1 00:00:11,720 --> 00:00:14,560 Speaker 1: Good morning, peeps, and welcome to WOKP Daily with me 2 00:00:14,720 --> 00:00:19,239 Speaker 1: your girl Daniel Moody recording pre recording from the home Bunker. Folks, 3 00:00:19,680 --> 00:00:23,799 Speaker 1: I'm taking a few days off for my birthday and 4 00:00:24,720 --> 00:00:28,639 Speaker 1: with that, I'm leaving you with some amazing pre recorded 5 00:00:28,680 --> 00:00:32,839 Speaker 1: conversations with some of my faves new and old to 6 00:00:33,240 --> 00:00:37,520 Speaker 1: the show. And so first Step today, I am very 7 00:00:37,560 --> 00:00:41,880 Speaker 1: happy to welcome back to wok F Daily the executive 8 00:00:41,920 --> 00:00:47,440 Speaker 1: director of Glisten, Melanie Willingham Jaggers and Glisten is an 9 00:00:47,520 --> 00:00:50,560 Speaker 1: organization that has been near and dear to my heart 10 00:00:50,640 --> 00:00:54,160 Speaker 1: for quite some time because, as a former educator in 11 00:00:54,200 --> 00:01:00,280 Speaker 1: the school system, Glisten creates curriculums and puts together their 12 00:01:00,440 --> 00:01:08,600 Speaker 1: instruction for schools, administrations and students who are LGBTQ and 13 00:01:08,640 --> 00:01:13,120 Speaker 1: their allies. And at a time when there is an 14 00:01:13,240 --> 00:01:18,280 Speaker 1: unsafe environment that has been created for LGBTQ kids, particularly 15 00:01:18,400 --> 00:01:23,120 Speaker 1: our trans youth, Glisten's work is more important than ever. 16 00:01:23,959 --> 00:01:26,600 Speaker 1: And so in this two part kind of back to 17 00:01:26,760 --> 00:01:29,760 Speaker 1: back episodes where first Step, we're going to talk to 18 00:01:29,800 --> 00:01:31,880 Speaker 1: Melanie and then we're going to talk to the chair 19 00:01:32,400 --> 00:01:35,840 Speaker 1: of the Glisten board, actor and friend of mine, Wilson 20 00:01:35,920 --> 00:01:40,240 Speaker 1: Cruz tomorrow. So first step listen to this conversation with 21 00:01:40,480 --> 00:01:43,800 Speaker 1: Melanie about what Glisten has been doing during this time 22 00:01:44,280 --> 00:01:49,480 Speaker 1: of great strife, grief, anxiety and pain for our LGBTQ 23 00:01:49,760 --> 00:01:57,680 Speaker 1: youth with her work at Glisten. Folks, I am very excited, 24 00:01:57,840 --> 00:02:02,120 Speaker 1: I believe to welcome back after a very long time, 25 00:02:02,160 --> 00:02:05,400 Speaker 1: I think, Melanie, I'm thinking that we have not spoken 26 00:02:05,440 --> 00:02:06,960 Speaker 1: since you got the job. 27 00:02:07,080 --> 00:02:09,520 Speaker 2: At right, Yep, that's right. 28 00:02:09,800 --> 00:02:15,280 Speaker 1: Very happy to the back to wok as Melanie Willingham Jaggers, 29 00:02:15,320 --> 00:02:17,920 Speaker 1: who is the executive director of Glisten. 30 00:02:18,880 --> 00:02:20,639 Speaker 3: You all know about Glisten. 31 00:02:20,720 --> 00:02:27,040 Speaker 1: They are a lgbt Q organization that provides so much 32 00:02:28,240 --> 00:02:33,880 Speaker 1: content curriculum that is affirming for LGBTQ young people and 33 00:02:34,000 --> 00:02:37,480 Speaker 1: really helps, you know, all students right be able to 34 00:02:37,560 --> 00:02:45,880 Speaker 1: access their empathy, their compassion and their understanding of the community. Melanie, 35 00:02:46,360 --> 00:02:50,040 Speaker 1: I mean, let's just start with this. You know, since 36 00:02:50,080 --> 00:02:54,600 Speaker 1: you took the helm in twenty nineteen of Glisten, now 37 00:02:54,680 --> 00:02:59,040 Speaker 1: your lack a veteran is it has been trial by 38 00:02:59,120 --> 00:03:01,160 Speaker 1: fire in a life of ways. Because I don't think 39 00:03:01,200 --> 00:03:06,000 Speaker 1: that we've seen the type of attacks on schools that 40 00:03:06,120 --> 00:03:12,920 Speaker 1: you have been presiding over probably since the late nineteen sixties. 41 00:03:14,040 --> 00:03:18,200 Speaker 1: So how have you been doing and what like what 42 00:03:18,400 --> 00:03:22,560 Speaker 1: have you been experiencing as you've taken over this role 43 00:03:22,639 --> 00:03:23,840 Speaker 1: the last few years. 44 00:03:24,120 --> 00:03:27,119 Speaker 2: Yeah, I appreciate the question. Thanks for having me back on. 45 00:03:27,880 --> 00:03:30,840 Speaker 2: Always good to be in conversation with you and in 46 00:03:30,880 --> 00:03:35,000 Speaker 2: these forums. So, yeah, you know, it's just been going down. 47 00:03:35,640 --> 00:03:39,720 Speaker 2: Things have been things have been happening. And here's the 48 00:03:39,880 --> 00:03:42,640 Speaker 2: I think here's the top line, and then then also 49 00:03:42,720 --> 00:03:46,000 Speaker 2: maybe it's the bottom line as well, is that schools 50 00:03:46,040 --> 00:03:49,840 Speaker 2: are the education as a process is the cornerstone of 51 00:03:49,880 --> 00:03:53,000 Speaker 2: a democracy, right, And if we are to ever have democracy, 52 00:03:53,040 --> 00:03:55,920 Speaker 2: if we ever have a country that delivers on the 53 00:03:55,960 --> 00:03:58,600 Speaker 2: promises right that we are all kind of operating under, 54 00:03:59,280 --> 00:04:02,680 Speaker 2: education is that cornerstone. We have to have people who 55 00:04:02,760 --> 00:04:06,800 Speaker 2: come into participation in our democracy who have education about 56 00:04:06,800 --> 00:04:09,920 Speaker 2: the reality of the world around them. That's like true history, 57 00:04:10,120 --> 00:04:15,040 Speaker 2: true science, a realistic understanding of the world right with 58 00:04:15,120 --> 00:04:17,960 Speaker 2: the phenomena are in the world, so they can come 59 00:04:18,000 --> 00:04:24,000 Speaker 2: into their full citizenship and participate. Right. So that's you know, 60 00:04:24,200 --> 00:04:27,280 Speaker 2: we may have forgotten that Bill Hooks told us, John 61 00:04:27,320 --> 00:04:31,840 Speaker 2: Dewey told us, Right, education democracy has to be born 62 00:04:32,000 --> 00:04:35,600 Speaker 2: anew every generation, and education is its midwife. Right, So 63 00:04:36,279 --> 00:04:40,320 Speaker 2: we know that, but turns out the ops do too, right, 64 00:04:40,839 --> 00:04:42,839 Speaker 2: And so part of what we the way that I 65 00:04:42,920 --> 00:04:46,080 Speaker 2: want to encourage us all to understand this moment, is 66 00:04:46,120 --> 00:04:50,880 Speaker 2: that the attacks on education, the ways in which classrooms 67 00:04:50,880 --> 00:04:55,240 Speaker 2: have become frontlines for the assaults on democracy, the way 68 00:04:55,240 --> 00:04:59,560 Speaker 2: that teachers right are being pit against parents for the future, 69 00:04:59,640 --> 00:05:03,400 Speaker 2: like really around who is educating? Who is their children? 