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Speaker 1: Call Zone Media.

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Speaker 2: You know, sometimes in life you come across people like

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Speaker 2: if if I'm gonna keep it a buck that you're

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Speaker 2: just like, I just want y'all to like me.

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Speaker 1: You ever met somebody like that, You're just like, man,

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Speaker 1: I hope that I hope that food likes me. In like, like,

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Speaker 1: just just be real with y'all.

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Speaker 2: You know, there are some people that you meet that

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Speaker 2: you just like from far away, you already know like,

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Speaker 2: oh yeah, nah, we're gonna be homies. It's it's going down,

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Speaker 2: you know. I felt like with Robert and Sophie and Cools,

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Speaker 2: I was like, we're gonna be friends. It was just

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Speaker 2: it was just so obvious to me that when we met,

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Speaker 2: we would we would it would be that's it, we

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Speaker 2: would link up the system. I'm about to introduce y'all

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Speaker 2: to is somebody that was more like the first part

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Speaker 2: where I was like, God, damn, man.

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Speaker 1: I I hope she vibes with me.

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Speaker 2: Because some people are just that brilliant, just that just

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Speaker 2: that dope, and they just carried his presence to where

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Speaker 2: you're like that there's a there's a calmness to their

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Speaker 2: brilliance and it's just dope to watch I got introduced

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Speaker 2: to this thing called the Expectations Project.

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Speaker 1: This is a Terrorform episode.

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Speaker 2: I'll introduce you to the Expectations Project and Zakia Jackson.

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Speaker 1: Zach's I know that.

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Speaker 2: Capitol Hill is a cesspool, like we all know it.

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Speaker 2: You know, we all find that lobbying is frustrating. We

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Speaker 2: already did a thing on lobbyists. But then there's a

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Speaker 2: thing called advocacy, right, and we're going to talk about

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Speaker 2: the difference between the two, how they're connected, and that

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Speaker 2: there are people out there really actually trying to do

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Speaker 2: dope things. The Expectations Project is a project around educational equity.

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Speaker 1: I got involved.

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Speaker 2: In their campaign. They were doing about zip codes, that

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Speaker 2: your zip code shouldn't dictate your future. It's just the idea,

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Speaker 2: like just because I live in this zip code doesn't

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Speaker 2: mean that, like my school should be underfunded. The point

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Speaker 2: is this black woman finna change y'all's life. Let me

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Speaker 2: introduce y'all to a terror former mster, Kia Jackson.

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Speaker 1: But before we do, currently.

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Speaker 3: It's like this.

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Speaker 1: Bullook is like this.

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Speaker 2: Bullook is like this all right, this week it's like this, Well,

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Speaker 2: first of all, the most unconsequential debate, the most unnecessary.

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Speaker 2: First presidential debate is happening on Thursday, which depending on

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Speaker 2: when you listen to this, hopefully you listen to this

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Speaker 2: when it drops is tomorrow. I'm gonna go live on

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Speaker 2: my YouTube prop hip hop and just be going along

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Speaker 2: with y'all about this foolishness. The Lord, this is fitna

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Speaker 2: be so funny because what don't we already know? What

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Speaker 2: don't you already know about these people? This is they're

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Speaker 2: truly just trying to prove that they not owed and

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Speaker 2: they could own each other. Like that's the goal. The

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Speaker 2: goal has to be you just trying to own each other.

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Speaker 2: So we're gonna go, we're gonna talk about it. I

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Speaker 2: basically just get yourself drink. Imagine me sitting in your

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Speaker 2: living room just not being weird, but watching this debate's

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Speaker 2: so that's what we're gonna do.

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Speaker 1: I'm gonna be sitting right here watching this mug with you.

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Speaker 1: So that's Thursday.

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Speaker 2: Also in that spirit, on June twenty ninth, I'm gonna

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Speaker 2: be up in Seattle, like come see your boy live.

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Speaker 2: I'm gonna be rapping doing some music at Fast Penny

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Speaker 2: Spirits in Seattle, Washington. You could also get tickets on

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Speaker 2: my website prophip hop dot com. I'll probably be shouting

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Speaker 2: that out as I'm going live, man, hopefully see y'all there.

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Speaker 1: You know what I'm saying, Like.

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Speaker 2: I popped out Sunday at a five K run. Shout

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Speaker 2: out Greg who is just a dope dude who he's

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Speaker 2: like a distance runner. He connected with this org that

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Speaker 2: is flying people, are flying sick kids who need medical help.

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Speaker 2: Obviously sick kids out of Palestine, so you're flying them

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Speaker 2: out of guys that to get a medical help.

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Speaker 1: He was raising money for it. Praise the Lord.

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Speaker 2: They reached their goal, met some dope people, so that

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Speaker 2: was cool. I got to meet some of y'all. So

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Speaker 2: all I'm saying is like, yo, like let's connect you

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Speaker 2: feel me. Don't be weird though I'm begging you, don't

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Speaker 2: be weird. And lastly, I say this with a complete

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Speaker 2: straight face, dead serious. I cannot overstate the significance of

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Speaker 2: what this can in France. Pop out was on Juneteenth

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Speaker 2: that Kendrick Lamar did what I thought was going to

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Speaker 2: be just a victory lap, like a celebration, you know,

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Speaker 2: for the coast, because because they not like us, was

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Speaker 2: such a big song. It was such a moment for

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Speaker 2: the Coast. It was like, yeah, let's celebrate your.

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Speaker 1: Win, homie. You know what I'm saying.

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Speaker 2: This sho parade. You earned it and you put on

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Speaker 2: for the Coast. But this man made it so much

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Speaker 2: more than himself. He turned around and he shined a

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Speaker 2: light on everyone and shout out the homie DJ Head

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Speaker 2: who we've had on this show, who curated this experience

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Speaker 2: in the opening experience where he brought these other talents

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Speaker 2: out like the Wolves meet the Wolves and Jay Worthy,

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Speaker 2: and just the significance goes so far beyond a couple

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Speaker 2: back and forth tracks about Drake.

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Speaker 1: It was almost like Drake was like background noise.

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Speaker 2: This brought together Like I say this again, zero exaggeration.

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Speaker 2: The term hood politics is a play on words if

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Speaker 2: you don't already know, but there is such things called

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Speaker 2: hood politics that has to do with the politics between

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Speaker 2: gangs and if you're gonna do music in Los Angeles, surprise, surprise,

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Speaker 2: there's a lot of politics involved. If you're just gonna

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Speaker 2: move around our city, we just you can't just move freely.

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Speaker 2: We witnessed on Wednesday on that stage. I'm talking like

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Speaker 2: generational Mortal sworn enemies. When we say sections like the

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Speaker 2: hoods that don't they don't get along is the most

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Speaker 2: under is just the understatement of the year.

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Speaker 1: These we are enemies. They were on stage walking dancing.

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Speaker 2: The joy, just the black joy that was on that

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Speaker 2: stage from like I saw a tweet that said, it

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Speaker 2: was like, think of all the Los Angeles gangs took

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Speaker 2: pto from killing each other to do a sing along

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Speaker 2: and dance together about how much they hate a Canadian

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Speaker 2: and love a coast. So grown men shed tears like

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Speaker 2: this was it was.

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Speaker 1: It was singular.

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Speaker 2: This is a moment in history that is not just

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Speaker 2: for the West, because it's for hip hop as a whole.

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Speaker 1: He united the coast. He halted this moment halted gang violence.

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Speaker 2: And I think, I don't know what your belief system is,

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Speaker 2: but like every once in a while, look, there's talent,

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Speaker 2: there's hustle, there's luck, there's timing right place and right time,

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Speaker 2: and then the stuff you just can't under you can't

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Speaker 2: explain to where it's just like you are, you are

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Speaker 2: God's choice, Like that man was chosen for as as

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Speaker 2: the church folk would say, for such a time as this, Kendrick,

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Speaker 2: that was.

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Speaker 1: Got He's got you.

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Speaker 2: I'm a rapper, I'm from la I would love to

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Speaker 2: I would love to sell out the form. I'd love

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Speaker 2: to take on the greatest, the top, the top rapper

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Speaker 2: in the world and take him down and then unite

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Speaker 2: the community like I would love to do that. I'm

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Speaker 2: not Kendrick was God's choice and it was I don't know.

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Speaker 2: I'm just saying witnessing that. It was like, this is undeniable.

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Speaker 1: It was.

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Speaker 2: It is beautiful to see somebody walking their purpose. And

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Speaker 2: that's what we saw. Anyway, for you guys Thursday and Saturday,

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Speaker 2: all right, politics with prop This is one of the

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Speaker 2: Terrorform episodes. I've already done a whole intro, so I

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Speaker 2: don't need to redo this. Ladies and gentlemen, Please, wherever

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Speaker 2: you are, make some noise. We won't hear it, but

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Speaker 2: make some noise for mystic kid Jackson. Yeah, man, I

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Speaker 2: ain't seen you in a while. We did a little

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Speaker 2: like a slight little ketchup, you know, before we started recording,

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Speaker 2: just about how how old comes and gets you when

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Speaker 2: you don't when you don't want it to.

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Speaker 3: True enough, I had a friend who just turned forty.

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Speaker 3: I said, Ointments ointments. My brother need to.

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Speaker 1: Have fam yo.

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Speaker 2: Look I used to for me, Like, look, that's so funny.

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Speaker 2: I've never worried about my knees until recently. I was like, dang,

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Speaker 2: my knees hurt up. But one thing I found speaking

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Speaker 2: about flying. We saw about flying before y'all got on,

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Speaker 2: But like speaking about flying is my jam used to

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Speaker 2: be like left side of the plane, window, seat, hoodie, headphones.

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Speaker 1: I'm gonna knockout right, But now I'll be having to pee. Oh, so,

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Speaker 1: like I gotta get it. I gotta get aisle. Now,

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Speaker 1: I gotta get an aisle seat because I don't want

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Speaker 1: to be having to tap these people be like sorry.

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Speaker 3: Always in the aisle.

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Speaker 4: Listen.

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Speaker 3: I'm like I almost don't want to go. If an.

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Speaker 1: Exactly one hour flight, I might last for that.

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Speaker 2: But yeah, yeah, I was like, what is why do

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Speaker 2: I have to pee again?

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Speaker 1: Like dog? You know, like, well, here we are.

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Speaker 3: I will I will full on do stretches in the aisle.

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Speaker 3: I do not care how it looks, stretch my calves.

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Speaker 3: I'll just pick up the bottom of my foot.

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Speaker 2: We wanted to look, you wonder why, like I look

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Speaker 2: the part of town I'm from, you know, the the

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Speaker 2: Latino and Agents part of town. You see you see

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Speaker 2: them eighty year old you know, chse Asian people outside stretching.

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Speaker 2: I'm like, there's a reason why they live in that

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Speaker 2: long and they lad limber because they because they get

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Speaker 2: up and stretch. Yeah, what I'm like, lesson learned fam true?

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Speaker 2: All right, all right, let's get down to it. Expectations Project,

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Speaker 2: first of all, tell us what that is and then

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Speaker 2: back up and I'm gonna do a little let's learn

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Speaker 2: a little more about you, and then we can talk

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Speaker 2: about like how we met.

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Speaker 1: But Expectations Project, what is it?

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Speaker 5: Great?

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Speaker 3: We come alongside faith motivated people to help them demand

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Speaker 3: policy change, policy changes in the systems that impact impact

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Speaker 3: children's education in their lives.

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Speaker 4: Right.

