single

501
00:29:58,160 --> 00:30:01,600
Speaker 1: child should have access to So who has kids? Who

502
00:30:01,640 --> 00:30:06,040
Speaker 1: has a scientist? The parents or the institution? I always

503
00:30:06,040 --> 00:30:08,160
Speaker 1: say the parents, But I say, more than the parents,

504
00:30:08,200 --> 00:30:12,840
Speaker 1: the student. I deeply believe in giving the children a voice.

505
00:30:13,880 --> 00:30:16,840
Speaker 1: I really deeply believe in that. I think that children

506
00:30:17,360 --> 00:30:22,880
Speaker 1: can very much dictate how and how they learn and

507
00:30:22,920 --> 00:30:25,920
Speaker 1: what they learned. I think that's really important. I'm not

508
00:30:25,960 --> 00:30:28,120
Speaker 1: saying that parents shouldn't be a part of it. What

509
00:30:28,160 --> 00:30:31,000
Speaker 1: I'm saying is that we have to start to Look,

510
00:30:31,560 --> 00:30:33,400
Speaker 1: I'll give it to you this way right now. Part

511
00:30:33,440 --> 00:30:36,360
Speaker 1: of the national conversation is what do we do about policing,

512
00:30:36,960 --> 00:30:39,960
Speaker 1: And there's a big conversation around defunding and and and

513
00:30:39,960 --> 00:30:43,040
Speaker 1: completely dismantling the police because we understand that this is

514
00:30:43,040 --> 00:30:47,640
Speaker 1: not a system that works. If we look at the

515
00:30:47,800 --> 00:30:52,000
Speaker 1: educational system in this country, it mirrors the carcel system. Also,

516
00:30:52,920 --> 00:30:56,200
Speaker 1: school be functioning a whole lot like jail. When you

517
00:30:56,280 --> 00:30:58,800
Speaker 1: go from one classroom to the next, you gotta line

518
00:30:58,880 --> 00:31:01,840
Speaker 1: up every it got off, every kid got a number.

519
00:31:02,960 --> 00:31:04,800
Speaker 1: Now they have made all the kids, they had made

520
00:31:04,800 --> 00:31:07,959
Speaker 1: all the kids put on a uniform and and told

521
00:31:08,000 --> 00:31:11,880
Speaker 1: you that it was better for them. My thing, well

522
00:31:14,440 --> 00:31:16,480
Speaker 1: even a little bit because you didn't have to get

523
00:31:16,520 --> 00:31:18,600
Speaker 1: up and pick your clothes out. No, let me speat

524
00:31:18,600 --> 00:31:21,400
Speaker 1: yourself into you. You You know how many kids get detention

525
00:31:21,760 --> 00:31:25,200
Speaker 1: and suspended for not wearing them not wearing that from

526
00:31:25,240 --> 00:31:27,960
Speaker 1: a proper uniform. They use every single thing they can

527
00:31:28,040 --> 00:31:32,360
Speaker 1: to police and incarcerate our children, period period. You have

528
00:31:32,560 --> 00:31:37,320
Speaker 1: never lied, You have never lied, damn it. You gotta

529
00:31:37,400 --> 00:31:42,680
Speaker 1: remix every situation, every system, every institution. And then I'm like,

530
00:31:42,680 --> 00:31:44,920
Speaker 1: where we where we start I guess we gotta start

531
00:31:44,960 --> 00:31:47,600
Speaker 1: here because then in car gerration system, maybe we started

532
00:31:47,640 --> 00:31:52,720
Speaker 1: the education and we even there are independent There are

533
00:31:52,840 --> 00:31:57,640
Speaker 1: independent African central schools and they have existed for decades.

534
00:31:57,920 --> 00:32:00,440
Speaker 1: I know, just not nation widen and everybody city, but

535
00:32:00,480 --> 00:32:03,840
Speaker 1: I do have them in many many states cities nationwide.

536
00:32:04,240 --> 00:32:06,560
Speaker 1: But let me, Jill was about to say something, I

537
00:32:06,600 --> 00:32:12,320
Speaker 1: want to research is mandatory. That's why research is mandatory

538
00:32:12,440 --> 00:32:14,880
Speaker 1: to find out what works best for you and your child.

539
00:32:16,200 --> 00:32:21,360
Speaker 1: This homeschooling business. So I looked into it, and homeschooling

540
00:32:21,480 --> 00:32:26,520
Speaker 1: was uh what two d and twenty dollars to register

541
00:32:27,360 --> 00:32:31,440
Speaker 1: or or something in that family to register. That's a

542
00:32:31,480 --> 00:32:33,920
Speaker 1: lot to register a child from homeschool when it's free

543
00:32:33,920 --> 00:32:37,240
Speaker 1: to register them for public school. Yeah. Yeah, see that's

544
00:32:37,240 --> 00:32:44,320
Speaker 1: still what a daily. What the company does is that

545
00:32:44,400 --> 00:32:48,040
Speaker 1: they kind of I don't want to say police. They

546
00:32:48,040 --> 00:32:51,040
Speaker 1: look at what is necessary, what is required of a

547
00:32:51,080 --> 00:32:55,040
Speaker 1: student for a certain grade was required? English science, math,

548
00:32:55,200 --> 00:33:01,320
Speaker 1: history was required, and then they basically hold you accountable

549
00:33:01,920 --> 00:33:05,200
Speaker 1: as the homeschooler to have all of those things done.

550
00:33:06,400 --> 00:33:09,520
Speaker 1: Now what you can do, I mean, they they give

551
00:33:09,560 --> 00:33:15,360
Speaker 1: me an outline. I'm sorry. Basically they're giving you an outline. Basically,

552
00:33:15,400 --> 00:33:17,600
Speaker 1: that's exactly what it is. They're giving you an outline

553
00:33:17,960 --> 00:33:21,280
Speaker 1: to make sure your child has matriculated. So Joe, they

554
00:33:21,280 --> 00:33:23,320
Speaker 1: don't give you the content. They don't give you like

555
00:33:23,720 --> 00:33:27,000
Speaker 1: they give you the content. They give you the content,

556
00:33:27,240 --> 00:33:31,160
Speaker 1: they give you the textbooks, all of those things, and

557
00:33:31,200 --> 00:33:34,360
Speaker 1: then it's up to you to, you know, keep that

558
00:33:34,440 --> 00:33:37,480
Speaker 1: thing popping and keep the child educated. For people who

559
00:33:37,520 --> 00:33:41,680
Speaker 1: don't homeschool, this idea, the school that Jett is currently

560
00:33:41,720 --> 00:33:46,120
Speaker 1: going to, where there's one teacher per class, per subject

561
00:33:46,440 --> 00:33:49,760
Speaker 1: and one student per subject, made me realize that I

562
00:33:49,800 --> 00:33:53,880
Speaker 1: don't I much prefer to have homeschooling where I can

563
00:33:54,080 --> 00:33:58,240
Speaker 1: hire the teachers that I want to educate him, because

564
00:33:58,240 --> 00:34:01,680
Speaker 1: homeschool is not a monolith. Homeschool can look so many

565
00:34:01,680 --> 00:34:05,640
Speaker 1: different ways, and I know many parents who have done this.

566
00:34:05,920 --> 00:34:09,040
Speaker 1: You know, shout out to if your on Instagram, Shout

567
00:34:09,080 --> 00:34:12,799
Speaker 1: out to Yolanda J at Yolanda J. Shout out to

568
00:34:13,280 --> 00:34:16,920
Speaker 1: Bay Kimmitt b A y E k E. M I

569
00:34:16,960 --> 00:34:21,160
Speaker 1: t Um and his wife Makita kimitt Um. So many

570
00:34:21,280 --> 00:34:25,400
Speaker 1: homeschoolers that I know who have multiple approaches and to

571
00:34:25,960 --> 00:34:29,200
Speaker 1: how they decide to you know, have their children be

572
00:34:29,480 --> 00:34:33,200
Speaker 1: be educating, you know, and have gone straight into into colleges.

573
00:34:35,360 --> 00:34:37,440
Speaker 1: They've had to transition to this too. I've seen a

574
00:34:37,480 --> 00:34:41,759
Speaker 1: lot of teachers putting together like plans and whatnotos and

575
00:34:41,800 --> 00:34:44,400
Speaker 1: stuff like that for parents and stuff like that. Yeah,

576
00:34:44,440 --> 00:34:46,799
Speaker 1: but this is about a partnership. And so I really

577
00:34:46,840 --> 00:34:50,320
Speaker 1: believe what and I really believe in what Jill said data.

578
00:34:51,520 --> 00:34:53,520
Speaker 1: And when I say data, I don't even mean like

579
00:34:53,560 --> 00:34:56,160
Speaker 1: on some old like oh, the federal government pays for

580
00:34:56,239 --> 00:34:58,760
Speaker 1: a study or something like that. I'm just talking about

581
00:34:58,760 --> 00:35:01,200
Speaker 1: the way that we have all it's collected data and

582
00:35:01,320 --> 00:35:03,759
Speaker 1: we talked to one another and communicate, and that we

583
00:35:03,800 --> 00:35:06,600
Speaker 1: are in community with teachers and in community with parents

584
00:35:06,640 --> 00:35:10,960
Speaker 1: and students, you know, and so that we try to

585
00:35:11,160 --> 00:35:15,719
Speaker 1: build on an idea that isn't a bad idea. It's

586
00:35:15,760 --> 00:35:19,680
Speaker 1: just an idea that was never created with our best

587
00:35:20,320 --> 00:35:24,920
Speaker 1: intentions at the center, and so we have to kind

588
00:35:24,920 --> 00:35:29,040
Speaker 1: of reapproach it that was never created with our best

589
00:35:29,200 --> 00:35:33,280
Speaker 1: intentions at the center. Let me ask all as parents.

590
00:35:33,360 --> 00:35:35,759
Speaker 1: And so that being said, and that's a huge point

591
00:35:35,800 --> 00:35:39,080
Speaker 1: I'm realizing at my grand old age at thirty nine. Yes,

592
00:35:39,080 --> 00:35:44,320
Speaker 1: I pushed it back that things like the stock market

593
00:35:45,640 --> 00:35:50,000
Speaker 1: and all kinds of savings and portfolio things, um should

594
00:35:50,000 --> 00:35:52,640
Speaker 1: have been things that are in our curriculum. Now for

595
00:35:52,719 --> 00:35:57,719
Speaker 1: some people of other nation, not white people, they get

596
00:35:57,719 --> 00:35:59,680
Speaker 1: this early in life as children, like they get taught

597
00:35:59,680 --> 00:36:02,960
Speaker 1: by their their father's uncles or whatever, but they get

598
00:36:03,160 --> 00:36:07,719
Speaker 1: talking school to I wasna ask, y'all, is are we

599
00:36:07,840 --> 00:36:09,799
Speaker 1: talking about remixing those things as well, because why we're

600
00:36:09,800 --> 00:36:12,160
Speaker 1: talking about homeschool. I know we're still talking about those

601
00:36:12,200 --> 00:36:16,080
Speaker 1: same subjects matters, But is it in fact also time

602
00:36:16,160 --> 00:36:21,279
Speaker 1: to remix the subjects? Oh? Sure, I think definitely. Kids

603
00:36:21,360 --> 00:36:24,600
Speaker 1: need to understand more about the world and about you know,

604
00:36:24,640 --> 00:36:27,239
Speaker 1: how it functions in their day to day, about how

605
00:36:27,280 --> 00:36:30,000
Speaker 1: they're going to go out in and and be present,

606
00:36:30,640 --> 00:36:33,040
Speaker 1: you know, in the world. But here's the funny thing

607
00:36:33,080 --> 00:36:36,120
Speaker 1: about all of that, and and and and this is

608
00:36:36,200 --> 00:36:42,879
Speaker 1: just my belief is that if there is not a

609
00:36:42,960 --> 00:36:50,799
Speaker 1: serious effort to begin to teach the real history of

610
00:36:50,880 --> 00:36:56,120
Speaker 1: the world and of America, you know that, I don't

611
00:36:56,120 --> 00:37:02,759
Speaker 1: care what you learn, you will always center whiteness. You're

612
00:37:02,760 --> 00:37:05,200
Speaker 1: talking about that is where and that And I know

613
00:37:05,320 --> 00:37:08,120
Speaker 1: that that sounds typical of me to say, but what

614
00:37:08,200 --> 00:37:13,520
Speaker 1: I mean this so seriously that everything that we learned

615
00:37:13,560 --> 00:37:24,680
Speaker 1: centers this, science, philosophy, technology, English, a finance, English English,

616
00:37:24,800 --> 00:37:27,640
Speaker 1: all of this, all of it centers whiteness. If you're

617
00:37:27,680 --> 00:37:32,520
Speaker 1: not making a a I mean a massive effort to

618
00:37:32,719 --> 00:37:37,440
Speaker 1: de center whiteness as a baseline for educating black children,

619
00:37:38,440 --> 00:37:40,160
Speaker 1: then then you would have to you would have to

620
00:37:40,440 --> 00:37:45,319
Speaker 1: base whiteness as a baseline for uh economical I don't

621
00:37:45,320 --> 00:37:48,120
Speaker 1: even know how to say in life like because once

622
00:37:48,160 --> 00:37:50,360
Speaker 1: you do that, then you it has to not be

623
00:37:50,400 --> 00:37:53,440
Speaker 1: the basis for life as a grown up. History is

624
00:37:53,480 --> 00:37:57,680
Speaker 1: so important to being able to dismantle that history is

625
00:37:57,719 --> 00:38:02,680
Speaker 1: at the core of being it is but cree enslavement

626
00:38:03,800 --> 00:38:12,840
Speaker 1: contributions by black people. That alone, the fact that you

627
00:38:12,960 --> 00:38:17,040
Speaker 1: learn about full three fold people during Black History Month

628
00:38:18,080 --> 00:38:20,920
Speaker 1: and then at my nephew school, they didn't even have

629
00:38:21,120 --> 00:38:28,600
Speaker 1: Black History Month. There was no information whatso as what listen,

630
00:38:28,680 --> 00:38:31,280
Speaker 1: I mean the story of that ready to take slavery

631
00:38:31,320 --> 00:38:33,800
Speaker 1: out of the slave books, I mean out of the textbooks,

632
00:38:33,800 --> 00:38:47,239
Speaker 1: And I say slavery, you're that we're trying to take

633
00:38:47,320 --> 00:38:50,239
Speaker 1: it out altogether, because if you don't want to deal

634
00:38:50,280 --> 00:38:52,520
Speaker 1: with the guilt, you don't want to deal with the

635
00:38:52,520 --> 00:38:54,520
Speaker 1: reality you don't want to deal with, the guilt you

636
00:38:54,520 --> 00:38:57,279
Speaker 1: don't want to deal with. Also the fact that, like

637
00:38:57,320 --> 00:39:01,160
Speaker 1: I said, there's a reckoning that comes with decenturi whiteness.