70 00:05:03,400 --> 00:05:06,800 Speaker 2: Who is who are educ who is educating the children 71 00:05:06,839 --> 00:05:09,760 Speaker 2: of our country? This is a you know, the nice 72 00:05:09,800 --> 00:05:11,600 Speaker 2: way to put it and the euphemistic way to put 73 00:05:11,640 --> 00:05:13,599 Speaker 2: it is a culture war, right, But what this really 74 00:05:13,720 --> 00:05:18,000 Speaker 2: is is an anti democratic attack on the future, on 75 00:05:18,080 --> 00:05:23,000 Speaker 2: our collective future, right, because they are insisting on miseducating 76 00:05:23,040 --> 00:05:26,240 Speaker 2: our children. So that's like part one of it, right, 77 00:05:27,480 --> 00:05:31,040 Speaker 2: And what we know is that what authoritarians do, what 78 00:05:31,120 --> 00:05:34,280 Speaker 2: fascists do, what Christian nationalists do, what white supremacists do, 79 00:05:35,360 --> 00:05:38,560 Speaker 2: come after people of color, They come after queer and 80 00:05:38,640 --> 00:05:41,920 Speaker 2: gender diverse people, and they come after children. Right, That's 81 00:05:41,920 --> 00:05:46,240 Speaker 2: a primary technique, right of this project, which is colonial 82 00:05:46,320 --> 00:05:49,520 Speaker 2: and genocidal in nature. And so we have to understand 83 00:05:49,640 --> 00:05:56,080 Speaker 2: actually that the attacks on classrooms, teachers, students, schools is 84 00:05:56,160 --> 00:05:59,320 Speaker 2: really about an anti democratic vision of the future for 85 00:05:59,400 --> 00:06:02,240 Speaker 2: our country, and their power is consolidating, right, and we 86 00:06:02,400 --> 00:06:08,640 Speaker 2: as advocates for young people, advocates for education, advocates for trans, queer, 87 00:06:08,800 --> 00:06:12,760 Speaker 2: non binary kids, it's our work that is right at 88 00:06:12,760 --> 00:06:15,159 Speaker 2: the center of their bulls eye of what it will 89 00:06:15,200 --> 00:06:19,719 Speaker 2: take who to undermine in order to advance their vision 90 00:06:19,839 --> 00:06:22,920 Speaker 2: without any without any resistance, or with less resistance and 91 00:06:23,000 --> 00:06:26,360 Speaker 2: less friction. So you know, we just out here fighting 92 00:06:26,400 --> 00:06:28,880 Speaker 2: for democracy, fighting for the future that we all deserve, 93 00:06:29,480 --> 00:06:32,320 Speaker 2: and for the future that our country has long promised. 94 00:06:33,160 --> 00:06:37,280 Speaker 1: You know, I think I'm a former educator. I went 95 00:06:37,320 --> 00:06:40,479 Speaker 1: to you know, I taught first and second grade, and 96 00:06:40,520 --> 00:06:45,000 Speaker 1: then I went into education policy for many years following 97 00:06:45,040 --> 00:06:47,600 Speaker 1: that work, when I lived in Washington, d C. 98 00:06:48,320 --> 00:06:49,200 Speaker 3: And worked on the hill. 99 00:06:49,440 --> 00:06:52,719 Speaker 1: And you know, it's almost as if, and this is 100 00:06:52,720 --> 00:06:57,159 Speaker 1: a question for you, it's almost as if democrats and progressives, 101 00:06:57,480 --> 00:07:03,400 Speaker 1: following the desegregation of schools, forgot that schools. 102 00:07:03,000 --> 00:07:05,600 Speaker 3: Are the battleground for democracy. 103 00:07:05,960 --> 00:07:11,480 Speaker 1: Right. It was like we desegregated schools with brown you know, 104 00:07:11,600 --> 00:07:16,160 Speaker 1: things got a bit better. Then, it was like fast forward. 105 00:07:16,280 --> 00:07:18,360 Speaker 1: We all care about kids, and now we're teaching to 106 00:07:18,440 --> 00:07:23,840 Speaker 1: the test. But I feel like the foundation of us 107 00:07:23,960 --> 00:07:30,360 Speaker 1: understanding that a democracy requires an educated citizenship seems to 108 00:07:30,360 --> 00:07:34,160 Speaker 1: be something that we lost. And I'm just curious if 109 00:07:34,200 --> 00:07:38,840 Speaker 1: you think the same way, Like now, it's as if 110 00:07:38,880 --> 00:07:43,000 Speaker 1: we're behind the curve trying to catch up to where 111 00:07:43,040 --> 00:07:46,800 Speaker 1: the opposition has always seen education. I mean, you can 112 00:07:46,880 --> 00:07:50,720 Speaker 1: look at Moms for Liberty and their quote of Hitler 113 00:07:51,040 --> 00:07:54,960 Speaker 1: that they put up on their chapter page talking about 114 00:07:55,240 --> 00:08:00,280 Speaker 1: if you own the children, you own the future. Right, 115 00:08:00,360 --> 00:08:03,040 Speaker 1: So why is it Why does it seem as if 116 00:08:03,040 --> 00:08:06,600 Speaker 1: we're playing catch up to something that we knew back 117 00:08:06,680 --> 00:08:09,840 Speaker 1: in the fifties was so important. 118 00:08:10,720 --> 00:08:13,320 Speaker 2: Yeah, that's a good question. You know. I'm not gonna 119 00:08:13,320 --> 00:08:17,000 Speaker 2: give you my comrade mel answer. We could do that offline, 120 00:08:17,360 --> 00:08:20,760 Speaker 2: but here's what i'd say. Here's what i'd say for 121 00:08:20,800 --> 00:08:24,320 Speaker 2: the pod. You know, I was in a conversation last 122 00:08:24,360 --> 00:08:27,400 Speaker 2: week at the White House and someone really smart in 123 00:08:27,440 --> 00:08:31,600 Speaker 2: that room said that what we need right now is 124 00:08:31,680 --> 00:08:34,600 Speaker 2: kind of in terms of education, where we need to 125 00:08:34,640 --> 00:08:38,560 Speaker 2: be thinking about is what is the next step after reform. 