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Speaker 3: And so we do this one through focusing on narrative

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Speaker 3: shifts around who children are and what they deserve, because

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Speaker 3: you know, people be thinking a lot of things. Press

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Speaker 3: them if you press them on it. So you're saying

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Speaker 3: children don't deserve to be angry. Ever, that's what you believe,

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Speaker 3: you know what I'm saying. So so we do that,

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Speaker 3: and then we also support folks with specific advocacy actions

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Speaker 3: like hey, here's something you can do here's something you

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Speaker 3: can do right now, or we'll strategize. Sometimes there'll be

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Speaker 3: a group of people from a certain organization or a

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Speaker 3: place who care about something in their community and will

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Speaker 3: help them figure out how to get policy changes for

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Speaker 3: or what the next step is.

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Speaker 2: Okay, So the next obvious question is like, okay, so

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Speaker 2: how is that different than like Florida and Ron DeSantis

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Speaker 2: and getting getting all the color, scraping all the color

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Speaker 2: out of our schools and just saying that, like, you know,

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Speaker 2: trans kids are a problem, and you know, talking about

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Speaker 2: sex is killing children.

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Speaker 1: You know, Like, how are you different in that?

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Speaker 3: Yeah, those things are usually done, I should I think

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Speaker 3: always frankly done where they're not actually focused on thriving children. Right.

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Speaker 3: It has something to do with the agenda of adults

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Speaker 3: and what adults want, what they're comfortable with, how adults

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Speaker 3: can move the base of voters, that sort of thing.

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Speaker 3: Lots of fear tactics to get voters to do what

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Speaker 3: they want.

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Speaker 5: That's the Ron DeSantis energy, Right.

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Speaker 3: We are saying we're trying to come alongside you, you know,

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Speaker 3: your community. Now, sometimes you might think some things that

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Speaker 3: are harmful. We'll push back on that, but you know,

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Speaker 3: your people, We want to come alongside you and help

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Speaker 3: you make sure these black and brown kids and other

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Speaker 3: marginalized kids are learning and have access to the things

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Speaker 3: that they need. Right, So we use data, and we

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Speaker 3: use spiritual conviction, and we use you know, strategy to

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Speaker 3: help people do that.

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Speaker 1: Yeah.

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Speaker 2: So yeah, So so I'm here and I'm hoping y'all hear.

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Speaker 2: The difference is like what's happening in you know, on

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Speaker 2: our televisions across like most news things because it's so salacious.

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Speaker 2: Is like you said, there's really not a care for

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Speaker 2: the kids. It's more like and a lot of times

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Speaker 2: a lot of these people that show up at these

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Speaker 2: like school board meetings don't even be from that area.

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Speaker 2: They just be wanting that it's a it's a strategy

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Speaker 2: for power, right, And like I said, it's like it's

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Speaker 2: more of a thing about the desire of the parent

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Speaker 2: rather than and a scare tactic. That's that's a very

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Speaker 2: important difference. So it's like, so you are an advocacy

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Speaker 2: group that helps develop policy that actually reads actual data.

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Speaker 1: You know what I'm saying, right, you know what I'm saying.

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Speaker 2: And and another thing I think that's that's unique about y'all.

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Speaker 2: Uh is the the the intersectionality of it all for

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Speaker 2: you guys, like as far as like that, this is

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Speaker 2: from I. I walked into an organization when I met

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Speaker 2: y'all that was like completely led by black women. And

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Speaker 2: for me, I was like, oh, you know, well, well

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Speaker 2: that's well that's one, two and three for me. You

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Speaker 2: know what I'm saying, like I'm down, you know what

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Speaker 2: I mean, like let's roll, you know. And uh so yeah,

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Speaker 2: so that was so there's that. Now back up, how

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Speaker 2: did you get involved in this? Tell us a little

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Speaker 2: bit about out yourself here.

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Speaker 3: Yeah, let me just add one other thing. A lot

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Speaker 3: of times faith motivated groups they think we're trying to

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Speaker 3: get prayer in schools, right, or that we're about privatizing schools.

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Speaker 3: We're absolutely not about.

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Speaker 5: That, right.

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Speaker 3: We think that there are already Christians and people of

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Speaker 3: faith in schools. We're trying to help people advance things

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Speaker 3: for children, not with an agenda towards everybody should be

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Speaker 3: a Christian.

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Speaker 1: Right.

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Speaker 5: So that's an important distinction.

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Speaker 1: Very important distinction.

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Speaker 3: Yeah.

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Speaker 1: Yeah, that's the difference between like what I'll do and for.

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Speaker 5: Yes, yep, yep. Absolutely.

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Speaker 3: So your question was how did I get into all this?

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Speaker 2: Yeah, like a little bit about your your trajectory and

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Speaker 2: then how you got into this particular thing.

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Speaker 3: Yeah. I was born in Southeast DC, grew up in Tennessee,

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Speaker 3: and moved back to DC as an adult. My mama

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Speaker 3: was raised in DC, and.

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Speaker 1: I know in Southeast which we connected about. Well, yeah, anyway,

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Speaker 1: go on.

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Speaker 3: And I bring that up just to say, my mom

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Speaker 3: taught me from her experiences directly and indirectly, what it

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Speaker 3: really means to be from the hood, right, Like she

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Speaker 3: taught me resourcefulness. She taught me creativity under pressure, how

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Speaker 3: to defend yourself physically and otherwise, right, and how to

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Speaker 3: pour everything you have into the people around you because

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Speaker 3: we are who we got sort of thing. And so

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Speaker 3: I lived in Nashville a long time. I went to

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Speaker 3: elementary high school all of that stuff there, and started

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Speaker 3: working there as a social worker, preschool teacher and doing.

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Speaker 5: Youth development and all of that stuff.

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Speaker 3: And as I was doing that, I didn't have the

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Speaker 3: word policy in my vernacular really at that time, but

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Speaker 3: I was noticing.

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Speaker 5: A lot of stuff prop.

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Speaker 3: I was like way a minute, you know, from my

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Speaker 3: own schools growing up, but then also from the hundreds

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Speaker 3: of students I worked with. I was noticing how something

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Speaker 3: wasn't fair about how whole groups of students are treated,

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Speaker 3: and it really made me angry, just simple things like

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Speaker 3: the desks were way nicer at the other schools. When

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Speaker 3: I would go to competitions, everything looked better up and there, right.

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Speaker 3: And so I didn't know the word policy, but I

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Speaker 3: started understanding it intuitively that something was not fair about

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Speaker 3: how a whole group of students was decided to be

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Speaker 3: treated by folks who maybe weren't even in the room

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Speaker 3: with these students, right. And so, coming from the legacy

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Speaker 3: of instigation on my father's side and the spirit of

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Speaker 3: exploration on my mother's side, I said, well, let me

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Speaker 3: get into this. Let me see how folks with more

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Speaker 3: power than I do or making decisions and are organizing

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Speaker 3: themselves and figuring stuff out. So I went to business school,

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Speaker 3: and through business school I got out, and not a

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Speaker 3: couple of years after that is when I started working

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Speaker 3: for the Expectations Project because it brought together all of

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Speaker 3: these things that I was passionate about education, faith communities.

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Speaker 3: I had been wondering a long time, why aren't faith

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Speaker 3: communities radicalizing anything that has anything to do with children

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Speaker 3: right in it.

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Speaker 1: Yeah, like in an actual way that actually asked other

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Speaker 1: to do with children.

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Speaker 3: That's right, Yeah, that's right. Like I've been to all

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Speaker 3: the vacation Bible schools and they're fun and they very meaningful,

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Speaker 3: but it didn't stop me from having the struggles I

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Speaker 3: had in schools with my family.

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Speaker 5: And you know what I'm saying.

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Speaker 2: So, yeah, I think to add a little color to

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Speaker 2: the thing, Like the the southeast DC that your mom

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Speaker 2: is from and my mom is from, in a lot

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Speaker 2: of ways was kind of like it was kind of

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Speaker 2: a Wakanda like it was just it was a black place,

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Speaker 2: you know, and I think, you know, minus the Jim

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Speaker 2: crowd segregation of it all, which was you know, it

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Speaker 2: forced us over into this corner. But like you said,

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Speaker 2: the defending of yourself the part of the community in

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Speaker 2: a lot of ways, Like sometimes I hear my father

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Speaker 2: talk about, you know, my dad's from Dallas, you know,

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Speaker 2: from Dallas, Texas, and he saw that Both my mom

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Speaker 2: and my dad used to say, like I went to

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Speaker 2: all black high school, you know, and.

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Speaker 1: Obviously that was because of segregation.

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Speaker 2: However, there was a sense of community that I think

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Speaker 2: in some ways I was a little jealous of you

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Speaker 2: know that you're like every teacher, every administrator, everybody, they

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Speaker 2: were all.

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Speaker 1: Black, you know what I mean.

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Speaker 2: So you saw a community, a network of professional you

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Speaker 2: know what I'm saying, in this space where you go

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Speaker 2: to the corner store, that was mister Jenkins. When you

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Speaker 2: go to the barbershop, that was you know what I'm saying.

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Speaker 1: It was just this world where.

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Speaker 2: You know, you're in this space to where you're you're

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Speaker 2: seeing yourself in different versions of who y'all are reflected

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Speaker 2: on so many different areas of culture. And then for you,

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Speaker 2: then you get thrown in Nashville, You're like, that's right,

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Speaker 2: what is happening right now? So did you was was

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Speaker 2: there a little bit of like a shell shock around

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Speaker 2: sort of the institutional racism from you from your childhood?

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Speaker 5: Yes, because.

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Speaker 3: You know, my mom is brilliant, my dad very smart,

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Speaker 3: my I have all sorts of people in my family, right,

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Speaker 3: So anything that was good came from black people. I

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Speaker 3: didn't need white people as a.

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Speaker 5: Reference point as a child, right, Anything that.

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Speaker 3: Was good and beautiful and strong, it was just black

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Speaker 3: people because that's who I knew, right, So then to

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Speaker 3: be in schools were where as a child. I'm a child, right,

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Speaker 3: I'm an elementary school in early middle school. White teachers

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Speaker 3: are threatened by me because I'm so smart? What is that?

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Speaker 1: Yeah? That the like I thought that's what we was

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Speaker 1: here for. Yeah, like what what is I.

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Speaker 3: Went to for part of my education? I went to

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Speaker 3: this little, small private Christian school and I was the

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Speaker 3: smartest kid in my class. And they this bent people

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Speaker 3: out of shape so bad. Pro they were like say

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Speaker 3: what now, like they I had teachers antagonize me. I

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Speaker 3: had I won, like, you know, some academic awards. They

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Speaker 3: took half of them away from me because they said

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Speaker 3: it wasn't fair to the other kids.

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Speaker 5: But I heard what they were saying.

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Speaker 3: They were saying, we're not letting this little no.

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Speaker 1: Yeah not not not here.

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Speaker 3: Now yeah what I'm saying.

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Speaker 2: So now, I remember in fourth grade, I remember my

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Speaker 2: dad was furious where I had. Essentially I made straight a's,

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Speaker 2: and my teacher during the parent teacher conference, he gave

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Speaker 2: me all B pluses and he was telling my parents.

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Speaker 1: That he wanted me to have something to strive for.

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Speaker 1: Uh huhm. And my dad was like excuse.

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Speaker 2: Me, like and and yeah, I've never like I've seen

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Speaker 2: my dad livid because my father is a black man,

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Speaker 2: and he's been living towards me.

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Speaker 1: You know, I'm saying I've seen him lived towards the police.

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Speaker 1: I've seen him livid.

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Speaker 2: But this type of angry, I don't think I've ever

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Speaker 2: seen it because because it was as you as as

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Speaker 2: you're talking about, it was a sign of an institutional problem,

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Speaker 2: Like how how do you tell it? Like it basically

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Speaker 2: was like, are you doing that for the little white kids?

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Speaker 2: If they get if they get straight a's, are you

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Speaker 2: taking away they? Like what do you what do you

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Speaker 2: mean work for? He made it like what I don't understand?

