1 00:00:00,480 --> 00:00:04,040 Speaker 1: Parents across the country have been storming school board meetings 2 00:00:04,280 --> 00:00:08,840 Speaker 1: to demand an end to critical race theory in the classroom, 3 00:00:08,880 --> 00:00:12,039 Speaker 1: and prominent leftists have responded in one of two ways. 4 00:00:12,600 --> 00:00:15,440 Speaker 1: Some of them have defended critical race theory is a 5 00:00:15,480 --> 00:00:19,479 Speaker 1: good and important academic movement, and others have denied that 6 00:00:19,560 --> 00:00:23,959 Speaker 1: critical race theory exists at all. And actually many prominent 7 00:00:24,040 --> 00:00:26,800 Speaker 1: leftists have done both at the same time. Critical race 8 00:00:26,840 --> 00:00:29,639 Speaker 1: theory doesn't exist, but it's also terrific and wonderful and 9 00:00:29,720 --> 00:00:32,240 Speaker 1: very important. Well, here to help us break it down, 10 00:00:32,479 --> 00:00:35,760 Speaker 1: we have one of the nation's top experts on critical 11 00:00:35,800 --> 00:00:44,959 Speaker 1: race theory. This is Verdict with Ted Cruz. Welcome back 12 00:00:44,960 --> 00:00:47,400 Speaker 1: to Verdict with Ted Cruz. I am Michael Knowles, and 13 00:00:47,680 --> 00:00:51,519 Speaker 1: this week I am joined not only by the Senator himself, 14 00:00:51,800 --> 00:00:55,040 Speaker 1: but also by Christopher Ruffo, who is senior Fellow at 15 00:00:55,040 --> 00:01:00,160 Speaker 1: the Manhattan Institute and who is largely responsible for many 16 00:01:00,160 --> 00:01:03,520 Speaker 1: people around the country waking up to critical race theory 17 00:01:03,800 --> 00:01:08,120 Speaker 1: and the associated leftist ideological movements that are poisoning the 18 00:01:08,240 --> 00:01:12,240 Speaker 1: minds of young America. All right, you understand my opinion 19 00:01:12,240 --> 00:01:14,680 Speaker 1: of CRT, but I want to take a somewhat balanced 20 00:01:14,720 --> 00:01:17,479 Speaker 1: perspective Chris, thank you so much for being here. It's 21 00:01:17,480 --> 00:01:20,240 Speaker 1: great to be with you. So, Senator, you and I 22 00:01:20,280 --> 00:01:23,520 Speaker 1: were talking not so long ago about what CRT was 23 00:01:23,600 --> 00:01:26,759 Speaker 1: like back when you were a student in law school, 24 00:01:26,760 --> 00:01:29,520 Speaker 1: because it did begin in the law schools, but it 25 00:01:29,560 --> 00:01:32,360 Speaker 1: didn't end in the law schools. Well, that's right, and 26 00:01:32,440 --> 00:01:37,240 Speaker 1: Harvard Law School is really where it originated, and unfortunately 27 00:01:37,280 --> 00:01:41,520 Speaker 1: it is metastasized and spread and Chris has done a 28 00:01:41,920 --> 00:01:47,160 Speaker 1: terrific job of chronicling where and when it has spread 29 00:01:47,240 --> 00:01:50,800 Speaker 1: and how it's manifesting. And so maybe one thing to 30 00:01:51,120 --> 00:01:57,680 Speaker 1: start this conversation, Chris tell us, does critical race theory exist? 31 00:01:57,760 --> 00:01:59,720 Speaker 1: Because if I turn on MSNBC, I see a lot 32 00:01:59,760 --> 00:02:03,080 Speaker 1: of people screaming at me that there is no such thing. Yeah, 33 00:02:03,640 --> 00:02:06,240 Speaker 1: it definitely exists. And I've noticed a lot of folks 34 00:02:06,280 --> 00:02:09,800 Speaker 1: on the left, especially in places like MSNBC, equating critical 35 00:02:09,880 --> 00:02:13,639 Speaker 1: race theory with Bigfoot, with the Lockness monster. It seems 36 00:02:13,639 --> 00:02:16,720 Speaker 1: to be impossible to find only in the fevered imaginations 37 00:02:16,720 --> 00:02:20,560 Speaker 1: of conservatives. But critical race theorists, unfortunately for them, left 38 00:02:20,600 --> 00:02:23,040 Speaker 1: a very heavy paper trail. If you look at the 39 00:02:23,040 --> 00:02:25,520 Speaker 1: original academic writings in the late eighties and early nineties 40 00:02:25,919 --> 00:02:28,320 Speaker 1: all the way now to K through twelve schools where 41 00:02:28,320 --> 00:02:33,720 Speaker 1: I've meticulously documented not just people's experiences and people's opinions, 42 00:02:34,000 --> 00:02:39,280 Speaker 1: but actual PDFs, videos, documents, and hard evidence of these 43 00:02:39,480 --> 00:02:44,480 Speaker 1: really atrocious ideas that are not just so give us 44 00:02:44,480 --> 00:02:47,800 Speaker 1: an example of what's being taught to kids in schools. Sure, 45 00:02:47,840 --> 00:02:51,920 Speaker 1: I mean in Kupertino, California, they forced third graders, kids 46 00:02:51,919 --> 00:02:54,600 Speaker 1: that are about eight years old, to deconstruct their racial 47 00:02:54,600 --> 00:02:57,600 Speaker 1: and sexual identities and then rank themselves according to a 48 00:02:57,680 --> 00:03:03,320 Speaker 1: racial hierarchy. In fifth grade, in Buffalo and Philadelphia, they 49 00:03:03,320 --> 00:03:07,280 Speaker 1: were teaching that quote all white people contribute to systemic racism. 