126 00:08:38,600 --> 00:08:42,320 Speaker 2: We've been in an education reform moment for a long time, 127 00:08:42,920 --> 00:08:47,120 Speaker 2: and I think that what education reform did and does 128 00:08:47,440 --> 00:08:51,400 Speaker 2: is put the deficit, put the onus on the child, 129 00:08:51,520 --> 00:08:54,280 Speaker 2: on the learner. Right. What we have to understand actually 130 00:08:54,320 --> 00:08:57,559 Speaker 2: is our education system is deeply broken. So just to go, 131 00:08:57,920 --> 00:09:00,320 Speaker 2: you know, talking to a fellow policy nerd, just ago 132 00:09:01,360 --> 00:09:04,280 Speaker 2: nerd for a second. We often think about school boards 133 00:09:04,360 --> 00:09:07,640 Speaker 2: right in school districts, and we often think about the 134 00:09:07,679 --> 00:09:12,520 Speaker 2: school system. But similarly to like when before marriage equality 135 00:09:12,720 --> 00:09:14,400 Speaker 2: was the law of the land, right when you could 136 00:09:14,400 --> 00:09:17,959 Speaker 2: be married in Massachusetts but not married in Pennsylvania, even 137 00:09:18,000 --> 00:09:21,640 Speaker 2: though you're the same two people crossing state lines. Similarly 138 00:09:21,720 --> 00:09:24,520 Speaker 2: with our and we have fifty states, right, Similarly with 139 00:09:24,600 --> 00:09:29,520 Speaker 2: our kids policies, they're basic rules of the road, right 140 00:09:29,559 --> 00:09:33,640 Speaker 2: that are federal requirements, guidelines, et cetera. And then there's 141 00:09:33,760 --> 00:09:37,679 Speaker 2: so much that is handed to localities for them to control. 142 00:09:37,760 --> 00:09:40,680 Speaker 2: And so what we don't have is an education system. 143 00:09:41,080 --> 00:09:45,720 Speaker 2: We have sixteen thousand education systems. So you know, like 144 00:09:45,800 --> 00:09:48,160 Speaker 2: the school around the corner from me up here in Harlem, 145 00:09:48,200 --> 00:09:51,640 Speaker 2: New York, is different from it's the same school system. 146 00:09:51,720 --> 00:09:53,839 Speaker 2: It's the same school system, right, but it's different in 147 00:09:55,480 --> 00:09:57,920 Speaker 2: the teachers that are teaching kind of in the policies 148 00:09:58,440 --> 00:10:01,320 Speaker 2: et cetera, than the school up the street and around 149 00:10:01,360 --> 00:10:03,280 Speaker 2: the corner of Frederick Douglass Academy. Right, So there's a 150 00:10:03,320 --> 00:10:07,840 Speaker 2: way in which our kids don't actually have a promise 151 00:10:07,960 --> 00:10:12,439 Speaker 2: of consistent education across the board. And that's even within 152 00:10:12,520 --> 00:10:15,240 Speaker 2: one district. Now, God help us that we have sixteen 153 00:10:15,360 --> 00:10:19,680 Speaker 2: thousand districts, many some of whom are run by folks 154 00:10:19,720 --> 00:10:21,719 Speaker 2: who are progressive, who have their you know, have their 155 00:10:21,720 --> 00:10:24,160 Speaker 2: eye on the prize, who know that learners need to 156 00:10:24,160 --> 00:10:27,200 Speaker 2: be safe in their minds and their hearts and in 157 00:10:27,280 --> 00:10:30,079 Speaker 2: their bodies in order to learn. And they are building 158 00:10:30,120 --> 00:10:33,360 Speaker 2: these incredible school leaders, are building education systems to teach 159 00:10:33,400 --> 00:10:37,960 Speaker 2: the babies right. And then in other districts, right, fools 160 00:10:38,040 --> 00:10:40,720 Speaker 2: of fools are in charge right where they are limiting 161 00:10:40,840 --> 00:10:44,600 Speaker 2: history and you know, denying science and you know, making 162 00:10:44,640 --> 00:10:46,680 Speaker 2: the world smaller and smaller, so that the kids that 163 00:10:46,720 --> 00:10:49,400 Speaker 2: come out of those districts are less and less prepared 164 00:10:49,559 --> 00:10:52,000 Speaker 2: to deal with the world as it is right to 165 00:10:52,600 --> 00:10:55,080 Speaker 2: navigate it successfully. And so I think that where we 166 00:10:55,120 --> 00:10:57,840 Speaker 2: are at is that to your point, we absolutely have 167 00:10:57,880 --> 00:11:04,640 Speaker 2: taken our ball, our eye off the ball around education's core. Uh. 168 00:11:05,559 --> 00:11:08,360 Speaker 2: Education is a core component of democracy. We've lost the 169 00:11:08,480 --> 00:11:10,760 Speaker 2: We've lost the thread there and long have because we 170 00:11:11,440 --> 00:11:13,560 Speaker 2: for so long, for about thirty years, right, have been 171 00:11:13,640 --> 00:11:16,760 Speaker 2: putting the onus on kids, saying, oh, these kids are behind. 172 00:11:16,880 --> 00:11:19,520 Speaker 2: Oh these kids lost lost some learning over the summer. 173 00:11:19,600 --> 00:11:23,240 Speaker 2: Oh we'll be cutting funding and we'll be breaking teachers unions, 174 00:11:23,280 --> 00:11:29,240 Speaker 2: and we'll be privatizing public responsibility and privatizing public wealth 175 00:11:29,840 --> 00:11:33,679 Speaker 2: in the form of private schools, et cetera. But it's 176 00:11:33,720 --> 00:11:36,520 Speaker 2: the kids who are really the problem. Right, So what 177 00:11:36,559 --> 00:11:39,120 Speaker 2: we are in need of now is a new and 178 00:11:39,200 --> 00:11:44,360 Speaker 2: refreshed understanding for this moment. That's really about not taking 179 00:11:44,360 --> 00:11:46,400 Speaker 2: our eye off the ball when it comes to building 180 00:11:46,400 --> 00:11:49,520 Speaker 2: a democracy for the future. And you know, here's the thing. 181 00:11:49,800 --> 00:11:53,000 Speaker 2: Sometimes you realize things too late. Right, our democracy is 182 00:11:53,040 --> 00:11:55,720 Speaker 2: under attack, and it's been under attack for a long time. 183 00:11:56,200 --> 00:11:58,800 Speaker 2: And so you know is are we are? We in 184 00:11:58,800 --> 00:12:01,160 Speaker 2: a position where we have the local will and the 185 00:12:01,240 --> 00:12:05,160 Speaker 2: runway right to write the ship. And that's what So 186 00:12:05,320 --> 00:12:07,679 Speaker 2: that's what me and so many other folks are are 187 00:12:07,679 --> 00:12:10,199 Speaker 2: both fighting to turn the ship but also fighting to 188 00:12:10,960 --> 00:12:12,760 Speaker 2: beat the cloud. 