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Speaker 1: Hey, this is Buck Sexton and you're listening to the

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Speaker 1: Tutor Dixon Podcast, part of the Clay Travers and Buck

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Speaker 1: Sexton podcast Network. Welcome to the Tudor Dixon Podcast. You know,

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Speaker 1: today we often hear stories from college campuses across the

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Speaker 1: country where the whims and ideals of hyperliberal professors overtake

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Speaker 1: the classroom. This usually stifles any conversation or alternative viewpoints,

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Speaker 1: but more and more, we're starting to see political ideology

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Speaker 1: creeping into what our youngest kids learn in K through

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Speaker 1: twelve classrooms, and we have to wonder why that is

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Speaker 1: and what's driving it. The National Opportunity Project recently released

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Speaker 1: a report uncovering how school districts across the country are

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Speaker 1: looking to fulfill diversity metrics by focusing on their hiring practices.

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Speaker 1: They're trying to hire on an ideological litmus test versus

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Speaker 1: skills and qualifications necessary for the job. I mean, think

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Speaker 1: about that, these are your kids, and they're trying to

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Speaker 1: fulfill their diversity requirement rather than and look to see

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Speaker 1: whether or not they're going to teach your children well.

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Speaker 1: At a time when our kids are already struggling to

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Speaker 1: catch up, we need them to be surrounded by the

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Speaker 1: best and most qualified teachers, not simply those who pass

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Speaker 1: a political litmus test. In fact, it should really never

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Speaker 1: be someone who passes a political litmus test. Scherise Trump

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Speaker 1: is the executive director of Speech First and has been

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Speaker 1: working to address these issues directly with students and schools.

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Speaker 1: Before I bring Scharis in, let me first tell you

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Speaker 1: Code Dixon, Ekpur dot Com, Code Dixon. Let's bring in

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Speaker 1: Sharise Trump, the executive director of Speech First, and just

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Speaker 1: to set the record straight, she has no relation to

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Speaker 1: Donald Trump. And as suris, thank you much for being

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Speaker 1: here with me today. Yeah, thanks so much for having

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Speaker 1: me on Twitter. Absolutely so. I have to say that

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Speaker 1: I knew Speech First as a organization that focused on colleges,

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Speaker 1: but you're looking at K through twelve, so that's very

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Speaker 1: interesting to me.

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Speaker 2: Speech First we work primarily on colleges, but this recent

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Speaker 2: report has you know, got my feathers very roughfled because

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Speaker 2: even though it is it is a K through twelve

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Speaker 2: focused report, and it focuses on what the hiring practices

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Speaker 2: are in K through twelve in public school districts when

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Speaker 2: it comes to interview panels and the type of standards

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Speaker 2: that they have when it comes to diversity, equity and

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Speaker 2: inclusion initiatives, putting various folks from you know, the LGBTQ

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Speaker 2: plus community on these hiring panels, and putting minorities on

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Speaker 2: these hiring panels who are towing that political line on

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Speaker 2: the left to act as political litmus testers essentially for

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Speaker 2: those who are there hiring in K through twelve. And

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Speaker 2: that's concerning to me because you know, first of all,

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Speaker 2: education is the frontline for all of this culture war

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Speaker 2: stuff that we're seeing, and you know, when we look

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Speaker 2: around and you know, of course K through twelve is

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Speaker 2: pretty straightforward. The level of indoctrination that is they're attempting

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Speaker 2: to accomplish there, it should be astounding to all of us,

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Speaker 2: especially when, as you mentioned, they're not prioritizing other things.

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Speaker 2: We are in a continual decline on proficiencies when it

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Speaker 2: comes to reading, writing, and arithmetic, and we have a

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Speaker 2: huge percentage of students should be an abhorrently large percentage

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Speaker 2: of students. I believe it's forty percent in four year

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Speaker 2: universities and sixty percent for community colleges having to take

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Speaker 2: remedial classes before they can even start taking normal classes

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Speaker 2: in college because they just can't meet that standard.

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Speaker 3: For college education.

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Speaker 2: So we have all of this that you know, instead,

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Speaker 2: though they're prioritizing DEI and you know, talking about anti racism,

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Speaker 2: white privilege, and these various ideas of microaggression, social justice,

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Speaker 2: climate change, those instead are becoming the big priorities for.

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Speaker 3: K through twelve.

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Speaker 2: And because I operate primarily on college campuses with higher

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Speaker 2: ED looking at like free speech rights of students, what

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Speaker 2: we're talking about there is this is where it all starts.

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Speaker 2: You know, this is where they're educating educators is in college.

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Speaker 2: And so you start to see this Marxist ideology really

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Speaker 2: promulgated on college campuses, and then you wonder how it's

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Speaker 2: seeping into K through twelve, and this is really where

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Speaker 2: it's happening.

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Speaker 1: Well, but what this tells me is that when you

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Speaker 1: see something that you want to have happen in K

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Speaker 1: through twelve, you can make it happen. Because this is

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Speaker 1: obviously something they're saying we want this to be in

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Speaker 1: our K through twelve schools and we are going to

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Speaker 1: search away. We're going to search it down until we

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Speaker 1: find it and we include it in these schools. So

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Speaker 1: the alternative viewpoint of that is, well, if they were

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Speaker 1: to say, man, we have got to figure out a

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Speaker 1: way to get kids to actually read and comprehend what

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Speaker 1: they're reading, that could be done, but the focus is

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Speaker 1: not there. How scary is it to think that we

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Speaker 1: have I look at Michigan. We have schools in Flint,

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Speaker 1: we have schools in Benton Harbor, we have schools Miskegan,

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Speaker 1: we have schools in Detroit. They have a five percent

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Speaker 1: reading in math proficiency. And now that I'm looking to

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Speaker 1: include diversity, equity and inclusion over making sure these kids

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Speaker 1: know how to read and do math.

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Speaker 3: And this is what's even more interesting.

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Speaker 2: I mean that is that when you take that percent,

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Speaker 2: that five percent, there's definitely more than five percent of

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Speaker 2: those students graduating being graduated from high school. The goal

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Speaker 2: there is even more nefarious because you're like, why are

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Speaker 2: we graduating students who cannot read and write? This is

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Speaker 2: a serious question because now we're not We're not only

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Speaker 2: graduating them, we're accepting them into college where we're indebting

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Speaker 2: them to the federal student loan crisis by saying that

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Speaker 2: now you can pay tens of thousands of dollars to

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Speaker 2: take remedial classes. Why is there an entire apparatus and

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Speaker 2: I call this whole thing a racket, like to me,

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Speaker 2: it just seems super corrupt. Why is there an entire

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Speaker 2: rapparatus designed around in debting students and indoctrinating them, making

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Speaker 2: sure they're not properly educated so that they are moldable

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Speaker 2: to whatever political agenda is being pushed on them.