50 00:03:07,760 --> 00:03:11,200 Speaker 1: They were forcing kids to hold an assimilated black power 51 00:03:11,280 --> 00:03:14,600 Speaker 1: rally and the auditorium chanting for Angela Davis to be 52 00:03:14,639 --> 00:03:17,240 Speaker 1: freed from prison. In a public high school in New York, 53 00:03:17,280 --> 00:03:19,120 Speaker 1: they sent out an email to white parents saying that 54 00:03:20,200 --> 00:03:22,000 Speaker 1: and hold on, Chris, let me stop you on that 55 00:03:22,840 --> 00:03:25,520 Speaker 1: Angela Davis. For someone who doesn't know who she is, 56 00:03:27,000 --> 00:03:30,240 Speaker 1: Who's Angela Davis? You know? In many ways, Angela Davis 57 00:03:30,320 --> 00:03:33,760 Speaker 1: was the kind of prototype of critical race theory. She 58 00:03:33,880 --> 00:03:37,440 Speaker 1: was the doctoral student of the kind of founding American 59 00:03:37,520 --> 00:03:41,280 Speaker 1: critical theorist named Herbert marcusa who advocated for revolution, who 60 00:03:41,360 --> 00:03:45,600 Speaker 1: condoned even violence. Angela Davis was his student, steeped in 61 00:03:45,680 --> 00:03:52,280 Speaker 1: Marxist ideology, who eventually was provided weapons for a hostage 62 00:03:52,280 --> 00:03:54,040 Speaker 1: situation in a courtroom. She was a member of the 63 00:03:54,040 --> 00:03:57,320 Speaker 1: Communist Party. She advocated for the overthrow of the United States, 64 00:03:57,800 --> 00:04:01,280 Speaker 1: abolishing capitalism, and a lot of the ideas that during 65 00:04:01,360 --> 00:04:04,360 Speaker 1: Davis's time we're really on the radical left fringe have 66 00:04:04,520 --> 00:04:08,200 Speaker 1: now moved not only into mainstream university discourse, but even 67 00:04:08,240 --> 00:04:11,960 Speaker 1: into public K through twelve schools under this guise of 68 00:04:12,160 --> 00:04:15,320 Speaker 1: critical race theory. So, Chris, you know, I want to 69 00:04:15,640 --> 00:04:18,960 Speaker 1: have a good answer for the leftists who have now 70 00:04:19,040 --> 00:04:22,039 Speaker 1: made it seems that they're speaking in Unison. After spending 71 00:04:22,080 --> 00:04:24,720 Speaker 1: weeks defending CRT, now they're denying it, and they are 72 00:04:24,760 --> 00:04:29,880 Speaker 1: saying that almost by definition, critical race theory is only 73 00:04:30,240 --> 00:04:33,559 Speaker 1: taught and discussed in law schools, and that the things 74 00:04:33,600 --> 00:04:36,320 Speaker 1: that are going on in K through twelve maybe they're 75 00:04:36,360 --> 00:04:40,760 Speaker 1: anti white, maybe they're bigoted, maybe they're vicious and far left, 76 00:04:40,839 --> 00:04:43,880 Speaker 1: but whatever it is, they're not the same thing as 77 00:04:43,920 --> 00:04:46,920 Speaker 1: critical race theory. What do you say to people who 78 00:04:46,960 --> 00:04:49,920 Speaker 1: are making that argument. Yeah, I mean it's important. Like 79 00:04:49,960 --> 00:04:54,240 Speaker 1: all Marxist ideologies, you have theory and praxis or kind 80 00:04:54,279 --> 00:04:57,240 Speaker 1: of general ideas, and then the practical implementation of those 81 00:04:57,279 --> 00:05:01,040 Speaker 1: ideas that's embedded within critical race theory. So what it 82 00:05:01,080 --> 00:05:03,679 Speaker 1: looks like in a scholarly paper. Obviously they're not teaching 83 00:05:03,760 --> 00:05:06,160 Speaker 1: kindergarteners how to read the Harvard Law Review, but what 84 00:05:06,200 --> 00:05:09,159 Speaker 1: they are teaching kindergarteners could think can be thought of 85 00:05:09,200 --> 00:05:12,160 Speaker 1: as applied critical race theory. So I'm just gonna lay 86 00:05:12,160 --> 00:05:14,320 Speaker 1: out some key terms, and these are really kind of 87 00:05:14,760 --> 00:05:17,120 Speaker 1: red flag terms that if they're teaching in a K 88 00:05:17,200 --> 00:05:21,240 Speaker 1: through twelve school, it's almost undoubtedly informed by critical race 89 00:05:21,279 --> 00:05:24,560 Speaker 1: theory and using the principles of critical race theory. So 90 00:05:24,600 --> 00:05:30,320 Speaker 1: if you hear whiteness, white privilege, white fragility, oppress or oppressed, intersectionality, 91 00:05:30,320 --> 00:05:34,719 Speaker 1: systemic racism, spirit murder, equity, anti racism, collective guilt, or 92 00:05:34,800 --> 00:05:40,440 Speaker 1: affinity spaces which are racially segregated training programs and educational lectures, 93 00:05:41,040 --> 00:05:44,000 Speaker 1: all of those key terms which you hear in hundreds, 94 00:05:44,040 --> 00:05:47,479 Speaker 1: if not thousands, of school districts across the country, even 95 00:05:47,520 --> 00:05:50,559 Speaker 1: if they don't say under the heading critical race theory. 