189 00:12:14,600 --> 00:12:16,199 Speaker 1: You know. One of the things that I have been 190 00:12:16,240 --> 00:12:19,680 Speaker 1: finding over the last couple of years too, and maybe 191 00:12:19,679 --> 00:12:22,600 Speaker 1: this is just by virtue of like reading and also 192 00:12:22,920 --> 00:12:26,840 Speaker 1: just being exhausted with the fight. The way that it 193 00:12:26,880 --> 00:12:31,200 Speaker 1: has been, which is that resistance is in and of itself, 194 00:12:31,320 --> 00:12:34,480 Speaker 1: is not enough. Right, the way that we have been resisting, 195 00:12:34,800 --> 00:12:37,679 Speaker 1: the way that we have continually been fighting inch by 196 00:12:37,760 --> 00:12:40,600 Speaker 1: inch by inch and then getting pushed back, you know, 197 00:12:41,120 --> 00:12:45,480 Speaker 1: several feet every every generation, every few years. And I 198 00:12:45,600 --> 00:12:49,880 Speaker 1: wonder in your thinking, in the way that we have 199 00:12:50,240 --> 00:12:54,040 Speaker 1: had schools be the battleground that we know what the 200 00:12:54,080 --> 00:12:57,880 Speaker 1: opposition is doing, how do you see resistance and the 201 00:12:57,920 --> 00:13:01,680 Speaker 1: way that we've been resisting different or how we need 202 00:13:01,720 --> 00:13:05,640 Speaker 1: to change, you know, our thinking, because I just don't 203 00:13:05,679 --> 00:13:09,760 Speaker 1: think that trying to block a thing is enough. It's 204 00:13:09,840 --> 00:13:12,719 Speaker 1: what are we creating? Right that I don't think that 205 00:13:13,040 --> 00:13:16,040 Speaker 1: just and this is again me, I don't think that 206 00:13:16,240 --> 00:13:19,720 Speaker 1: just screaming at the opposition is enough. I think that 207 00:13:19,840 --> 00:13:22,040 Speaker 1: it is what are we dreaming about? 208 00:13:22,160 --> 00:13:22,719 Speaker 3: How are we. 209 00:13:22,800 --> 00:13:25,760 Speaker 1: Moving that dream further? And so I wonder for you, 210 00:13:26,400 --> 00:13:31,439 Speaker 1: how has your understanding or idea a conceptualization of resistance 211 00:13:32,080 --> 00:13:35,000 Speaker 1: changed over the last four years given what you've seen. 212 00:13:35,679 --> 00:13:38,200 Speaker 2: Yeah, it's a great question. And also you you asked 213 00:13:38,240 --> 00:13:40,840 Speaker 2: the question, and you gave the answer I was gonna offer, right, 214 00:13:40,880 --> 00:13:44,000 Speaker 2: which is that which is that you know it is 215 00:13:44,280 --> 00:13:47,960 Speaker 2: it's imperative for us to stop the bad stuff and 216 00:13:48,440 --> 00:13:51,920 Speaker 2: or accept that that's actually not enough and never has been. Right, 217 00:13:52,000 --> 00:13:54,560 Speaker 2: we have to have a vision, a positive vision for 218 00:13:54,640 --> 00:13:57,440 Speaker 2: the future of what not only what we don't want, 219 00:13:57,480 --> 00:13:59,200 Speaker 2: but actually what is the thing that's going to have 220 00:13:59,240 --> 00:14:01,120 Speaker 2: to be present order for us to get the outcomes 221 00:14:01,160 --> 00:14:03,720 Speaker 2: we want. And as I just said, right, we have 222 00:14:03,800 --> 00:14:07,240 Speaker 2: to think we have to begin thinking beyond the kind 223 00:14:07,280 --> 00:14:12,920 Speaker 2: of reform moment of education where young people, their parents, 224 00:14:13,000 --> 00:14:15,880 Speaker 2: their poor communities, et cetera, and their poor broke schools 225 00:14:15,960 --> 00:14:19,040 Speaker 2: quote unquote are the problems and understand that actually we 226 00:14:19,080 --> 00:14:22,560 Speaker 2: have a collective responsibility to ensure that every kid in 227 00:14:22,600 --> 00:14:27,760 Speaker 2: our country is educated and prepared to participate fully and 228 00:14:27,880 --> 00:14:30,960 Speaker 2: build for the first time, by the way, a multi 229 00:14:31,040 --> 00:14:34,080 Speaker 2: racial democracy that includes us. All Right, that's the vision, 230 00:14:34,240 --> 00:14:36,760 Speaker 2: that's where we're going. And I think that, you know, 231 00:14:37,880 --> 00:14:40,160 Speaker 2: here's what. Here's also another thing that I'll say, which 232 00:14:40,200 --> 00:14:44,400 Speaker 2: is we're finally in a for a very long time 233 00:14:44,480 --> 00:14:48,360 Speaker 2: since since desegregation, what has happened is that you know, 234 00:14:49,120 --> 00:14:53,960 Speaker 2: black folks, women and felms, people who are poor, working 235 00:14:54,000 --> 00:14:58,040 Speaker 2: class and low income have been decisions have been made 236 00:14:58,080 --> 00:15:01,800 Speaker 2: about them and us without there and our voices at 237 00:15:01,800 --> 00:15:03,760 Speaker 2: the table right, we've been kind of patted on the 238 00:15:03,800 --> 00:15:06,360 Speaker 2: head and say, hey, you know, we appreciate your stories, 239 00:15:06,400 --> 00:15:09,720 Speaker 2: but actually we know better and actually maybe you're the problem. 240 00:15:10,120 --> 00:15:12,240 Speaker 2: And I think that in this moment, what we're seeing 241 00:15:13,040 --> 00:15:18,800 Speaker 2: is both a deep and widespread transition of leadership where 242 00:15:18,800 --> 00:15:22,160 Speaker 2: there are more people who are coming from impacted communities 243 00:15:22,200 --> 00:15:24,560 Speaker 2: in decision making roles. And so we actually have a 244 00:15:24,640 --> 00:15:28,800 Speaker 2: full understanding, not just the not just the brain smarts, 245 00:15:28,840 --> 00:15:31,640 Speaker 2: the book smarts, but like the heart knowledge, the body knowledge, 246 00:15:31,720 --> 00:15:34,320 Speaker 2: the fact that we have wherever we are right, we 247 00:15:34,360 --> 00:15:36,800 Speaker 2: still have family and friends who are who are where 248 00:15:36,800 --> 00:15:38,720 Speaker 2: we came from, right. And so there's a way which 249 00:15:38,760 --> 00:15:41,920 Speaker 2: we have a holistic understanding of how these systems work, 250 00:15:42,200 --> 00:15:44,800 Speaker 2: how these systems don't work, and what the fixes are 251 00:15:44,840 --> 00:15:48,400 Speaker 2: for them. And so so yeah, that's what I would offer. 252 00:15:48,440 --> 00:15:50,160 Speaker 2: Let me know if I if I answer your question. 