638
00:39:01,200 --> 00:39:05,600
Speaker 1: It is a reckoning that goes into every system that

639
00:39:05,640 --> 00:39:08,000
Speaker 1: we come in contact with. Ya. That's why I said

640
00:39:08,000 --> 00:39:09,480
Speaker 1: to you as I'm like, yeah, so we need to

641
00:39:09,480 --> 00:39:11,480
Speaker 1: dismantle this system so when these kids get out of

642
00:39:11,520 --> 00:39:13,840
Speaker 1: school that the system will reflect what they learn and

643
00:39:13,840 --> 00:39:16,600
Speaker 1: in school, because if we dismantle it while they're in school,

644
00:39:16,880 --> 00:39:18,239
Speaker 1: but then they come out and they're like, well wait

645
00:39:18,280 --> 00:39:21,560
Speaker 1: a minute, that's well, here's the beautiful thing. Here's the

646
00:39:21,560 --> 00:39:24,960
Speaker 1: beautiful thing about children. When you empower them with knowledge,

647
00:39:25,000 --> 00:39:27,320
Speaker 1: real knowledge, they will make those changes. They will step

648
00:39:27,400 --> 00:39:30,360
Speaker 1: up and make All those kids that went in Birmingham

649
00:39:30,440 --> 00:39:32,840
Speaker 1: that went to jail it was thirteen and fourteen years alter.

650
00:39:34,520 --> 00:39:37,799
Speaker 1: You know what you're saying, is it not? Yeah. One

651
00:39:37,840 --> 00:39:41,280
Speaker 1: of the largest anti lynching marches that was ever done

652
00:39:41,960 --> 00:39:52,440
Speaker 1: was a children's march, A silent children. Listen, You'll be trying.

653
00:39:52,600 --> 00:39:54,920
Speaker 1: You got kids, you got a mortgage, you don't want

654
00:39:54,920 --> 00:39:58,800
Speaker 1: to go to jail. So I mean, all I'm saying

655
00:39:58,920 --> 00:40:01,439
Speaker 1: is this is that all of the things that we're

656
00:40:01,440 --> 00:40:05,880
Speaker 1: talking about. They implicate something so much, so much bigger

657
00:40:06,719 --> 00:40:09,120
Speaker 1: then just a conversation around education, which I know we

658
00:40:09,160 --> 00:40:13,040
Speaker 1: all agree with that, but it is a long term thing.

659
00:40:13,600 --> 00:40:18,440
Speaker 1: We've only been out of slavery or slavery has no

660
00:40:18,480 --> 00:40:21,239
Speaker 1: longer been the law for like maybe a hundred fifty years.

661
00:40:21,280 --> 00:40:23,279
Speaker 1: And we know that that's just a fraction of the

662
00:40:23,320 --> 00:40:26,000
Speaker 1: time that we were enslaved in this country. And then

663
00:40:26,040 --> 00:40:27,920
Speaker 1: that's even a fraction of a fraction of a fraction

664
00:40:27,960 --> 00:40:32,919
Speaker 1: of a time that we've all been you know, there's

665
00:40:32,960 --> 00:40:40,160
Speaker 1: been so as so there's there's so much of that

666
00:40:40,400 --> 00:40:42,640
Speaker 1: going on that we that we have to deal with.

667
00:40:42,760 --> 00:40:49,160
Speaker 1: But you know, that's just what I keep forgetting. I'm like,

668
00:40:49,160 --> 00:40:52,839
Speaker 1: I'm a part of the process. Okay, all right, okay,

669
00:40:52,880 --> 00:40:55,160
Speaker 1: And there's and there's really no way to move forward

670
00:40:55,200 --> 00:40:59,719
Speaker 1: without everybody, i mean, all the children of every race

671
00:40:59,800 --> 00:41:02,879
Speaker 1: in America. Keep talking about this, keep talking about this.

672
00:41:03,080 --> 00:41:07,560
Speaker 1: Um you know, melting pot, Well, it's not melting, it's

673
00:41:07,600 --> 00:41:14,399
Speaker 1: just a pot with it. I don't I don't want

674
00:41:14,400 --> 00:41:19,120
Speaker 1: to lose melf. That's that's that's that's honestly one of

675
00:41:19,160 --> 00:41:22,400
Speaker 1: the things that I always loved about Philadelphia, um, is

676
00:41:22,440 --> 00:41:26,080
Speaker 1: that you could go to little go to Little Puerto Rico,

677
00:41:26,239 --> 00:41:29,040
Speaker 1: and you could go to you know, little areas where

678
00:41:29,080 --> 00:41:31,920
Speaker 1: it's all Greek people, you know, and get some of

679
00:41:31,920 --> 00:41:34,480
Speaker 1: that culture and eat some of that food and listen

680
00:41:34,520 --> 00:41:36,440
Speaker 1: to some of that language and that music. I think

681
00:41:36,480 --> 00:41:39,640
Speaker 1: all of that's fantastic. But we are missing the mark

682
00:41:39,920 --> 00:41:44,440
Speaker 1: because we're just so focused on teaching white ship, you know,

683
00:41:44,560 --> 00:41:47,400
Speaker 1: and in the lies that go along with it. The

684
00:41:48,160 --> 00:41:55,239
Speaker 1: whole Columbus Day business still still for real. But but

685
00:41:55,320 --> 00:42:01,879
Speaker 1: here's what's so funny. And I've discovered your living room

686
00:42:01,920 --> 00:42:05,200
Speaker 1: just this year though even though they have in many cities,

687
00:42:05,280 --> 00:42:09,319
Speaker 1: especially here in Philadelphia, like we no longer celebrates again

688
00:42:09,320 --> 00:42:14,080
Speaker 1: Indigenous People's Day. But even still even still, just this

689
00:42:14,160 --> 00:42:18,760
Speaker 1: past year, when activists were trying to get the Christopher

690
00:42:18,760 --> 00:42:23,760
Speaker 1: Columbus statue taken down in South Philly, white men stood

691
00:42:23,760 --> 00:42:28,480
Speaker 1: in front of it, fully armed to protect it. And

692
00:42:28,920 --> 00:42:36,080
Speaker 1: let me just say this, friends, wouldn't you all day

693
00:42:36,360 --> 00:42:39,880
Speaker 1: but if everything was built around and centered around and

694
00:42:39,920 --> 00:42:43,839
Speaker 1: your faith and your faith greatness and your faith greatness,

695
00:42:44,800 --> 00:42:49,120
Speaker 1: wouldn't you want to protect that by any means necessary?

696
00:42:49,280 --> 00:42:53,240
Speaker 1: It is setting you up your children up. It's setting

697
00:42:53,520 --> 00:42:57,800
Speaker 1: it's setting up everybody's future, except you know, just yours

698
00:42:57,880 --> 00:43:02,000
Speaker 1: and your people's. You know, you want to give that up.

699
00:43:02,760 --> 00:43:04,960
Speaker 1: Nobody wants to give it up. But here's the funny thing.

700
00:43:05,160 --> 00:43:08,000
Speaker 1: Here's here's where it gets really delusional, honey, where it

701
00:43:08,040 --> 00:43:10,719
Speaker 1: just really takes me out. This makes me sit back

702
00:43:10,760 --> 00:43:13,800
Speaker 1: and do one of those like you know, evil character.

703
00:43:13,880 --> 00:43:22,440
Speaker 1: Last is the part that blows me is that most

704
00:43:22,440 --> 00:43:28,360
Speaker 1: of these white photes, much like their ancestors, don't actually benefit.

705
00:43:29,160 --> 00:43:32,080
Speaker 1: They just believe that they do. That they are so

706
00:43:32,200 --> 00:43:36,520
Speaker 1: invested in whiteness that they are so invested they don't

707
00:43:36,560 --> 00:43:39,880
Speaker 1: realize that they are being economically oppressed to a degree

708
00:43:40,280 --> 00:43:43,080
Speaker 1: that they not as much as a but they're not

709
00:43:43,160 --> 00:43:45,600
Speaker 1: getting what that top one percent has, and they never

710
00:43:45,680 --> 00:43:50,880
Speaker 1: go into they're selling them a pipe dream, nothing but

711
00:43:51,000 --> 00:43:55,040
Speaker 1: the girl. They ain't a practice, They ain't protecting nothing

712
00:43:55,040 --> 00:43:58,000
Speaker 1: but their own oppressive the same way that they're poor

713
00:43:58,640 --> 00:44:02,560
Speaker 1: white ancestor did after the Civil War, they went out

714
00:44:02,600 --> 00:44:06,120
Speaker 1: and decided, you know what, for the hopes that I

715
00:44:06,400 --> 00:44:10,520
Speaker 1: might be able to have with the plantation owner has,

716
00:44:11,239 --> 00:44:13,880
Speaker 1: I will participate the anti blackness, and I will believe

717
00:44:13,920 --> 00:44:17,600
Speaker 1: in whiteness, just for the the hope that maybe I

718
00:44:17,640 --> 00:44:19,719
Speaker 1: could have it. That was a big part of him

719
00:44:19,880 --> 00:44:21,960
Speaker 1: achieving that white supremacy right as because at the end

720
00:44:22,000 --> 00:44:24,360
Speaker 1: of the day, they can they can convince the broke

721
00:44:24,520 --> 00:44:27,759
Speaker 1: but white man that he is better than the black man.

722
00:44:28,040 --> 00:44:30,320
Speaker 1: We are winning. You ain't met the motherfucker, but I

723
00:44:30,320 --> 00:44:32,239
Speaker 1: ain't gonna tell you that. But you you weigh better

724
00:44:32,239 --> 00:44:36,120
Speaker 1: than that nigga right there, if you're really if you're

725
00:44:36,160 --> 00:44:38,360
Speaker 1: real good and you treat that nigga like a nigga,

726
00:44:38,640 --> 00:44:41,160
Speaker 1: I'll let you get some of it. Never never let

727
00:44:41,800 --> 00:44:45,839
Speaker 1: you won't get it, you won't tricky, and you're mask

728
00:44:46,000 --> 00:44:48,440
Speaker 1: and you're dumb. Mass still be sitting down South Philly

729
00:44:48,480 --> 00:44:53,920
Speaker 1: with a gun protecting a metal stack while you are

730
00:44:53,960 --> 00:44:58,560
Speaker 1: still underpaid, can't take a bathroom break, don't have no

731
00:44:58,719 --> 00:45:02,640
Speaker 1: insurance and got no sucking insurance, and going die with

732
00:45:02,840 --> 00:45:06,080
Speaker 1: a go fund me, just like every other nigga that

733
00:45:06,120 --> 00:45:15,600
Speaker 1: you deep. At least at least we ain't dealing with that,

734
00:45:16,120 --> 00:45:18,200
Speaker 1: and then not to mention, so we dealt with the

735
00:45:18,200 --> 00:45:20,319
Speaker 1: blacks and the white. But I've also been thinking about

736
00:45:20,360 --> 00:45:23,600
Speaker 1: this lately, y'all, as immigrants have come into this country

737
00:45:23,640 --> 00:45:27,280
Speaker 1: for as long as they have. They have they continue

738
00:45:27,320 --> 00:45:29,800
Speaker 1: not to be taught about the contributions of black people

739
00:45:29,840 --> 00:45:32,480
Speaker 1: and have informed their own opinions based on how long

740
00:45:32,520 --> 00:45:35,160
Speaker 1: they've been here, and those things continue to pass on generations.

741
00:45:35,360 --> 00:45:37,400
Speaker 1: So I also find that fascinating in a way. I'm like,

742
00:45:37,440 --> 00:45:40,919
Speaker 1: you know, immigrants, I don't feel like you're and I'm

743
00:45:40,920 --> 00:45:43,080
Speaker 1: not just talking about facility. I'm talking about everybody, even

744
00:45:43,120 --> 00:45:46,400
Speaker 1: the ones from the Islands are people, not even our

745
00:45:46,440 --> 00:45:49,359
Speaker 1: west like this. I'm just saying, well, there's a lot,

746
00:45:49,480 --> 00:45:52,360
Speaker 1: there's there's Like I said, it's history, like you speaking,

747
00:45:52,440 --> 00:45:57,560
Speaker 1: it's it's a history, its history education Like it's an

748
00:45:57,680 --> 00:46:03,000
Speaker 1: education issue. Hands down, it is an education issue. I'm

749
00:46:03,040 --> 00:46:08,040
Speaker 1: just questioning, like seriously, in school that don't talk about

750
00:46:08,080 --> 00:46:12,000
Speaker 1: all the contributions of all the people. If you keep

751
00:46:12,040 --> 00:46:15,760
Speaker 1: talking about this melting pot, you're not gonna talk about

752
00:46:16,000 --> 00:46:19,680
Speaker 1: the masonry work of the Italians that came here that

753
00:46:19,840 --> 00:46:23,120
Speaker 1: you still see today on the building. And I'm here

754
00:46:23,160 --> 00:46:25,160
Speaker 1: for that, but you don't talk for immigrsted really just

755
00:46:25,239 --> 00:46:28,400
Speaker 1: understand the end of the day, we are not immigrants.