96 00:05:50,800 --> 00:05:53,440 Speaker 1: Those are all ideas that are derived from critical race 97 00:05:53,480 --> 00:05:57,719 Speaker 1: theory and then applied in the classroom through critical pedagogy. Okay, 98 00:05:57,720 --> 00:05:59,920 Speaker 1: so Chris back up a little bit and run through 99 00:06:00,120 --> 00:06:02,440 Speaker 1: those terms. A lot of those terms we may or 100 00:06:02,480 --> 00:06:04,160 Speaker 1: may not have heard of. But what do they mean? 101 00:06:04,240 --> 00:06:07,000 Speaker 1: To go through them one at a time. Yeah, So 102 00:06:07,120 --> 00:06:10,560 Speaker 1: I'll first take the trio of terms related to whiteness. 103 00:06:10,640 --> 00:06:14,080 Speaker 1: It's this idea that people of different racial categories can 104 00:06:14,080 --> 00:06:18,360 Speaker 1: be reduced to a racial essence, this almost metaphysical property 105 00:06:18,400 --> 00:06:22,640 Speaker 1: of whiteness, the condition of being white, and that includes, 106 00:06:22,680 --> 00:06:25,919 Speaker 1: by definition, in their theories, white privilege, the idea that 107 00:06:26,000 --> 00:06:30,280 Speaker 1: society is tilted towards you. You are embedded by simply existing, 108 00:06:30,640 --> 00:06:34,000 Speaker 1: You have vested property, interests, and advantages because of the 109 00:06:34,000 --> 00:06:36,880 Speaker 1: color of your skin. And also white fragility, the idea 110 00:06:36,960 --> 00:06:40,560 Speaker 1: that any reaction against something like critical race theory doesn't 111 00:06:40,560 --> 00:06:43,800 Speaker 1: come from principled agreement or dissent, it comes from the 112 00:06:43,920 --> 00:06:48,120 Speaker 1: kind of the kind of psychopathology of being white. That 113 00:06:48,240 --> 00:06:51,719 Speaker 1: you are fragile, that you are going to react out 114 00:06:51,720 --> 00:06:54,640 Speaker 1: of rage, out of other sorts of emotions, to any 115 00:06:54,720 --> 00:06:58,480 Speaker 1: challenge to your identity. And then I think a second bucket. 116 00:06:58,520 --> 00:07:01,400 Speaker 1: You have to look at oppressor and oppressed. This is 117 00:07:01,680 --> 00:07:06,400 Speaker 1: Marxian conflict theory, you know, derived in the nineteenth century, 118 00:07:06,680 --> 00:07:08,919 Speaker 1: but now looking at that through a racial lens, the 119 00:07:08,960 --> 00:07:12,280 Speaker 1: idea that the oppressors are not you know, the capitalist 120 00:07:12,360 --> 00:07:15,640 Speaker 1: landlords and ownership class, but actually a racial category of whites. 121 00:07:16,000 --> 00:07:20,120 Speaker 1: The oppressed are black Americans and people of color. And 122 00:07:20,160 --> 00:07:24,040 Speaker 1: then intersectionality basically takes this kind of uh, you know, 123 00:07:24,240 --> 00:07:26,280 Speaker 1: kind of shake them up approach to this oppressor an 124 00:07:26,280 --> 00:07:32,240 Speaker 1: oppressed distinction, saying all the different racial categories, religion, language, disability, status, 125 00:07:32,720 --> 00:07:37,080 Speaker 1: your body mass index, even are all vestiges of this capitalist, 126 00:07:37,120 --> 00:07:42,600 Speaker 1: white supremacist patriarchy that oppresses people. And then this is 127 00:07:42,640 --> 00:07:46,600 Speaker 1: then the kind of antidote that they profess is something 128 00:07:46,720 --> 00:07:50,960 Speaker 1: like equity or anti racism. And Ibraham Kendy, who I 129 00:07:50,960 --> 00:07:53,120 Speaker 1: think is the kind of critical race guru of our time, 130 00:07:53,520 --> 00:07:56,920 Speaker 1: defines anti racism, defines equity and very simple terms, he says, 131 00:07:57,280 --> 00:08:01,080 Speaker 1: the cure for past discrimination is present dis corimination, the 132 00:08:01,160 --> 00:08:03,840 Speaker 1: idea that being, you know, we don't want to have 133 00:08:03,960 --> 00:08:06,480 Speaker 1: equality under the law, we don't want to have color blindness, 134 00:08:06,520 --> 00:08:08,560 Speaker 1: we don't want to have meritocracy. We want to have 135 00:08:08,600 --> 00:08:11,360 Speaker 1: a legal regime that favors people on the basis of race, 136 00:08:11,880 --> 00:08:14,760 Speaker 1: that tips the scales to someone on the basis of race, 137 00:08:14,800 --> 00:08:18,400 Speaker 1: and even in