253 00:15:50,080 --> 00:15:52,360 Speaker 1: Yeah, yeah, it does, it does, and I think that 254 00:15:52,840 --> 00:15:55,440 Speaker 1: you know it is it's just important for us and 255 00:15:55,480 --> 00:16:02,040 Speaker 1: I you know, I remember being younger and thinking to right, 256 00:16:02,160 --> 00:16:05,840 Speaker 1: we all remember that you know where you know, consistently 257 00:16:05,920 --> 00:16:09,920 Speaker 1: pounding against you know, the door, consistently pounding against the table. 258 00:16:10,360 --> 00:16:13,000 Speaker 3: And I just I understand. 259 00:16:12,480 --> 00:16:17,160 Speaker 1: Now as you knows, as elders were like, we need 260 00:16:17,200 --> 00:16:19,400 Speaker 1: a different way, we need a we need a new 261 00:16:19,440 --> 00:16:22,520 Speaker 1: way like you need. It's like you need the pounders, 262 00:16:22,560 --> 00:16:24,960 Speaker 1: but you also need the thinkers, and you need the weavers, 263 00:16:25,000 --> 00:16:27,040 Speaker 1: and you need the dreamers, and you need all of 264 00:16:27,080 --> 00:16:30,080 Speaker 1: these different people in order to create this universe that 265 00:16:30,120 --> 00:16:34,240 Speaker 1: we want for all kids. You know how I keep 266 00:16:34,320 --> 00:16:40,600 Speaker 1: thinking about young queer people, queer students when Florida was 267 00:16:40,640 --> 00:16:45,120 Speaker 1: taking down their rainbow stickers out of their classrooms, and 268 00:16:45,240 --> 00:16:49,800 Speaker 1: their safe place, these safe place stickers out of their 269 00:16:49,840 --> 00:16:53,560 Speaker 1: classrooms is you know, share with us some of the 270 00:16:53,600 --> 00:17:00,040 Speaker 1: things that lgbt Q kids have been met with in 271 00:17:00,080 --> 00:17:04,919 Speaker 1: their classrooms. And you know, for many school was a 272 00:17:04,960 --> 00:17:08,280 Speaker 1: safe space, right Like maybe they're not accepted at home, 273 00:17:08,320 --> 00:17:12,600 Speaker 1: but that teacher, that coach was the one that saw them, 274 00:17:12,680 --> 00:17:15,480 Speaker 1: and now by seeing them can lose their jobs. So 275 00:17:15,520 --> 00:17:18,280 Speaker 1: I just want you to be able for the audience 276 00:17:18,320 --> 00:17:21,800 Speaker 1: to have some under real life understanding of the stories 277 00:17:22,080 --> 00:17:22,959 Speaker 1: that you're hearing. 278 00:17:23,880 --> 00:17:29,480 Speaker 2: Yeah, well, listen, you know we all understand how important 279 00:17:29,520 --> 00:17:34,560 Speaker 2: it is to have love and support, period, full stop, right, Like, 280 00:17:34,840 --> 00:17:38,560 Speaker 2: kids succeed when you put love and support in their way. 281 00:17:38,720 --> 00:17:41,440 Speaker 2: They fail when you put barriers and you with whole 282 00:17:41,640 --> 00:17:45,720 Speaker 2: love and support from them. It's literally just how animals work, 283 00:17:45,760 --> 00:17:48,879 Speaker 2: how human animals work, It's how life works. And so 284 00:17:49,400 --> 00:17:53,160 Speaker 2: you know what we are seeing A couple of things 285 00:17:53,240 --> 00:17:57,200 Speaker 2: would I would say here, One, it's a universal law 286 00:17:57,200 --> 00:17:59,840 Speaker 2: that kids fail when you put barriers in front of them. 287 00:18:00,040 --> 00:18:03,800 Speaker 2: Kids fail when you withdraw and remove and ban and 288 00:18:03,880 --> 00:18:07,600 Speaker 2: outlaw support. And so what we're seeing is children failing 289 00:18:07,880 --> 00:18:11,760 Speaker 2: right in terms of school attendance, in terms of mental 290 00:18:11,800 --> 00:18:14,199 Speaker 2: health well being. Wh y'all come back to right in 291 00:18:14,320 --> 00:18:17,080 Speaker 2: terms of in terms of grades, in terms of learning, 292 00:18:17,400 --> 00:18:19,320 Speaker 2: we can't learn. We feel like we are in danger. 293 00:18:19,400 --> 00:18:21,919 Speaker 2: We can't learn. You feel like we are abandoned. We 294 00:18:21,960 --> 00:18:24,960 Speaker 2: can't learn. We're hungry, right, we can't learn when we 295 00:18:25,080 --> 00:18:27,800 Speaker 2: are hurting. And so and I'll come back to the 296 00:18:27,840 --> 00:18:30,679 Speaker 2: hurting in a second. Right, But like if we understand 297 00:18:30,800 --> 00:18:33,960 Speaker 2: and teachers do understand this, what is necessary for kids 298 00:18:33,960 --> 00:18:37,280 Speaker 2: to succeed and for kids to learn, How absurd is 299 00:18:37,320 --> 00:18:41,440 Speaker 2: it that actually parents whose job it is to love 300 00:18:41,480 --> 00:18:45,080 Speaker 2: and support and raise whole human beings are being pitted 301 00:18:45,119 --> 00:18:48,800 Speaker 2: against the folks in the only system in our society 302 00:18:48,800 --> 00:18:53,879 Speaker 2: that is intended only for care education. Right, it's not 303 00:18:53,920 --> 00:18:57,000 Speaker 2: intended for punishment, it's not intended for anything else. Right, 304 00:18:57,160 --> 00:19:02,080 Speaker 2: is literally only supposed to teach and so poor children 305 00:19:02,200 --> 00:19:06,880 Speaker 2: and somehow, right the holders of that system are being 306 00:19:07,320 --> 00:19:11,239 Speaker 2: pitted against. And I think both in false opposition. But 307 00:19:11,280 --> 00:19:16,520 Speaker 2: then also there are some deeply cynical and unloving and 308 00:19:16,680 --> 00:19:21,439 Speaker 2: unfit parents that are actually coming at education and educators 309 00:19:22,040 --> 00:19:24,000 Speaker 2: knowing full will. What they're doing, right, what they want 310 00:19:24,040 --> 00:19:25,760 Speaker 2: to do is create a world that's smaller for their 311 00:19:25,840 --> 00:19:28,240 Speaker 2: kids than the one that they live in as parents. 