756
00:46:29,040 --> 00:46:31,799
Speaker 1: This the country is not made of just immigrants. That's

757
00:46:31,840 --> 00:46:34,680
Speaker 1: a big point that he's been fucking killing me because

758
00:46:34,680 --> 00:46:38,120
Speaker 1: every time you we can talk about we can talk

759
00:46:38,160 --> 00:46:40,680
Speaker 1: about that, when we can talk about the fact that

760
00:46:40,800 --> 00:46:46,040
Speaker 1: when y'all came here, you traded your Italians, you traded

761
00:46:46,080 --> 00:46:49,959
Speaker 1: your you traded all of that, all that culture, all

762
00:46:50,000 --> 00:46:53,600
Speaker 1: of that ethnicity, you traded it for whiteness. So please,

763
00:46:54,000 --> 00:46:55,959
Speaker 1: you know what I'm saying. At the end of the time,

764
00:46:56,600 --> 00:47:02,799
Speaker 1: get to Asia. That's kind of a kind of games

765
00:47:02,800 --> 00:47:04,759
Speaker 1: in New York though, they you know it was, they

766
00:47:04,800 --> 00:47:11,160
Speaker 1: had their own different different people depending on you're talking

767
00:47:11,160 --> 00:47:14,200
Speaker 1: about Irish, yes, and others at their own they know

768
00:47:14,239 --> 00:47:16,359
Speaker 1: you're talking about draft riots where they just went through

769
00:47:16,360 --> 00:47:18,560
Speaker 1: the city and killed black people just because they were

770
00:47:18,600 --> 00:47:22,040
Speaker 1: mad at the government for drafting them right off the boat.

771
00:47:22,239 --> 00:47:25,680
Speaker 1: I'm glad you mean when they went through New York

772
00:47:25,719 --> 00:47:29,480
Speaker 1: and they actually set an actual orphanage on fire with

773
00:47:29,680 --> 00:47:35,880
Speaker 1: black children. You're talking about the fact that Celtics and

774
00:47:35,880 --> 00:47:37,560
Speaker 1: people who come from that part of the country are

775
00:47:37,600 --> 00:47:42,759
Speaker 1: part of the foundation of policing Irish. The Irish are

776
00:47:42,800 --> 00:47:47,320
Speaker 1: the police forces. No, we're not. First of all, everybody

777
00:47:47,360 --> 00:47:51,120
Speaker 1: has blood on their hands, period. And if we're not

778
00:47:51,160 --> 00:47:53,279
Speaker 1: going to discuss it, and I don't even need it.

779
00:47:53,360 --> 00:47:55,640
Speaker 1: I can take my emotions out. We can just talk fast,

780
00:47:56,719 --> 00:47:59,359
Speaker 1: and we're not going to discuss the history. If we're

781
00:47:59,360 --> 00:48:03,799
Speaker 1: not gonna dis us what happened. What happened gives you

782
00:48:03,840 --> 00:48:07,000
Speaker 1: the context for why things are the way that they are,

783
00:48:07,719 --> 00:48:10,520
Speaker 1: and it helps us to understand how we're going to

784
00:48:10,680 --> 00:48:14,520
Speaker 1: educate the masses going forward, because, like Jill said, these

785
00:48:14,560 --> 00:48:16,520
Speaker 1: are lessons that are not just for black children, these

786
00:48:16,520 --> 00:48:19,759
Speaker 1: are lessons for white children. White children need to understand

787
00:48:19,760 --> 00:48:29,080
Speaker 1: what actually happens and they don't. I trust you, and

788
00:48:29,320 --> 00:48:33,239
Speaker 1: I feel and know that the information that you gave

789
00:48:33,480 --> 00:48:38,759
Speaker 1: was just it's invaluable. What the disclaimer that you give

790
00:48:38,800 --> 00:48:41,080
Speaker 1: it for a I love it? Give it. No, it's

791
00:48:41,080 --> 00:48:44,160
Speaker 1: not a disclaim cause I got bad. I'm sorry. That's

792
00:48:44,200 --> 00:48:46,759
Speaker 1: not a disclaimer. It is just what it is. Some

793
00:48:46,840 --> 00:48:51,960
Speaker 1: things are observations, just an observation, not a man. I'm

794
00:48:52,040 --> 00:48:55,920
Speaker 1: just saying, I really do feel and and believe that

795
00:48:56,480 --> 00:49:00,040
Speaker 1: if everybody here, we already the ship is already so

796
00:49:00,239 --> 00:49:10,160
Speaker 1: funked up. It's so fun. It's just so fun. If

797
00:49:10,200 --> 00:49:13,280
Speaker 1: we could if we could possibly cool by y'all, my niggas,

798
00:49:13,400 --> 00:49:20,520
Speaker 1: if we could possibly have respect and treat everyone with

799
00:49:21,480 --> 00:49:26,280
Speaker 1: some respect. People did not. It was a lot of murdering, guys,

800
00:49:28,239 --> 00:49:30,359
Speaker 1: It was a lot of It was a lot of

801
00:49:30,480 --> 00:49:35,640
Speaker 1: murdering and killing and conniving and manipulation to make this place.

802
00:49:36,200 --> 00:49:40,239
Speaker 1: But it can be so much better with respect of

803
00:49:40,360 --> 00:49:44,480
Speaker 1: other people's cultures to begin the meltic process, or at

804
00:49:44,560 --> 00:49:48,360
Speaker 1: least the not the meltic, but the blending process in

805
00:49:48,400 --> 00:49:57,799
Speaker 1: a healthy way. Like Jesus Christ, aren't you yeah, don't

806
00:49:58,080 --> 00:50:03,480
Speaker 1: don't you want to go home? I don't know yo,

807
00:50:04,239 --> 00:50:10,600
Speaker 1: I don't know them either, yo. Literally, as to tell y'all, literally,

808
00:50:10,840 --> 00:50:12,560
Speaker 1: this man on the beach, just this white man on

809
00:50:12,600 --> 00:50:14,319
Speaker 1: the beach asked me yesterday. He was like, where your

810
00:50:14,360 --> 00:50:18,600
Speaker 1: people from? And I got so stuck, like where my family?

811
00:50:18,760 --> 00:50:20,640
Speaker 1: Name is you? And so I know it's some Jamaican

812
00:50:22,280 --> 00:50:24,000
Speaker 1: I want to say, just West Africa. I mean I

813
00:50:24,040 --> 00:50:26,759
Speaker 1: saw the St. Louis and New York and me he

814
00:50:26,840 --> 00:50:28,960
Speaker 1: was like, when my people are from Germany and they

815
00:50:29,080 --> 00:50:31,560
Speaker 1: got a piece of land here hundreds of years ago.

816
00:50:31,600 --> 00:50:33,600
Speaker 1: And I was just like, man, listen, that's why you

817
00:50:33,600 --> 00:50:41,360
Speaker 1: wonder how they got that. It's in Jamaica. It is.

818
00:50:42,120 --> 00:50:47,680
Speaker 1: I mean, I do recognize I do recognize the the bigness. Yeah,

819
00:50:47,800 --> 00:50:54,920
Speaker 1: it's and I also recognize the need to have um

820
00:50:55,160 --> 00:51:03,800
Speaker 1: safe conversation about how we move on. But I guess

821
00:51:03,880 --> 00:51:08,799
Speaker 1: for me, it's like there are things that weighs as

822
00:51:08,960 --> 00:51:13,920
Speaker 1: black people that we can begin to map out what

823
00:51:13,960 --> 00:51:15,840
Speaker 1: we're gonna do with our children and I and I

824
00:51:15,960 --> 00:51:20,080
Speaker 1: go back to communicating, I go back to seeking out

825
00:51:20,120 --> 00:51:24,000
Speaker 1: all of the people who are doing alternative methods, people

826
00:51:24,040 --> 00:51:26,719
Speaker 1: who are learning from their experience, and so we can

827
00:51:26,800 --> 00:51:30,440
Speaker 1: kind of learn also from them, you know. And and

828
00:51:30,640 --> 00:51:34,960
Speaker 1: that is a community thing that will really be helpful

829
00:51:35,000 --> 00:51:42,160
Speaker 1: for us in the long look at our right. Community, Yeah,

830
00:51:42,200 --> 00:51:45,440
Speaker 1: community is everything. And you have the opportunity to be

831
00:51:45,480 --> 00:51:47,920
Speaker 1: in community with people who are trying all kinds of

832
00:51:47,960 --> 00:51:50,879
Speaker 1: different things. And so I think so I think that

833
00:51:50,880 --> 00:51:54,040
Speaker 1: that is the first thing, is to stay open, open

834
00:51:54,080 --> 00:51:58,160
Speaker 1: minded to the possibilities and to be in communication and

835
00:51:58,160 --> 00:52:03,520
Speaker 1: community with others. I definitely think that if this history

836
00:52:03,600 --> 00:52:07,560
Speaker 1: thing has to start in the home, and so if

837
00:52:08,440 --> 00:52:11,560
Speaker 1: if we understand the necessity of history, we have to

838
00:52:11,640 --> 00:52:15,480
Speaker 1: also know it. We can't require a thing from other

839
00:52:15,520 --> 00:52:18,160
Speaker 1: people that we're not willing to do for us. So well, listen,

840
00:52:18,200 --> 00:52:21,360
Speaker 1: you can always participate in Faminists. Just in case you

841
00:52:21,440 --> 00:52:24,799
Speaker 1: missed that episode, we were talking about creating our own holidays.

842
00:52:25,239 --> 00:52:28,960
Speaker 1: We my family and I we created something called Faminists.

843
00:52:29,440 --> 00:52:33,400
Speaker 1: Family is and the premise of the holidays around the

844
00:52:33,440 --> 00:52:36,800
Speaker 1: same time as Christmas. Um. The premise of the holiday

845
00:52:37,000 --> 00:52:39,200
Speaker 1: is to have our family get together and do all

846
00:52:39,200 --> 00:52:41,200
Speaker 1: the fun stuff that we all like to do. We

847
00:52:41,280 --> 00:52:43,759
Speaker 1: like to good we like to play games, we like

848
00:52:43,800 --> 00:52:45,839
Speaker 1: to listen to music and dance and all the things

849
00:52:45,880 --> 00:52:50,760
Speaker 1: that makes family great. We also added essays. Every person

850
00:52:50,920 --> 00:52:54,200
Speaker 1: is required to write a one page essay about whatever

851
00:52:54,239 --> 00:52:56,920
Speaker 1: they want, whatever interests them, so that we can hear

852
00:52:56,960 --> 00:52:59,759
Speaker 1: our young people and our elders think. And in order

853
00:52:59,800 --> 00:53:01,640
Speaker 1: to at a gift, you have to write an asset.

854
00:53:01,680 --> 00:53:03,279
Speaker 1: You don't write an say. You don't get a gift,

855
00:53:03,280 --> 00:53:06,279
Speaker 1: but you get to still here and and enjoy all

856
00:53:06,360 --> 00:53:11,160
Speaker 1: of that beautiful thought around your family. Also with Faminists,

857
00:53:11,160 --> 00:53:13,920
Speaker 1: we do put up pictures of people that we respect

858
00:53:13,920 --> 00:53:18,040
Speaker 1: and admire and it's a good time. I just decided

859
00:53:18,120 --> 00:53:22,200
Speaker 1: just now that everybody's essay needs to be about someone

860
00:53:22,239 --> 00:53:25,680
Speaker 1: that they respect and admire. Coming from the African diaspora,

861
00:53:26,560 --> 00:53:33,080
Speaker 1: I think that's Famists coming earlier listen and shout out

862
00:53:33,120 --> 00:53:36,839
Speaker 1: to all the any and every teacher of any race

863
00:53:36,920 --> 00:53:40,040
Speaker 1: at all. If you're talking about the social injustice that's

864
00:53:40,040 --> 00:53:43,680
Speaker 1: occurring in front of our faces every day in your classes,

865
00:53:44,800 --> 00:53:48,640
Speaker 1: that's a conversation. That is something that needs to be discussed,

866
00:53:48,800 --> 00:53:51,640
Speaker 1: not just in a black classroom, that is everywhere, that

867
00:53:51,800 --> 00:53:56,040
Speaker 1: is America. Okay. If we we gotta get our kids thinking,

868
00:53:56,360 --> 00:53:59,360
Speaker 1: we gotta get our kids thinking. And and just first

869
00:53:59,360 --> 00:54:02,680
Speaker 1: of all, this is my thing. Don't talk about social

870
00:54:02,760 --> 00:54:05,759
Speaker 1: justice or police brutality to my child unless you teach

871
00:54:05,760 --> 00:54:11,360
Speaker 1: in that. If you're not teaching it in your class,

872
00:54:11,400 --> 00:54:14,000
Speaker 1: don't talk about don't talk about it now. And the

873
00:54:14,040 --> 00:54:16,640
Speaker 1: second thing is that don't expect my don't expect my

874
00:54:16,719 --> 00:54:19,440
Speaker 1: child to come to class. If you know, if something

875
00:54:19,560 --> 00:54:22,960
Speaker 1: so bad happens so bad that you think you need

876
00:54:23,000 --> 00:54:25,319
Speaker 1: to talk about it, you need to turn to my

877
00:54:25,400 --> 00:54:28,240
Speaker 1: kid and say, hey, what you need to do today?

878
00:54:28,280 --> 00:54:31,359
Speaker 1: You want to remax, go on home, take the day off.

879
00:54:32,200 --> 00:54:34,360
Speaker 1: If your parents can't take you here, what we're gonna do.

880
00:54:34,480 --> 00:54:35,759
Speaker 1: And then you talk to the other people in the

881
00:54:35,800 --> 00:54:38,960
Speaker 1: classroom and you say, today to this is a lot

882
00:54:39,000 --> 00:54:41,480
Speaker 1: today and we have a part of our person in

883
00:54:41,520 --> 00:54:45,840
Speaker 1: our community who's hurting, and so our responsibility today is

884
00:54:45,880 --> 00:54:49,560
Speaker 1: to love them and to love one there and to

885
00:54:49,719 --> 00:54:53,959
Speaker 1: better understand what we can do to not allow these

886
00:54:54,000 --> 00:54:56,400
Speaker 1: things to happen. So it's like, don't don't have a

887
00:54:56,400 --> 00:54:58,880
Speaker 1: conversation with my kid and ask them how they're feeling,

888
00:54:59,200 --> 00:55:01,480
Speaker 1: so that they can set the tone that like, no,

889
00:55:01,800 --> 00:55:04,240
Speaker 1: I don't want nobody to ask them how to feel.