many cases in critical race theory actually 138 00:08:18,400 --> 00:08:22,120 Speaker 1: abolishes the system of capitalism redistributes land and wealth on 139 00:08:22,160 --> 00:08:25,560 Speaker 1: the basis of racial identity. So let me break down 140 00:08:25,560 --> 00:08:27,640 Speaker 1: because there are a number of concepts in there, like 141 00:08:27,640 --> 00:08:32,160 Speaker 1: like you mentioned equity. Now, equity sounds very similar to equality, 142 00:08:32,480 --> 00:08:35,200 Speaker 1: and equality is a good thing. I mean, we are 143 00:08:35,800 --> 00:08:39,880 Speaker 1: a nation that was built under the principle of equality 144 00:08:39,960 --> 00:08:43,079 Speaker 1: under the law. But when you hear the critical race 145 00:08:43,120 --> 00:08:47,080 Speaker 1: theorists talking about equity, they don't mean equality. What's the 146 00:08:47,080 --> 00:08:49,800 Speaker 1: difference between the two. It's a really key difference. And 147 00:08:49,840 --> 00:08:53,560 Speaker 1: I think that they've adapted the term equity really to 148 00:08:53,600 --> 00:08:56,760 Speaker 1: play a language game to trick most Americans to think 149 00:08:56,760 --> 00:08:59,520 Speaker 1: it's just equality two point zero. It's just a better 150 00:08:59,640 --> 00:09:03,760 Speaker 1: version of what we had before. But the philosophical premise 151 00:09:03,880 --> 00:09:07,719 Speaker 1: of these of these ideas is quite different. Equality, as 152 00:09:07,720 --> 00:09:11,080 Speaker 1: you said, seeks to provide equal protection under the law. 153 00:09:11,400 --> 00:09:14,960 Speaker 1: It protects the individual's right to things like private property, 154 00:09:15,040 --> 00:09:19,160 Speaker 1: to freedom of speech, to political participation or representation so 155 00:09:19,559 --> 00:09:24,520 Speaker 1: equality says you can't discriminate. Equity says you must discriminate. 156 00:09:24,600 --> 00:09:27,560 Speaker 1: Is that am I following this right? That's right? And 157 00:09:27,760 --> 00:09:30,400 Speaker 1: the key difference is that equality looks to you as 158 00:09:30,400 --> 00:09:33,000 Speaker 1: an individual and says that the unit, the key unit 159 00:09:33,040 --> 00:09:36,200 Speaker 1: of measurement, analysis and policy is the individual human being 160 00:09:36,360 --> 00:09:39,880 Speaker 1: who should be protected from discrimination. Equity says, we don't 161 00:09:39,880 --> 00:09:42,679 Speaker 1: want to look at society as as a collection of individuals. 162 00:09:43,000 --> 00:09:45,720 Speaker 1: We want to look as society as a collection of 163 00:09:45,760 --> 00:09:49,559 Speaker 1: competing racial groups, and we need to achieve the equality 164 00:09:49,600 --> 00:09:53,720 Speaker 1: of outcomes between those racial groups by whatever means necessary, 165 00:09:53,960 --> 00:09:59,000 Speaker 1: including racial discrimination which they call positive discrimination or affirmative action. 166 00:09:59,400 --> 00:10:01,880 Speaker 1: Which is so And Chris, let me stope you because 167 00:10:02,360 --> 00:10:04,560 Speaker 1: one thing you said there that I think is really 168 00:10:04,600 --> 00:10:07,120 Speaker 1: important as you talk about the language games and in 169 00:10:07,160 --> 00:10:10,040 Speaker 1: the world of critical race theory, I mean, the left 170 00:10:10,120 --> 00:10:12,240 Speaker 1: is very good and creative when it comes to language 171 00:10:12,240 --> 00:10:16,120 Speaker 1: and the similarity between equity and equality. It's like, well, gosh, 172 00:10:16,160 --> 00:10:19,200 Speaker 1: who could be against equality, which I guess means everyone 173 00:10:19,240 --> 00:10:21,280 Speaker 1: has to be for what they call equity, which is 174 00:10:21,320 --> 00:10:25,040 Speaker 1: discriminate based on race, which is the exact opposite of 175 00:10:25,080 --> 00:10:26,760 Speaker 1: what we should be doing. But but they do a 176 00:10:26,800 --> 00:10:33,679 Speaker 1: similar thing with systematic racism. And when you say so, 177 00:10:33,720 --> 00:10:38,359 Speaker 1: systematic racism is different from racism, like like nobody disputes 178 00:10:38,720 --> 00:10:42,240 Speaker 1: racism is real. There are bigots in the world. There 179 00:10:42,240 --> 00:10:45,319 Speaker 1: are bigots, There are white bigots, there are black bigots. 