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Speaker 1: It goes even deeper than that. Can you can relate

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Speaker 1: so much back to what happens in K through twelve

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Speaker 1: because if I have that kind of reading proficiency rate,

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Speaker 1: then I can I can look at what the kids

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Speaker 1: are the reading proficiency rate is of third graders today

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Speaker 1: and say this is how much crime will have in

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Speaker 1: this area by the time these kids graduate. That there

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Speaker 1: is a direct correlation between the ability to read and

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Speaker 1: the amount of crime we will see. And this is

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Speaker 1: something that we hear politicians talking about every day. Oh,

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Speaker 1: the crime is so bad. We've got these issues where

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Speaker 1: people are rating stores, but we are promoting this by

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Speaker 1: not teaching kids to read, and everyone knows that this

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Speaker 1: link exists, and yet they are still focused on that

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Speaker 1: who is behind this? And how can we go to

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Speaker 1: these groups? And I don't know if it's shut them

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Speaker 1: down or just the way they're thinking, but this is

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Speaker 1: we are robbing our kids of a future.

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Speaker 2: Quickly on your point of the direct correlation to crime

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Speaker 2: rates and the percentages of students who cannot read, write,

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Speaker 2: or do math, and who are you know, kind of

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Speaker 2: ending up being like just thrown into society, expected to

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Speaker 2: operate and function properly without any of the proper support

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Speaker 2: or knowledge and how it all operates. I think, just

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Speaker 2: real quickly on that point. It's it's also the factor

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Speaker 2: that we're setting them up for failure and telling them

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Speaker 2: that they have graduated and that they've been accepted in

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Speaker 2: these schools, so you're putting that all on a pedestal.

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Speaker 2: And if now there's this kind of emotional psychological game

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Speaker 2: where if they can't even match the level of their

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Speaker 2: peers in college and they have to drop out or

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Speaker 2: take remedial courses, that makes them incredibly resentful of the

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Speaker 2: entire system. And if they have to drop out and

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Speaker 2: are now indebted the classes that they took and can't

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Speaker 2: get a job because they don't actually have a degree,

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Speaker 2: and they kind of spend all this time on trying

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Speaker 2: to accomplish that. What are they going to do now

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Speaker 2: in society? You know, what's their place now? There's really

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Speaker 2: nothing to capture them after that.

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Speaker 1: Are they resentful of the system? Are they resentful of

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Speaker 1: the boogeyman government that they they say, well, this boogeyman

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Speaker 1: is holding me back? They do they really realize that

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Speaker 1: there were people that robbed them of something in their lives?

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Speaker 1: Or is this where we have this main divide in

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Speaker 1: the country where there is one group that says, hey,

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Speaker 1: I deserve something better, but they don't really understand the

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Speaker 1: people behind this. I mean, I think that's well, we're

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Speaker 1: not explaining to people that there are truly people who

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Speaker 1: understand you are being robbed and continue to allow this

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Speaker 1: to happen.

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Speaker 2: There's definitely no real recognition there at a mass level.

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Speaker 2: And it's because you know, the narrative is controlled still

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Speaker 2: by the far left political activists on these campuses and

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Speaker 2: in you know, when we're talking not just media, but

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Speaker 2: we're you know, if you're looking at political leaders, they're

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Speaker 2: not going to sit there and take the blame for

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Speaker 2: setting their entire and entire generation of their constituents up

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Speaker 2: for failure, because instead their priority is going to be

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Speaker 2: graduation numbers. This is what happens when you reduce people

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Speaker 2: down to numbers. You just see, you're like, how many

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Speaker 2: students can we get graduated? How many students can we

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Speaker 2: get into college? How many minorities can we get graduated?

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Speaker 2: How many can we get into college? But they're not saying, okay,

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Speaker 2: we graduate them, But are they actually educated?

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Speaker 1: You know?

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Speaker 3: Is that like are they do they actually have test levels?

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Speaker 2: You know, when you're going around saying that standardized testing

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Speaker 2: is racist and it's it works against the black community,

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Speaker 2: how on earth do you gauge whether or not these

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Speaker 2: students actually are knowledgeable enough to graduate high school? And

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Speaker 2: so you have you have all these No one's going

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Speaker 2: to really walk this back because they don't want to

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Speaker 2: take the blame. And so, yeah, you're right, they really

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Speaker 2: don't know who to blame for this. They've been set

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Speaker 2: up for failure. Now there's this resentment and there's there's

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Speaker 2: there's a situation where they're being told the reason so

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Speaker 2: you feel instead of instead of them blaming the people

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Speaker 2: who actually need to be held accountable for this, there's

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Speaker 2: you're now filling that gap in with, Oh, you should

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Speaker 2: be resentful towards like the white privileged groups in society

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Speaker 2: because that's who's holding you back. The fact that you

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Speaker 2: can't do well in college is because it's systemically racist.

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Speaker 2: The fact that you can't do well in society and

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Speaker 2: that you have resorted to a life of crime is

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Speaker 2: because we the society has pushed you down that path

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Speaker 2: because it is systemically racist, and that is what they're

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Speaker 2: replacing the narrative with, which is incredibly damaging.

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Speaker 1: Let's take a quick commercial break. We'll continue next on

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Speaker 1: the Tutor Dixon Podcast. Where do these hiring practices come from?

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Speaker 1: Is this is school board policy? Is this coming from

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Speaker 1: this is school board?

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Speaker 3: Yeah?

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Speaker 2: When you talk about like who's who's to blame and

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Speaker 2: who we should be plenty peers at. Yeah.

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Speaker 3: Absolutely. So these are the district This is district level.

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Speaker 2: From what I can tell, this report looked at the

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Speaker 2: district hiring practices for schools seventy I believe the report

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Speaker 2: looked at seventy districts across the country that when it

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Speaker 2: came out.

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Speaker 3: But we should also be looking.

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Speaker 2: Very closely at the colleges because when you're looking at

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Speaker 2: the education departments, you know who's they're educating the future educators,

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Speaker 2: and most of what they're teaching in these departments is

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Speaker 2: critical race theory, marx societeology, basically how to properly indoctrinate

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Speaker 2: and brainwash students.

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Speaker 3: And it's very far left.

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Speaker 2: You know, you talk to college students who are in

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Speaker 2: these programs, they're not going to push back because they're

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Speaker 2: surrounded by a bunch of people who are essentially on

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Speaker 2: the far left and trying to persuade everyone of this agenda.

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Speaker 3: So it's kind of this vicious cycle.

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Speaker 2: You're going to keep graduating people who are graduating people

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Speaker 2: who are going to be susceptible to that way of

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Speaker 2: thinking because they've been kind of indoctrinated for the last

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Speaker 2: twelve years, and then as they go through this college system,

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Speaker 2: they can't speak up. It's a totalitarian system essentially, where

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Speaker 2: they try to control everyone's way of life by what private.

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Speaker 3: Conversations you're having all the way to what you talk

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Speaker 3: about in class or.

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Speaker 2: On social media, and there these students are essentially just

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Speaker 2: going to toe the line and then they're going to

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Speaker 2: graduate and become educators.

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Speaker 1: Well, we talked about some of the school systems that

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Speaker 1: are hurting the most in Michigan, but you also talk

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Speaker 1: about segregated classes, and one of them is in Evanston, Illinois.

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Speaker 1: It's one of the richest suburbs of Chicago there is,

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Speaker 1: and there's still segregating kids. Obviously, this isn't an issue

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Speaker 1: of whether or not these parents are going to fight.