890
00:55:04,280 --> 00:55:07,480
Speaker 1: I just want the information to be presented to children

891
00:55:08,480 --> 00:55:13,279
Speaker 1: conversation so they understand. So so you don't have to

892
00:55:13,280 --> 00:55:16,040
Speaker 1: go to school and act like the ship ain't didn't happen,

893
00:55:16,200 --> 00:55:18,560
Speaker 1: but it. But if to stick to that schedule or

894
00:55:18,640 --> 00:55:21,279
Speaker 1: agent based on this is this a police brutality and

895
00:55:21,360 --> 00:55:24,160
Speaker 1: killing schedule, there would be no work getting done because

896
00:55:24,800 --> 00:55:28,040
Speaker 1: could lord right? Is it just who's to say? Who's

897
00:55:28,080 --> 00:55:30,640
Speaker 1: to say any work is getting done anywhere? Don't tell

898
00:55:30,680 --> 00:55:32,560
Speaker 1: my kid they got something. Do You're gonna give him

899
00:55:32,600 --> 00:55:35,640
Speaker 1: a test? And you know that that's what's on their minds.

900
00:55:36,560 --> 00:55:38,760
Speaker 1: You know that I'm intrigued by that in the sense

901
00:55:38,840 --> 00:55:42,840
Speaker 1: of soothing or being there for for kids in this

902
00:55:43,080 --> 00:55:50,600
Speaker 1: time when there seems to be a little rest, Who'll

903
00:55:50,600 --> 00:56:04,560
Speaker 1: be right back? How many conversations were had about nine eleven.

904
00:56:05,040 --> 00:56:12,080
Speaker 1: How how many conversations you know you think you think no,

905
00:56:12,239 --> 00:56:15,759
Speaker 1: I think that they were constantly yeah, all the time

906
00:56:15,800 --> 00:56:20,239
Speaker 1: in classroom. But think about the one day, because there's

907
00:56:20,320 --> 00:56:23,239
Speaker 1: there's one day, like we we dealt with Chauvin and

908
00:56:23,280 --> 00:56:25,480
Speaker 1: we didn't even have an hour. We didn't have an

909
00:56:25,480 --> 00:56:27,520
Speaker 1: hour of peace, we didn't have an hour of wrestlers.

910
00:56:27,520 --> 00:56:29,520
Speaker 1: We was already having to deal with Dante and then

911
00:56:29,560 --> 00:56:32,799
Speaker 1: Macaya happened. So I'm just that's my point. I'm like,

912
00:56:32,840 --> 00:56:37,040
Speaker 1: how do these children in their education process get the

913
00:56:37,200 --> 00:56:40,279
Speaker 1: both things that you all are talking about. It's all

914
00:56:40,360 --> 00:56:45,480
Speaker 1: getting so normalized. It's just normalized. You can't ignore the

915
00:56:45,480 --> 00:56:49,440
Speaker 1: award on your finger. You can't ignore it. And I'm

916
00:56:49,480 --> 00:56:51,600
Speaker 1: not trying to minimize it in any way. I wouldn't

917
00:56:51,719 --> 00:56:54,520
Speaker 1: by saying a ward I can't ignore. It's a gaping

918
00:56:54,640 --> 00:56:59,160
Speaker 1: open wound in America, really, and we're comfortable with black death,

919
00:56:59,200 --> 00:57:02,480
Speaker 1: We're comfortable with black pain. Black pain just gets to

920
00:57:02,600 --> 00:57:04,840
Speaker 1: exist and they still want you to do everything and

921
00:57:04,880 --> 00:57:07,600
Speaker 1: act like ain't nothing happened and the mother is crying,

922
00:57:07,680 --> 00:57:09,759
Speaker 1: and then you add some music to it and then

923
00:57:09,800 --> 00:57:13,600
Speaker 1: you gotta mean and you know me like, yeah, I mean,

924
00:57:13,760 --> 00:57:16,560
Speaker 1: you're right. At the end of the day, we're forced

925
00:57:17,240 --> 00:57:20,200
Speaker 1: to deal with something that's made normal, and then we

926
00:57:20,280 --> 00:57:22,960
Speaker 1: have to cope, and then we get punished for coping.

927
00:57:23,880 --> 00:57:25,720
Speaker 1: We get punished for the ways in which we're coping

928
00:57:25,760 --> 00:57:28,240
Speaker 1: with something that's unnatural, or at least told how long

929
00:57:28,360 --> 00:57:31,440
Speaker 1: you can cope because time is limited. So it's like,

930
00:57:31,480 --> 00:57:33,160
Speaker 1: all right, you got you can cope for a second,

931
00:57:33,400 --> 00:57:36,000
Speaker 1: but I'm gonna need you back tomorrow. But wait today tomorrow,

932
00:57:36,040 --> 00:57:37,920
Speaker 1: so i'thing just happen. How I'm gonna cope with that?

933
00:57:38,160 --> 00:57:40,959
Speaker 1: You know? We had Dr Jennison here and I'm gonna

934
00:57:41,000 --> 00:57:42,720
Speaker 1: quote her. I'm gonna quote her on this, and I'm

935
00:57:42,760 --> 00:57:48,360
Speaker 1: gonna say this. She said, these timelines and deadlines is

936
00:57:48,360 --> 00:57:54,480
Speaker 1: the white man's creation. It's a capitalistic creation. Timelines, deadlines,

937
00:57:54,680 --> 00:57:57,280
Speaker 1: this is dude, that is due. We have done to

938
00:57:57,320 --> 00:57:59,920
Speaker 1: do this. Somebody created that, and just as soon as

939
00:58:00,000 --> 00:58:02,720
Speaker 1: as quick as they can create it, they can uncreated

940
00:58:03,360 --> 00:58:09,320
Speaker 1: some American, they can uncreate it. And if we we,

941
00:58:09,480 --> 00:58:13,680
Speaker 1: we must begin to make people make space for me.

942
00:58:14,880 --> 00:58:20,520
Speaker 1: M hmm. May take up all the space, take up

943
00:58:20,560 --> 00:58:23,880
Speaker 1: all the time. And I tell my children this all

944
00:58:23,920 --> 00:58:26,080
Speaker 1: the time. I may not be in every room to

945
00:58:26,120 --> 00:58:29,680
Speaker 1: advocate for you, because I'm just not gonna be everywhere

946
00:58:29,720 --> 00:58:33,880
Speaker 1: all the time. So if you need more time, take

947
00:58:33,960 --> 00:58:37,600
Speaker 1: all the time. If you need a second or third

948
00:58:37,720 --> 00:58:44,920
Speaker 1: or fourth explanation, get all four, take up all the space.

949
00:58:45,800 --> 00:58:53,040
Speaker 1: Make everybody stop. I don't understand my neighbor. He's from Pakistan,

950
00:58:53,200 --> 00:58:55,480
Speaker 1: and that kid is gonna get put right out and

951
00:58:55,560 --> 00:58:57,880
Speaker 1: put in some other classes, sent to some other school,

952
00:58:58,040 --> 00:59:00,360
Speaker 1: and it's our job to advocate for that student. If

953
00:59:00,360 --> 00:59:03,960
Speaker 1: that happens, it's our job to tear the whole ship down.

954
00:59:04,080 --> 00:59:07,440
Speaker 1: Maybe we're we're inside a bubble fighting for something and

955
00:59:07,480 --> 00:59:10,680
Speaker 1: we need to just get outside of the bubble altogether. Yeah,

956
00:59:12,160 --> 00:59:15,919
Speaker 1: in interesting ways to educate our children, because because when

957
00:59:16,320 --> 00:59:18,920
Speaker 1: you know, someone asked me recently, how did I how

958
00:59:18,920 --> 00:59:21,200
Speaker 1: did I teach jet about jack God? I was like,

959
00:59:21,240 --> 00:59:25,720
Speaker 1: we set outside in the grass. Mm hmmm, well, you know,

960
00:59:26,320 --> 00:59:28,439
Speaker 1: some other people may want to go to to every

961
00:59:28,520 --> 00:59:31,320
Speaker 1: church and all of that. We set outside in the grass.

962
00:59:31,360 --> 00:59:33,320
Speaker 1: We looked at the stars, we looked we looked at

963
00:59:33,320 --> 00:59:36,800
Speaker 1: the dog on trees, you know, earthy or whatever you

964
00:59:36,840 --> 00:59:40,840
Speaker 1: want to call it. My God is there, Okay, that's

965
00:59:40,880 --> 00:59:43,560
Speaker 1: my that's where I am with it. Opting out is

966
00:59:43,600 --> 00:59:47,000
Speaker 1: always an option, and it's a beautiful option. You do

967
00:59:47,120 --> 00:59:51,800
Speaker 1: not have to participate. Participation is a choice. But if

968
00:59:51,880 --> 00:59:54,520
Speaker 1: I do participate, you're gonna give me what I came.

969
00:59:54,640 --> 00:59:57,080
Speaker 1: This is so revolutionary. I feel like this is revolutionary,

970
00:59:57,360 --> 01:00:03,160
Speaker 1: like take the space, take the time. I'm sorry, you

971
01:00:03,280 --> 01:00:05,440
Speaker 1: got me all excited. And they're they're I mean, they're

972
01:00:05,480 --> 01:00:09,640
Speaker 1: businesses out here for you. You know, um, young mathematicians

973
01:00:09,880 --> 01:00:11,920
Speaker 1: can't figure out what you want to do. You know,

974
01:00:12,440 --> 01:00:14,480
Speaker 1: it's it's always great to see a black woman or

975
01:00:14,480 --> 01:00:18,320
Speaker 1: a black man teaching mathematics. That is wonderful. It's exciting

976
01:00:18,360 --> 01:00:21,240
Speaker 1: for our children. If if that is something that you

977
01:00:21,400 --> 01:00:23,880
Speaker 1: enjoy doing, there is a business out here for you.

978
01:00:24,080 --> 01:00:26,760
Speaker 1: Speak up, show you, show your face, let them know

979
01:00:26,800 --> 01:00:29,959
Speaker 1: what you can do so that our parents can hire

980
01:00:30,040 --> 01:00:35,080
Speaker 1: you and you can bless children. Math. It's one thing

981
01:00:35,200 --> 01:00:38,520
Speaker 1: at a time, Just one thing at a time. Math

982
01:00:38,600 --> 01:00:45,080
Speaker 1: the soul subject that is white supremacist resistant math. Hm

983
01:00:45,120 --> 01:00:50,680
Speaker 1: hm hm. I don't know. Maybe I'm wrong. I thought

984
01:00:50,680 --> 01:00:55,800
Speaker 1: I was that new math. Do how they come up

985
01:00:55,840 --> 01:00:58,720
Speaker 1: with that? Oh? You right? I'm sorry, No, no, no,

986
01:00:58,800 --> 01:01:01,320
Speaker 1: I don't know. I mean I don't know. The one

987
01:01:01,360 --> 01:01:03,400
Speaker 1: thing I will say is that there was a documentary

988
01:01:03,440 --> 01:01:05,600
Speaker 1: that just came out, I don't know the name of

989
01:01:05,640 --> 01:01:10,200
Speaker 1: it that talked about how you know, technology hasn't has biased,

990
01:01:10,640 --> 01:01:14,000
Speaker 1: has racial biased, and technology and science was a thing

991
01:01:14,040 --> 01:01:17,400
Speaker 1: that at one point people thought that that was, you know,

992
01:01:17,480 --> 01:01:20,240
Speaker 1: impervious to racism. But we found out it is not

993
01:01:20,880 --> 01:01:25,720
Speaker 1: down to Google face recognition, down to trying to put

994
01:01:25,760 --> 01:01:28,520
Speaker 1: your hands in the automatic water that when you go

995
01:01:28,600 --> 01:01:32,959
Speaker 1: to the same and the sensor doesn't the sensor doesn't

996
01:01:33,000 --> 01:01:36,720
Speaker 1: pick up black. I'm tired. Why, I mean, why why?

997
01:01:37,120 --> 01:01:43,920
Speaker 1: I love being black? It's fine, It's fine. At this point,

998
01:01:43,960 --> 01:01:48,520
Speaker 1: I feel like I'm like, it's like you are information, honey,

999
01:01:48,960 --> 01:01:51,720
Speaker 1: you are we need this. Yes, I feel like it's

1000
01:01:51,760 --> 01:01:54,919
Speaker 1: always the bearer of the Why why do you think

1001
01:01:55,400 --> 01:02:01,040
Speaker 1: you had a part? You are keeping them on down?

1002
01:02:02,200 --> 01:02:09,040
Speaker 1: Come on what I'm every day? I mean, it was

1003
01:02:09,240 --> 01:02:12,080
Speaker 1: it was a black woman who Yeah, I want to

1004
01:02:12,080 --> 01:02:14,720
Speaker 1: say it was a black woman who discovered this. I'm

1005
01:02:14,720 --> 01:02:16,960
Speaker 1: gonna get all my all my fact straight. But I

1006
01:02:17,000 --> 01:02:18,560
Speaker 1: do know that there was a time when we thought

1007
01:02:18,600 --> 01:02:22,400
Speaker 1: technology was the one kind of you know, neutral space,

1008
01:02:22,880 --> 01:02:25,000
Speaker 1: and it turns out that it's not so. If technology

1009
01:02:25,120 --> 01:02:27,480
Speaker 1: is not, the math is mine because at the end

1010
01:02:27,520 --> 01:02:30,960
Speaker 1: of the day, you need mad for that. So you

1011
01:02:31,000 --> 01:02:43,560
Speaker 1: know algorithms, that's math. Math. Oh God, I oh white supremacy.

1012
01:02:44,320 --> 01:02:47,920
Speaker 1: It's the history. If you don't know it, you cannot

1013
01:02:48,000 --> 01:02:50,040
Speaker 1: create a new thing. You have to know what the

1014
01:02:50,120 --> 01:02:52,800
Speaker 1: old thing was. We don't even know what the old thing.

1015
01:02:55,480 --> 01:02:57,320
Speaker 1: How you something new if you know the old thing.

1016
01:02:59,440 --> 01:03:01,960
Speaker 1: I gotta know the old thing. That's that's got to

1017
01:03:02,040 --> 01:03:04,480
Speaker 1: know the old thing. Got to know the old thing.