180 00:10:45,400 --> 00:10:49,679 Speaker 1: There are bigots of every race and creed you can find. Now, 181 00:10:50,440 --> 00:10:52,560 Speaker 1: that is a very different thing from the notion of 182 00:10:52,640 --> 00:10:57,560 Speaker 1: systematic racism, which is that the system is fundamentally racist, 183 00:10:57,559 --> 00:11:00,760 Speaker 1: whether it's the criminal justice system, whether it is the 184 00:11:00,880 --> 00:11:04,560 Speaker 1: capitalist system, whether it is whatever the systems we have 185 00:11:04,600 --> 00:11:08,600 Speaker 1: in the country that they are built into their structure racist. 186 00:11:09,559 --> 00:11:12,280 Speaker 1: That's very different. But the problem is when someone's listening 187 00:11:12,320 --> 00:11:15,680 Speaker 1: to it and they hear systematic racism, they think, well, yeah, 188 00:11:15,800 --> 00:11:18,200 Speaker 1: racism exists, so that must be right. And when they 189 00:11:18,240 --> 00:11:21,120 Speaker 1: hear someone denying it, they say, well, gosh, that guy's 190 00:11:21,120 --> 00:11:26,920 Speaker 1: alone because he says there's no racism. How much mileage 191 00:11:27,000 --> 00:11:30,120 Speaker 1: do they get out of these language games trying to 192 00:11:30,160 --> 00:11:36,400 Speaker 1: make something invidious sound like it's innocuous. Yeah, I mean 193 00:11:36,679 --> 00:11:38,760 Speaker 1: they've been very successful with it, and I think that's 194 00:11:38,760 --> 00:11:42,560 Speaker 1: why we have to be very vigorous in creating language 195 00:11:42,559 --> 00:11:46,280 Speaker 1: and also subverting their language. So systemic racism is very interesting. 196 00:11:46,320 --> 00:11:50,160 Speaker 1: It achieves really two objectives for them simultaneously. One, it 197 00:11:50,280 --> 00:11:53,400 Speaker 1: assumes that any disparity and outcome through any kind of 198 00:11:53,400 --> 00:11:56,520 Speaker 1: statistical measure where things aren't equal in the ways that 199 00:11:56,520 --> 00:12:01,880 Speaker 1: they want them to be equal kind of makes the 200 00:12:01,920 --> 00:12:05,360 Speaker 1: case for racism as the original cause of everything. So 201 00:12:05,800 --> 00:12:07,800 Speaker 1: what it tries to do is basically say that all 202 00:12:07,840 --> 00:12:11,880 Speaker 1: of these systems are racist because they produce unequal outcomes 203 00:12:11,920 --> 00:12:15,200 Speaker 1: by whatever measure that they're measuring of the day. But 204 00:12:15,280 --> 00:12:17,880 Speaker 1: the second thing that it does is it also implies 205 00:12:18,160 --> 00:12:22,080 Speaker 1: a solution. If something is systematically racist, the only solution 206 00:12:22,200 --> 00:12:24,680 Speaker 1: is to tear down that system. So they try to 207 00:12:24,720 --> 00:12:29,480 Speaker 1: put this systematic lens, institutional lens, systemic lens on all 208 00:12:29,520 --> 00:12:32,839 Speaker 1: of the various categories, whether it's the constitution, whether it's law, 209 00:12:32,880 --> 00:12:35,480 Speaker 1: whether it's private property, whether it's the Civil Rights Act, 210 00:12:35,480 --> 00:12:38,360 Speaker 1: and nondiscrimination. And then they try to say, basically the 211 00:12:38,440 --> 00:12:43,160 Speaker 1: only solution, because we've tried civil rights, we've tried equality, 212 00:12:43,160 --> 00:12:46,280 Speaker 1: we've tried everything that they said was going to lead 213 00:12:46,320 --> 00:12:49,480 Speaker 1: to greater equality, it all has to go. And I 214 00:12:49,520 --> 00:12:51,640 Speaker 1: think at heart, if you look at critical race theory, 215 00:12:51,640 --> 00:12:57,440 Speaker 1: it is anti constitutional, it is explicitly anti Fourteenth Amendment, 216 00:12:57,480 --> 00:12:59,959 Speaker 1: the idea of equal protection under the law. It's explicit 217 00:13:00,200 --> 00:13:03,000 Speaker 1: the anti capitalist, so our economic system has to go. 218 00:13:03,440 --> 00:13:05,480 Speaker 1: And if you go on down the line, you find 219 00:13:05,520 --> 00:13:08,000 Speaker 1: that people that the critical race theoris don't want to 220 00:13:08,040 --> 00:13:13,319 Speaker 1: reform the United States. They want to overturn the United States. 221 00:13:13,400 --> 00:13:17,000 Speaker 1: They want to kind of fundamentally destroy the institutions and 222 00:13:17,040 --> 00:13:21,200 Speaker 1: the hope that something better will emerge. So the question 223 00:13:21,240 --> 00:13:24,880 Speaker 1: that keeps striking me because I think absolutely your right, Senator. 224 00:13:24,960 --> 00:13:29,240 Speaker 1: I mean, you actually saw this ideology develop at the 225 00:13:29,240 --> 00:13:31,960 Speaker 1: place where it developed in the years that it was developing, 226 00:13:32,160 --> 00:13:35,120 Speaker 1: and Chris, you've traced that out very well, and I agree. 