312 00:19:28,760 --> 00:19:34,920 Speaker 2: That's like part one. Part two is the incredibly deep 313 00:19:35,040 --> 00:19:38,399 Speaker 2: mental health crisis that we are in the middle of 314 00:19:38,640 --> 00:19:41,960 Speaker 2: right now. And I say we, not young people. I 315 00:19:42,000 --> 00:19:44,800 Speaker 2: say we as a collective, right, we can name the 316 00:19:44,880 --> 00:19:48,560 Speaker 2: multiple crises that are happening right now that are stacking upon, 317 00:19:49,040 --> 00:19:54,040 Speaker 2: interlocking between, right, compounding down on all of us. And 318 00:19:54,080 --> 00:19:58,040 Speaker 2: we are adults. Right, We've got optimismy, We've got income, right, 319 00:19:58,040 --> 00:20:00,920 Speaker 2: We've got discretionary income. If we're lucky, we can choose 320 00:20:00,920 --> 00:20:02,760 Speaker 2: what to do with our time. For the most part, 321 00:20:03,119 --> 00:20:06,080 Speaker 2: we can choose our coping mechanisms. Right, there's a way 322 00:20:06,080 --> 00:20:08,240 Speaker 2: in which we have a level of autonomy and self 323 00:20:08,240 --> 00:20:12,280 Speaker 2: direction in this moment, and even we aren't okay, And 324 00:20:12,359 --> 00:20:15,639 Speaker 2: so what about a five year old? What about a 325 00:20:15,720 --> 00:20:17,840 Speaker 2: ten year old? What about a thirteen year old? What 326 00:20:17,880 --> 00:20:20,760 Speaker 2: about an eighteen year old? Right? And so what we 327 00:20:21,160 --> 00:20:23,480 Speaker 2: And I'll just zoom in here for a moment to 328 00:20:23,520 --> 00:20:26,760 Speaker 2: share this statistic that continues to break my heart every 329 00:20:26,760 --> 00:20:30,200 Speaker 2: time I think about it. So, we've lost over a 330 00:20:30,240 --> 00:20:33,960 Speaker 2: million people from the coronavirus pandemic right here in this country. 331 00:20:35,000 --> 00:20:38,959 Speaker 2: And while the policy wise, government wise, business wise, the 332 00:20:38,960 --> 00:20:41,520 Speaker 2: pandemic is over for those listening I'm doing air quotes, 333 00:20:41,640 --> 00:20:45,760 Speaker 2: the pandemic is over of while that is, while that 334 00:20:45,880 --> 00:20:48,800 Speaker 2: is true based on the policy realities and how everyone 335 00:20:48,880 --> 00:20:51,040 Speaker 2: is acting, right, what is what we also know is 336 00:20:51,080 --> 00:20:55,679 Speaker 2: that folks have been permanently marked by this pandemic. And 337 00:20:55,760 --> 00:20:59,160 Speaker 2: so here's one here's one statistic as an example, which 338 00:20:59,200 --> 00:21:05,359 Speaker 2: is seven out of ten children who lost a parent 339 00:21:05,440 --> 00:21:08,919 Speaker 2: or caregiver during COVID. So, right, seven out of the 340 00:21:09,000 --> 00:21:14,280 Speaker 2: ten kids whose parents or caregivers died during the coronavirus pandemic. 341 00:21:15,560 --> 00:21:20,240 Speaker 2: Seven of those ten young people are Black, Indigenous and 342 00:21:20,320 --> 00:21:26,119 Speaker 2: LATINX seventy And so forget everything else for a second, right, 343 00:21:26,200 --> 00:21:29,760 Speaker 2: forget the deep economic trouble that folks are in that 344 00:21:29,880 --> 00:21:32,760 Speaker 2: working people, you know, despite working one and two jobs, 345 00:21:32,760 --> 00:21:34,880 Speaker 2: don't have enough money to like, you know, to make 346 00:21:34,920 --> 00:21:37,879 Speaker 2: the ends meet. Forget for a second, you know, the 347 00:21:37,920 --> 00:21:41,360 Speaker 2: deep insecurity and both and like the lack of safety 348 00:21:41,359 --> 00:21:44,399 Speaker 2: that people feel moving through their communities and moving through 349 00:21:44,960 --> 00:21:49,119 Speaker 2: moving through the streets. Just understand that seventy percent of 350 00:21:49,119 --> 00:21:51,640 Speaker 2: the kids who lost their parents during COVID or black 351 00:21:51,640 --> 00:21:56,600 Speaker 2: and brown, right, and like the deep heartbreak of that, right, 352 00:21:57,119 --> 00:22:03,320 Speaker 2: the deep trauma, the deep sadness, and so what that 353 00:22:03,359 --> 00:22:05,280 Speaker 2: looks like in the five and like what that looks 354 00:22:05,280 --> 00:22:07,760 Speaker 2: like for me, right, for as a person who didn't 355 00:22:07,800 --> 00:22:10,520 Speaker 2: lose a parent or caregiver, who's in my forties, who's 356 00:22:10,560 --> 00:22:13,760 Speaker 2: lost dozens of people in this pandemic, dozens of people 357 00:22:13,800 --> 00:22:17,760 Speaker 2: who I know and love to COVID. I'm I'm grown, 358 00:22:18,640 --> 00:22:22,680 Speaker 2: I'm grown, and I'm carrying around a heavy backpack of sadness. Right. Yeah, 359 00:22:22,920 --> 00:22:26,600 Speaker 2: So when we're talking about how are kids doing, not 360 00:22:26,720 --> 00:22:29,320 Speaker 2: good because none of us are doing good, right, But 361 00:22:29,359 --> 00:22:31,520 Speaker 2: the thing is is that we're also they're not. They're 362 00:22:31,560 --> 00:22:34,600 Speaker 2: not doing good, and they don't have people who are 363 00:22:34,640 --> 00:22:37,520 Speaker 2: listening to them and as a result, building systems and 364 00:22:37,520 --> 00:22:41,439 Speaker 2: putting supports up and around them to help them be better. 365 00:22:41,880 --> 00:22:44,560 Speaker 2: Because actually, no one's doing good and no one is 366 00:22:44,600 --> 00:22:47,880 Speaker 2: focused on being better. We're grinting our teeth right, we're 367 00:22:47,920 --> 00:22:50,600 Speaker 2: girding our loins, and we're putting our head down and 368 00:22:50,640 --> 00:22:53,760 Speaker 2: we're moving on for some reason without attending to the 369 00:22:53,800 --> 00:22:59,280 Speaker 2: real heartbreak and sadness and trava that we've all experienced. 370 00:22:59,280 --> 00:23:02,359 Speaker 2: So all this is say, kids aren't. No one's doing okay, 371 00:23:03,440 --> 00:23:07,040 Speaker 2: and young people who have fewer tools and discretion and 372 00:23:07,080 --> 00:23:10,320 Speaker 2: autonomy are doing less well. Now, put on top of 373 00:23:10,320 --> 00:23:14,040 Speaker 2: all that, like you're queer right, or your gender expansive 374 00:23:14,160 --> 00:23:18,240 Speaker 2: or your trands and again, great on you if you've 375 00:23:18,240 --> 00:23:19,960 Speaker 2: got to, if you've got to support a parent. And 376 00:23:19,960 --> 00:23:23,480 Speaker 2: there are parents out there who love their kids right, 377 00:23:23,480 --> 00:23:27,280 Speaker 2: who understand it's their job to to love and support 378 00:23:27,280 --> 00:23:30,240 Speaker 2: their child and to meet their kid anew at every 379 00:23:30,280 --> 00:23:34,520 Speaker 2: single developmental age, and believe them, believe that right for 380 00:23:34,640 --> 00:23:37,720 Speaker 2: who what they are told? What the kid chooses to 381 00:23:37,760 --> 00:23:42,120 Speaker 2: tell them about themselves. Then there are other parents who 382 00:23:42,400 --> 00:23:44,879 Speaker 2: who insist that actually it's better that my child not 383 00:23:45,000 --> 00:23:47,680 Speaker 2: exists then then be different than what I tell them 384 00:23:47,680 --> 00:23:51,480 Speaker 2: to be and so. And it's those parents, sadly, who 385 00:23:51,520 --> 00:23:53,760 Speaker 2: are who are the ones who are taking over school boards. 