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Speaker 1: These are parents that are going to be involved. Parents

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Speaker 1: obviously know this is happening. I believe I would have

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Speaker 1: to believe that in a school system like Evanston, you've

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Speaker 1: got parents that are pretty involved in the conversations. Are

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Speaker 1: the parents also at the point where they're like, oh, yeah,

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Speaker 1: we've been convinced this is the way it has to go.

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Speaker 1: And if that's the case, then how do you other

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Speaker 1: parents who go, ah, man, this doesn't look great. How

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Speaker 1: do they stand up when people in general are kind

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Speaker 1: of like, Hey, I don't want to I don't want

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Speaker 1: to rock the boot. I don't want to look like

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Speaker 1: the bad guy.

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Speaker 2: So I'm very encouraged by the recent activity on the

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Speaker 2: parent front, and that obviously came out of COVID where

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Speaker 2: parents were exposed to a lot of what was happening

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Speaker 2: with their kids in school. But there's still a large

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Speaker 2: percentage of parents that are apathetic. Look, they're busy, they've

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Speaker 2: got a lot going on. Most households, both parents are

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Speaker 2: working full time, some are working multiple jobs, so they're

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Speaker 2: they kind of really lean And this is a bad

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Speaker 2: habit that started a long time ago, and we really

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Speaker 2: need to break ourselves of it. And I'm hoping that

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Speaker 2: all of this parental rights movement organizations are pushing you know,

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Speaker 2: parents into the right direction, But we really need to

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Speaker 2: break this habit of relying on the public school system

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Speaker 2: to raise our kids, because that's essentially what you know,

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Speaker 2: we're really we're leaning on them to teach them everything,

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Speaker 2: and really they should be just leaning on them to

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Speaker 2: teach them the basics and everything else should be taught

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Speaker 2: at home. But when you're not home, and when no

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Speaker 2: one's around and everyone's working multiple jobs, and this comes

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Speaker 2: back to economic struggles and whatnot, then then it's there

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Speaker 2: is there is some kind of discouraging. You know, your

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Speaker 2: parents feel discouraged, like what can I do in these situations?

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Speaker 2: So there I think school choice is a big part

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Speaker 2: of this solution push giving parents that opportunity to to

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Speaker 2: pay closer attention and to be more selective about what

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Speaker 2: public schools they send their kids to. That will just

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Speaker 2: automatically change the mindset of parents and how they think

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Speaker 2: about schools when they know that they have options. By

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Speaker 2: just and this is why they want to go to

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Speaker 2: the left wants to go against school choice because they

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Speaker 2: know that the second parents or they have options, they're

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Speaker 2: going to start becoming much more critical of what's being

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Speaker 2: taught in the classroom.

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Speaker 1: I'll let me push back a little bit on something

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Speaker 1: you said, because I think it's something that we, I

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Speaker 1: would say our side tends to say, and I think

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Speaker 1: it really deters people because I feel like, you know,

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Speaker 1: I was probably in the category of someone who say, well,

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Speaker 1: you were letting the public school raise your kids, because

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Speaker 1: I had a lot of trust for the public school

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Speaker 1: system and I sent my kids to public school. We

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Speaker 1: live in a small town. The teachers are you know,

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Speaker 1: openly in many cases openly Christian, and I felt like

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Speaker 1: my kids are going to be safe there. And so

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Speaker 1: the things that I expected from school, which were reading,

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Speaker 1: learning to read, learning to to do math, learning history,

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Speaker 1: all of those things. I just felt like I was

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Speaker 1: safe putting that in their hands because I felt like

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Speaker 1: that's the responsibility of school. I pay my taxes, I'm

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Speaker 1: a citizen of this city, and these people, we all

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Speaker 1: want our community to do well. So my kids are

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Speaker 1: safe there, and I'm safe taking them there and having

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Speaker 1: them there seven or eight hours a day to learn

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Speaker 1: these things. And then I and it really really wasn't

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Speaker 1: until my last two were in there that one of

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Speaker 1: my twins started to really struggle with reading, and it

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Speaker 1: was the school was really lost because once once you

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Speaker 1: had a kid that had a little bit of an issue,

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Speaker 1: there was there weren't a lot of resources for them

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Speaker 1: to figure that out. And that's when you know, then

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Speaker 1: COVID hit. We moved our kids to a private school.

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Speaker 1: The whole education experience was completely different. And I have

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Speaker 1: a lot of guilt looking back and going why didn't

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Speaker 1: I open my eyes to this and see And I

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Speaker 1: don't think. I don't know that I really would have

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Speaker 1: had I not seen the alternative. And if you don't

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Speaker 1: move your kids, you don't see the alternative. And I

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Speaker 1: think sometimes when we say, you know, too many parents

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Speaker 1: are letting the public school raise their kids. It's an

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Speaker 1: immediate turn off to those parents, like, you know, hey,

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Speaker 1: wait a minute, don't tell me I'm screwing up my child.

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Speaker 1: But I think there are ways to talk about this,

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Speaker 1: and hey, you don't You maybe don't know that they're

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Speaker 1: hiding a lot of things from you. Well maybe the

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Speaker 1: school is just not even they're not even aware of

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Speaker 1: how to get these lessons across to kids. And that's

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Speaker 1: why it's so important to be involved in the school board.

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Speaker 1: I mean, I remember going to one of our PTO

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Speaker 1: meetings and they said, you've got to pay more if

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Speaker 1: you want to have the same curriculum as the school

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Speaker 1: right down the street that's in our same district. And

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Speaker 1: I said, what are you talking about That we would

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Speaker 1: have to pay out of pocket. They said, we have

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Speaker 1: to pay the PTA and then we'll get this curriculum

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Speaker 1: that the school down the street has because you guys

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Speaker 1: are in a poorer district. And I said, when that

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Speaker 1: makes no sense. That's and it's not even legal, And

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Speaker 1: you can't tell me that another school in my same

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Speaker 1: district is getting different curriculum. The curriculum is supposed to

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Speaker 1: be paid for by taxes, but these are the things

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Speaker 1: that you know more unless you are involved, and you're right,

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Speaker 1: with a two parent working household, it is really hard

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Speaker 1: for parents to be involved.

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Speaker 2: Right, absolutely, And I think you're you're very right in

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Speaker 2: pointing out the rhetoric and then kind of the narrative

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Speaker 2: that the right creates around school choice and in public

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Speaker 2: school system. I mean, I was raised in a single

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Speaker 2: parent household and I was you know, my mom was

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Speaker 2: working like two or three jobs, and I was in

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Speaker 2: the public school system, and really it was kind of

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Speaker 2: up to me how well I did. It was you know,

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Speaker 2: the onus was all on me. There wasn't a lot

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Speaker 2: of oversight from home or from.

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Speaker 3: The school I was at. The school I was at.

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Speaker 2: Wasn't even nationally ranked, it was not doing well on

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Speaker 2: test standards, and so that was really kind of again,

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Speaker 2: like I said, up to me.

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Speaker 3: But that and so those.

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Speaker 2: Situations are are very unfortunate. But I would say, you know,

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Speaker 2: the biggest issues you mentioned. One thing that you mentioned

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Speaker 2: was the word safe. You know, as a tax payer,

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Speaker 2: look like you said, we expect something in exchange for

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Speaker 2: the taxes that we're paying, something in quality. You know

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Speaker 2: that in exchange for what we're paying and a lot

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Speaker 2: of parents, and you know, a lot of folks usually

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Speaker 2: should feel safe sending our kids to school. But what

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Speaker 2: the reality is and when I when I go to

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Speaker 2: college campuses and lecture students on this, it's important when

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Speaker 2: I talk to them about the importance of debate and skepticism.