1018
01:03:05,760 --> 01:03:09,840
Speaker 1: I feel optimistic though, I still I'm still optimistic. And

1019
01:03:09,880 --> 01:03:13,200
Speaker 1: the reason why why I am is because I know

1020
01:03:13,800 --> 01:03:16,880
Speaker 1: that some of the greatest minds to ever think thoughts

1021
01:03:17,960 --> 01:03:21,760
Speaker 1: worked on these things, wrote about these things. Philo sufficed

1022
01:03:21,800 --> 01:03:24,800
Speaker 1: about these things, and they tried hard and they got

1023
01:03:24,840 --> 01:03:28,120
Speaker 1: us to this point. We're just not maybe gonna see

1024
01:03:28,120 --> 01:03:30,480
Speaker 1: the end of the road in our generation, but we

1025
01:03:30,560 --> 01:03:32,600
Speaker 1: will be able to put down a part of the pavement.

1026
01:03:33,680 --> 01:03:36,200
Speaker 1: And I feel like for us, our job is to

1027
01:03:36,280 --> 01:03:40,000
Speaker 1: make sure our part of the pavement is smooth without

1028
01:03:40,080 --> 01:03:44,520
Speaker 1: cracks and it's laid baby. So I think there's a

1029
01:03:44,560 --> 01:03:47,320
Speaker 1: part of this that I accept for myself, and I

1030
01:03:47,480 --> 01:03:52,520
Speaker 1: understand that it is big. But it's not my job

1031
01:03:52,600 --> 01:03:56,120
Speaker 1: to attack the whole of it. It's my job to

1032
01:03:56,240 --> 01:03:58,520
Speaker 1: do my part to make sure that my piece, my

1033
01:03:58,640 --> 01:04:01,480
Speaker 1: part of this road is paid properly, and that I

1034
01:04:01,480 --> 01:04:03,080
Speaker 1: said the things that I did, the things I should

1035
01:04:03,280 --> 01:04:06,000
Speaker 1: I should have done based on what I knew, and

1036
01:04:06,080 --> 01:04:08,600
Speaker 1: I tried to know as much as I could only

1037
01:04:08,640 --> 01:04:12,120
Speaker 1: get something that freund I was like, that was a

1038
01:04:12,120 --> 01:04:15,480
Speaker 1: free sound. I feel like you should wrestle now. I

1039
01:04:15,480 --> 01:04:19,000
Speaker 1: feel like you should. You should put on a little

1040
01:04:19,000 --> 01:04:21,480
Speaker 1: outfit and with a mask, and you should jump off

1041
01:04:21,520 --> 01:04:24,000
Speaker 1: the top row. You know what I mean? Like, I

1042
01:04:24,360 --> 01:04:31,120
Speaker 1: feel like body, Yeah, you need to growl and somebody hard. Yeah,

1043
01:04:31,400 --> 01:04:36,640
Speaker 1: I love that. That might be my birthday photo for

1044
01:04:36,680 --> 01:04:46,960
Speaker 1: this year, yo, my wrestling outfit. Yeah. Look, this thing

1045
01:04:47,000 --> 01:04:49,720
Speaker 1: here is a journey. It's a journey. And if you

1046
01:04:49,720 --> 01:04:53,400
Speaker 1: you managed to have some children, then you gotta do

1047
01:04:53,480 --> 01:04:55,960
Speaker 1: the work. You have to do some research and out

1048
01:04:55,960 --> 01:05:00,600
Speaker 1: and pay attention to your kids's best for them, what

1049
01:05:00,680 --> 01:05:04,520
Speaker 1: really suits them. The information about who we are and

1050
01:05:04,840 --> 01:05:08,840
Speaker 1: um and what we've done is more parent than ever

1051
01:05:09,240 --> 01:05:12,800
Speaker 1: ever before. So the information is there for you to

1052
01:05:12,840 --> 01:05:16,040
Speaker 1: share and get great pride to your children and self

1053
01:05:16,080 --> 01:05:19,400
Speaker 1: worth and self esteem. It's there for you, it's there

1054
01:05:19,440 --> 01:05:22,040
Speaker 1: for them. So we gotta do our part. We gotta

1055
01:05:22,080 --> 01:05:25,320
Speaker 1: do our work with the children saying, man, how do

1056
01:05:25,440 --> 01:05:32,240
Speaker 1: you eat it out? One bite at the time. We

1057
01:05:32,280 --> 01:05:39,920
Speaker 1: need to get the kids to do that. Dot Coming

1058
01:05:40,000 --> 01:05:43,040
Speaker 1: up next on the show, What's on Your Heart, an

1059
01:05:43,040 --> 01:05:45,560
Speaker 1: occasional segment where we're check in with people we respect

1060
01:05:45,600 --> 01:05:49,280
Speaker 1: about how they're really feeling. How do y'all? I think

1061
01:05:49,320 --> 01:05:55,360
Speaker 1: that's somebody calling. That must mean it's time for What's

1062
01:05:55,400 --> 01:06:00,160
Speaker 1: on your Heart. We'll look at here and look at here.

1063
01:06:00,440 --> 01:06:04,320
Speaker 1: Somebody has stopped by to talk to us. Let's see

1064
01:06:04,360 --> 01:06:14,480
Speaker 1: who it is. Introduction. Oh, yes, indeed, yes, indeed, today

1065
01:06:14,480 --> 01:06:17,720
Speaker 1: we have doctor Joshua and Myers. He is an associate

1066
01:06:17,800 --> 01:06:21,520
Speaker 1: professor of kind of Studies in the Department African American

1067
01:06:21,560 --> 01:06:26,960
Speaker 1: Studies at Howard University. Dollar He's also the author of

1068
01:06:27,080 --> 01:06:30,360
Speaker 1: We Are Worth Fighting for a history of Howard University

1069
01:06:30,400 --> 01:06:33,600
Speaker 1: student protests in nineteen eighty nine. We will not discuss

1070
01:06:33,680 --> 01:06:36,920
Speaker 1: how we all were in eighty nine. Certainly we were

1071
01:06:36,960 --> 01:06:39,080
Speaker 1: old enough to be protesting, but we're still gonna keep

1072
01:06:39,080 --> 01:06:42,080
Speaker 1: it a sacred anyway. He is currently working on a

1073
01:06:42,120 --> 01:06:45,720
Speaker 1: book about Cedric Robinson, the time called the Time of

1074
01:06:45,720 --> 01:06:48,080
Speaker 1: the Black Radical Tradition, as well as the editor of

1075
01:06:48,280 --> 01:06:51,880
Speaker 1: A Gathering Together, which is a literary journal, and uh,

1076
01:06:52,080 --> 01:06:54,479
Speaker 1: you know, we're just gonna talk. Also too, I've gotten

1077
01:06:54,520 --> 01:06:57,680
Speaker 1: the sneakers to his class, and he's freaking brilliant, and

1078
01:06:57,760 --> 01:07:00,320
Speaker 1: I'm just hyped. These are the mystery class says that

1079
01:07:00,400 --> 01:07:05,760
Speaker 1: I make everybody schedule my life around. Wow, you're so dope.

1080
01:07:05,880 --> 01:07:09,320
Speaker 1: Thank you. So I'm like super hype that he's here

1081
01:07:09,360 --> 01:07:13,520
Speaker 1: with us, because, like I said, I just I firmly

1082
01:07:13,560 --> 01:07:16,200
Speaker 1: believe now that old people should go to school, like

1083
01:07:16,240 --> 01:07:18,960
Speaker 1: there should be free school for old people, because when

1084
01:07:19,000 --> 01:07:22,080
Speaker 1: you get this age, you want to learn it. When

1085
01:07:22,080 --> 01:07:24,200
Speaker 1: you're young, you're whack. You don't even know what's in

1086
01:07:24,240 --> 01:07:26,080
Speaker 1: front of you. Sometimes I listen to the kids in

1087
01:07:26,120 --> 01:07:33,920
Speaker 1: your class and I'm like, huh, I'm grateful, little book.

1088
01:07:34,120 --> 01:07:37,720
Speaker 1: Okay that way. The bottom line is, it's been a pleasure.

1089
01:07:37,720 --> 01:07:40,280
Speaker 1: So welcome, welcome, welcome, Dr Mars. How you doing. I'm

1090
01:07:40,320 --> 01:07:42,440
Speaker 1: doing great, And it's been a It's an absolute pleasure

1091
01:07:42,440 --> 01:07:46,040
Speaker 1: and honor to be in conversation and in digital community

1092
01:07:46,120 --> 01:07:48,720
Speaker 1: with you all. And so yeah, I'm just happy to

1093
01:07:48,760 --> 01:07:52,760
Speaker 1: be here. So we have one question. Could it could

1094
01:07:52,800 --> 01:07:56,000
Speaker 1: take a lot of turns, because that's what happens when

1095
01:07:56,040 --> 01:08:02,800
Speaker 1: we ask questions. Dr Myers, what's on your heart? Wow,

1096
01:08:02,880 --> 01:08:06,200
Speaker 1: what's on my heart? It's a beautiful formulation really if

1097
01:08:06,200 --> 01:08:09,840
Speaker 1: you think about it, it's connected to the various ways

1098
01:08:09,880 --> 01:08:13,120
Speaker 1: that we make sense of our reality. What's on the

1099
01:08:13,200 --> 01:08:18,160
Speaker 1: heart is usually was also on the mind, right, And

1100
01:08:18,200 --> 01:08:22,679
Speaker 1: if you think with many traditions, including the ancient humility Egyptian,

1101
01:08:22,680 --> 01:08:24,599
Speaker 1: there was a single word for the heart in the mind.

1102
01:08:24,640 --> 01:08:27,559
Speaker 1: And so you all are right on it with this question.

1103
01:08:27,720 --> 01:08:30,280
Speaker 1: And I think for me, you know there's a sister

1104
01:08:30,520 --> 01:08:34,360
Speaker 1: right in Philadelphia where you are, who our teach us

1105
01:08:34,760 --> 01:08:37,000
Speaker 1: at tan Cofa Charter Academy. She's the founder of tan

1106
01:08:37,080 --> 01:08:40,040
Speaker 1: Cofa's Charter Academy, and she says, the hardest thing to

1107
01:08:40,160 --> 01:08:44,639
Speaker 1: be is to be in community with yourself. And sometimes

1108
01:08:44,640 --> 01:08:46,519
Speaker 1: I can take you to different places, whether it be

1109
01:08:46,600 --> 01:08:50,120
Speaker 1: sad or painful, And especially when all of our forms

1110
01:08:50,160 --> 01:08:53,320
Speaker 1: of intimacy are reduced to the digital. And so I've

1111
01:08:53,320 --> 01:08:54,960
Speaker 1: been thinking about how we should care for each other

1112
01:08:55,280 --> 01:08:58,840
Speaker 1: in these times, and especially admit the conditions that led

1113
01:08:58,880 --> 01:09:01,720
Speaker 1: to alight selation. We have to figure out forms of

1114
01:09:01,760 --> 01:09:04,880
Speaker 1: care that look different. I don't know if I'm ever

1115
01:09:04,880 --> 01:09:06,760
Speaker 1: going to get another chance to say this to you, Jail,

1116
01:09:06,840 --> 01:09:09,040
Speaker 1: to you Asia, that the music that you all have

1117
01:09:09,120 --> 01:09:13,000
Speaker 1: created is only possible if you all had loved us, right.

1118
01:09:13,080 --> 01:09:16,559
Speaker 1: This is this is a production art, right, It's something

1119
01:09:16,600 --> 01:09:18,880
Speaker 1: that comes out of a deep love for for us.

1120
01:09:19,160 --> 01:09:21,519
Speaker 1: And so folks have to understand that that there's a

1121
01:09:21,520 --> 01:09:24,599
Speaker 1: tradition of doing that. There's a tradition of of care

1122
01:09:24,920 --> 01:09:29,000
Speaker 1: as artistic reduction. And in the society, as Richard Eishem

1123
01:09:29,080 --> 01:09:32,240
Speaker 1: talks about, where black people are supposed to be undeserving

1124
01:09:32,400 --> 01:09:36,439
Speaker 1: or incapable of love, Creating art that speaks about black

1125
01:09:36,479 --> 01:09:39,240
Speaker 1: people loving each other is this perverse of act. It

1126
01:09:39,320 --> 01:09:43,479
Speaker 1: is this subverse of gift. And so love has a sound.

1127
01:09:44,320 --> 01:09:46,679
Speaker 1: And you know, we've been showing each other the power

1128
01:09:46,760 --> 01:09:49,360
Speaker 1: of this subversive gift for a very long time. And

1129
01:09:49,360 --> 01:09:51,519
Speaker 1: I'm happy to be in conversation and community people that

1130
01:09:51,560 --> 01:09:54,040
Speaker 1: extend that tradition. It's a tradition that I know has

1131
01:09:54,080 --> 01:09:57,120
Speaker 1: sustained me and sustain the communities that I represent, and

1132
01:09:57,120 --> 01:09:59,200
Speaker 1: it's going to sustain us for a very long time.