386 00:23:54,000 --> 00:23:56,800 Speaker 2: It's those parents who are taking who are challenging books 387 00:23:56,840 --> 00:24:00,679 Speaker 2: quote unquote and getting books that would support their young person, 388 00:24:01,160 --> 00:24:04,320 Speaker 2: support other young people seeing themselves or seeing people like 389 00:24:04,359 --> 00:24:08,280 Speaker 2: their friends in literature and curriculum. It's those parents whould 390 00:24:08,359 --> 00:24:11,520 Speaker 2: rather have a dead kid than a trans adult, right 391 00:24:11,560 --> 00:24:16,800 Speaker 2: who are pushing this political agenda at the school, at 392 00:24:16,840 --> 00:24:17,760 Speaker 2: the school board level. 393 00:24:20,920 --> 00:24:23,720 Speaker 1: You know, last question for you, Melanie, because I appreciate 394 00:24:23,800 --> 00:24:27,239 Speaker 1: so much you laying out just where things are and 395 00:24:27,280 --> 00:24:29,840 Speaker 1: where we are and the fact that it is okay 396 00:24:30,000 --> 00:24:33,719 Speaker 1: to recognize and acknowledge frankly that we are all not okay. 397 00:24:34,880 --> 00:24:37,760 Speaker 1: I think that that is the first part of honestly 398 00:24:37,960 --> 00:24:40,359 Speaker 1: getting to a place of healing is to understand that 399 00:24:40,400 --> 00:24:47,040 Speaker 1: you are wounded to begin with. What I so appreciate 400 00:24:47,280 --> 00:24:50,080 Speaker 1: about the work that you are doing is that the 401 00:24:50,160 --> 00:24:53,520 Speaker 1: work has become dangerous, right like the work has become 402 00:24:53,600 --> 00:24:56,720 Speaker 1: dangerous to be an advocate. To be out for a 403 00:24:56,720 --> 00:25:00,720 Speaker 1: community that is targeted. Right to stand up for children 404 00:25:00,840 --> 00:25:06,400 Speaker 1: has become dangerous. We've seen school board meetings turn violent, right, 405 00:25:06,920 --> 00:25:10,440 Speaker 1: And so the last question for you is how can 406 00:25:10,480 --> 00:25:16,720 Speaker 1: people that are listening find solace and even a balm 407 00:25:17,119 --> 00:25:22,600 Speaker 1: in being able to support LGBTQ kids in this moment 408 00:25:22,760 --> 00:25:27,600 Speaker 1: Because I often find that moving outside of myself in 409 00:25:27,800 --> 00:25:32,119 Speaker 1: aid of others is one of the best avenues for healing. 410 00:25:32,640 --> 00:25:37,560 Speaker 1: And so what opportunities can you provide for people who 411 00:25:37,640 --> 00:25:41,919 Speaker 1: are listening to connect to Glisten and the work that 412 00:25:41,960 --> 00:25:42,480 Speaker 1: you're doing. 413 00:25:42,960 --> 00:25:46,200 Speaker 2: Yeah, I appreciate the question. So I've got two websites 414 00:25:46,200 --> 00:25:48,919 Speaker 2: that I want to drop for your listeners to go to. 415 00:25:49,520 --> 00:25:52,080 Speaker 2: The first one is glisten dot org slash rise Up. 416 00:25:52,600 --> 00:25:56,880 Speaker 2: So Rise Up is our umbrella campaign right that understands 417 00:25:56,920 --> 00:25:59,480 Speaker 2: that even as we fight in the classrooms, even as 418 00:25:59,480 --> 00:26:02,000 Speaker 2: we fight make the rules and the policies work for 419 00:26:02,040 --> 00:26:04,760 Speaker 2: our kids, there's a need to be in the streets. 420 00:26:04,920 --> 00:26:07,600 Speaker 2: There's a need to be visible and vocal in our 421 00:26:07,640 --> 00:26:11,160 Speaker 2: support of these children, because kids come here and they 422 00:26:11,200 --> 00:26:14,360 Speaker 2: believe they know nothing about planet Earth or this thing 423 00:26:14,359 --> 00:26:16,840 Speaker 2: that we are calling society. I'm also air quoting for 424 00:26:16,880 --> 00:26:20,639 Speaker 2: people who are just listening. They don't know anything about 425 00:26:20,680 --> 00:26:23,639 Speaker 2: this place, and they learn everything they know from the 426 00:26:23,640 --> 00:26:25,959 Speaker 2: people around them, from the adults around them. And whereas 427 00:26:25,960 --> 00:26:28,879 Speaker 2: they might be hearing whether they're hearing supportive or not 428 00:26:28,960 --> 00:26:31,720 Speaker 2: affirming things at home, whether they're in a school district, 429 00:26:31,720 --> 00:26:35,800 Speaker 2: in a school classroom community and education community that affirms 430 00:26:35,800 --> 00:26:37,800 Speaker 2: them or not. We want to make sure that they 431 00:26:37,920 --> 00:26:41,560 Speaker 2: see that there are adults who see them, who celebrate them, 432 00:26:41,880 --> 00:26:44,679 Speaker 2: who support them, and who are taking a stand to 433 00:26:44,960 --> 00:26:47,679 Speaker 2: advocate and rise up for them. So if you go 434 00:26:47,760 --> 00:26:51,040 Speaker 2: to glistendt org slash rise up, you can sign the 435 00:26:51,119 --> 00:26:54,679 Speaker 2: pledge there. It says that you pledge to advocate for 436 00:26:54,800 --> 00:26:57,639 Speaker 2: young people, for queer young people and a rise up 437 00:26:57,640 --> 00:27:00,800 Speaker 2: against hateful anti LGBTQ plus bills and rhetoric, and that 438 00:27:00,840 --> 00:27:03,000 Speaker 2: will put you kind of in our system. We'll be 439 00:27:03,600 --> 00:27:05,879 Speaker 2: put you'll be kept up to date on action alerts, 440 00:27:05,880 --> 00:27:07,840 Speaker 2: et cetera. If you scroll down to the bottom of 441 00:27:07,840 --> 00:27:11,480 Speaker 2: the page, you'll see other