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Speaker 2: The reality is that our country was founded, The United

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Speaker 2: States was founded on this incredibly high level of skepticism

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Speaker 2: of the government of the government, and so really we've

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Speaker 2: kind of lost that skepticism with welfare programs and all

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Speaker 2: of these public you know, all of these public programs

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Speaker 2: that have been provided to us. And so in a way,

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Speaker 2: we really should be very skeptical in all scenarios when

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Speaker 2: the government says, hey, you know, not just let us

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Speaker 2: have have your kids for eight hours, but also just

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Speaker 2: generally when they try to run programs, because it's not

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Speaker 2: we convince ourselves that now they have our best interests

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Speaker 2: at heart, But our entire constitution and everything was kind

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Speaker 2: of written and founded on the idea that actually they don't.

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Speaker 2: In fact, the restrictions should be on the government because

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Speaker 2: we don't trust them.

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Speaker 3: To have our best interests at heart.

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Speaker 2: We are the only ones who can determine what our

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Speaker 2: interests are and that I think we have lost that,

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Speaker 2: and I think it's because we don't debate these issues

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Speaker 2: anymore at the collegiate level or in the academy. We

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Speaker 2: just kind of assume everything's going to be this way forever.

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Speaker 1: Let's take a quick commercial break. We'll continue next on

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Speaker 1: the Tutor Dixon podcast or a Speaking of feeling safe,

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Speaker 1: this one just totally blows my mind. We've got this

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Speaker 1: new bill in California that says, if you have a

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Speaker 1: child that has a two parent custody, you're in a

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Speaker 1: situation where the parents are divorced or whatever, and one

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Speaker 1: parent has because half the custody, the other has the

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Speaker 1: other half custody. One parent is affirming the child's gender.

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Speaker 1: And I can't even stand that terminology because it just

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Speaker 1: makes me so crazy to think that a kid. I mean,

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Speaker 1: then we're talking about any age. You'll be three years

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Speaker 1: old and the parents like, yeah, the child has decided

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Speaker 1: to be a different gender. And if that parent goes

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Speaker 1: to the court and says my child's father or mother

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Speaker 1: does not affirm the child's gender, that parent can now

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Speaker 1: in California lose custody. This could be a situation where

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Speaker 1: the school gets involved and says, hey, we have a

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Speaker 1: situation where this kid is going home to one parent

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Speaker 1: and the parent is not affirming the gender the child

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Speaker 1: has chosen, and instead of the parent being able to

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Speaker 1: make a decision about their child's health, the quotes can

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Speaker 1: now say you don't get to see your child anymore.

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Speaker 3: So this is actually really terrifying.

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Speaker 2: And we have seen this type of policy exists now

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00:22:27,359 --> 00:22:31,200
Speaker 2: for years in countries like Canada, where they have been

437
00:22:31,640 --> 00:22:35,880
Speaker 2: actively removing children from households, and you know, in divorce scenarios,

438
00:22:36,240 --> 00:22:39,080
Speaker 2: one of the parents doesn't get custody because of the

439
00:22:39,600 --> 00:22:44,240
Speaker 2: lack of affirmation of someone's gender identity. And I mean, look,

440
00:22:44,240 --> 00:22:46,440
Speaker 2: they already don't even have free speech rights there. They

441
00:22:46,520 --> 00:22:48,280
Speaker 2: say that they do, but we know that people get

442
00:22:48,320 --> 00:22:50,720
Speaker 2: put in jail and get fined for not using someone's

443
00:22:51,240 --> 00:22:54,480
Speaker 2: pronoun because Canada considers it a human rights crisis, and

444
00:22:54,520 --> 00:22:57,480
Speaker 2: so there are human rights violation in those situations. But

445
00:22:57,920 --> 00:23:00,719
Speaker 2: I think it's when we look at California and some

446
00:23:00,760 --> 00:23:04,080
Speaker 2: of these states that are experimenting with these types of policies,

447
00:23:04,400 --> 00:23:06,399
Speaker 2: we have to ask ourselves why are they're experimenting with them?

448
00:23:06,440 --> 00:23:06,960
Speaker 3: They're trying to.

449
00:23:06,920 --> 00:23:09,040
Speaker 2: See how much they can get away with, and they

450
00:23:09,160 --> 00:23:13,840
Speaker 2: notoriously do this. The left will put out recommendations and

451
00:23:13,880 --> 00:23:19,320
Speaker 2: policy recommendations of very far left, very overreaching policies, and

452
00:23:19,440 --> 00:23:21,640
Speaker 2: the right will rise up and say no, no, no, no, no,

453
00:23:21,680 --> 00:23:24,480
Speaker 2: you cannot do that. That is so unconstitutional, it's so

454
00:23:24,560 --> 00:23:27,960
Speaker 2: unfathomable for this country. But what the left accomplishes in

455
00:23:28,000 --> 00:23:30,080
Speaker 2: that situation is that they're going to move the Overton

456
00:23:30,119 --> 00:23:34,359
Speaker 2: window and they're going to slightly get the conservative movement

457
00:23:34,440 --> 00:23:38,800
Speaker 2: to kind of capitulate on something within that, talking about

458
00:23:38,880 --> 00:23:42,600
Speaker 2: gender identity, talking about what parents should get control of

459
00:23:42,640 --> 00:23:46,159
Speaker 2: the child, which custody of the child. They're going to

460
00:23:46,200 --> 00:23:49,160
Speaker 2: get something out of this. So I think it's very

461
00:23:49,240 --> 00:23:53,480
Speaker 2: important to us that we actually take very close attention

462
00:23:53,560 --> 00:23:56,080
Speaker 2: to what comes out of this. Even if Newsom doesn't

463
00:23:56,080 --> 00:23:59,560
Speaker 2: sign the bill into law, what does it mean now

464
00:23:59,720 --> 00:24:03,280
Speaker 2: that the idea has been proposed. But of course, this

465
00:24:03,320 --> 00:24:07,480
Speaker 2: whole idea of tearing children away from parents in order

466
00:24:07,600 --> 00:24:09,720
Speaker 2: to control and manipulate them, this is something we have

467
00:24:09,760 --> 00:24:14,239
Speaker 2: seen historically throughout the world. What totalitarian regimes do in

468
00:24:14,320 --> 00:24:17,719
Speaker 2: order to gain control over the populace. They turn children

469
00:24:17,720 --> 00:24:21,000
Speaker 2: against parents, and so we should be very very suspicious

470
00:24:21,080 --> 00:24:23,960
Speaker 2: again of what path this is going to take us down.

471
00:24:24,400 --> 00:24:26,800
Speaker 1: I mean, what path does it take us down? Because

472
00:24:27,080 --> 00:24:29,439
Speaker 1: I think we all remember the story of I believe

473
00:24:29,480 --> 00:24:31,640
Speaker 1: it was out of Texas, a little boy named James,

474
00:24:31,920 --> 00:24:35,199
Speaker 1: whose mother said James was a girl. James was a

475
00:24:35,240 --> 00:24:39,159
Speaker 1: twin and the mother said that he was a girl.