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Speaker 2: Like so yeah, he man, he ripped that man. He

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Speaker 2: told that man apart boy and uh And I didn't

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Speaker 2: know until after because, uh, you know, you're not in

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Speaker 2: the parent teacher conference.

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Speaker 1: I just walked in and out. I saw my grades

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Speaker 1: and I was like, wow, b pluses, Oh all right,

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Speaker 1: you know what I mean?

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Speaker 2: Like I don't the thought doesn't cross your mind that

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Speaker 2: your teacher can tell you even though you earned something

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Speaker 2: that you don't you didn't. Yeah, Like I didn't know

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Speaker 2: that was possible. I thought if I earn a hey,

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Speaker 2: I get a Hey, you know what I'm saying. So, yeah,

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Speaker 2: so that was there. There that there was there was

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Speaker 2: that you know experience that I O of like where

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Speaker 2: I can like really relate to like them them them

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Speaker 2: saying well, you earn these awards, but we're not going

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Speaker 2: to give them to you because it's not fair to

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Speaker 2: the I thought this was America. I thought it was

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Speaker 2: if you work hard, you succeed, Like what did you say?

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Speaker 1: Yeah? Oh man.

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Speaker 2: So I got involved with y'all over the the the

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Speaker 2: zip Codes campaign.

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Speaker 5: That was the first one.

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Speaker 1: That was a word okay, uh we I flew out

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Speaker 1: to DC. You know, we had a briefing.

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Speaker 2: You kind of taught us what what y'all was trying

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Speaker 2: to do, and they gave an example very specific to

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Speaker 2: California that the zip code between Beverly Hills and Compton

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Speaker 2: are one number. It's a one number difference with the

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Speaker 2: budget for these two places. So so you're the art

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Speaker 2: the the the the argument was it was around right,

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Speaker 2: like tying funding to taxes, right, is that that's what

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Speaker 2: That's what it was that Yeah, so that so if

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Speaker 2: you're if you're tying your your your school funding to

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Speaker 2: the property taxes, essentially you're perpetuating this wealth gap, this

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Speaker 2: educational gap, because and and it's so stupid, and like

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Speaker 2: the picture you're giving was like so stupid.

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Speaker 1: It's like literally one number apart.

438
00:26:33,280 --> 00:26:40,080
Speaker 3: But like and it's punishing children for something that they

439
00:26:40,160 --> 00:26:46,200
Speaker 3: already maybe have some financial struggles obviously, right, and now

440
00:26:46,200 --> 00:26:49,119
Speaker 3: you're gonna punish them again for not being born to

441
00:26:49,240 --> 00:26:50,600
Speaker 3: a wealthy family.

442
00:26:51,560 --> 00:26:57,719
Speaker 2: Like that again, Yeah, I'm gonna punish you for not

443
00:26:57,760 --> 00:27:00,200
Speaker 2: being brought as your fault. I we I think a

444
00:27:00,440 --> 00:27:03,160
Speaker 2: lot of this would like you know, when you when

445
00:27:03,200 --> 00:27:05,040
Speaker 2: you kind of like when you kind of like you're

446
00:27:05,040 --> 00:27:07,600
Speaker 2: from La and then you kind of like have this

447
00:27:07,720 --> 00:27:14,960
Speaker 2: like epiphany after spending most of your teen years seeing

448
00:27:15,000 --> 00:27:18,480
Speaker 2: somebody in the opposite neighborhood as your op like this

449
00:27:18,640 --> 00:27:25,000
Speaker 2: is my enemy. And and then you realize like, well,

450
00:27:25,200 --> 00:27:28,240
Speaker 2: he ain't choose to get born over there, like I

451
00:27:28,280 --> 00:27:28,960
Speaker 2: didn't choose to.

452
00:27:28,880 --> 00:27:31,159
Speaker 1: Get born over here. And neither one of us.

453
00:27:31,080 --> 00:27:37,600
Speaker 2: Own our houses, like we're we're all renters, and we

454
00:27:37,680 --> 00:27:42,240
Speaker 2: don't own these blocks, Like why am I defending these

455
00:27:42,320 --> 00:27:45,440
Speaker 2: Why are we defending with our lives these blocks.

456
00:27:45,119 --> 00:27:48,760
Speaker 1: We don't own? This is what are we doing? Like

457
00:27:48,840 --> 00:27:51,440
Speaker 1: this is ridiculous, you know I didn't.

458
00:27:51,880 --> 00:27:54,479
Speaker 2: And then I say all the time, like Nipsey had

459
00:27:54,520 --> 00:27:57,359
Speaker 2: a line like you know you only repping where your

460
00:27:57,400 --> 00:28:01,160
Speaker 2: mama pay a rent, Like this's just that's the reason

461
00:28:01,200 --> 00:28:02,920
Speaker 2: you repped this where your mama pay a rent. That's

462
00:28:02,960 --> 00:28:04,880
Speaker 2: why you from this hood like that ain't got nothing

463
00:28:04,920 --> 00:28:07,000
Speaker 2: to do, Like what are we doing?

464
00:28:07,119 --> 00:28:08,280
Speaker 1: Guys? You know what I'm saying.

465
00:28:08,680 --> 00:28:11,600
Speaker 2: So I think that like that reality of like why

466
00:28:11,640 --> 00:28:14,120
Speaker 2: didn't get I didn't choose to get born in Compton

467
00:28:14,880 --> 00:28:19,320
Speaker 2: and so and if that's the case, like you're again,

468
00:28:19,640 --> 00:28:25,159
Speaker 2: you're you're creating a discrepancy, a disparaging you know, a

469
00:28:25,200 --> 00:28:27,399
Speaker 2: discrip disparage.

470
00:28:27,520 --> 00:28:28,600
Speaker 1: What's the word I'm looking for.

471
00:28:30,200 --> 00:28:31,160
Speaker 5: Discrepancy?

472
00:28:31,440 --> 00:28:40,200
Speaker 2: Maybe I don't. Yes, that don't have to be there,

473
00:28:40,360 --> 00:28:43,640
Speaker 2: Like it doesn't have to be like that. And I

474
00:28:43,680 --> 00:28:45,960
Speaker 2: think that's what I appreciated about like a lot of

475
00:28:45,960 --> 00:28:47,640
Speaker 2: the stuff that y'all do to where you're like it

476
00:28:47,680 --> 00:28:50,840
Speaker 2: don't really, it don't have to be like this, Yeah,

477
00:28:51,120 --> 00:28:55,120
Speaker 2: like you don't have to tie your the funding for

478
00:28:55,200 --> 00:28:58,920
Speaker 2: your educational programs, Like it doesn't have to be like that.

479
00:28:59,600 --> 00:29:03,120
Speaker 3: No, it's a choice. And I think especially earlier on

480
00:29:03,160 --> 00:29:08,480
Speaker 3: when I started working at expectations. It was so big

481
00:29:08,520 --> 00:29:12,280
Speaker 3: and it still is to help people understand there are

482
00:29:12,440 --> 00:29:18,320
Speaker 3: choices made daily that allow this to happen. This is

483
00:29:18,440 --> 00:29:25,280
Speaker 3: not primarily about the choices parents made, you know, to

484
00:29:25,360 --> 00:29:28,120
Speaker 3: exist in the world. And it's not to say that

485
00:29:28,160 --> 00:29:32,920
Speaker 3: some parents aren't making better choices than others, but detangling

486
00:29:34,200 --> 00:29:40,160
Speaker 3: notions of wealth from personal choice. Whoa that is so

487
00:29:40,440 --> 00:29:47,280
Speaker 3: related to so many things, including education and how systems

488
00:29:47,360 --> 00:29:50,920
Speaker 3: work and what we have access to. I worked for

489
00:29:50,960 --> 00:29:58,280
Speaker 3: a job once with youth leaders, and in our curriculum

490
00:29:59,320 --> 00:30:03,160
Speaker 3: was something that basically said God trusts some people more

491
00:30:03,200 --> 00:30:07,080
Speaker 3: than others with money, and so we need to like

492
00:30:08,320 --> 00:30:11,640
Speaker 3: almost like be deferential to those people God trusts more

493
00:30:12,480 --> 00:30:17,040
Speaker 3: that when I tell you that, I flipped out. Yeah,

494
00:30:17,240 --> 00:30:21,520
Speaker 3: and without knowing what I was doing actually good on me.

495
00:30:22,400 --> 00:30:25,880
Speaker 3: I started thinking strategically, how do I get this change

496
00:30:26,200 --> 00:30:30,960
Speaker 3: policy wise? Because this is influencing so many people. What

497
00:30:31,000 --> 00:30:35,320
Speaker 3: they put in the curriculum isn't a policy, but curriculum

498
00:30:35,360 --> 00:30:40,520
Speaker 3: is a policy, right like curriculum is a form of policy.

499
00:30:40,640 --> 00:30:43,760
Speaker 3: How do I get this curriculum change so that all

500
00:30:43,840 --> 00:30:49,320
Speaker 3: these other people influencing youth don't spread this message that

501
00:30:49,440 --> 00:30:54,200
Speaker 3: God favors wealth and wealthy people that they have better

502
00:30:54,360 --> 00:30:57,840
Speaker 3: character that is absolutely diabolical.

503
00:30:58,520 --> 00:31:03,320
Speaker 2: Yeah, and and and in a practical sense most of

504
00:31:03,360 --> 00:31:06,160
Speaker 2: the time incorrect, Like it's.

505
00:31:06,080 --> 00:31:10,000
Speaker 1: Usually the opposite. They're they're usually the worst people. You

506
00:31:10,000 --> 00:31:15,440
Speaker 1: know what I'm saying. Yeah, Yeah, And I think that

507
00:31:15,600 --> 00:31:21,960
Speaker 1: like ss yes, stress, and I think that like you know,

508
00:31:23,560 --> 00:31:25,880
Speaker 1: the the.

509
00:31:25,320 --> 00:31:31,000
Speaker 2: The difficulty, uh somebody like yourself. This like you know,

510
00:31:32,360 --> 00:31:34,760
Speaker 2: it's it's very important even for for this audience, you

511
00:31:34,760 --> 00:31:36,720
Speaker 2: know what I'm saying, because you know, we cuss on

512
00:31:36,760 --> 00:31:38,920
Speaker 2: this show. You know, we we drinking smoke, and you

513
00:31:38,960 --> 00:31:41,080
Speaker 2: know what I'm saying, Like it's it's street, you know

514
00:31:41,080 --> 00:31:41,840
Speaker 2: what I'm saying, Like.

515
00:31:42,160 --> 00:31:50,080
Speaker 1: And but there their experience with church is.

516
00:31:51,720 --> 00:31:53,560
Speaker 2: Especially when we like when you and I say, like

517
00:31:53,680 --> 00:31:57,160
Speaker 2: faith based. A lot of times we talk in deacon board.

518
00:31:57,960 --> 00:32:01,080
Speaker 2: You know what I'm saying, you know, the motherboard. You

519
00:32:01,120 --> 00:32:06,200
Speaker 2: know what I'm saying. We're talking. Yes, we have an

520
00:32:06,640 --> 00:32:13,240
Speaker 2: entirely different experience than what America thinks when they think Christian.

521
00:32:13,360 --> 00:32:15,320
Speaker 1: You know what I'm saying, Like you just we have it.

522
00:32:15,600 --> 00:32:20,280
Speaker 2: So when you hear statements like well we believe that God,

523
00:32:20,360 --> 00:32:23,680
Speaker 2: you know, sovereignly elected these people to have wealth, and

524
00:32:24,000 --> 00:32:26,440
Speaker 2: therefore it's a sign of like clearly it's a sign

525
00:32:26,480 --> 00:32:27,120
Speaker 2: of God's blessing.

526
00:32:27,240 --> 00:32:28,200
Speaker 1: So that's why they're in trust.