people buy zip code who 442 00:27:11,520 --> 00:27:15,120 Speaker 2: have taken the pledge, and so you'll actually understand how 443 00:27:15,160 --> 00:27:17,919 Speaker 2: many people are out there just like you who are 444 00:27:18,040 --> 00:27:21,720 Speaker 2: rising up for LGBTQ plus youth. So again glisten dot 445 00:27:21,800 --> 00:27:25,360 Speaker 2: org slash rise up. The other thing I would offer is, 446 00:27:25,480 --> 00:27:30,360 Speaker 2: you know, again back to my policy and data nerd bag, 447 00:27:30,720 --> 00:27:32,639 Speaker 2: which is that we love a map, honey, we love it, 448 00:27:32,680 --> 00:27:36,240 Speaker 2: interactive map, We love data. So listen is good for 449 00:27:36,440 --> 00:27:38,480 Speaker 2: Listen is good for data and information. If you go 450 00:27:38,520 --> 00:27:41,920 Speaker 2: to maps dot glisten dot org you can see our 451 00:27:42,200 --> 00:27:45,439 Speaker 2: mini featured maps. There's to rise Up proclamation, so you 452 00:27:45,480 --> 00:27:47,800 Speaker 2: as individual can take the pledge to rise up for 453 00:27:47,920 --> 00:27:51,359 Speaker 2: LGBTQ plus youth. You can also we also have sample 454 00:27:51,440 --> 00:27:53,960 Speaker 2: language where you can download it and give it to 455 00:27:54,000 --> 00:27:56,520 Speaker 2: your representative. That's the city council, that's a school board, 456 00:27:56,600 --> 00:27:59,760 Speaker 2: that's a mayor, it's a governor, it's anybody in your state. 457 00:27:59,800 --> 00:28:03,320 Speaker 2: Let's slature to do the rise up proclamation to say 458 00:28:03,320 --> 00:28:05,800 Speaker 2: that actually, we're going to govern with respect for the 459 00:28:05,840 --> 00:28:09,680 Speaker 2: beauty and diversity of all of us and support LGBTQ 460 00:28:09,760 --> 00:28:11,880 Speaker 2: plus young people. So there's a kind of a policy 461 00:28:11,920 --> 00:28:15,840 Speaker 2: intervention there. And we also have other state level maps 462 00:28:15,880 --> 00:28:18,200 Speaker 2: that give you various levels of information about like, hey, 463 00:28:18,240 --> 00:28:19,639 Speaker 2: what does it look like for queer kids on the 464 00:28:19,680 --> 00:28:23,320 Speaker 2: ground in this state? There are a couple of states 465 00:28:23,359 --> 00:28:25,840 Speaker 2: that have you know, a perfect score seven out of seven. 466 00:28:26,000 --> 00:28:28,760 Speaker 2: There are some states, and I'll let your imaginations run 467 00:28:28,800 --> 00:28:31,200 Speaker 2: wild about which ones those are that have negative scores. 468 00:28:31,280 --> 00:28:35,320 Speaker 2: Right if the maximum is positive seven, there are places 469 00:28:35,320 --> 00:28:38,520 Speaker 2: that have a negative seven rating. Right for what it 470 00:28:38,640 --> 00:28:41,640 Speaker 2: is to be an LGBTQ plus kid in schools based 471 00:28:41,640 --> 00:28:45,280 Speaker 2: on experience, their own experiences as well as the policies 472 00:28:45,320 --> 00:28:48,400 Speaker 2: that support them. And so I would say, get informed, 473 00:28:48,560 --> 00:28:52,800 Speaker 2: Go to maps at glisten dot org, get involved, sign 474 00:28:52,840 --> 00:28:56,080 Speaker 2: the Rise Up pledge and find people around you. We 475 00:28:56,120 --> 00:28:58,800 Speaker 2: also have like super dope swag, we got a long signs, 476 00:28:58,840 --> 00:29:01,920 Speaker 2: We've got bumper stick, We've got shirts. There's a whole 477 00:29:02,280 --> 00:29:05,800 Speaker 2: merch line that's dropping in the fall, and so pick 478 00:29:05,880 --> 00:29:09,120 Speaker 2: up your merch. If you got a yard, which I'm 479 00:29:09,120 --> 00:29:10,840 Speaker 2: in New York City, nobody has a yard, but if 480 00:29:11,080 --> 00:29:14,520 Speaker 2: a card, make sure to get a yard sign and 481 00:29:14,560 --> 00:29:18,280 Speaker 2: put it out there and let everybody know, including young 482 00:29:18,320 --> 00:29:21,640 Speaker 2: people who are who are always looking to us and 483 00:29:21,720 --> 00:29:24,440 Speaker 2: to you for signals about who they can be. Are 484 00:29:24,480 --> 00:29:29,320 Speaker 2: you safe? Can they be their full selves? Get loud 485 00:29:29,360 --> 00:29:31,440 Speaker 2: and get vocal and get visible in your support for 486 00:29:31,520 --> 00:29:32,280 Speaker 2: queer kids. 487 00:29:33,080 --> 00:29:35,880 Speaker 1: Melanie I can't thank you enough for making the time 488 00:29:35,920 --> 00:29:37,920 Speaker 1: to join WI k F. I can't thank you enough 489 00:29:38,040 --> 00:29:41,520 Speaker 1: for the work that you and Glisten are doing. It 490 00:29:41,560 --> 00:29:46,760 Speaker 1: gives me hope and sustains my mustard seed of safe 491 00:29:48,000 --> 00:29:50,400 Speaker 1: that you know, there are good people that are doing 492 00:29:50,440 --> 00:29:52,920 Speaker 1: good work to try and better our society. 493 00:29:53,040 --> 00:29:54,880 Speaker 3: So I appreciate you, Thank. 494 00:29:54,720 --> 00:29:56,400 Speaker 2: You so much, and thank you for having me on. 495 00:29:56,480 --> 00:29:59,000 Speaker 2: I just really appreciate you as an individual, and also 496 00:29:59,040 --> 00:30:02,360 Speaker 2: this space that you continue to hold where you continue 497 00:30:02,400 --> 00:30:06,200 Speaker 2: to invite all of us into action and to dopeness 498 00:30:06,200 --> 00:30:08,720 Speaker 2: and to depth and understanding that we all have a 499 00:30:08,760 --> 00:30:11,800 Speaker 2: role to play. So just really appreciate you and the 500 00:30:11,840 --> 00:30:14,240 Speaker 2: pod and also all the all the hats that you 501 00:30:14,280 --> 00:30:16,800 Speaker 2: wear on and off the you know, I don't know, 502 00:30:16,840 --> 00:30:20,040 Speaker 2: on and offline and on and off of the airwaves. 503 00:30:20,480 --> 00:30:21,400 Speaker 3: Appreciate y'all. 504 00:30:26,560 --> 00:30:29,320 Speaker 1: That is it for me today, Dear friends on Woke 505 00:30:29,400 --> 00:30:32,920 Speaker 1: A app as always power to the people and to 506 00:30:33,120 --> 00:30:34,000 Speaker 1: all the people. 507 00:30:34,120 --> 00:30:36,720 Speaker 3: Power, get woke and stay woke as fuck.