476
00:24:39,440 --> 00:24:43,160
Speaker 1: The father would videotape the boy saying I don't want

477
00:24:43,200 --> 00:24:44,720
Speaker 1: to be a girl. I want to be a boy.

478
00:24:44,720 --> 00:24:47,879
Speaker 1: I want to be James. I mean, this whole scenario

479
00:24:48,600 --> 00:24:51,640
Speaker 1: is there's a real sickness going on when you have

480
00:24:51,880 --> 00:24:54,840
Speaker 1: a little a child in a family who is torn

481
00:24:54,920 --> 00:24:59,720
Speaker 1: between two parents, and that the quotes ultimately sided with

482
00:24:59,840 --> 00:25:03,760
Speaker 1: my he was forced to go through a gender transition

483
00:25:04,040 --> 00:25:09,280
Speaker 1: and take these sterilization hormones and all of these things

484
00:25:09,280 --> 00:25:12,440
Speaker 1: that will ultimately a boy who is eight or nine

485
00:25:12,520 --> 00:25:15,160
Speaker 1: years old, does he understand that he will never have

486
00:25:15,280 --> 00:25:18,000
Speaker 1: an intimate relationship, you will never have children. No, of

487
00:25:18,040 --> 00:25:20,600
Speaker 1: course not. You don't understand that when you're that age

488
00:25:20,800 --> 00:25:24,120
Speaker 1: and dad is standing up and saying there's something wrong here,

489
00:25:24,160 --> 00:25:28,080
Speaker 1: this is not normal, and dad loses rights. I mean

490
00:25:28,160 --> 00:25:31,399
Speaker 1: when you say, like this is something that newsom may

491
00:25:31,480 --> 00:25:35,040
Speaker 1: or may not sign into law. It's already happening in

492
00:25:35,119 --> 00:25:38,800
Speaker 1: communities on a local base, on a local level that

493
00:25:39,160 --> 00:25:42,040
Speaker 1: we haven't been able to control. And parents feel like,

494
00:25:42,160 --> 00:25:44,760
Speaker 1: how is this happening in the United States of America

495
00:25:44,760 --> 00:25:47,680
Speaker 1: where my kid is being taken from me and change.

496
00:25:47,840 --> 00:25:50,720
Speaker 1: I mean, it's not reversible. It's so shocking.

497
00:25:51,200 --> 00:25:54,080
Speaker 2: Yeah, it's appalling, And you're right, this is already happening

498
00:25:54,320 --> 00:25:57,520
Speaker 2: because you have judges who are basically just determining these

499
00:25:57,520 --> 00:25:59,840
Speaker 2: things upon themselves. Well, what happen in California is at

500
00:25:59,840 --> 00:26:01,959
Speaker 2: all actually be signed into law and all judges will

501
00:26:02,000 --> 00:26:04,400
Speaker 2: be required, you know, by the law. You know, obviously

502
00:26:05,160 --> 00:26:08,560
Speaker 2: that's not assuming that there's going to be a bunch

503
00:26:08,560 --> 00:26:11,280
Speaker 2: of forthcoming lawsuits against the law itself, which which we

504
00:26:11,320 --> 00:26:15,080
Speaker 2: already know and anticipate challenges. But yeah, you do have

505
00:26:15,080 --> 00:26:16,520
Speaker 2: a lot of judges kind of going off and just

506
00:26:16,560 --> 00:26:19,160
Speaker 2: deciding these things in Texas, of all places, right, Texas,

507
00:26:19,160 --> 00:26:21,640
Speaker 2: you would not expect this type of thing to be occurring.

508
00:26:21,840 --> 00:26:23,600
Speaker 3: But that and that was a very early case.

509
00:26:23,640 --> 00:26:26,240
Speaker 2: That was like a couple of years ago, even you know,

510
00:26:26,280 --> 00:26:28,800
Speaker 2: it was pretty early on in this discussion with with

511
00:26:28,880 --> 00:26:31,840
Speaker 2: what rental rights there are with when it comes to

512
00:26:32,080 --> 00:26:35,600
Speaker 2: kids who are being you know, brainwashed into transitioning.

513
00:26:36,080 --> 00:26:38,000
Speaker 1: I think, to be honest, I think you make a

514
00:26:38,040 --> 00:26:41,359
Speaker 1: really good point there though, because that did happen in Texas,

515
00:26:41,440 --> 00:26:44,080
Speaker 1: and I think sometimes when we talk about this bill

516
00:26:44,119 --> 00:26:47,680
Speaker 1: is in California, people go, ah, you know, whatever, it's California.

517
00:26:47,720 --> 00:26:50,160
Speaker 1: They're crazy. It's not going to happen in my town,

518
00:26:50,520 --> 00:26:52,600
Speaker 1: but it could happen in your town. And what you're

519
00:26:52,640 --> 00:26:56,680
Speaker 1: saying is key. There are activist judges across the country

520
00:26:56,840 --> 00:26:58,800
Speaker 1: that you don't know. You don't know until you're in

521
00:26:58,840 --> 00:27:01,040
Speaker 1: that situation where you're said in front of that judge

522
00:27:01,080 --> 00:27:03,800
Speaker 1: and that judge has control over your life, and it

523
00:27:03,840 --> 00:27:07,439
Speaker 1: is shocking. And that's why when parents are saying, you know,

524
00:27:07,640 --> 00:27:09,040
Speaker 1: I mean, I don't want to rock the boat. I

525
00:27:09,080 --> 00:27:11,879
Speaker 1: don't want to be too involved, and we're not saying

526
00:27:11,960 --> 00:27:14,520
Speaker 1: you have to be out there picketting outside of school

527
00:27:14,680 --> 00:27:18,680
Speaker 1: with signs. But every time you see something that isn't right,

528
00:27:18,840 --> 00:27:22,359
Speaker 1: if you speak up, just speaking up, people are less

529
00:27:22,520 --> 00:27:24,600
Speaker 1: likely to continue to go forward with it.

530
00:27:24,880 --> 00:27:26,399
Speaker 3: Yeah, absolutely, one hundred percent.

531
00:27:26,440 --> 00:27:29,000
Speaker 2: I always talk to students about how courage is contagious

532
00:27:29,359 --> 00:27:31,959
Speaker 2: if everyone just stays silent. That's how they win. You

533
00:27:32,040 --> 00:27:34,320
Speaker 2: have to if you just need one person to speak up,

534
00:27:34,359 --> 00:27:36,159
Speaker 2: and then everyone in that room will realize that they

535
00:27:36,200 --> 00:27:38,199
Speaker 2: kind of all think the same way, and you know,

536
00:27:38,400 --> 00:27:40,880
Speaker 2: you're going to get followers. People are going to realize, wait,

537
00:27:40,960 --> 00:27:43,000
Speaker 2: I can speak up too. And that's so important is

538
00:27:43,000 --> 00:27:45,439
Speaker 2: that even just making a comment, may it may not

539
00:27:45,480 --> 00:27:47,520
Speaker 2: seem like a big deal, or may not seem like

540
00:27:47,560 --> 00:27:48,040
Speaker 2: you're making.