527
00:32:28,440 --> 00:32:32,080
Speaker 2: You know, you stretch that logic to why you stretch

528
00:32:32,520 --> 00:32:34,360
Speaker 2: it's at the end of the day, it's why it's supremacy.

529
00:32:34,360 --> 00:32:35,280
Speaker 1: It's white supremacy.

530
00:32:35,320 --> 00:32:40,000
Speaker 2: It's you say, well, why God isn't trusted these people

531
00:32:40,720 --> 00:32:44,200
Speaker 2: to have dominion over the world, And it's your job

532
00:32:44,400 --> 00:32:48,720
Speaker 2: as a good Christian white man and white woman to

533
00:32:48,840 --> 00:32:53,240
Speaker 2: be gracious And so that's their understanding. It's like, well,

534
00:32:53,240 --> 00:32:57,480
Speaker 2: slavery's the system. So and since I've been entrusted with

535
00:32:57,600 --> 00:32:59,560
Speaker 2: this position, oh, I need to come at it with

536
00:32:59,600 --> 00:33:03,640
Speaker 2: humilion and make sure I'm treating this fairly like and

537
00:33:03,680 --> 00:33:06,800
Speaker 2: how like you said, it's absolutely diabolical and batshit you

538
00:33:06,840 --> 00:33:11,240
Speaker 2: know what I'm saying. So so uh so you with

539
00:33:11,320 --> 00:33:14,800
Speaker 2: the wisdom that you had, was like, okay, you're you're

540
00:33:14,840 --> 00:33:20,800
Speaker 2: starting your starting position, your your your original premise, no

541
00:33:20,840 --> 00:33:23,200
Speaker 2: matter what we do for no matter what we do

542
00:33:23,320 --> 00:33:26,080
Speaker 2: after that, if this is where you're starting from, like

543
00:33:26,120 --> 00:33:30,000
Speaker 2: there's so yeah, it's never gonna work.

544
00:33:30,720 --> 00:33:34,560
Speaker 3: Yeah, it's never going to work. It's never going to

545
00:33:34,600 --> 00:33:40,520
Speaker 3: be liberatory. Yeah, it's never going to humanize parents who

546
00:33:40,600 --> 00:33:43,040
Speaker 3: don't have a lot of money and are working their

547
00:33:43,320 --> 00:33:47,880
Speaker 3: ass off for their kids. Right. It's never going to

548
00:33:49,680 --> 00:33:54,080
Speaker 3: honor people who are choosing between medicine and rent this month,

549
00:33:54,240 --> 00:33:57,520
Speaker 3: which I have done before. A terrible position to be in,

550
00:33:57,840 --> 00:34:00,800
Speaker 3: you know what I mean. Yeah, And it's going to

551
00:34:00,920 --> 00:34:05,600
Speaker 3: keep people bound to an idea that's not real.

552
00:34:06,720 --> 00:34:09,800
Speaker 5: But we're going to keep trying to achieve.

553
00:34:09,480 --> 00:34:13,600
Speaker 3: This essentially level of whiteness that we think would make

554
00:34:13,680 --> 00:34:17,000
Speaker 3: us free. And they're not free themselves, but they do

555
00:34:17,040 --> 00:34:18,600
Speaker 3: have more money can play around.

556
00:34:20,440 --> 00:34:21,400
Speaker 1: At least you can pay for it.

557
00:34:21,400 --> 00:34:21,600
Speaker 4: Though.

558
00:34:54,920 --> 00:34:56,400
Speaker 1: I'm reminded of two things.

559
00:34:57,040 --> 00:34:58,920
Speaker 2: One is like something from my own story, and then

560
00:34:58,920 --> 00:35:02,359
Speaker 2: two is a a thing that you said. I don't

561
00:35:02,360 --> 00:35:04,959
Speaker 2: know if it was to me or to a room,

562
00:35:05,600 --> 00:35:09,080
Speaker 2: but you said it, and I was just like, damn.

563
00:35:10,040 --> 00:35:12,520
Speaker 2: But there was one thing I remember, you know, to

564
00:35:12,560 --> 00:35:18,200
Speaker 2: your point, a lot of families, you know specifically, like

565
00:35:18,239 --> 00:35:21,520
Speaker 2: I'm gonna say black and brown families. Your face was

566
00:35:21,600 --> 00:35:25,040
Speaker 2: this choice once you have children to be like, why

567
00:35:25,040 --> 00:35:28,520
Speaker 2: I want my kids to go to a better school, right,

568
00:35:28,640 --> 00:35:30,040
Speaker 2: So you're like, okay, I want them to get the

569
00:35:30,080 --> 00:35:34,480
Speaker 2: better education, so you choose to move out of a

570
00:35:34,600 --> 00:35:39,120
Speaker 2: neighborhood that's way more comfortable, way more accepting, to where

571
00:35:39,120 --> 00:35:41,719
Speaker 2: it's like, you know, for the like the Latinos, you like,

572
00:35:41,920 --> 00:35:45,439
Speaker 2: I mean, I can there's a Badia truck right there.

573
00:35:45,560 --> 00:35:48,320
Speaker 2: I know that there's pandulce on the way of the school.

574
00:35:48,440 --> 00:35:51,000
Speaker 2: You know what I'm saying, Like I can get the tortillas.

575
00:35:51,040 --> 00:35:52,480
Speaker 2: I like, you know what I'm saying. Like for me,

576
00:35:52,560 --> 00:35:55,080
Speaker 2: it was like as simple as like I just need

577
00:35:55,120 --> 00:35:57,680
Speaker 2: some hair grease, like I need to be able to

578
00:35:57,760 --> 00:35:59,720
Speaker 2: like I want to be able to go to the store.

579
00:36:00,600 --> 00:36:03,239
Speaker 2: I mean even even like right now, like I was, like,

580
00:36:04,400 --> 00:36:06,799
Speaker 2: I live in it and this is it's similar. It's

581
00:36:06,800 --> 00:36:09,000
Speaker 2: not as bad, but like I live in a predominantly

582
00:36:09,080 --> 00:36:12,360
Speaker 2: like Mexican part of town. But there was I wanted.

583
00:36:12,520 --> 00:36:14,560
Speaker 2: I'm wanted to learn how to make black eyed peas.

584
00:36:14,600 --> 00:36:17,720
Speaker 2: And y'all everybody knows, they all know. Alm was my wife,

585
00:36:18,800 --> 00:36:24,719
Speaker 2: and she had in our la hipster of it all

586
00:36:24,920 --> 00:36:30,000
Speaker 2: our farm box that we get delivered a produce every week.

587
00:36:30,200 --> 00:36:30,839
Speaker 1: You know what I'm saying.

588
00:36:31,920 --> 00:36:35,240
Speaker 2: Come on now, Yeah, it was we had a bushel

589
00:36:35,280 --> 00:36:38,560
Speaker 2: of kale of some greens. So I was like, Oh,

590
00:36:38,600 --> 00:36:40,040
Speaker 2: I need to go get a turkey. I need to

591
00:36:40,040 --> 00:36:42,359
Speaker 2: go get a turkey leg, you know, cause I was like,

592
00:36:42,560 --> 00:36:45,799
Speaker 2: I'm gonna make some greens and I walked in there

593
00:36:47,480 --> 00:36:49,880
Speaker 2: and I had to I had to go to Crenshaw

594
00:36:50,080 --> 00:36:52,879
Speaker 2: to get some get a smoke turkey leg because they

595
00:36:52,960 --> 00:36:56,680
Speaker 2: just don't sell it here. And it's and it's because well,

596
00:36:56,719 --> 00:36:58,759
Speaker 2: this is Mexican, Like y'all don't cook with that, you

597
00:36:58,800 --> 00:37:01,799
Speaker 2: know what I'm saying. And it's like it's understand it's understandable,

598
00:37:01,840 --> 00:37:03,799
Speaker 2: like you know, but you could get you could get

599
00:37:03,800 --> 00:37:05,640
Speaker 2: called up. There is here, you know what I'm saying. So,

600
00:37:05,719 --> 00:37:08,960
Speaker 2: like that's their environment, you feel me. So for me,

601
00:37:09,000 --> 00:37:10,400
Speaker 2: it was as simple as like I just want to

602
00:37:10,400 --> 00:37:12,160
Speaker 2: get some hair grease, you know what I'm saying. Like

603
00:37:12,200 --> 00:37:15,440
Speaker 2: I just so as as a parent, you make a

604
00:37:15,480 --> 00:37:18,200
Speaker 2: decision to be like, well we got to go move

605
00:37:18,239 --> 00:37:22,960
Speaker 2: out to the outskirts and now those comforts, those types

606
00:37:23,000 --> 00:37:28,000
Speaker 2: of communities, that is good for your children's mental health,

607
00:37:28,440 --> 00:37:30,640
Speaker 2: you know what I'm saying. So now it's like you

608
00:37:30,719 --> 00:37:32,719
Speaker 2: in this good school, which was my story, I'm in

609
00:37:32,719 --> 00:37:34,440
Speaker 2: this good school, I'm surrounded by these white kids and

610
00:37:34,480 --> 00:37:36,640
Speaker 2: I'm fighting every other day, you know what I'm saying,

611
00:37:36,960 --> 00:37:42,640
Speaker 2: because I look. I remember the I mean the first

612
00:37:42,719 --> 00:37:44,560
Speaker 2: day I was out there, I just walked down to

613
00:37:44,560 --> 00:37:44,919
Speaker 2: the park.

614
00:37:45,040 --> 00:37:48,719
Speaker 1: I was gonna play some basketball. This little this little

615
00:37:48,760 --> 00:37:49,440
Speaker 1: boy looked at me.

616
00:37:49,480 --> 00:37:51,319
Speaker 2: It was like and I was curious because I had

617
00:37:51,320 --> 00:37:53,560
Speaker 2: never seen I was like this, this white boy looks

618
00:37:53,600 --> 00:37:55,440
Speaker 2: like a like an eighties movie to me, I had

619
00:37:55,480 --> 00:37:57,480
Speaker 2: never seen like a white boy.

620
00:37:57,560 --> 00:37:58,040
Speaker 1: White boy.

621
00:37:58,160 --> 00:38:00,160
Speaker 2: I was like, with the swooped hair and the blonde

622
00:38:00,200 --> 00:38:02,400
Speaker 2: and I was like, oh my god, they're real people.

623
00:38:02,480 --> 00:38:05,919
Speaker 2: Like I didn't know these movie characters were like act

624
00:38:06,000 --> 00:38:07,919
Speaker 2: like they were based on actual people. So I'm looking

625
00:38:07,920 --> 00:38:10,200
Speaker 2: at him like, dang, that's crazy. He was like, you

626
00:38:10,239 --> 00:38:15,920
Speaker 2: got staring problem. I was like, oh, I'm gonna slap

627
00:38:15,920 --> 00:38:16,640
Speaker 2: the shit out of you.

628
00:38:16,760 --> 00:38:20,200
Speaker 1: Like I was like, because where we're from, that means

629
00:38:20,200 --> 00:38:22,640
Speaker 1: you ready to get away. Yeah, you ready to get down.

630
00:38:22,760 --> 00:38:24,799
Speaker 2: So I was like, okay, so I just got here,

631
00:38:25,239 --> 00:38:27,640
Speaker 2: so I'm like, all right, we're gonna have to get down,

632
00:38:27,800 --> 00:38:29,520
Speaker 2: you know what I'm saying. Like it was just it

633
00:38:29,600 --> 00:38:32,879
Speaker 2: was almost like immediate. But then I like clicked into

634
00:38:32,920 --> 00:38:34,719
Speaker 2: reality because I started looking around at the rest of

635
00:38:34,760 --> 00:38:38,120
Speaker 2: the park and I was like, oh, I'm gonna get mopped,

636
00:38:38,320 --> 00:38:42,640
Speaker 2: Like if I if I fire on this kid, They're

637
00:38:42,680 --> 00:38:46,120
Speaker 2: all gonna jump Ben. And I'm like, and I'm most

638
00:38:46,200 --> 00:38:48,120
Speaker 2: likely gonna have to go to school with you. You know,

639
00:38:48,320 --> 00:38:50,839
Speaker 2: so again where we from, that means like, oh, we're

640
00:38:50,840 --> 00:38:51,759
Speaker 2: gonna be fighting every day.