227 00:13:35,120 --> 00:13:37,200 Speaker 1: I think the argument now that's being made on the 228 00:13:37,280 --> 00:13:41,440 Speaker 1: left that actually, when educators in high schools and middle 229 00:13:41,520 --> 00:13:45,559 Speaker 1: schools repeat all of the various axioms of critical race theory, 230 00:13:45,600 --> 00:13:48,320 Speaker 1: that that somehow is totally different from critical race theory. 231 00:13:48,360 --> 00:13:50,000 Speaker 1: I think it's a kind of weak argue. It's actually 232 00:13:50,040 --> 00:13:53,280 Speaker 1: a nominalist argument that basically just tries to run away 233 00:13:53,320 --> 00:13:56,280 Speaker 1: from words having any meaning at all as general principles. 234 00:13:56,720 --> 00:14:00,240 Speaker 1: But I am still left with this question, how did 235 00:14:00,280 --> 00:14:03,840 Speaker 1: critical race theory developed in the nineteen eighties at Harvard 236 00:14:03,920 --> 00:14:06,800 Speaker 1: Law School. How did it go from this kooky fringe 237 00:14:06,840 --> 00:14:10,439 Speaker 1: movement at one law school, a very disreputable law school 238 00:14:10,480 --> 00:14:13,959 Speaker 1: as far as I'm concerned, by the way, But how 239 00:14:14,000 --> 00:14:18,560 Speaker 1: did it go from there to every system of education 240 00:14:18,600 --> 00:14:21,720 Speaker 1: in the country. Yeah, I mean that's a big question, 241 00:14:21,760 --> 00:14:23,680 Speaker 1: and I think you can look at a couple different 242 00:14:23,760 --> 00:14:27,120 Speaker 1: methods of transmission. I think probably the most important one 243 00:14:27,240 --> 00:14:31,200 Speaker 1: is graduate schools of education. So there's a large body 244 00:14:31,240 --> 00:14:33,680 Speaker 1: of academic research that they think of as the critical 245 00:14:33,680 --> 00:14:38,160 Speaker 1: turn and education. So taking critical legal studies, taking critical theory, 246 00:14:38,200 --> 00:14:41,440 Speaker 1: taking critical race theory, and applying it to education, and 247 00:14:41,560 --> 00:14:44,920 Speaker 1: the idea being that if you can shape a curriculum 248 00:14:44,960 --> 00:14:48,120 Speaker 1: and shape a pedagogy to apply the ideas of critical 249 00:14:48,200 --> 00:14:50,280 Speaker 1: race theory to kids, you're going to bring up a 250 00:14:50,280 --> 00:14:52,920 Speaker 1: generation that can solve some of these problems such as 251 00:14:53,120 --> 00:14:58,760 Speaker 1: white privilege and white fragility, systemic racism, etc. And if 252 00:14:58,800 --> 00:15:01,480 Speaker 1: you look at graduate at schools of education, I mean 253 00:15:01,520 --> 00:15:05,560 Speaker 1: they are steeped in this stuff. The kind of foundational 254 00:15:05,600 --> 00:15:09,320 Speaker 1: textbook in most graduate schools of education is the pedagogy 255 00:15:09,320 --> 00:15:13,080 Speaker 1: of the oppressed by the pedagogies Paulo Freira, and then 256 00:15:13,160 --> 00:15:16,160 Speaker 1: they take all of these ideas from critical theory and 257 00:15:16,200 --> 00:15:21,160 Speaker 1: then do essentially critical race theory the practice portion the practice. 258 00:15:21,520 --> 00:15:23,840 Speaker 1: And then you have I don't know, thousands or maybe 259 00:15:23,840 --> 00:15:27,680 Speaker 1: tens of thousands of people who are graduating from these schools. 260 00:15:27,880 --> 00:15:30,280 Speaker 1: This is really the only framework that they know, and 261 00:15:30,280 --> 00:15:33,040 Speaker 1: they're being put into place in school districts around the country. 262 00:15:33,040 --> 00:15:35,800 Speaker 1: And one thing that I've seen is that older teachers 263 00:15:35,960 --> 00:15:39,120 Speaker 1: are not teaching this. Older teachers are in many cases 264 00:15:39,120 --> 00:15:41,800 Speaker 1: the people who leak documents to me because they're saying, 265 00:15:41,840 --> 00:15:44,840 Speaker 1: this is tearing our institutions apart. But if you're under 266 00:15:44,880 --> 00:15:47,880 Speaker 1: thirty five and you're a new public school teacher or 267 00:15:47,880 --> 00:15:50,040 Speaker 1: within the first five ten years of career of your career, 268 00:15:50,640 --> 00:15:53,080 Speaker 1: this is the water that you swim in. This is 269 00:15:53,080 --> 00:15:55,880 Speaker 1: what you're teaching, this is how you're designing your curriculum. 270 00:15:56,120 --> 00:16:00,800 Speaker 1: And then you have a network of nonprofits of critical 271 00:16:00,880 --> 00:16:05,680 Speaker 1: race theory based training programs and diversity lecturers and contractors 272 00:16:05,680 --> 00:16:08,720 Speaker 1: that have created an economic ecosystem where they can attach 273 00:16:08,800 --> 00:16:12,160 Speaker 1: themselves to public institutions like school districts, and then push 274 00:16:12,200 --> 00:16:16,720 Speaker 1: these ideas from that fringe all the way into in 275 00:16:16,760 --> 00:16:20,720 Speaker 1: some cases, a kindergarten classroom, and I think it. You know, 276 00:16:21,160 --> 00:16:23,600 Speaker 1: in a way, you have to give these folks respect. 