541
00:27:47,920 --> 00:27:48,640
Speaker 3: A huge impact.

542
00:27:48,880 --> 00:27:51,159
Speaker 2: But if people see you standing up, it's going to

543
00:27:51,520 --> 00:27:53,720
Speaker 2: lead to a movement. And that is it may not

544
00:27:53,800 --> 00:27:56,400
Speaker 2: be you as a leader, but you speaking up does

545
00:27:56,440 --> 00:27:58,840
Speaker 2: make a difference. And so I think that's really important

546
00:27:58,880 --> 00:28:01,560
Speaker 2: for parents to recognize. But yeah, you look, you're not

547
00:28:01,640 --> 00:28:03,080
Speaker 2: safe anywhere in the country at the end of the

548
00:28:03,119 --> 00:28:05,119
Speaker 2: day when it you know, a lot of the schools

549
00:28:05,160 --> 00:28:09,040
Speaker 2: we've sued who actively violate students free speech rights are

550
00:28:09,080 --> 00:28:12,320
Speaker 2: in red states. We just won against a Texas University

551
00:28:12,359 --> 00:28:15,080
Speaker 2: of Houston last year. We're suing Texas State University. Now,

552
00:28:15,280 --> 00:28:18,320
Speaker 2: we're suing Oklahoma State University that's in a deep red state.

553
00:28:18,640 --> 00:28:20,879
Speaker 2: And we just won against the University of Central Florida

554
00:28:20,960 --> 00:28:24,400
Speaker 2: last year. And so that's I mean, it's not really,

555
00:28:24,480 --> 00:28:26,960
Speaker 2: you're not really safe because a lot of these there

556
00:28:26,960 --> 00:28:29,359
Speaker 2: are little pockets, like you said of activist judges in

557
00:28:29,400 --> 00:28:33,280
Speaker 2: certain districts, but also in the academy. These campuses are

558
00:28:33,600 --> 00:28:36,520
Speaker 2: very like they're hot spots for far left Marxist ideology.

559
00:28:36,600 --> 00:28:38,240
Speaker 1: Well, how do you spread it unless you go to

560
00:28:38,280 --> 00:28:40,280
Speaker 1: the place where it isn't you know? And that's what

561
00:28:40,400 --> 00:28:42,680
Speaker 1: I think people have to understand that the only way

562
00:28:43,080 --> 00:28:46,720
Speaker 1: you can continue to spread Marxism or communism or just

563
00:28:46,800 --> 00:28:50,320
Speaker 1: this radical ideology is to go places where it is

564
00:28:50,520 --> 00:28:52,880
Speaker 1: and start to sprinkle it in. And the way they

565
00:28:52,920 --> 00:28:55,200
Speaker 1: do it is not, Hey, if you don't do this,

566
00:28:55,280 --> 00:28:56,960
Speaker 1: you're wrong, you're a bad person. The way they do

567
00:28:57,040 --> 00:28:59,080
Speaker 1: it is if you if you do this, you're loving,

568
00:28:59,120 --> 00:29:01,880
Speaker 1: You're welcoming. This is the rape society should be. And

569
00:29:01,920 --> 00:29:04,479
Speaker 1: I think that's something that on our side of the

570
00:29:04,520 --> 00:29:08,200
Speaker 1: aisle has been we've done it the wrong way. From

571
00:29:08,200 --> 00:29:10,720
Speaker 1: the standpoint of people think that if they come to

572
00:29:11,440 --> 00:29:14,680
Speaker 1: a right of center, then they have to condemn people,

573
00:29:14,720 --> 00:29:16,239
Speaker 1: and so you have to live the way we live,

574
00:29:16,320 --> 00:29:19,840
Speaker 1: or you're a bad person. Whereas if you live, if

575
00:29:19,880 --> 00:29:23,520
Speaker 1: you live a lifestyle that is right of center, you're

576
00:29:23,560 --> 00:29:26,080
Speaker 1: probably going to have a pretty happy life, but we

577
00:29:26,160 --> 00:29:27,360
Speaker 1: don't tell people that.

578
00:29:27,680 --> 00:29:28,880
Speaker 3: It's. Like you said, they have to.

579
00:29:29,400 --> 00:29:32,080
Speaker 2: People have to pay close attention to this because it

580
00:29:32,120 --> 00:29:36,240
Speaker 2: will sneak up on you. And if you're not paying attention,

581
00:29:36,320 --> 00:29:39,280
Speaker 2: if you're not speaking out about it, it can.

582
00:29:39,320 --> 00:29:40,320
Speaker 3: You'll find yourself.

583
00:29:40,960 --> 00:29:43,320
Speaker 2: It's likely these days you could find yourself in a

584
00:29:43,360 --> 00:29:46,000
Speaker 2: situation where you are in front of a judge who's

585
00:29:46,080 --> 00:29:48,560
Speaker 2: going to rule against you, in a situation that just

586
00:29:48,560 --> 00:29:51,280
Speaker 2: seems completely crazy and unreal, like something out.

587
00:29:51,120 --> 00:29:51,560
Speaker 3: Of a dream.

588
00:29:51,600 --> 00:29:53,720
Speaker 2: And you know, these parents who've gone through this stuff

589
00:29:53,800 --> 00:29:55,080
Speaker 2: definitely kind of feel that way.

590
00:29:55,320 --> 00:29:57,360
Speaker 1: Well. I think as we've seen some of these people

591
00:29:57,440 --> 00:30:02,240
Speaker 1: that have been political activists on our side get these

592
00:30:02,280 --> 00:30:06,280
Speaker 1: massive sentences that just seem that they're a little out

593
00:30:06,320 --> 00:30:10,240
Speaker 1: of sync with what they've done. I mean, I think

594
00:30:10,240 --> 00:30:12,680
Speaker 1: that's just the beginning. And I think that as much

595
00:30:12,680 --> 00:30:15,120
Speaker 1: as people might say, well that's not me, you don't

596
00:30:15,240 --> 00:30:18,240
Speaker 1: know what will be you, I think that's your point.

597
00:30:18,280 --> 00:30:21,640
Speaker 1: You never know when they're going to call you ahead

598
00:30:21,680 --> 00:30:24,120
Speaker 1: of in front of a judge and say, hey, guess

599
00:30:24,200 --> 00:30:27,480
Speaker 1: what you had wrong? Think what's that right?

600
00:30:27,560 --> 00:30:32,320
Speaker 2: And we're seeing evidence now that this this leftism, this

601
00:30:32,480 --> 00:30:36,360
Speaker 2: Marxist ideology is trying to infiltrate law schools. They are

602
00:30:36,600 --> 00:30:39,560
Speaker 2: trying to infiltrate, you know, the judicial system, trying to

603
00:30:39,600 --> 00:30:43,320
Speaker 2: manipulate it. This what you just mentioned goes back to

604
00:30:43,360 --> 00:30:45,400
Speaker 2: an earlier question. I didn't get a chance to answer

605
00:30:45,440 --> 00:30:46,800
Speaker 2: because I was I went off on one of my

606
00:30:46,800 --> 00:30:51,560
Speaker 2: tangents per usual, but I actually you know, you asked, what's.

607
00:30:51,360 --> 00:30:53,000
Speaker 3: The goal here? What's the ultimate goal?