641
00:38:51,760 --> 00:38:53,719
Speaker 1: Then, you know, I'm like, well, I don't want to

642
00:38:53,719 --> 00:38:54,040
Speaker 1: fight out.

643
00:38:54,200 --> 00:38:55,480
Speaker 3: I ain't got no backup.

644
00:38:56,120 --> 00:38:58,640
Speaker 1: They all in. They all in the city. The backup

645
00:38:58,680 --> 00:39:00,400
Speaker 1: in the city. They don't go to the school no more,

646
00:39:00,440 --> 00:39:01,000
Speaker 1: you know what I'm saying.

647
00:39:01,440 --> 00:39:04,080
Speaker 2: But so so so I say that to say why

648
00:39:04,120 --> 00:39:05,880
Speaker 2: I feel like what y'all do is so important, is

649
00:39:05,920 --> 00:39:08,080
Speaker 2: like it would have been wonderful if I could have

650
00:39:08,080 --> 00:39:09,800
Speaker 2: gotten that quality of education.

651
00:39:09,760 --> 00:39:10,960
Speaker 1: Where I was from.

652
00:39:11,120 --> 00:39:14,600
Speaker 2: You know what I'm saying, because because I get to

653
00:39:14,600 --> 00:39:17,560
Speaker 2: have the again, I get to walk by mister Jones's

654
00:39:17,560 --> 00:39:19,480
Speaker 2: liquor store, walk in there, Hey, mister Jones.

655
00:39:19,680 --> 00:39:23,320
Speaker 1: You know what I'm saying. I have that community that

656
00:39:22,840 --> 00:39:24,200
Speaker 1: I that I had at home.

657
00:39:24,960 --> 00:39:28,080
Speaker 2: You feel me that now it's like I'm busted all

658
00:39:28,080 --> 00:39:29,480
Speaker 2: the way to the other side of town. Like you

659
00:39:29,560 --> 00:39:30,960
Speaker 2: learn to make new friends, you know what I'm saying,

660
00:39:31,040 --> 00:39:35,080
Speaker 2: But like that was missing you know what I mean,

661
00:39:35,640 --> 00:39:39,839
Speaker 2: And I feel like what y'all do is at least

662
00:39:40,000 --> 00:39:42,560
Speaker 2: one of the reasons why that that project resonated with

663
00:39:42,600 --> 00:39:45,759
Speaker 2: me was like, I wish I would have had that,

664
00:39:45,840 --> 00:39:46,279
Speaker 2: you know what I'm.

665
00:39:46,160 --> 00:39:49,160
Speaker 5: Saying, absolutely, absolutely?

666
00:39:49,480 --> 00:39:52,600
Speaker 2: And then another thing dream, that's the dream, right, that's

667
00:39:52,680 --> 00:39:55,759
Speaker 2: the dream. And then another thing you said and I

668
00:39:55,800 --> 00:39:59,480
Speaker 2: would And I mean, it's kind of like it's very

669
00:39:59,560 --> 00:40:02,439
Speaker 2: much a uh a mic drop statement, but I would

670
00:40:02,440 --> 00:40:04,480
Speaker 2: love for you to elaborate a little further. Is you

671
00:40:04,600 --> 00:40:09,360
Speaker 2: said a budget sheet is a moral document?

672
00:40:10,120 --> 00:40:16,440
Speaker 1: Mm, And I was like, damn, do you know what

673
00:40:16,480 --> 00:40:19,279
Speaker 1: I'm saying? Can you can? You can? You can? You

674
00:40:19,320 --> 00:40:20,960
Speaker 1: can you expound on that a little more?

675
00:40:21,600 --> 00:40:30,880
Speaker 3: Yeah? Absolutely, thanks? Prop A budget is you know, we

676
00:40:30,960 --> 00:40:32,360
Speaker 3: know what a budget.

677
00:40:32,000 --> 00:40:33,839
Speaker 5: Is is how you're going to spend the money. That's

678
00:40:33,840 --> 00:40:34,560
Speaker 5: what a budget is.

679
00:40:34,680 --> 00:40:36,719
Speaker 3: What we're gonna do with this money, how we're gonna

680
00:40:36,760 --> 00:40:38,560
Speaker 3: give it to different folks, who gets what?

681
00:40:38,920 --> 00:40:39,120
Speaker 6: Right?

682
00:40:40,360 --> 00:40:44,480
Speaker 3: And the reason is a moral document is in determining

683
00:40:44,600 --> 00:40:50,280
Speaker 3: where the money goes. We are making an education budget,

684
00:40:50,680 --> 00:40:55,120
Speaker 3: moral judgments about who deserves what. When you say who

685
00:40:55,160 --> 00:41:00,319
Speaker 3: deserves what, that is a moral decision. Yes, there's a

686
00:41:00,440 --> 00:41:04,719
Speaker 3: ton of heat in DC right now because of some

687
00:41:05,440 --> 00:41:10,239
Speaker 3: choices the mayor and the council people are making. Who

688
00:41:10,360 --> 00:41:13,319
Speaker 3: was hot, it's hot right now in DC, But a

689
00:41:13,320 --> 00:41:17,120
Speaker 3: lot of programs for kids are being cut while money

690
00:41:17,200 --> 00:41:24,280
Speaker 3: is being put into capital investments, basically like getting more

691
00:41:24,400 --> 00:41:28,120
Speaker 3: business into downtown. And my mom and I keep talking

692
00:41:28,120 --> 00:41:32,160
Speaker 3: about it, and I keep saying, you don't. Actually a

693
00:41:32,239 --> 00:41:34,000
Speaker 3: lot of times we make it as the only one

694
00:41:34,040 --> 00:41:37,000
Speaker 3: thing can be chosen. I refuse to accept that that

695
00:41:37,160 --> 00:41:40,600
Speaker 3: is true. Congress does that all the time. There are

696
00:41:40,680 --> 00:41:45,480
Speaker 3: ways to choose multiple things. But also, if we had

697
00:41:45,680 --> 00:41:48,240
Speaker 3: to let something go, why wouldn't we choose children?

698
00:41:48,880 --> 00:41:50,759
Speaker 5: Why would we choose children to let go?

699
00:41:52,320 --> 00:41:57,080
Speaker 7: Right, So, we're making a moral choice when we say

700
00:41:57,400 --> 00:42:03,000
Speaker 7: kids don't really need after will care, kids don't really

701
00:42:03,160 --> 00:42:05,120
Speaker 7: need early childhood education.

702
00:42:05,360 --> 00:42:10,680
Speaker 3: The money should go towards more subsidies for businesses that

703
00:42:10,760 --> 00:42:18,000
Speaker 3: aren't small businesses by the way, often yeah, let's provide

704
00:42:18,080 --> 00:42:18,719
Speaker 3: money there.

705
00:42:20,000 --> 00:42:23,520
Speaker 1: And somebody also, I just.

706
00:42:24,680 --> 00:42:32,280
Speaker 3: I just am dumbfounding, like that's not actually how uplift works,

707
00:42:32,360 --> 00:42:35,400
Speaker 3: Like if you were really focused on rising the rising

708
00:42:35,520 --> 00:42:38,840
Speaker 3: tide or like bringing everybody up together.

709
00:42:40,160 --> 00:42:41,600
Speaker 5: Trickle down is false.

710
00:42:42,080 --> 00:42:43,160
Speaker 3: That's actually not.

711
00:42:43,880 --> 00:42:45,759
Speaker 2: That's what I'm just about to say is like, why

712
00:42:45,760 --> 00:42:47,160
Speaker 2: are y'all still holding on to that.

713
00:42:47,680 --> 00:42:53,960
Speaker 3: It's been forty years. It's don't work it don't people

714
00:42:54,120 --> 00:42:58,200
Speaker 3: write whole PhDs on it. White people write PhD yes too,

715
00:42:58,560 --> 00:43:02,919
Speaker 3: It's not just us need that for your validation, right, Yeah,

716
00:43:02,960 --> 00:43:03,319
Speaker 3: there is.

717
00:43:03,320 --> 00:43:06,839
Speaker 6: A white man going around telling people that have rich

718
00:43:06,920 --> 00:43:10,840
Speaker 6: people just paid their taxes, we could fully fund universal

719
00:43:11,040 --> 00:43:16,920
Speaker 6: education I think through college, which everyone just paid their taxes.

720
00:43:18,440 --> 00:43:20,400
Speaker 1: So funny with the laws we already have.

721
00:43:21,160 --> 00:43:23,840
Speaker 2: Like okay, with the laws we already have, if you

722
00:43:24,080 --> 00:43:29,080
Speaker 2: just if you just paid it, college would be free.

723
00:43:30,640 --> 00:43:31,520
Speaker 1: Yeah yeah.

724
00:43:31,600 --> 00:43:33,960
Speaker 3: So so much of this work is deep. It is

725
00:43:34,040 --> 00:43:40,640
Speaker 3: like it's like pulling uncovering it. What's that very spiritual

726
00:43:40,719 --> 00:43:44,560
Speaker 3: old term uncovering the veil or removing the.

727
00:43:44,560 --> 00:43:45,399
Speaker 1: Veil in the veil.

728
00:43:45,560 --> 00:43:49,719
Speaker 3: Yeah yeah, like nah, it doesn't have to This is

729
00:43:49,880 --> 00:43:52,720
Speaker 3: how it needs to be if there is enough.

730
00:43:53,400 --> 00:43:55,839
Speaker 2: And it beat him saying people that be like, well,

731
00:43:56,160 --> 00:43:58,560
Speaker 2: kids have nothing to do. There's a problem with vagrancy.

732
00:43:58,640 --> 00:44:01,359
Speaker 2: Why they always loitering? Why are you guys doing well?

733
00:44:01,560 --> 00:44:03,160
Speaker 1: Fam You know what I'm.

734
00:44:03,000 --> 00:44:06,000
Speaker 2: Saying, like, well, you know why, because you took away

735
00:44:06,000 --> 00:44:08,680
Speaker 2: our after school programs. What we're supposed to do, well,

736
00:44:08,760 --> 00:44:11,200
Speaker 2: kids are you know, well, there, we're gonna have an

737
00:44:11,520 --> 00:44:14,320
Speaker 2: we're gonna have an undeveloped workforce. Well, you know, the

738
00:44:14,440 --> 00:44:18,920
Speaker 2: head start was great, Like I felt very prepared, and

739
00:44:18,960 --> 00:44:22,760
Speaker 2: now I'm that because you took away something that was working.

740
00:44:22,880 --> 00:44:26,040
Speaker 1: That's the crazy part to me. And I'm like this,

741
00:44:26,040 --> 00:44:29,560
Speaker 1: this was working, like because what we're doing.

742
00:44:29,600 --> 00:44:31,440
Speaker 5: Girls.

743
00:44:31,480 --> 00:44:36,440
Speaker 3: Back to the Moral document, not everyone knows what's happening,

744
00:44:36,480 --> 00:44:39,560
Speaker 3: and people ride on that and there's a lot of confusion.

745
00:44:39,640 --> 00:44:43,440
Speaker 3: But some people do know exactly the choices they're making,

746
00:44:44,160 --> 00:44:48,160
Speaker 3: and they're saying black people as a whole, or poor

747
00:44:48,200 --> 00:44:52,239
Speaker 3: black people or black people from this neighborhood and immigrants

748
00:44:52,239 --> 00:44:53,080
Speaker 3: who are too.