277 00:16:24,120 --> 00:16:26,960 Speaker 1: They've had a thirty year plan to get their ideas 278 00:16:27,000 --> 00:16:30,240 Speaker 1: into the institutions, and in many ways they're just on 279 00:16:30,280 --> 00:16:34,080 Speaker 1: the cusp of success unless we stop them. So, Chris, 280 00:16:34,120 --> 00:16:36,560 Speaker 1: one very useful thing I think you've laid out for 281 00:16:36,600 --> 00:16:39,720 Speaker 1: folks listening or watching the pod. If you're a parent, 282 00:16:39,760 --> 00:16:41,800 Speaker 1: if you have kids. Heidi and I are girls are 283 00:16:41,880 --> 00:16:45,800 Speaker 1: ten and thirteen, if you're looking at their curriculum in school, 284 00:16:45,880 --> 00:16:48,680 Speaker 1: they're buzzwords that you want to be looking for. Things 285 00:16:48,760 --> 00:16:52,280 Speaker 1: like white privilege, or whiteness or white fragility, which are 286 00:16:52,560 --> 00:16:57,760 Speaker 1: weird concepts. Things like anti racism, which I have to say, 287 00:16:57,800 --> 00:17:01,080 Speaker 1: by the way, I have to step back in marvel 288 00:17:01,440 --> 00:17:07,480 Speaker 1: at the cleverness of the propaganda because anti racism, I think, well, absolutely, 289 00:17:07,480 --> 00:17:11,359 Speaker 1: I'm anti racism. Racism is horrible and evil and bigotry, 290 00:17:11,359 --> 00:17:16,000 Speaker 1: and so of course I'm against that. But anti racism 291 00:17:16,040 --> 00:17:20,040 Speaker 1: is a code word that doesn't actually mean being against racism. 292 00:17:20,119 --> 00:17:26,440 Speaker 1: It means being a racist explicitly and discriminating number one 293 00:17:26,480 --> 00:17:34,600 Speaker 1: against white kids, discriminating number two, viewing the system in 294 00:17:34,640 --> 00:17:37,840 Speaker 1: a way that it is inherently biased and wanting to 295 00:17:37,880 --> 00:17:39,560 Speaker 1: tear it down. And you know, we talked a minute 296 00:17:39,560 --> 00:17:44,440 Speaker 1: ago about how all of this originated in Marxism. What's 297 00:17:44,520 --> 00:17:47,800 Speaker 1: interesting is it didn't just originate in Marxism. The endpoint 298 00:17:48,600 --> 00:17:51,359 Speaker 1: that this curriculum is designed to teach the kids to 299 00:17:51,400 --> 00:17:54,560 Speaker 1: go to is Marxism itself. It is designed to tear 300 00:17:54,600 --> 00:17:58,359 Speaker 1: down capitalism and replace it with communism, replace it with 301 00:17:58,440 --> 00:18:04,639 Speaker 1: Marxism with government power, although on racial lines. And is 302 00:18:04,720 --> 00:18:08,440 Speaker 1: that a fair characterization? Yeah, I think it is. And 303 00:18:08,560 --> 00:18:10,240 Speaker 1: one of the things that I've noticed in my research. 304 00:18:10,560 --> 00:18:12,919 Speaker 1: You look at critical race theory, and you look at 305 00:18:12,920 --> 00:18:15,639 Speaker 1: their literature, you look at their academic work, and they're 306 00:18:15,680 --> 00:18:19,040 Speaker 1: always focused on pointing out problems. And I've always asked, 307 00:18:19,040 --> 00:18:20,679 Speaker 1: in the back of my mind, well, what do you want? 308 00:18:20,760 --> 00:18:24,080 Speaker 1: What are you proposing? What kind of policy solution are 309 00:18:24,119 --> 00:18:27,720 Speaker 1: you suggesting would solve these problems? And in every case, 310 00:18:27,920 --> 00:18:33,160 Speaker 1: it is active discrimination, this idea that the that equality 311 00:18:33,160 --> 00:18:36,480 Speaker 1: of outcomes must be achieved through government action and government force. 312 00:18:36,960 --> 00:18:40,719 Speaker 1: It's skepticism about private property, saying that private property actually 313 00:18:40,760 --> 00:18:44,639 Speaker 1: is a form of whiteness, that actually private property and 314 00:18:44,680 --> 00:18:47,600 Speaker 1: white identity are inextricably linked, and in order to reduce 315 00:18:47,680 --> 00:18:51,960 Speaker 1: whiteness and white privilege, you have to actually change property arrangements. 