1133
01:09:59,280 --> 01:10:07,200
Speaker 1: So thank you. A oh my goodness, how does the

1134
01:10:07,240 --> 01:10:10,640
Speaker 1: heart clap? How does the heart clap? How does the

1135
01:10:10,680 --> 01:10:15,240
Speaker 1: heart snap? Because I thought y'all felt that. I thought

1136
01:10:15,280 --> 01:10:23,120
Speaker 1: y'all felt that to the core. I mean honestly though,

1137
01:10:23,320 --> 01:10:28,400
Speaker 1: Dr Meyers. My vibe with you is I love the

1138
01:10:28,560 --> 01:10:33,080
Speaker 1: way that you approach how you teach in terms of

1139
01:10:33,200 --> 01:10:38,919
Speaker 1: making sure that music and art is available to connect

1140
01:10:39,000 --> 01:10:42,000
Speaker 1: to the study of how we behave and how we

1141
01:10:42,080 --> 01:10:46,200
Speaker 1: do things. Before class were always playing music, and I've

1142
01:10:46,240 --> 01:10:50,400
Speaker 1: discovered artists that I had no idea even existed, Like

1143
01:10:50,439 --> 01:10:53,360
Speaker 1: I felt like being taught by you in multiple ways,

1144
01:10:53,400 --> 01:10:55,680
Speaker 1: and then based on what I do, I'm thinking, I

1145
01:10:55,720 --> 01:10:58,280
Speaker 1: don't even know who this is, but just this why

1146
01:10:58,439 --> 01:11:00,960
Speaker 1: range are the ways that we communicy case And I

1147
01:11:01,000 --> 01:11:03,720
Speaker 1: just appreciate that so much because that link is not

1148
01:11:03,880 --> 01:11:06,800
Speaker 1: always made. And you know, I just love you to

1149
01:11:06,880 --> 01:11:10,439
Speaker 1: kind of speak to how we can learn about ourselves

1150
01:11:10,439 --> 01:11:12,519
Speaker 1: because I think we just have this very narrow view

1151
01:11:12,520 --> 01:11:15,200
Speaker 1: of that, you know, especially during this time, and God

1152
01:11:15,200 --> 01:11:17,879
Speaker 1: bless all the folks that post the facts and the

1153
01:11:17,880 --> 01:11:20,080
Speaker 1: blurbs and the things and that, and I think that's

1154
01:11:20,120 --> 01:11:23,240
Speaker 1: awesome because I have learned things that way. I will

1155
01:11:23,280 --> 01:11:26,400
Speaker 1: not even front but I just want you to speak

1156
01:11:26,400 --> 01:11:29,599
Speaker 1: to the many ways that we can teach each other

1157
01:11:29,840 --> 01:11:32,800
Speaker 1: about each other. Yeah, yeah, I mean it's it's it's

1158
01:11:32,800 --> 01:11:36,960
Speaker 1: a story, right, And so our deepest registers of human

1159
01:11:37,040 --> 01:11:39,559
Speaker 1: knowing that come out of who we were before the

1160
01:11:39,560 --> 01:11:44,600
Speaker 1: experiences of enslavement were generated around questions of identity that

1161
01:11:44,640 --> 01:11:48,679
Speaker 1: were often perpetuated through storytelling, right, And so that's something

1162
01:11:48,720 --> 01:11:51,600
Speaker 1: that enslavement could not disrupt. And so it is not

1163
01:11:51,720 --> 01:11:54,880
Speaker 1: an accident that the first forms of intellectual production once

1164
01:11:54,920 --> 01:11:58,400
Speaker 1: we're wearing, after we were enslaves, were the spirituals, were

1165
01:11:58,880 --> 01:12:03,120
Speaker 1: the work songs, were the the stories that literally passed

1166
01:12:03,160 --> 01:12:08,400
Speaker 1: down mouth to here. And in that sense, I then

1167
01:12:08,600 --> 01:12:10,439
Speaker 1: as a professor, have to figure out a way to

1168
01:12:10,479 --> 01:12:14,240
Speaker 1: tap into that in order to do the work that

1169
01:12:14,320 --> 01:12:17,960
Speaker 1: was given to me. And so I can't like music.

1170
01:12:18,160 --> 01:12:20,960
Speaker 1: You know, there's there's no separation between you know, body

1171
01:12:20,960 --> 01:12:24,240
Speaker 1: and so hard in mind, right, and so music can't

1172
01:12:24,280 --> 01:12:26,920
Speaker 1: just be in the ether of you know it kind

1173
01:12:26,920 --> 01:12:29,400
Speaker 1: of industry or art world that sort of renders it

1174
01:12:29,560 --> 01:12:32,360
Speaker 1: as this thing over there and then make a hard

1175
01:12:32,400 --> 01:12:36,080
Speaker 1: separation between knowledge. That's not what we've been about. And

1176
01:12:36,160 --> 01:12:39,719
Speaker 1: so it's not you know, as you know right, music

1177
01:12:39,760 --> 01:12:42,280
Speaker 1: becomes a teaching tool because it's part of the thing

1178
01:12:42,320 --> 01:12:46,040
Speaker 1: that's being taught. It's not just something that's grabbing your attention,

1179
01:12:46,400 --> 01:12:50,559
Speaker 1: it's literally the thing, right. And so the music that

1180
01:12:50,600 --> 01:12:55,360
Speaker 1: we made, the art that we create, then become necessary

1181
01:12:55,439 --> 01:12:58,479
Speaker 1: parts of the stories we tell about ourselves. And let's

1182
01:12:58,479 --> 01:13:02,479
Speaker 1: be very clear, music is going other forms because that

1183
01:13:02,640 --> 01:13:06,080
Speaker 1: could not be colonized, right, The the thing that makes

1184
01:13:06,120 --> 01:13:08,040
Speaker 1: it what it is, right, can't be colonized. They can

1185
01:13:08,040 --> 01:13:10,439
Speaker 1: try to buy and sell it, right, but they can't

1186
01:13:10,560 --> 01:13:13,720
Speaker 1: appropriate the actual essence of it, which is why we

1187
01:13:13,800 --> 01:13:16,519
Speaker 1: keep moving when every time they try to take it

1188
01:13:16,560 --> 01:13:19,720
Speaker 1: away from us, we create something different, right, And so

1189
01:13:20,400 --> 01:13:23,400
Speaker 1: that thing is ultimately what I'm trying to convey to

1190
01:13:24,360 --> 01:13:26,600
Speaker 1: our students. And you know, sometimes I play stuff that

1191
01:13:26,640 --> 01:13:29,040
Speaker 1: they would be familiar with and and recognize, and other

1192
01:13:29,040 --> 01:13:31,479
Speaker 1: times I play stuff that they don't even know or

1193
01:13:31,520 --> 01:13:35,880
Speaker 1: even consider, because we've always been so complex and sold

1194
01:13:35,880 --> 01:13:38,639
Speaker 1: that first in the various ways we answer this basic

1195
01:13:38,760 --> 01:13:41,720
Speaker 1: question of who we are right, the very identities that

1196
01:13:41,760 --> 01:13:43,519
Speaker 1: then come out of all parts of the Africana I

1197
01:13:43,600 --> 01:13:46,679
Speaker 1: asked for which converge on that on that singular question,

1198
01:13:47,120 --> 01:13:49,679
Speaker 1: you know, who are we dr marks. I just really

1199
01:13:49,720 --> 01:13:52,639
Speaker 1: want to have you speak to this other thing about

1200
01:13:52,720 --> 01:13:56,880
Speaker 1: how we deal with not deal with how we communicate

1201
01:13:56,960 --> 01:14:00,720
Speaker 1: with the young, because one of the things that observed

1202
01:14:00,920 --> 01:14:06,120
Speaker 1: in your class is that you have this way of

1203
01:14:07,320 --> 01:14:13,200
Speaker 1: making everyone feel like that their voice is worthy, that

1204
01:14:13,360 --> 01:14:17,760
Speaker 1: what they have to say is relevant, and that you know,

1205
01:14:17,840 --> 01:14:20,439
Speaker 1: what they have to bring to the conversation is like

1206
01:14:20,640 --> 01:14:24,640
Speaker 1: you're it. The energy that you give is so welcoming

1207
01:14:24,680 --> 01:14:27,960
Speaker 1: in that space, and I know that it's intentional. So

1208
01:14:28,080 --> 01:14:30,120
Speaker 1: I just kind of wanted you to speak to that

1209
01:14:30,200 --> 01:14:32,439
Speaker 1: because I feel like we can all use some help

1210
01:14:32,479 --> 01:14:35,080
Speaker 1: with that. Yeah, I would. I would say that style

1211
01:14:35,160 --> 01:14:37,320
Speaker 1: was was was was the style that was given to

1212
01:14:37,360 --> 01:14:39,200
Speaker 1: me too, and so I was I was brought up

1213
01:14:39,240 --> 01:14:41,600
Speaker 1: in that style. Um, you know, I come from a

1214
01:14:41,640 --> 01:14:44,600
Speaker 1: family that were largely educators. I didn't think I was

1215
01:14:44,600 --> 01:14:46,920
Speaker 1: going to end up being one, but you know, ancestors

1216
01:14:46,920 --> 01:14:51,080
Speaker 1: have a plan, right, But when I got to college,

1217
01:14:51,080 --> 01:14:53,040
Speaker 1: he was the same thing, right, and so you know

1218
01:14:53,640 --> 01:14:57,760
Speaker 1: equal There is a concept I'm called say by coming

1219
01:14:57,800 --> 01:15:01,320
Speaker 1: from again another Middle Egyptian term, where it basically speaks

1220
01:15:01,360 --> 01:15:04,639
Speaker 1: to the idea of being in the process of teaching

1221
01:15:04,680 --> 01:15:07,600
Speaker 1: and learning right. The person in charge was called to

1222
01:15:07,600 --> 01:15:11,720
Speaker 1: say by but that that term means instructions, and it

1223
01:15:11,800 --> 01:15:16,599
Speaker 1: also means that learning and teaching happened at the same time.

1224
01:15:17,040 --> 01:15:22,519
Speaker 1: I can't have the relationship to a student that makes

1225
01:15:22,560 --> 01:15:26,639
Speaker 1: me a kind of authority without recognizing the fact that

1226
01:15:26,880 --> 01:15:32,080
Speaker 1: students are also authorities of particular things. And so, you know,

1227
01:15:32,160 --> 01:15:35,960
Speaker 1: taking that approach allows me to open up the way

1228
01:15:36,000 --> 01:15:38,920
Speaker 1: for them to give things to me, right, and so

1229
01:15:38,960 --> 01:15:41,880
Speaker 1: there's a reciprocal There is a giving so that I

1230
01:15:41,880 --> 01:15:46,200
Speaker 1: can give back and that helps me. It helps them

1231
01:15:46,320 --> 01:15:49,720
Speaker 1: feel as if this is an actual circle, right, as

1232
01:15:49,720 --> 01:15:53,439
Speaker 1: opposed to being a you know, you know how lecture

1233
01:15:53,840 --> 01:15:55,800
Speaker 1: halls I set up. You have the person and the friend,

1234
01:15:55,800 --> 01:15:58,640
Speaker 1: and then you have the audience and almost sometimes you

1235
01:15:58,680 --> 01:16:01,559
Speaker 1: have a raised platform. That's never been how African people

1236
01:16:01,720 --> 01:16:04,920
Speaker 1: may may meaning right. We've always used circles. They're always

1237
01:16:04,920 --> 01:16:08,280
Speaker 1: in circles. We're always moving around, right, And so that

1238
01:16:08,439 --> 01:16:10,760
Speaker 1: also is the case in terms of how you organize.

1239
01:16:11,320 --> 01:16:14,719
Speaker 1: I'm teaching right, and so if you look at a circle,

1240
01:16:14,800 --> 01:16:17,800
Speaker 1: everybody has an equal parts of right. And so I

1241
01:16:17,880 --> 01:16:20,760
Speaker 1: come with with probably a little bit more age, a

1242
01:16:20,800 --> 01:16:23,760
Speaker 1: little bit more books read, but they have things to write,

1243
01:16:23,800 --> 01:16:25,519
Speaker 1: I don't listen to all the users that they listen to.

1244
01:16:25,560 --> 01:16:28,080
Speaker 1: I don't know all the experiences that they have. And

1245
01:16:28,120 --> 01:16:31,439
Speaker 1: so we have something, you know, coming from my my teacher,

1246
01:16:31,479 --> 01:16:35,479
Speaker 1: Grant car called presence, and in fact, he developed these

1247
01:16:35,560 --> 01:16:38,960
Speaker 1: with the Philadelphia Freedom Schools and he says, there's there's

1248
01:16:39,000 --> 01:16:43,000
Speaker 1: such a thing called horizontal presence and vertical presence. Horizontal

1249
01:16:43,040 --> 01:16:48,680
Speaker 1: presence is what you brain as an individual your experiences,

1250
01:16:49,160 --> 01:16:51,519
Speaker 1: and vertical presence is what you bring as being part

1251
01:16:51,600 --> 01:16:54,160
Speaker 1: of a community. And so the beautiful thing about Howard

1252
01:16:54,360 --> 01:16:57,280
Speaker 1: is you have black people from all across the world.

1253
01:16:57,880 --> 01:17:00,479
Speaker 1: Nobody can be an expert of all those experiences. So

1254
01:17:00,560 --> 01:17:03,360
Speaker 1: students have to be the teachers and the students at

1255
01:17:03,360 --> 01:17:06,280
Speaker 1: the same time because this is a collective journey. So

1256
01:17:06,840 --> 01:17:12,000
Speaker 1: that beautiful. You made that sound so easy. I was like, drs,

1257
01:17:12,160 --> 01:17:14,360
Speaker 1: can you remember a conversation where that was a little

1258
01:17:14,360 --> 01:17:17,000
Speaker 1: bit more challenging than you had planned? Yeah, I mean

1259
01:17:17,040 --> 01:17:18,640
Speaker 1: we all have challenges and we and we fail a

1260
01:17:18,640 --> 01:17:21,559
Speaker 1: lot at this, right because you're doing something that you

1261
01:17:21,600 --> 01:17:26,280
Speaker 1: know goes against every form of academic training, right, And

1262
01:17:26,280 --> 01:17:29,280
Speaker 1: that's what black studies is about. Being in African American

1263
01:17:29,280 --> 01:17:31,360
Speaker 1: studies is you have to reject a lot of those

1264
01:17:31,400 --> 01:17:35,160
Speaker 1: forms of training, and so it's always a work in progress.