749
00:44:52,920 --> 00:44:56,600
Speaker 1: Brown or you know, yeah, nobody knows.

750
00:44:56,560 --> 00:45:00,920
Speaker 3: People we're not so worried about. We don't need to

751
00:45:00,960 --> 00:45:06,720
Speaker 3: protect them. They're not worthy of deep care and they're

752
00:45:06,840 --> 00:45:07,400
Speaker 3: certainly not.

753
00:45:08,239 --> 00:45:15,320
Speaker 5: Uh applicable for equity. We know, we're not even trying

754
00:45:15,320 --> 00:45:16,680
Speaker 5: to because.

755
00:45:16,440 --> 00:45:19,160
Speaker 2: They're definitely not putting, uh, they're definitely not putting none

756
00:45:19,200 --> 00:45:23,799
Speaker 2: of the Norwegian or Scandinavian immigrants on buses, you know,

757
00:45:24,040 --> 00:45:26,000
Speaker 2: sending them up to sending them up to New York

758
00:45:26,000 --> 00:45:28,279
Speaker 2: and Chicago. You're not putting them on but they immigrants too,

759
00:45:29,920 --> 00:45:36,160
Speaker 2: you're not putting them on buses. Yep, yeah, this you're

760
00:45:36,200 --> 00:45:40,359
Speaker 2: so brilliant. Okay, So here's the big question. Well there,

761
00:45:40,880 --> 00:45:43,000
Speaker 2: Before I get to the big question, first, the first

762
00:45:43,080 --> 00:45:44,520
Speaker 2: question is what are y'all working on now?

763
00:45:45,320 --> 00:45:48,719
Speaker 3: Yeah, there are three kind of big efforts we have

764
00:45:49,160 --> 00:45:52,840
Speaker 3: right now. One is under the umbrella of truth Matters

765
00:45:52,880 --> 00:45:57,640
Speaker 3: for students. So all the stuff around book bands and

766
00:45:58,239 --> 00:46:01,360
Speaker 3: don't kids shouldn't be on come per bowl, white kids

767
00:46:01,400 --> 00:46:08,239
Speaker 3: shouldn't be at school, But also the stuff around uh,

768
00:46:08,480 --> 00:46:14,040
Speaker 3: trans kids and gender and parents' rights, all of that

769
00:46:14,200 --> 00:46:18,000
Speaker 3: are the same people driving that engine. And it is

770
00:46:18,160 --> 00:46:26,920
Speaker 3: around coordinated attacks against truth right and against educating all kids.

771
00:46:27,160 --> 00:46:30,239
Speaker 3: And so we are giving people resources and actions they

772
00:46:30,239 --> 00:46:32,000
Speaker 3: can take to fight back against that.

773
00:46:33,719 --> 00:46:39,840
Speaker 5: We're also doing a campaign around.

774
00:46:39,480 --> 00:46:43,120
Speaker 3: Helping people just really understand what's going on in a

775
00:46:43,160 --> 00:46:43,719
Speaker 3: deep way.

776
00:46:44,280 --> 00:46:47,000
Speaker 5: We call it telling it like it is or classes

777
00:46:47,040 --> 00:46:49,879
Speaker 5: in session. So where did all these things come from?

778
00:46:49,920 --> 00:46:50,279
Speaker 3: What's time?

779
00:46:50,480 --> 00:46:50,760
Speaker 5: Proper?

780
00:46:50,760 --> 00:46:53,560
Speaker 3: I remember we had a conversation. You called me and

781
00:46:53,600 --> 00:46:57,759
Speaker 3: you were like, ze, what what is the root of

782
00:46:59,640 --> 00:47:04,279
Speaker 3: some of this? It was while forty five was still

783
00:47:04,280 --> 00:47:10,160
Speaker 3: in office, something around the seventeen seventy six stuffy and.

784
00:47:10,120 --> 00:47:11,360
Speaker 1: All of that is the problem.

785
00:47:12,239 --> 00:47:16,239
Speaker 3: Yes, so we are actually doing work around explaining these

786
00:47:16,239 --> 00:47:19,600
Speaker 3: things that people could know where this comes from. As

787
00:47:19,680 --> 00:47:24,600
Speaker 3: you would say, prop, these people are not smarter than you,

788
00:47:24,640 --> 00:47:28,480
Speaker 3: They just use another language, so we demystify the language.

789
00:47:28,600 --> 00:47:31,480
Speaker 3: And then the last thing we were working on economic mobility,

790
00:47:32,640 --> 00:47:35,640
Speaker 3: which some people think is weird since we're an education organization,

791
00:47:35,760 --> 00:47:41,000
Speaker 3: but we really understand that family need money and resources

792
00:47:41,320 --> 00:47:44,480
Speaker 3: and that it provides a level of stability that cannot

793
00:47:44,680 --> 00:47:50,440
Speaker 3: be underscored. And again I mentioned it earlier, but the

794
00:47:50,560 --> 00:47:54,200
Speaker 3: data shows there's enough money, there is enough resources, but

795
00:47:54,239 --> 00:47:58,680
Speaker 3: it's being hoarded, it's not being distributed, and we have

796
00:47:58,880 --> 00:48:01,520
Speaker 3: to help help.

797
00:48:01,560 --> 00:48:03,640
Speaker 5: There be better access. So we have a lot of

798
00:48:03,680 --> 00:48:04,560
Speaker 5: work around.

799
00:48:04,280 --> 00:48:10,440
Speaker 1: That right now, love it. And then the biggie yes,

800
00:48:10,960 --> 00:48:16,360
Speaker 1: if okay, whoever, whoever forty seven is, Yeah, however it is,

801
00:48:16,440 --> 00:48:22,160
Speaker 1: let's set that aside, whatever dystopian we're about to live through. Yeah,

802
00:48:22,520 --> 00:48:30,479
Speaker 1: if you could write America's education policy, writ what would

803
00:48:30,480 --> 00:48:32,120
Speaker 1: you write? Perfect?

804
00:48:32,280 --> 00:48:34,720
Speaker 5: Yeah, perfect world.

805
00:48:37,000 --> 00:48:40,520
Speaker 3: We would have an expanded tax credit again that we

806
00:48:40,600 --> 00:48:42,880
Speaker 3: had in twenty twenty one, lifted a whole bunch of

807
00:48:42,920 --> 00:48:47,719
Speaker 3: kids out of poverty, gave them stability, and then they

808
00:48:47,840 --> 00:48:50,719
Speaker 3: let it lapse, and now they're trying to bring one back,

809
00:48:50,800 --> 00:48:52,759
Speaker 3: and we're working on that. We want it, but it's

810
00:48:53,239 --> 00:48:57,160
Speaker 3: baby compared to what was existing before. So we want

811
00:48:57,160 --> 00:49:01,520
Speaker 3: the expanded child tax credit, gift parents money. Put money

812
00:49:01,520 --> 00:49:03,560
Speaker 3: in the hands, and people just put money in their

813
00:49:03,600 --> 00:49:07,440
Speaker 3: hands and they will spend it on transportation and food

814
00:49:07,480 --> 00:49:11,480
Speaker 3: and childcare. They're not out here spending it on whatever

815
00:49:11,560 --> 00:49:15,400
Speaker 3: stuff that people are being accused of. Right, I would

816
00:49:15,440 --> 00:49:20,600
Speaker 3: then say funding more modern school infrastructure, so get rid

817
00:49:20,640 --> 00:49:25,880
Speaker 3: of the digital divide. Everybody needs wireless kidsney buses that

818
00:49:26,000 --> 00:49:30,359
Speaker 3: don't break down when it's too hot. And I know

819
00:49:30,480 --> 00:49:32,680
Speaker 3: it seems silly to say this, but it's true. It

820
00:49:32,719 --> 00:49:35,600
Speaker 3: needs to be said. They need clean water, and they

821
00:49:35,600 --> 00:49:39,680
Speaker 3: need clean air, and any food, any food.

822
00:49:39,480 --> 00:49:40,600
Speaker 5: Props, so.

823
00:49:45,200 --> 00:49:50,360
Speaker 3: Infrastructure around that. We want teachers to be trusted and

824
00:49:50,400 --> 00:49:54,759
Speaker 3: treated like professionals, So pay them and give them what

825
00:49:54,880 --> 00:49:58,800
Speaker 3: they need to succeed in schools. Treat them like the

826
00:49:58,840 --> 00:50:02,120
Speaker 3: subject matic spirts there are. And for everyone who says,

827
00:50:02,120 --> 00:50:04,359
Speaker 3: what about the bad teachers, then we will deal with

828
00:50:04,400 --> 00:50:09,080
Speaker 3: those teachers. But but so much of other industry, every other.

829
00:50:09,160 --> 00:50:13,000
Speaker 2: I don't understand such a singer, like every industry, you

830
00:50:14,000 --> 00:50:14,440
Speaker 2: deal with it.

831
00:50:14,560 --> 00:50:18,080
Speaker 1: Yeah.

832
00:50:18,520 --> 00:50:21,440
Speaker 3: The two more things we would invest in the mental

833
00:50:21,480 --> 00:50:24,800
Speaker 3: and emotional well being of students, like to let a

834
00:50:24,880 --> 00:50:25,880
Speaker 3: Child Be a Child.

835
00:50:25,680 --> 00:50:31,600
Speaker 4: Campaign you did with us making sure that children what

836
00:50:31,640 --> 00:50:34,680
Speaker 4: they need. There's still thirty five million students in schools

837
00:50:34,719 --> 00:50:38,400
Speaker 4: with police but without key mental health and other health

838
00:50:38,440 --> 00:50:42,160
Speaker 4: staff for children, and so we need that to be addressed.

839
00:50:43,800 --> 00:50:48,240
Speaker 3: And then finally, our policy priority areas are really shaped

840
00:50:48,280 --> 00:50:51,160
Speaker 3: around what does it mean to center the joy of

841
00:50:51,239 --> 00:50:55,440
Speaker 3: black and brown students in their education? That can actually

842
00:50:55,440 --> 00:50:59,080
Speaker 3: be a policy central of joy black and brown kids

843
00:50:59,120 --> 00:51:03,440
Speaker 3: can be fully affirmed in school. Schools could be inclusive,

844
00:51:03,760 --> 00:51:08,560
Speaker 3: culturally responsive in their curriculum and the books that they see,

845
00:51:08,640 --> 00:51:10,839
Speaker 3: and in the recruitment.

846
00:51:10,680 --> 00:51:12,880
Speaker 5: Retention and hiring of teachers.

847
00:51:13,640 --> 00:51:18,160
Speaker 3: There can be folks who look like any student, all

848
00:51:18,200 --> 00:51:21,400
Speaker 3: the students who are represented, you know in these schools.

849
00:51:22,239 --> 00:51:26,440
Speaker 3: I think only two percent of public school educators or

850
00:51:26,480 --> 00:51:27,040
Speaker 3: black men.

851
00:51:27,360 --> 00:51:27,879
Speaker 5: What the heck?

852
00:51:28,400 --> 00:51:31,960
Speaker 1: Yeah, yeah, you know, yeah.

853
00:51:31,719 --> 00:51:34,440
Speaker 3: So those are the That's what I would write, That's

854
00:51:34,480 --> 00:51:35,920
Speaker 3: what we would write at CP.