608
00:30:53,120 --> 00:30:55,600
Speaker 2: Right? And it's it's to so for they want to

609
00:30:55,600 --> 00:30:58,880
Speaker 2: consolidate power. This is and the when you look at

610
00:30:58,880 --> 00:31:02,800
Speaker 2: totalitarian regime and how they operate. They can't just have

611
00:31:02,920 --> 00:31:05,880
Speaker 2: power of the government. They have to have power because

612
00:31:06,120 --> 00:31:09,040
Speaker 2: because for them, it's a zero sum game. If you're

613
00:31:09,160 --> 00:31:11,840
Speaker 2: pushing back at any level, it's power that they don't

614
00:31:11,880 --> 00:31:15,440
Speaker 2: have if you're not relinquishing somewhere. So they have to

615
00:31:15,480 --> 00:31:19,400
Speaker 2: have complete and utter control over your life. And it's

616
00:31:19,440 --> 00:31:21,640
Speaker 2: not just in order to maintain that power. And that's

617
00:31:21,640 --> 00:31:23,920
Speaker 2: how they kind of view this. That's how Marxism views

618
00:31:23,960 --> 00:31:27,600
Speaker 2: the world. They cannot they cannot operate in a world.

619
00:31:28,120 --> 00:31:29,760
Speaker 2: You can look at the communist regimes and see clear

620
00:31:29,760 --> 00:31:33,040
Speaker 2: examples of this. They can't have that power if you're

621
00:31:33,120 --> 00:31:36,040
Speaker 2: over here, you know, going on the school board or

622
00:31:36,200 --> 00:31:39,160
Speaker 2: shouting at the school board about the types of books

623
00:31:39,200 --> 00:31:40,440
Speaker 2: that are in your you know, in front of your

624
00:31:40,440 --> 00:31:43,400
Speaker 2: students that exhibit pornography. They can't have that power if

625
00:31:43,440 --> 00:31:47,120
Speaker 2: you have people pushing back, so by getting into the judiciary,

626
00:31:47,160 --> 00:31:50,600
Speaker 2: by getting into the politics, trying to infiltrate everything as

627
00:31:50,640 --> 00:31:55,720
Speaker 2: much as possible in order to control the way of thinking.

628
00:31:55,760 --> 00:31:57,800
Speaker 2: You know, this is where the academy comes in once again,

629
00:31:58,080 --> 00:32:01,440
Speaker 2: trying to control the way people think in education. It's

630
00:32:01,720 --> 00:32:04,200
Speaker 2: that's what ultimately the goal is here. That's why separating

631
00:32:04,280 --> 00:32:07,080
Speaker 2: kids from parents is so such a vital part of

632
00:32:07,120 --> 00:32:10,320
Speaker 2: their plan. And whether you have look, we don't have

633
00:32:10,360 --> 00:32:12,479
Speaker 2: to go into conspiracy theories. I can say that literally

634
00:32:12,520 --> 00:32:15,400
Speaker 2: everyone is in on this. It's that you have a

635
00:32:15,440 --> 00:32:18,200
Speaker 2: lot of folks who genuinely believe in this types of

636
00:32:18,240 --> 00:32:20,960
Speaker 2: social justice rhetoric, the climate change rietoric, a lot of

637
00:32:20,960 --> 00:32:23,760
Speaker 2: the far left rhetoric that exists. They really do believe

638
00:32:23,800 --> 00:32:27,560
Speaker 2: that this country is racist, systemically racist. But you have

639
00:32:27,800 --> 00:32:29,640
Speaker 2: there are people at the top who are pulling a

640
00:32:29,640 --> 00:32:31,600
Speaker 2: lot of these strings, like George Soros, who are like

641
00:32:31,640 --> 00:32:37,040
Speaker 2: pushing for prosecutors who won't who won't prosecute criminals, you know,

642
00:32:37,080 --> 00:32:40,920
Speaker 2: to win elections. But you I think it's just important

643
00:32:40,920 --> 00:32:43,080
Speaker 2: to recognize that all of this is feeding into a

644
00:32:43,200 --> 00:32:45,680
Speaker 2: common goal, which is the consolidation of power.

645
00:32:46,080 --> 00:32:48,680
Speaker 3: And it's even if we are.

646
00:32:48,600 --> 00:32:50,200
Speaker 2: All going to give each other the benefit of the

647
00:32:50,240 --> 00:32:52,440
Speaker 2: ballt and say, obviously not everyone's kind of bought into

648
00:32:52,480 --> 00:32:53,520
Speaker 2: that aspect.

649
00:32:53,800 --> 00:32:55,000
Speaker 3: They're still doing the bidding.

650
00:32:55,240 --> 00:32:58,440
Speaker 2: They're still trying to indoctrinate your kids, they're still trying

651
00:32:58,480 --> 00:33:03,400
Speaker 2: to get your get parents to lose custody in order

652
00:33:03,480 --> 00:33:07,360
Speaker 2: to manipulate the minds of younger generations to like you

653
00:33:07,360 --> 00:33:10,640
Speaker 2: were saying earlier, when you get these when you get

654
00:33:10,680 --> 00:33:13,480
Speaker 2: these rulings out of the judiciary that are just so

655
00:33:14,120 --> 00:33:18,840
Speaker 2: extreme against people for having wrong think, for participating in

656
00:33:18,920 --> 00:33:22,960
Speaker 2: things that the left doesn't agree with, then it's what

657
00:33:23,040 --> 00:33:26,040
Speaker 2: else could you interpret it as as if not a warning?

658
00:33:26,280 --> 00:33:30,160
Speaker 1: If not, we've been very spoiled up until this point.

659
00:33:30,240 --> 00:33:32,840
Speaker 1: I mean, we really hadn't ever seen this. It was

660
00:33:32,960 --> 00:33:36,320
Speaker 1: kind of you know, the the two parties in government

661
00:33:36,400 --> 00:33:39,920
Speaker 1: were not so different that people could just still say, Okay,

662
00:33:39,960 --> 00:33:41,720
Speaker 1: well I'm on this side, I'm on that side. I

663
00:33:41,720 --> 00:33:45,120
Speaker 1: can accept that there's another side things have really changed

664
00:33:45,200 --> 00:33:48,800
Speaker 1: in the past six or seven years. And I would

665
00:33:48,840 --> 00:33:52,720
Speaker 1: say things started changing when Obama became president and there

666
00:33:52,800 --> 00:33:55,360
Speaker 1: started to be a real divide because he started to

667
00:33:55,880 --> 00:33:59,000
Speaker 1: go after the police. He started to essentially say there's

668
00:33:59,040 --> 00:34:02,880
Speaker 1: a different side and against you, and that just that

669
00:34:03,040 --> 00:34:06,360
Speaker 1: really started to spread, I believe at that point, and

670
00:34:06,600 --> 00:34:09,200
Speaker 1: I think that the other side would blame Trump, But

671
00:34:09,360 --> 00:34:10,960
Speaker 1: I got to say, if we go a little bit

672
00:34:11,000 --> 00:34:13,399
Speaker 1: farther back, we would see where this began and where

673
00:34:13,440 --> 00:34:16,799
Speaker 1: these organizations started to pop up. And I just think

674
00:34:16,840 --> 00:34:20,399
Speaker 1: that things in our lives have changed to a point

675
00:34:20,400 --> 00:34:23,440
Speaker 1: where we can't be as spoiled, we can't be as

676
00:34:24,040 --> 00:34:26,239
Speaker 1: as laid back about the country as we were, and

677
00:34:26,320 --> 00:34:28,520
Speaker 1: people just need to get involved and make sure that

678
00:34:28,560 --> 00:34:31,879
Speaker 1: we preserve the American values that we've always had. Where

679
00:34:32,440 --> 00:34:35,560
Speaker 1: can people find more information about Speech First and what

680
00:34:35,600 --> 00:34:36,000
Speaker 1: you're doing.