1265
01:17:35,920 --> 01:17:38,640
Speaker 1: And so part of what I have to do, you know,

1266
01:17:40,080 --> 01:17:42,200
Speaker 1: when people don't buy into it, you have to try

1267
01:17:42,240 --> 01:17:45,200
Speaker 1: to try to reach them in with these that you

1268
01:17:45,200 --> 01:17:48,360
Speaker 1: you know, sometimes it's just that it's sometimes a struggle,

1269
01:17:49,000 --> 01:17:51,599
Speaker 1: and so it doesn't always work. Right. If it worked

1270
01:17:51,600 --> 01:17:59,519
Speaker 1: all the time, we would be free. Yeah, yeah, so,

1271
01:17:59,600 --> 01:18:02,439
Speaker 1: I mean, you know, depending on what the challenge was,

1272
01:18:02,520 --> 01:18:04,760
Speaker 1: somebody didn't read or somebody didn't you know, do the

1273
01:18:04,800 --> 01:18:07,120
Speaker 1: worth that they were supposed to do. I usually take

1274
01:18:07,160 --> 01:18:09,639
Speaker 1: it as my failure, even though I know that students

1275
01:18:09,640 --> 01:18:13,040
Speaker 1: have responsibility. But by making my failure, you know, I

1276
01:18:13,120 --> 01:18:15,760
Speaker 1: never get comfortable with you know, thinking that I'm the

1277
01:18:15,760 --> 01:18:18,160
Speaker 1: best teacher, or thinking and I'm the greatest actists. And

1278
01:18:18,200 --> 01:18:21,360
Speaker 1: so it allows me to rethink. Right, I've been rethinking

1279
01:18:21,840 --> 01:18:24,760
Speaker 1: my whole career as a teacher. Two years ago, I

1280
01:18:24,760 --> 01:18:28,400
Speaker 1: stopped grading at all, right, and so my students they

1281
01:18:28,439 --> 01:18:31,160
Speaker 1: don't receive any grades they all they only receive feedback.

1282
01:18:32,000 --> 01:18:34,400
Speaker 1: And so what that does is it removes the pressure

1283
01:18:34,439 --> 01:18:36,759
Speaker 1: that they feel in other classes to meet a certain

1284
01:18:36,840 --> 01:18:40,599
Speaker 1: number or to meet a certain category and it allows

1285
01:18:40,640 --> 01:18:42,479
Speaker 1: it opens the way for a different kind of learning.

1286
01:18:42,720 --> 01:18:44,920
Speaker 1: And so now I'm reading because I want to learn,

1287
01:18:44,960 --> 01:18:47,320
Speaker 1: as opposed to I'm reading because I want to make

1288
01:18:47,360 --> 01:18:50,880
Speaker 1: sure I passed this mid term. That's a different orientation altogether.

1289
01:18:51,080 --> 01:18:54,680
Speaker 1: And I had to adjust that, right because generation A

1290
01:18:54,880 --> 01:18:58,200
Speaker 1: Z they come differently, right, And so I got rid

1291
01:18:58,240 --> 01:19:01,960
Speaker 1: of grading and hopefully and it has I think opened

1292
01:19:02,000 --> 01:19:05,320
Speaker 1: up the way for students in a different environment, especially

1293
01:19:05,360 --> 01:19:07,960
Speaker 1: with COVID pandemic, even though I started doing this before

1294
01:19:08,040 --> 01:19:12,280
Speaker 1: the pandemic, but in environment where you know, they faced

1295
01:19:12,280 --> 01:19:16,320
Speaker 1: pressures that come from all areas, their parents, student loan companies,

1296
01:19:16,360 --> 01:19:20,320
Speaker 1: like all all these different things are happening, and I'm like, okay,

1297
01:19:20,320 --> 01:19:22,720
Speaker 1: for this one class, at least you ain't got to

1298
01:19:22,760 --> 01:19:24,599
Speaker 1: think about none of that. Just think about black people

1299
01:19:25,720 --> 01:19:31,599
Speaker 1: experience that sounds free, like free for freedom, and let

1300
01:19:31,600 --> 01:19:34,719
Speaker 1: me tell you are something. The kids sometimes it's such

1301
01:19:34,760 --> 01:19:37,960
Speaker 1: so much indoctrination that I've actually heard him give this

1302
01:19:38,000 --> 01:19:40,960
Speaker 1: speech in class and kids don't know how to even

1303
01:19:41,000 --> 01:19:44,519
Speaker 1: receive it. Don't even believe you, They don't even believe them.

1304
01:19:44,600 --> 01:19:50,400
Speaker 1: They're like, well, I'm treating they liked, You're not gonna

1305
01:19:50,400 --> 01:19:53,280
Speaker 1: give us no grades. And then sometimes you also hear

1306
01:19:53,320 --> 01:19:55,880
Speaker 1: the panic and students who are so used to their

1307
01:19:56,880 --> 01:20:01,760
Speaker 1: measure validation. Their validation is integrade, so they need to

1308
01:20:01,800 --> 01:20:06,120
Speaker 1: continue that that's feeling of validation, and it forces them

1309
01:20:06,120 --> 01:20:11,479
Speaker 1: to push back at this thing. Right. I'm so grateful

1310
01:20:11,520 --> 01:20:15,160
Speaker 1: for this conversation because my my son is just not

1311
01:20:15,400 --> 01:20:20,240
Speaker 1: with it. He is not with it. He has presented

1312
01:20:20,320 --> 01:20:24,439
Speaker 1: every argument there is on why school is anything that

1313
01:20:24,560 --> 01:20:27,040
Speaker 1: he sleeps, anything that he should have to do. He

1314
01:20:27,080 --> 01:20:30,559
Speaker 1: cannot grasp it. He said they may go in the

1315
01:20:30,600 --> 01:20:39,080
Speaker 1: school alone. He was like, you can't see that if

1316
01:20:39,080 --> 01:20:42,000
Speaker 1: they're teaching the same way to even teaching since the

1317
01:20:42,040 --> 01:20:44,240
Speaker 1: beginning of time. Mom, you can sit in a row.

1318
01:20:45,560 --> 01:20:48,080
Speaker 1: You don't see it. So I'm like, oh, how do

1319
01:20:48,200 --> 01:20:51,639
Speaker 1: I do? I do? I do? So this is this

1320
01:20:51,720 --> 01:20:58,200
Speaker 1: is perfect timing because it affirms this whole homeschooling business

1321
01:20:58,320 --> 01:21:01,639
Speaker 1: that I know that I can't do. But I got

1322
01:21:01,640 --> 01:21:05,080
Speaker 1: people all open country. I'm like, okay, hoy, I need

1323
01:21:05,200 --> 01:21:09,400
Speaker 1: you to teach my son English. Holy I need you

1324
01:21:09,600 --> 01:21:12,000
Speaker 1: to teach my sons science. I'm like, I got I

1325
01:21:12,120 --> 01:21:15,920
Speaker 1: got resources, So yeah, why you have resources? Though? My

1326
01:21:16,000 --> 01:21:18,240
Speaker 1: question that Dr Marier's in relation to what you said, though,

1327
01:21:18,400 --> 01:21:22,719
Speaker 1: is for a parent who's not Jill, whose child comes

1328
01:21:22,720 --> 01:21:24,400
Speaker 1: to them in that same way that jill Son came

1329
01:21:24,439 --> 01:21:27,080
Speaker 1: to Jack came up to her, what do you say

1330
01:21:27,120 --> 01:21:30,080
Speaker 1: to that, Because at some point you do want them

1331
01:21:30,080 --> 01:21:33,240
Speaker 1: to be maybe in a in a child in a

1332
01:21:33,320 --> 01:21:37,240
Speaker 1: school's facility. It's COVID now, so it's easy to have

1333
01:21:37,280 --> 01:21:39,160
Speaker 1: these kind of you know what I mean. But yeah,

1334
01:21:39,240 --> 01:21:42,600
Speaker 1: I mean, so there's a lot, right, So black educators

1335
01:21:42,600 --> 01:21:44,559
Speaker 1: have done a lot of work on all of these

1336
01:21:44,600 --> 01:21:48,960
Speaker 1: different strengths. Right. There's a black homeschooling like community, um

1337
01:21:49,000 --> 01:21:52,799
Speaker 1: that's been doing this for generations. There's also black independent

1338
01:21:52,840 --> 01:21:56,080
Speaker 1: school tradition, right that comes out of really the Civil War.

1339
01:21:56,120 --> 01:21:59,800
Speaker 1: If you're really gonna lempting this because um, you know,

1340
01:22:00,120 --> 01:22:02,400
Speaker 1: the reason that it's a law in many parts of

1341
01:22:02,439 --> 01:22:05,040
Speaker 1: the United States of America for for schooling is because

1342
01:22:05,040 --> 01:22:07,599
Speaker 1: black people wanted it to be a law. Right. When

1343
01:22:07,600 --> 01:22:10,559
Speaker 1: you read Black Reconstruction in America by W. GiB Two Boys,

1344
01:22:10,560 --> 01:22:12,720
Speaker 1: he talks about the founding of the public school, it

1345
01:22:12,840 --> 01:22:16,000
Speaker 1: is because black people wanted literacy. And you have black

1346
01:22:16,000 --> 01:22:20,040
Speaker 1: politicians who are forcing this into these constitutions, These new

1347
01:22:20,080 --> 01:22:23,120
Speaker 1: constitutions after the Civil War because they know that literacy

1348
01:22:23,200 --> 01:22:24,840
Speaker 1: is going to help them make is going to help

1349
01:22:24,840 --> 01:22:28,760
Speaker 1: make their freedom meaningful. And so the black colleges come

1350
01:22:28,840 --> 01:22:32,680
Speaker 1: out of black you know people, black churches, and so

1351
01:22:32,760 --> 01:22:36,679
Speaker 1: you have that now, that being right, So that being said,

1352
01:22:40,160 --> 01:22:45,000
Speaker 1: sorry I was wrong about the hoard. Sorry, well, how

1353
01:22:45,000 --> 01:22:48,880
Speaker 1: are more I spellman um founded by liberal whites? But

1354
01:22:48,920 --> 01:22:52,320
Speaker 1: you do have yeah, yeah, the church schools, Morris Brown

1355
01:22:52,439 --> 01:22:57,240
Speaker 1: and others will perforce um. Yeah. So that that's important

1356
01:22:57,640 --> 01:23:00,679
Speaker 1: even when you want more spelling. The white didn't realize

1357
01:23:00,680 --> 01:23:02,439
Speaker 1: that you put black people in the same room, it's

1358
01:23:02,439 --> 01:23:04,560
Speaker 1: gonna be subversive just because of that. Right. It's so

1359
01:23:04,640 --> 01:23:06,439
Speaker 1: y'all have one plan and we have another plane we're doing.

1360
01:23:06,520 --> 01:23:08,639
Speaker 1: My book is about right, the different plans for black

1361
01:23:08,760 --> 01:23:12,680
Speaker 1: education in either case. The flip side of that is

1362
01:23:13,320 --> 01:23:17,240
Speaker 1: independence is difficult in terms of unfree in terms of

1363
01:23:17,240 --> 01:23:25,120
Speaker 1: the unfree society, and so we've had to make a choice. Yes, independent, independent,

1364
01:23:25,200 --> 01:23:27,920
Speaker 1: Trying to be independent is difficult in an unfree society.

1365
01:23:28,280 --> 01:23:32,040
Speaker 1: And so what the tension with the black independent education

1366
01:23:32,080 --> 01:23:33,840
Speaker 1: movement is what you do with the fact that the

1367
01:23:33,920 --> 01:23:36,240
Speaker 1: vast majority of our students might still be stuck in

1368
01:23:36,240 --> 01:23:40,000
Speaker 1: public schools, and so people like a sa Hiliar, one

1369
01:23:40,000 --> 01:23:44,280
Speaker 1: of the great thinkers on education, always talked about, you know,

1370
01:23:44,360 --> 01:23:47,240
Speaker 1: making sure that we have an impact and influence on

1371
01:23:47,280 --> 01:23:50,280
Speaker 1: the public school system. And so in anti Citty nowfer

1372
01:23:50,320 --> 01:23:55,200
Speaker 1: instances when Philadelphia students walk out of schools because of

1373
01:23:55,360 --> 01:23:59,800
Speaker 1: their lack of African American history and studies courses that

1374
01:24:00,400 --> 01:24:03,200
Speaker 1: you know, puss. It's sets a chain in motion where

1375
01:24:03,200 --> 01:24:07,479
Speaker 1: you begin to see folks demand black studies at the

1376
01:24:07,560 --> 01:24:11,439
Speaker 1: K through twelve level, and black studies becomes literally a

1377
01:24:11,479 --> 01:24:13,800
Speaker 1: holistic thing. It's not just you know, the study of

1378
01:24:13,840 --> 01:24:16,760
Speaker 1: history is to study of black existence. And so you

1379
01:24:16,800 --> 01:24:19,719
Speaker 1: look at a collection that that came out of Portland, Oregon.

1380
01:24:20,280 --> 01:24:24,800
Speaker 1: I think n the Portland baseline essays, they're talking about mathematics,

1381
01:24:24,840 --> 01:24:27,679
Speaker 1: they're talking about science, They're not just talking about questions

1382
01:24:27,680 --> 01:24:31,360
Speaker 1: of history. Because Black people have always been whole people's

1383
01:24:31,400 --> 01:24:35,000
Speaker 1: and so the idea then is that education should should

1384
01:24:35,439 --> 01:24:39,439
Speaker 1: be about our whole beings, and we have to develop curriculum,

1385
01:24:39,439 --> 01:24:43,040
Speaker 1: continue to develop curriculum to meet that. And when it

1386
01:24:43,040 --> 01:24:46,240
Speaker 1: comes to you know, our people, we have to do

1387
01:24:46,280 --> 01:24:48,519
Speaker 1: what other folks have done in terms are taking control

1388
01:24:48,600 --> 01:24:52,679
Speaker 1: of the public commons when it comes to the provision

1389
01:24:52,680 --> 01:24:58,000
Speaker 1: of an education, and that is an ongoing struggle. Cards

1390
01:24:58,000 --> 01:24:59,640
Speaker 1: you was on is one of the people that you

1391
01:24:59,640 --> 01:25:02,640
Speaker 1: know where each that fight. But you know, but it

1392
01:25:02,760 --> 01:25:07,000
Speaker 1: simply we pay taxes, don't we So hey, it's our

1393
01:25:07,080 --> 01:25:10,680
Speaker 1: common system and so our our students have to be

1394
01:25:10,720 --> 01:25:13,640
Speaker 1: careful in that way, and we we don't have to

1395
01:25:13,680 --> 01:25:15,920
Speaker 1: reinvent the wheel with this right look at the Ocean

1396
01:25:16,000 --> 01:25:20,080
Speaker 1: Hill Brownsville thing in Brooklyn in the nineteen sixties and

1397
01:25:20,240 --> 01:25:22,360
Speaker 1: come all the way forward. You know, we have we

1398
01:25:22,400 --> 01:25:26,519
Speaker 1: have models for what was called back then community controller schools.