855
00:51:37,080 --> 00:51:42,280
Speaker 2: Center and the joy that dude, you're like, I almost

856
00:51:42,320 --> 00:51:44,359
Speaker 2: want to cry man, because it was like because I

857
00:51:44,440 --> 00:51:49,080
Speaker 2: remember that, I like it was a stark difference, Yes,

858
00:51:49,160 --> 00:51:52,960
Speaker 2: from like one school experience to the next one, Like

859
00:51:53,080 --> 00:52:01,319
Speaker 2: it was jolting. And even now as a parent, I

860
00:52:01,400 --> 00:52:05,760
Speaker 2: remember when my oldest daughter when they were doing their

861
00:52:07,800 --> 00:52:14,279
Speaker 2: you know, uh early American like immigrants project, and they

862
00:52:14,320 --> 00:52:17,480
Speaker 2: did this like Ellis Island thing. So it was supposed

863
00:52:17,480 --> 00:52:19,920
Speaker 2: to be like, we'll dress up like your ancestors and

864
00:52:19,960 --> 00:52:23,359
Speaker 2: we're gonna do a whole Ellis Island kind of like

865
00:52:23,560 --> 00:52:26,040
Speaker 2: fun thing that they were going to learn about history.

866
00:52:26,400 --> 00:52:27,840
Speaker 2: And me and I Alma looked at each other and

867
00:52:27,880 --> 00:52:31,960
Speaker 2: we was like, we didn't go through Ellis Island. I

868
00:52:32,080 --> 00:52:37,200
Speaker 2: was like I was, I was like, you, well, do

869
00:52:37,280 --> 00:52:39,239
Speaker 2: we not participate? Do you what do you want her

870
00:52:39,239 --> 00:52:41,840
Speaker 2: to dress up as? I'm like, that's not that's not

871
00:52:41,960 --> 00:52:45,359
Speaker 2: our history. You said, we're learning our history. You want

872
00:52:45,360 --> 00:52:47,200
Speaker 2: to know how, you want to know how we got here?

873
00:52:47,640 --> 00:52:49,279
Speaker 2: You really want my child? You want my child to

874
00:52:49,320 --> 00:52:51,520
Speaker 2: dress up how we got here? Is that that that's

875
00:52:51,560 --> 00:52:53,319
Speaker 2: what y'all want to do. I don't think you want

876
00:52:53,320 --> 00:52:56,000
Speaker 2: to smoke. You would have known better and like and

877
00:52:56,080 --> 00:52:58,080
Speaker 2: like you said, like you had a if you had

878
00:52:58,080 --> 00:52:59,239
Speaker 2: a black teacher in that room.

879
00:52:59,520 --> 00:53:01,520
Speaker 1: You know what I'm saying, You had a brown teacher,

880
00:53:01,520 --> 00:53:02,239
Speaker 1: you had an agent teacher.

881
00:53:02,239 --> 00:53:03,799
Speaker 2: They they probably be like, nah, I don't know if

882
00:53:03,840 --> 00:53:05,880
Speaker 2: we did, we're gonna tweak this project a little differently,

883
00:53:06,160 --> 00:53:12,120
Speaker 2: you know. So that being said, my youngest daughter, her

884
00:53:12,200 --> 00:53:18,040
Speaker 2: project is just about ancestry. So her project was bring

885
00:53:18,080 --> 00:53:21,600
Speaker 2: pictures from your grandparents, your your your great grandparents, learn

886
00:53:21,640 --> 00:53:24,560
Speaker 2: about your stories, bring in food from your community.

887
00:53:24,920 --> 00:53:27,160
Speaker 1: You know, they said.

888
00:53:27,280 --> 00:53:30,960
Speaker 2: One of them once she's doing is like build a

889
00:53:31,080 --> 00:53:34,719
Speaker 2: model or a drawing of the types of homes you

890
00:53:34,760 --> 00:53:37,200
Speaker 2: would have lived in. You know what I'm saying. So

891
00:53:38,239 --> 00:53:43,520
Speaker 2: you're you're you're learning the same thing. You feel me like,

892
00:53:43,600 --> 00:53:46,840
Speaker 2: you're there, you're the the The goal of that project

893
00:53:47,000 --> 00:53:49,840
Speaker 2: is the same, you know what I'm saying. But now

894
00:53:50,880 --> 00:53:55,040
Speaker 2: you know, I'm not furious having to sit into the

895
00:53:55,080 --> 00:53:57,760
Speaker 2: audience for this play that y'all doing for Ellis Island,

896
00:53:57,840 --> 00:54:00,759
Speaker 2: like furious, I remember, like I just and trying not

897
00:54:00,840 --> 00:54:03,200
Speaker 2: to show it on my face because my daughter just

898
00:54:03,560 --> 00:54:05,600
Speaker 2: she's my little fourth grader, you know, she just trying

899
00:54:05,600 --> 00:54:07,279
Speaker 2: to do her homework and she's participating.

900
00:54:07,320 --> 00:54:07,759
Speaker 1: We're in friends.

901
00:54:07,800 --> 00:54:08,760
Speaker 3: Yeah, it's not her fault.

902
00:54:09,239 --> 00:54:10,160
Speaker 1: You understand what I'm saying.

903
00:54:10,200 --> 00:54:13,840
Speaker 2: So I'm but like me and I almost like rubbing

904
00:54:13,920 --> 00:54:16,160
Speaker 2: my shoulder because I'm furious, you know what I'm saying.

905
00:54:16,520 --> 00:54:18,880
Speaker 2: This Friday and that, But that was my oldest, my

906
00:54:18,960 --> 00:54:21,480
Speaker 2: youngest This Friday, they were like, we're gonna bring in

907
00:54:21,520 --> 00:54:23,600
Speaker 2: dishes from our culture, almost.

908
00:54:23,239 --> 00:54:24,000
Speaker 1: Gonna make basle.

909
00:54:24,320 --> 00:54:27,040
Speaker 2: I'm gonna make a you know, we already made black

910
00:54:27,040 --> 00:54:29,600
Speaker 2: eyed peas, so it's like bringing black eyed peasle. Like

911
00:54:29,640 --> 00:54:33,839
Speaker 2: I'm like, Okay, this is this is what you're trying

912
00:54:33,880 --> 00:54:36,880
Speaker 2: to accomplish, and it's accessible. You understand what I'm saying.

913
00:54:37,160 --> 00:54:41,600
Speaker 2: Those that nuance like you said, that's why I like

914
00:54:41,640 --> 00:54:42,439
Speaker 2: I almost started crying.

915
00:54:42,520 --> 00:54:43,960
Speaker 1: He was like, yo, send her the joy.

916
00:54:43,920 --> 00:54:47,400
Speaker 2: Because that would that would bring me joy. If I

917
00:54:47,440 --> 00:54:49,279
Speaker 2: was a kid, I would have been like, oh, this

918
00:54:49,360 --> 00:54:51,680
Speaker 2: is dope. Yes, okay, this is we're gonna bring you

919
00:54:51,680 --> 00:54:52,040
Speaker 2: know what I mean.

920
00:54:52,840 --> 00:55:00,560
Speaker 3: People don't understand how much joy facilitates learning. Yeah, much,

921
00:55:01,680 --> 00:55:05,000
Speaker 3: so much, not just for kids, for adults too, but

922
00:55:05,200 --> 00:55:09,080
Speaker 3: don't be but you know, it creates a lot of

923
00:55:09,160 --> 00:55:14,440
Speaker 3: space for wonder, for dreaming, for creativity, which is helpful

924
00:55:14,440 --> 00:55:21,320
Speaker 3: in any topic, math or English or another language or geography.

925
00:55:22,200 --> 00:55:26,080
Speaker 3: That sort of a kind of tenderness you can have

926
00:55:26,400 --> 00:55:33,080
Speaker 3: when you're joyful is good for learning, and it's good

927
00:55:33,200 --> 00:55:37,400
Speaker 3: for for creating an environment where kids feel safe and

928
00:55:37,480 --> 00:55:42,799
Speaker 3: seen and heard. Right, and we just audacious enough to say,

929
00:55:42,880 --> 00:55:44,240
Speaker 3: let's let's make policy.

930
00:55:44,440 --> 00:55:47,360
Speaker 1: Let's make it a law. Yeah, what if it was

931
00:55:47,400 --> 00:55:47,759
Speaker 1: a law.

932
00:55:47,840 --> 00:55:48,239
Speaker 3: I don't know.

933
00:55:48,320 --> 00:55:50,960
Speaker 1: I'm just saying, what if it was a law? Was

934
00:55:51,000 --> 00:55:51,400
Speaker 1: wrong with that?

935
00:55:52,080 --> 00:55:56,840
Speaker 3: Let's to be able to do that, right, Let's let's

936
00:55:56,880 --> 00:55:59,800
Speaker 3: do that. And I love something about the example you shared.

937
00:56:01,600 --> 00:56:07,040
Speaker 3: Being culturally sensitive and being aware doesn't necessarily mean you

938
00:56:07,120 --> 00:56:11,400
Speaker 3: have to start from scratch with your like that that activity.

939
00:56:11,520 --> 00:56:14,879
Speaker 3: It's good to have children do activities that have them

940
00:56:14,960 --> 00:56:20,280
Speaker 3: bring in things, but don't be so don't like neglect

941
00:56:21,000 --> 00:56:23,480
Speaker 3: the tapestry of students that you're workat with.

942
00:56:24,160 --> 00:56:24,920
Speaker 1: It's not hard.

943
00:56:25,040 --> 00:56:26,719
Speaker 2: I feel like people always say, well, you're gonna you're

944
00:56:26,719 --> 00:56:27,480
Speaker 2: make a teacher's work.

945
00:56:27,520 --> 00:56:29,240
Speaker 1: I'm like, well, really, it's not that hard.

946
00:56:29,440 --> 00:56:32,960
Speaker 2: Like if you if you as as a former educator,

947
00:56:33,280 --> 00:56:35,239
Speaker 2: if you're looking at the thing I'm looking at my

948
00:56:35,360 --> 00:56:38,319
Speaker 2: comic core, I'm looking at like the I'm looking at

949
00:56:38,320 --> 00:56:40,759
Speaker 2: the learning objectives, and I'm going Okay, this is what

950
00:56:40,800 --> 00:56:42,440
Speaker 2: you want, this is what they need to know.

951
00:56:43,120 --> 00:56:45,320
Speaker 1: Yeah, you know, and like you said.

952
00:56:45,080 --> 00:56:48,480
Speaker 2: If you treat educators as professionals, then they're going to

953
00:56:48,520 --> 00:56:51,560
Speaker 2: be like, all right, let me think, let me think

954
00:56:51,560 --> 00:56:53,200
Speaker 2: about it, let me think of what would be fun,

955
00:56:53,239 --> 00:56:54,480
Speaker 2: you know, what would be a due way to do this.

956
00:56:54,760 --> 00:56:55,719
Speaker 1: And it's really.

957
00:56:55,520 --> 00:56:58,560
Speaker 2: Like like they're given that example where I'm like, you're

958
00:56:59,040 --> 00:57:02,279
Speaker 2: the learning goals the same, you know, And I'm like,

959
00:57:02,320 --> 00:57:04,319
Speaker 2: if you came through Ellis Island, if your family came

960
00:57:04,320 --> 00:57:08,359
Speaker 2: through Ellis Island, do that mine didn't. I'm not saying don't.

961
00:57:08,400 --> 00:57:09,480
Speaker 2: Like you said, you don't have to start it. You

962
00:57:09,480 --> 00:57:10,640
Speaker 2: don't have to not do that.

963
00:57:10,840 --> 00:57:13,720
Speaker 3: You're not feeding up kids. If that's no experience.

964
00:57:13,960 --> 00:57:17,800
Speaker 2: No, that's not everybody's experience, not everybody's experience. It's like people, Oh,

965
00:57:17,800 --> 00:57:20,040
Speaker 2: it's so overwhelming. If I have to cater to everybody,

966
00:57:20,080 --> 00:57:22,000
Speaker 2: then it's like, well bro, it's really is not that.

967
00:57:22,640 --> 00:57:25,000
Speaker 2: It's not that serious player, you know what I'm saying, like.

968
00:57:25,200 --> 00:57:27,680
Speaker 1: Oh, well kids got peanut allergies. A nigga and his

969
00:57:27,800 --> 00:57:29,400
Speaker 1: kids gluten free. I'm like, well do you want the

970
00:57:29,480 --> 00:57:30,040
Speaker 1: kid to die?