681
00:34:36,239 --> 00:34:39,040
Speaker 2: Yeah, absolutely so. Speech First dot org is our website.

682
00:34:39,040 --> 00:34:41,160
Speaker 2: You can go on there. We also, you know, we

683
00:34:41,160 --> 00:34:43,000
Speaker 2: have a podcast, well said, you can kind of queue

684
00:34:43,040 --> 00:34:44,920
Speaker 2: up to date with the folks that I interview in

685
00:34:45,040 --> 00:34:46,719
Speaker 2: higher ed and kind of who are working in that

686
00:34:46,760 --> 00:34:49,960
Speaker 2: space of free speech. But additionally, you know, you can

687
00:34:49,960 --> 00:34:51,800
Speaker 2: find us on Twitter, social media speech.

688
00:34:51,840 --> 00:34:53,560
Speaker 3: First, you can find me Sherise Trump.

689
00:34:53,840 --> 00:34:55,480
Speaker 2: It's you know, just type in my name on Twitter

690
00:34:55,520 --> 00:34:57,839
Speaker 2: and you can you can find my account. But if

691
00:34:57,840 --> 00:34:59,160
Speaker 2: you want to sign up for our emails, you can

692
00:34:59,160 --> 00:35:01,000
Speaker 2: go out our website and so to either become a

693
00:35:01,040 --> 00:35:03,640
Speaker 2: member or just to receive regular emails for our updates.

694
00:35:03,800 --> 00:35:06,399
Speaker 2: You can also press donate. You know, we do see

695
00:35:06,440 --> 00:35:08,879
Speaker 2: a lot of universities that violate students free speech rights,

696
00:35:08,880 --> 00:35:10,560
Speaker 2: and litigation is something that is.

697
00:35:10,560 --> 00:35:12,440
Speaker 3: Very costly but very very effective.

698
00:35:12,560 --> 00:35:14,360
Speaker 2: So you know, that's something that I always encourage if

699
00:35:14,400 --> 00:35:17,160
Speaker 2: you can support wherever you can that that's very helpful

700
00:35:17,160 --> 00:35:19,520
Speaker 2: for us getting the word out. And you know, it's

701
00:35:19,560 --> 00:35:21,239
Speaker 2: been great being on here with you, tutor. I think

702
00:35:21,280 --> 00:35:24,000
Speaker 2: there's we talked so much about things that could easily

703
00:35:24,000 --> 00:35:25,080
Speaker 2: be teased out into their.

704
00:35:25,000 --> 00:35:28,960
Speaker 3: Own podcasts, so into their own episodes. But it's great.

705
00:35:29,600 --> 00:35:33,360
Speaker 1: Yeah, I think something you just said is incredibly key

706
00:35:33,440 --> 00:35:36,600
Speaker 1: because oftentimes people go, well, gosh, I don't want to

707
00:35:36,600 --> 00:35:38,719
Speaker 1: get involved. I don't know how to get involved. And

708
00:35:38,760 --> 00:35:41,759
Speaker 1: if you don't want to publicly put your face to

709
00:35:41,840 --> 00:35:45,440
Speaker 1: something like this, then and go out there and talk

710
00:35:45,520 --> 00:35:50,040
Speaker 1: and fight yourself. These lawsuits are so important because they

711
00:35:50,040 --> 00:35:53,200
Speaker 1: are protecting what we have always known as our country.

712
00:35:53,280 --> 00:35:55,960
Speaker 1: And this is at the university level. And I always

713
00:35:56,000 --> 00:35:58,960
Speaker 1: say to people, you have a lot of control over

714
00:35:59,040 --> 00:36:01,200
Speaker 1: K through twelve. Even though we see this stuff going

715
00:36:01,280 --> 00:36:03,759
Speaker 1: on in K through twelve, we as parents still have

716
00:36:03,800 --> 00:36:06,600
Speaker 1: that ability to have kids come home, talk about your day.

717
00:36:06,640 --> 00:36:08,160
Speaker 1: I mean, we had somebody on here one day that

718
00:36:08,239 --> 00:36:11,640
Speaker 1: said that we are now seeing that parents are having

719
00:36:12,040 --> 00:36:14,719
Speaker 1: less than fifteen minutes of meaningful conversation a week with

720
00:36:14,760 --> 00:36:17,279
Speaker 1: their kids. Don't let that happen. Come home every day,

721
00:36:17,440 --> 00:36:20,320
Speaker 1: talk about what happened at school, ask about the teachers,

722
00:36:20,400 --> 00:36:23,000
Speaker 1: ask those things. But K through twelve you still have

723
00:36:23,080 --> 00:36:25,759
Speaker 1: a lot of influence to have your family values there.

724
00:36:25,800 --> 00:36:28,319
Speaker 1: When your kids go to college, that's when you're not

725
00:36:28,400 --> 00:36:31,280
Speaker 1: there every day. You're not having those meaningful conversations because

726
00:36:31,280 --> 00:36:34,200
Speaker 1: you just you just can't. You're just not there. And

727
00:36:34,239 --> 00:36:37,080
Speaker 1: so that's when a company, on an organization like Speech

728
00:36:37,120 --> 00:36:40,200
Speaker 1: First is so important. So if you can make that donation,

729
00:36:40,760 --> 00:36:43,200
Speaker 1: just know that that's going to protect our future, to

730
00:36:43,280 --> 00:36:46,399
Speaker 1: protect our children, to protect your children and your grandchildren

731
00:36:46,440 --> 00:36:48,680
Speaker 1: and the future of this country. So Charies, thank you

732
00:36:48,719 --> 00:36:50,480
Speaker 1: so much for being on today and thank you for

733
00:36:50,520 --> 00:36:51,440
Speaker 1: sharing what you guys do.

734
00:36:51,680 --> 00:36:53,160
Speaker 3: Absolutely, thanks so much for having.

735
00:36:52,920 --> 00:36:55,279
Speaker 1: Me, absolutely, and thank you all for joining us on

736
00:36:55,320 --> 00:36:58,319
Speaker 1: the Tutor Dixon Podcast. For this episode and others, go

737
00:36:58,360 --> 00:37:01,600
Speaker 1: to Tudor dixonpodcast dot com. You can subscribe right there,

738
00:37:02,000 --> 00:37:05,120
Speaker 1: or check out the iHeartRadio app, Apple Podcasts, or wherever

739
00:37:05,160 --> 00:37:07,719
Speaker 1: you get your podcasts and join us next time on

740
00:37:07,800 --> 00:37:10,000
Speaker 1: the Tutor Dixon Podcast. Have a blessed day,