1399
01:25:26,920 --> 01:25:28,960
Speaker 1: It doesn't have to be the state that controls the schools.

1400
01:25:29,000 --> 01:25:32,600
Speaker 1: We can control our schools. And that means people you

1401
01:25:32,640 --> 01:25:37,519
Speaker 1: know who have um children in those schools then confuel

1402
01:25:37,600 --> 01:25:39,640
Speaker 1: that it's a part of them, just as we have

1403
01:25:40,120 --> 01:25:42,719
Speaker 1: you know, churches and other community organizations that we feel

1404
01:25:42,760 --> 01:25:45,200
Speaker 1: are part of us. The school should be the same way.

1405
01:25:45,479 --> 01:25:48,680
Speaker 1: Did you here? I think I heard it briefly one

1406
01:25:48,720 --> 01:25:51,120
Speaker 1: of the states. I think it could have been Ohio.

1407
01:25:51,320 --> 01:25:55,720
Speaker 1: If if it's not Ohio, I apologize, but had opted

1408
01:25:55,840 --> 01:26:02,040
Speaker 1: out of Black History Month. Mhmm, yeah, I mean it's

1409
01:26:02,120 --> 01:26:06,640
Speaker 1: I mean, yeah, the the whole, the whole move that

1410
01:26:06,720 --> 01:26:09,400
Speaker 1: we see with the emergence, the re emergence, the continuing

1411
01:26:09,439 --> 01:26:15,280
Speaker 1: emergence of white nationalism is very much intertwined with the

1412
01:26:15,360 --> 01:26:19,000
Speaker 1: public education system, which is why we have to That's

1413
01:26:19,400 --> 01:26:22,120
Speaker 1: why Hilliard says, we can't neglect the public education system

1414
01:26:22,120 --> 01:26:25,200
Speaker 1: when it comes to our children. And so, yeah, I

1415
01:26:25,200 --> 01:26:27,880
Speaker 1: mean they're organized. You know, we have to be organized too.

1416
01:26:28,000 --> 01:26:31,240
Speaker 1: So basically the solution is prepared to be more involved

1417
01:26:31,280 --> 01:26:35,400
Speaker 1: in the children's education, in the system that they're partner. Yeah,

1418
01:26:35,520 --> 01:26:39,800
Speaker 1: my mama was. I guess I can't say nothing, it

1419
01:26:39,840 --> 01:26:42,719
Speaker 1: would help. I mean, I've always said I've always felt

1420
01:26:42,760 --> 01:26:46,280
Speaker 1: like that the your your neighborhood school, you opt out

1421
01:26:46,280 --> 01:26:48,719
Speaker 1: of that, you're leaving money on the table. You've already

1422
01:26:48,760 --> 01:26:52,240
Speaker 1: paid for it. And in a lot of especially in Pennsylvania,

1423
01:26:52,280 --> 01:26:55,679
Speaker 1: where the majority of the money for the school systems

1424
01:26:55,720 --> 01:26:59,400
Speaker 1: come from property taxes. So at the end of the day,

1425
01:26:59,439 --> 01:27:01,599
Speaker 1: even though that's an equitable the reality is that's where

1426
01:27:01,600 --> 01:27:04,400
Speaker 1: they get the money from it from you. And so

1427
01:27:04,520 --> 01:27:07,000
Speaker 1: you should be able to have some saying that, and

1428
01:27:07,000 --> 01:27:09,200
Speaker 1: that you should be able to you should mean what

1429
01:27:09,400 --> 01:27:12,400
Speaker 1: you should be willing to not leave that conversation for

1430
01:27:12,520 --> 01:27:16,920
Speaker 1: other people to have. M hm hm. We see how

1431
01:27:16,960 --> 01:27:23,400
Speaker 1: it's going. So this show is about education and resources

1432
01:27:23,600 --> 01:27:27,720
Speaker 1: and us taking a moment to come to our own

1433
01:27:27,720 --> 01:27:33,000
Speaker 1: conclusions with with a little loving guidance, no pressure. But

1434
01:27:33,960 --> 01:27:36,360
Speaker 1: this is this is what this is what it is.

1435
01:27:37,400 --> 01:27:39,639
Speaker 1: I hope we've given you something to think about. I know,

1436
01:27:40,040 --> 01:27:43,200
Speaker 1: Dr Meyers, you have given me so much to think about.

1437
01:27:43,880 --> 01:27:47,599
Speaker 1: Thank you so much for coming agent. I said it before,

1438
01:27:47,600 --> 01:27:51,040
Speaker 1: I'm gonna say it again. You don't grow. You're gonna

1439
01:27:51,040 --> 01:27:53,760
Speaker 1: make us dope. I don't work that. You're making us dope,

1440
01:27:53,800 --> 01:27:56,120
Speaker 1: book and smarter. I'm gonna found a new word for

1441
01:27:56,200 --> 01:28:02,360
Speaker 1: dope in a minute. Thanks. I I knew Dr Virus

1442
01:28:02,479 --> 01:28:04,599
Speaker 1: was gonna come in here like it already knew that,

1443
01:28:04,680 --> 01:28:06,320
Speaker 1: so I was just like I'm just gonna lay back

1444
01:28:07,120 --> 01:28:10,720
Speaker 1: wait for it to happen. I just already knew, you know,

1445
01:28:10,840 --> 01:28:12,680
Speaker 1: And I gotta say this, you know, while I have

1446
01:28:12,840 --> 01:28:18,200
Speaker 1: you in this forum that as a person who deeply

1447
01:28:19,320 --> 01:28:24,400
Speaker 1: I mean, these women know, it's my desire to understand

1448
01:28:24,400 --> 01:28:27,840
Speaker 1: who I am consistently at a deeper level. That's just

1449
01:28:27,880 --> 01:28:33,480
Speaker 1: what I want. And having the opportunity to do that has.

1450
01:28:34,640 --> 01:28:37,040
Speaker 1: I mean, it has burst me while I open and

1451
01:28:37,080 --> 01:28:42,000
Speaker 1: I'm like so full when I come out of that moment.

1452
01:28:42,040 --> 01:28:45,000
Speaker 1: And that's why I schedule it. That's why I'm I go,

1453
01:28:45,240 --> 01:28:47,519
Speaker 1: That's why I want to be there. I want to

1454
01:28:47,560 --> 01:28:54,720
Speaker 1: be present, and I just encourage everybody listening too be

1455
01:28:54,880 --> 01:29:00,439
Speaker 1: intentional about reading. There's something about this moment for me

1456
01:29:01,120 --> 01:29:04,960
Speaker 1: that has tied me back to text. And I know

1457
01:29:05,080 --> 01:29:09,439
Speaker 1: that because I have stacked books. I have stacked books

1458
01:29:09,439 --> 01:29:12,679
Speaker 1: next to my bed. They have been looking at me like, hell,

1459
01:29:13,160 --> 01:29:16,320
Speaker 1: what is your problem? Library girls got library shells full

1460
01:29:16,320 --> 01:29:21,280
Speaker 1: of books. Yes, but this opportunity has tied me back

1461
01:29:21,320 --> 01:29:25,559
Speaker 1: to the power of text, the power of our folks

1462
01:29:25,720 --> 01:29:31,040
Speaker 1: in being intentional about writing and leaving us pavers and

1463
01:29:31,200 --> 01:29:34,639
Speaker 1: you know, bread crumbs, and we have to take them.

1464
01:29:34,920 --> 01:29:37,559
Speaker 1: We cannot keep leaving that on the table. That is

1465
01:29:37,720 --> 01:29:39,960
Speaker 1: that's the one thing we're gonna have to really get.

1466
01:29:41,400 --> 01:29:43,840
Speaker 1: So that being said, since we are the show of

1467
01:29:44,040 --> 01:29:47,639
Speaker 1: resources and solutions, and I'm a baby and Asia's class

1468
01:29:47,640 --> 01:29:50,240
Speaker 1: while she's a baby in your class, which is all

1469
01:29:50,360 --> 01:29:53,240
Speaker 1: confusing because you'll got me rethinking everything that's been programmed,

1470
01:29:53,240 --> 01:29:56,719
Speaker 1: every program But anyway, can you doctor write you ChIL.

1471
01:29:57,160 --> 01:30:01,160
Speaker 1: Can you Dr Myers give us maybe three resources for

1472
01:30:01,240 --> 01:30:07,320
Speaker 1: the simple black person who is just frustrated, yes, and

1473
01:30:07,439 --> 01:30:10,439
Speaker 1: things they know, but we have no idea. You know.

1474
01:30:10,439 --> 01:30:12,920
Speaker 1: It's funny. When those anti racist booklets were coming out,

1475
01:30:12,920 --> 01:30:15,479
Speaker 1: somebody asked me to do one, and I completely made

1476
01:30:15,479 --> 01:30:20,800
Speaker 1: it about black studies rather than anti racist studies. So um, yeah, yeah.

1477
01:30:21,320 --> 01:30:23,080
Speaker 1: But in either case, there are some books on there

1478
01:30:23,080 --> 01:30:25,120
Speaker 1: that I would definitely recommend it, and so it's called

1479
01:30:25,200 --> 01:30:28,280
Speaker 1: it's a it's a study so list called Black study

1480
01:30:28,680 --> 01:30:31,880
Speaker 1: in the Time of Trouble that you should be able

1481
01:30:31,920 --> 01:30:34,439
Speaker 1: to if you look at my website or just google

1482
01:30:34,479 --> 01:30:36,639
Speaker 1: that title in my name, you should come up. But

1483
01:30:36,800 --> 01:30:39,840
Speaker 1: one book that's not on there that I would add, um,

1484
01:30:39,880 --> 01:30:42,280
Speaker 1: you know, just being in a room of creators and

1485
01:30:42,360 --> 01:30:45,840
Speaker 1: people who are connected to that tradition. There's a book

1486
01:30:45,880 --> 01:30:48,840
Speaker 1: by I equally A. R MA I E. First name

1487
01:30:48,920 --> 01:30:54,360
Speaker 1: A y I, middle name k W E I, last

1488
01:30:54,439 --> 01:30:58,800
Speaker 1: name A R M A h I equally RMA who's

1489
01:30:58,840 --> 01:31:02,719
Speaker 1: a very important neo novelist. But he has a book

1490
01:31:02,720 --> 01:31:08,040
Speaker 1: of nonfiction called The Eloquence of the Scribes, The Eloquence

1491
01:31:08,120 --> 01:31:11,720
Speaker 1: of the Scribes, and it speaks to the importance of

1492
01:31:12,200 --> 01:31:16,799
Speaker 1: the creative word in the history of people of African

1493
01:31:16,840 --> 01:31:18,880
Speaker 1: descent and what you can do with the power of

1494
01:31:18,920 --> 01:31:22,759
Speaker 1: that creative word. Well, we thank you so much for coming.

1495
01:31:24,640 --> 01:31:28,240
Speaker 1: Yes it ours really are, Thank you so much. Thank

1496
01:31:28,240 --> 01:31:40,479
Speaker 1: you handclaps, Yes, yes would be How do you eat

1497
01:31:40,560 --> 01:31:50,840
Speaker 1: an elephant? One by? It time? What's up everyone, It's

1498
01:31:50,880 --> 01:31:54,600
Speaker 1: producer Eves Dr Myers just dropped a bunch of resources.

1499
01:31:54,720 --> 01:31:58,040
Speaker 1: I'll add those the episode description along with a link

1500
01:31:58,120 --> 01:32:00,840
Speaker 1: to Coded Bias, the document to you that Agel was

1501
01:32:00,840 --> 01:32:05,479
Speaker 1: talking about. It's about artificial intelligence and facial recognition software.

1502
01:32:06,040 --> 01:32:10,000
Speaker 1: Enjoy Bolowini's role in uncovering and pushing back against bias

1503
01:32:10,080 --> 01:32:13,880
Speaker 1: and algorithms. Oh, and the ladies mentioned the episodes We

1504
01:32:13,920 --> 01:32:17,720
Speaker 1: Can Create Our Own Holidays and Seeing the Humanity of

1505
01:32:17,720 --> 01:32:21,880
Speaker 1: Our Mother's featuring Dr Johnson Dias. Go back and listen

1506
01:32:21,880 --> 01:32:38,760
Speaker 1: to those episodes if you haven't already until next week, y'all, Hi,

1507
01:32:39,160 --> 01:32:41,639
Speaker 1: if you have comments on something you said in this

1508
01:32:41,680 --> 01:32:46,080
Speaker 1: episode called eight six six, Hey Jill, if you want

1509
01:32:46,080 --> 01:32:49,160
Speaker 1: to add to this conversation, that's eight six six four

1510
01:32:49,320 --> 01:32:52,599
Speaker 1: three nine five four five by don't forget to tell

1511
01:32:52,640 --> 01:32:55,519
Speaker 1: us your name and the episode you're referring to. You

1512
01:32:55,640 --> 01:32:59,800
Speaker 1: might just hear your message on a future episode. Thank

1513
01:32:59,840 --> 01:33:03,040
Speaker 1: you for listening to Jill Scott Presents J dot ill

1514
01:33:03,280 --> 01:33:07,160
Speaker 1: the Podcast. This podcast is hosted by Jill Scott, Layah

1515
01:33:07,200 --> 01:33:11,519
Speaker 1: st Clair, and Aga Graden Danceler. Its executive producers are

1516
01:33:11,600 --> 01:33:15,160
Speaker 1: Jill Scott, Seawan g and Brian Calhoun. Is produced by

1517
01:33:15,240 --> 01:33:18,880
Speaker 1: Layah st Clair and me Eve Jeff Cope. The editing

1518
01:33:18,960 --> 01:33:22,439
Speaker 1: and sound design for this episode we're done by Christina Larenger.

1519
01:33:26,640 --> 01:33:30,080
Speaker 1: J dot Ill is a production of I heart Radio.

1520
01:33:30,479 --> 01:33:33,760
Speaker 1: For more podcasts from I heart Radio, visit the I

1521
01:33:33,960 --> 01:33:38,320
Speaker 1: heart Radio app, Apple podcast, or wherever you listen to

1522
01:33:38,360 --> 01:33:39,519
Speaker 1: your favorite shows.