971
00:57:30,240 --> 00:57:34,880
Speaker 2: Fam Like like you because it's inconvenient, Like what's wrong

972
00:57:34,960 --> 00:57:35,640
Speaker 2: with you?

973
00:57:35,680 --> 00:57:35,880
Speaker 4: Don't?

974
00:57:35,960 --> 00:57:37,680
Speaker 1: Like the kid could die eat peanuts?

975
00:57:37,720 --> 00:57:43,040
Speaker 2: I don't understand why that is what's the.

976
00:57:43,040 --> 00:57:43,760
Speaker 3: Problem, like.

977
00:57:45,520 --> 00:57:46,840
Speaker 1: Like you know what I mean?

978
00:57:46,960 --> 00:57:50,080
Speaker 2: Like just yeah, you know? Or yeah, we can go

979
00:57:50,160 --> 00:57:53,480
Speaker 2: on forever about this and just yet could Yeah.

980
00:57:53,720 --> 00:57:58,880
Speaker 3: There is an Afro Latina teacher who's Dominican, a teacher

981
00:57:58,960 --> 00:58:03,440
Speaker 3: educator named Lorene her mom, and she talks about textured teaching.

982
00:58:04,280 --> 00:58:08,240
Speaker 5: What does it mean to show up in a textured way?

983
00:58:08,600 --> 00:58:13,160
Speaker 3: I love that that allows your students to be fully seen.

984
00:58:13,840 --> 00:58:17,120
Speaker 3: And the part that's hard about it, prop is I

985
00:58:17,160 --> 00:58:21,160
Speaker 3: think it's hard when teachers don't want to examine themselves

986
00:58:21,360 --> 00:58:26,560
Speaker 3: or when adults don't want to reckon. That's that's hard. Yeah,

987
00:58:26,600 --> 00:58:30,680
Speaker 3: and you neither you and I as educators are saying

988
00:58:30,720 --> 00:58:34,840
Speaker 3: that education is simple. We're saying it's not as hard

989
00:58:34,880 --> 00:58:38,880
Speaker 3: as y'all. It's not as complicated as y'all are making

990
00:58:38,920 --> 00:58:45,320
Speaker 3: it out to be. To be inclusive, yeah inclusive, yes, yes.

991
00:58:45,240 --> 00:58:47,960
Speaker 2: Yeah, you're right, Yeah, inclusivity It can be done, like

992
00:58:47,960 --> 00:58:50,120
Speaker 2: you said, if you just sit down and think for yourself,

993
00:58:50,200 --> 00:58:51,280
Speaker 2: like okay.

994
00:58:51,800 --> 00:58:54,760
Speaker 3: And that's what we say to people about advocacy too.

995
00:58:55,120 --> 00:58:59,280
Speaker 3: It can be dramatic and super hard, or you might

996
00:58:59,320 --> 00:59:02,480
Speaker 3: actually be doing versions of it already that you don't realize,

997
00:59:03,280 --> 00:59:05,680
Speaker 3: And maybe we could come along and help you see that.

998
00:59:05,840 --> 00:59:07,959
Speaker 3: We're not trying to make you have a whole new

999
00:59:08,280 --> 00:59:14,280
Speaker 3: way of life. Necessarily, we want to come alongside and say, oh, well,

1000
00:59:14,440 --> 00:59:17,320
Speaker 3: just show up at this meeting and say this, and

1001
00:59:17,360 --> 00:59:20,040
Speaker 3: if you can't show up, ask mother so and so

1002
00:59:20,400 --> 00:59:24,440
Speaker 3: to go to the meeting. Like we can incorporate this

1003
00:59:24,520 --> 00:59:28,040
Speaker 3: into our lives, the demanding that children get what they

1004
00:59:28,240 --> 00:59:33,880
Speaker 3: deserve and not shoulder all the burden in our own communities,

1005
00:59:33,880 --> 00:59:37,680
Speaker 3: because I think sometimes parents also feel guilty, like y'all

1006
00:59:37,720 --> 00:59:39,840
Speaker 3: are supposed to be able to do everything under the sun,

1007
00:59:39,920 --> 00:59:43,480
Speaker 3: all by yourself for your kids. How prop how could you?

1008
00:59:43,520 --> 00:59:45,480
Speaker 1: No, you can't, how could you do that?

1009
00:59:46,480 --> 00:59:50,400
Speaker 3: You deserve better from the places that are educating your children.

1010
00:59:50,480 --> 00:59:52,400
Speaker 5: And it's okay to ask for what you deserve.

1011
00:59:52,520 --> 00:59:55,840
Speaker 3: Thank you, Serena Williams. Comay to ask for an apology.

1012
00:59:56,280 --> 00:59:59,240
Speaker 3: It's okay to say this is what I deserve. It's

1013
00:59:59,280 --> 01:00:01,439
Speaker 3: okay to to demand more.

1014
01:00:04,360 --> 01:00:05,800
Speaker 1: Can't add to that?

1015
01:00:06,680 --> 01:00:09,720
Speaker 2: So perfect, So please tell them where to find you,

1016
01:00:10,000 --> 01:00:12,480
Speaker 2: Where to find Expectations Project. What types of things you

1017
01:00:12,480 --> 01:00:15,520
Speaker 2: guys like, you guys need donations, you guys need like.

1018
01:00:15,160 --> 01:00:17,440
Speaker 5: Like, oh awesome, thank you.

1019
01:00:17,520 --> 01:00:23,000
Speaker 3: We are Our website is expectations dot org. Please check

1020
01:00:23,080 --> 01:00:27,360
Speaker 3: us out there. We are in the midst of a campaign.

1021
01:00:27,400 --> 01:00:32,920
Speaker 3: We're trying to raise money a few hundred thousand dollars

1022
01:00:32,960 --> 01:00:36,040
Speaker 3: by September, which will put us in a really great

1023
01:00:36,080 --> 01:00:39,600
Speaker 3: place over the next year. So we're not asking any

1024
01:00:39,600 --> 01:00:41,600
Speaker 3: of you to write one check unless you want to,

1025
01:00:45,200 --> 01:00:49,600
Speaker 3: but expanding our donation base would be super helpful and

1026
01:00:49,640 --> 01:00:52,440
Speaker 3: we can plug you in and then also check out

1027
01:00:52,520 --> 01:00:54,920
Speaker 3: the campaigns on our website that we're doing right now

1028
01:00:54,960 --> 01:00:58,600
Speaker 3: as well. You can find us on ig at expect Project.

1029
01:00:59,040 --> 01:01:01,600
Speaker 5: I think that's right. I'd be terrible, gave the wrong I.

1030
01:01:02,640 --> 01:01:06,880
Speaker 3: Looking at it now, And you can also find us

1031
01:01:06,920 --> 01:01:11,360
Speaker 3: on Facebook at the Expectations Project and you can see

1032
01:01:11,360 --> 01:01:13,760
Speaker 3: the campaigns we're doing right now. We've been doing a

1033
01:01:13,760 --> 01:01:16,800
Speaker 3: lot around the truth matters and as I mentioned earlier,

1034
01:01:16,840 --> 01:01:20,280
Speaker 3: economics mobility. So sign up for our resources. Let us

1035
01:01:20,680 --> 01:01:25,720
Speaker 3: support you any way we can. You can find me

1036
01:01:26,320 --> 01:01:31,560
Speaker 3: yes on Instagram as well at lady ze Love Now

1037
01:01:31,600 --> 01:01:32,600
Speaker 3: I'd be silly on there.

1038
01:01:32,760 --> 01:01:34,880
Speaker 1: So y'all like we get to see the real youth.

1039
01:01:35,240 --> 01:01:38,080
Speaker 3: It's all education. Now you're going to see my fens.

1040
01:01:38,520 --> 01:01:39,160
Speaker 1: You know what I'm saying.

1041
01:01:40,440 --> 01:01:43,720
Speaker 2: Black girl, travel boy, she'd be outside.

1042
01:01:44,880 --> 01:01:47,480
Speaker 3: I'll be outside. But you'll get an education too. If

1043
01:01:47,480 --> 01:01:49,880
Speaker 3: you want to stick with just the education, stick with

1044
01:01:49,960 --> 01:01:51,240
Speaker 3: the company's side. All right.

1045
01:01:52,720 --> 01:01:54,920
Speaker 2: When you when you run the thing, then you can

1046
01:01:54,960 --> 01:01:58,040
Speaker 2: have your own I G and dont buy your own thing.

1047
01:01:58,400 --> 01:02:00,640
Speaker 1: I do what I want on my I G. That's right.

1048
01:02:04,160 --> 01:02:06,280
Speaker 3: Thank you so much for having me on. It's a

1049
01:02:06,320 --> 01:02:10,680
Speaker 3: blessing to be in the work the struggle a celebration

1050
01:02:10,800 --> 01:02:11,080
Speaker 3: with you.

1051
01:02:11,320 --> 01:02:13,400
Speaker 1: So thank you man, Thank you sis.

1052
01:02:14,160 --> 01:02:28,960
Speaker 2: All right, all right, now don't you hit stop on

1053
01:02:29,000 --> 01:02:31,560
Speaker 2: this pod. You better listen to these credits. I need

1054
01:02:31,600 --> 01:02:34,040
Speaker 2: you to finish this thing so I can get the

1055
01:02:34,160 --> 01:02:38,920
Speaker 2: download numbers. Okay, so don't stop it yet, but listen.

1056
01:02:39,240 --> 01:02:42,960
Speaker 2: This was recorded in East Lost Boyle Heights by your

1057
01:02:42,960 --> 01:02:46,320
Speaker 2: boy Propaganda. Tap in with me at prop hip hop

1058
01:02:46,360 --> 01:02:49,720
Speaker 2: dot com. If you're in the Coldbrew coffee we got

1059
01:02:49,800 --> 01:02:53,760
Speaker 2: terraform Coldbrew. You can go there dot com and use

1060
01:02:53,800 --> 01:02:56,720
Speaker 2: promo code hood get twenty percent off get yourself some coffee.

1061
01:02:57,520 --> 01:03:00,880
Speaker 2: This was mixed edited and mastered by your boy Matt

1062
01:03:00,920 --> 01:03:04,960
Speaker 2: Alsowski Killing the Beat Softly. Check out his website Matdowsowski

1063
01:03:05,000 --> 01:03:05,720
Speaker 2: dot com.

1064
01:03:05,800 --> 01:03:07,680
Speaker 1: I'm a spell it for you because I.

1065
01:03:07,640 --> 01:03:13,080
Speaker 2: Know M A T T O S O W s

1066
01:03:13,440 --> 01:03:17,480
Speaker 2: ki dot com Matdowsowski dot com. He got more music

1067
01:03:17,480 --> 01:03:20,000
Speaker 2: and stuff like that on there, so gonna check out.

1068
01:03:20,000 --> 01:03:20,360
Speaker 1: The heat.

1069
01:03:20,920 --> 01:03:24,680
Speaker 2: Politics is a member of cool Zone Media, executive produced

1070
01:03:24,680 --> 01:03:29,680
Speaker 2: by Sophie Lichterman, part of the iHeartMedia podcast network. Your

1071
01:03:29,720 --> 01:03:32,040
Speaker 2: theme music and scoring is also by the one and

1072
01:03:32,120 --> 01:03:36,720
Speaker 2: nobly Mattowsowski. Still killing the beat Softly, So listen, don't

1073
01:03:36,760 --> 01:03:39,280
Speaker 2: let nobody lie to you. If you understand urban living,

1074
01:03:39,360 --> 01:03:42,520
Speaker 2: you understand politics. These people is not smarter than you.

1075
01:03:42,800 --> 01:03:58,320
Speaker 2: We'll see y'all next week.