316 00:18:52,520 --> 00:18:55,600 Speaker 1: And then it's someone like Ebrahm Kendy again who proposes 317 00:18:55,640 --> 00:18:58,960 Speaker 1: a federal Department of Anti Racism that's unaccountable to voters, 318 00:18:59,160 --> 00:19:02,879 Speaker 1: unaccountable to Congress, on accountled to the executive. And what 319 00:19:02,920 --> 00:19:05,919 Speaker 1: would that department do. It would have the power to 320 00:19:06,080 --> 00:19:09,440 Speaker 1: veto nullify or abolish any law at any level of government, 321 00:19:09,720 --> 00:19:13,399 Speaker 1: and silence political speech that's not deemed anti racist. So 322 00:19:13,400 --> 00:19:16,520 Speaker 1: when you put all of these disparate parts together, you 323 00:19:16,640 --> 00:19:20,119 Speaker 1: have again kind of the end of private property. You 324 00:19:20,119 --> 00:19:22,879 Speaker 1: have redistribution of land and wealth along racial lines, and 325 00:19:22,920 --> 00:19:26,159 Speaker 1: then you have an omnipotent federal bureaucracy with the power 326 00:19:26,160 --> 00:19:29,760 Speaker 1: to suppress speech and the power to invalidate law outside 327 00:19:29,760 --> 00:19:33,040 Speaker 1: of the confines of our federalist system. It starts looking 328 00:19:33,160 --> 00:19:36,720 Speaker 1: a lot like a Marxist twentieth century style state. And 329 00:19:37,000 --> 00:19:38,520 Speaker 1: you should keep in mind, Look, I got to say 330 00:19:38,560 --> 00:19:42,840 Speaker 1: that that as you describe the Federal Department of Anti Racism, 331 00:19:42,920 --> 00:19:46,119 Speaker 1: that is terrifying, and it's not just Marxist, it's profoundly 332 00:19:46,160 --> 00:19:50,000 Speaker 1: anti democratic. To have some government bureaucrat with the ability 333 00:19:50,040 --> 00:19:52,840 Speaker 1: to set aside any law he or she doesn't like 334 00:19:53,960 --> 00:19:59,600 Speaker 1: and to silence and censor speech. But this nonsense is 335 00:19:59,640 --> 00:20:01,880 Speaker 1: not us being taught in the schools, although being taught 336 00:20:01,880 --> 00:20:05,240 Speaker 1: in the schools is dangerous. It's also being taught in 337 00:20:05,280 --> 00:20:07,600 Speaker 1: corporate America. It's also being taught in the federal government. 338 00:20:07,640 --> 00:20:10,840 Speaker 1: It's also being taught in the military. Is a right, Yeah, 339 00:20:10,920 --> 00:20:13,520 Speaker 1: that's right. I've reported on all of those domains. I mean, 340 00:20:13,920 --> 00:20:15,800 Speaker 1: started last year with a series of reports I did 341 00:20:15,800 --> 00:20:18,960 Speaker 1: on the federal government. So give us some examples. Yeah, 342 00:20:18,960 --> 00:20:22,240 Speaker 1: so give you some examples. You know. The example that 343 00:20:22,280 --> 00:20:25,439 Speaker 1: I like to tell as Sandia National Laboratories, which is 344 00:20:25,680 --> 00:20:30,119 Speaker 1: a federally affiliated laboratory that designs America's nuclear arsenal, so 345 00:20:30,160 --> 00:20:33,600 Speaker 1: the actual nuclear weapons that we have to keep our 346 00:20:33,600 --> 00:20:37,080 Speaker 1: country safe. They sent their white male executives to a 347 00:20:37,160 --> 00:20:41,200 Speaker 1: three day white male privilege re education camp. They sent 348 00:20:41,280 --> 00:20:44,080 Speaker 1: them to a resort down in New Mexico, and they 349 00:20:44,119 --> 00:20:47,440 Speaker 1: had them deconstruct their white male identities. They had them 350 00:20:47,880 --> 00:20:51,160 Speaker 1: read and recite white male privilege statements, and they had 351 00:20:51,160 --> 00:20:54,880 Speaker 1: them right letters of apology to fictitious women and people 352 00:20:54,920 --> 00:20:59,000 Speaker 1: of color. The idea is that breaking down their identity 353 00:20:59,200 --> 00:21:02,480 Speaker 1: in order for them to be kind of softer and 354 00:21:02,560 --> 00:21:06,760 Speaker 1: more open to absorbing this ideology. And some of these things, 355 00:21:06,800 --> 00:21:08,280 Speaker 1: if you look at them, you say, well, you know, 356 00:21:08,359 --> 00:21:12,119 Speaker 1: this is one crazy training, this is this is something 357 00:21:12,160 --> 00:21:15,000 Speaker 1: that was probably well intentioned, but it went awry. But 358 00:21:15,080 --> 00:21:17,600 Speaker 1: then I started doing reporting at I think now more 359 00:21:17,640 --> 00:21:20,280 Speaker 1: than a dozen federal agencies. I'm sure it's now almost 360 00:21:20,280 --> 00:21:24,440 Speaker 1: every federal agency, including very important places like the Treasury Department, 361 00:21:24,600 --> 00:21:28,520 Speaker 1: like Homeland Security, like the FBI, like West Point Military Academy. 362 00:21:28,920 --> 00:21:32,960 Speaker 1: All of these these these institutions that most Americans had 363 00:21:33,000 --> 00:21:38,920 Speaker 1: faith in, have been really really infected with this ideology 364 00:21:39,080 --> 00:21:42,040 Speaker 1: and really have started to adopt it as their own. 365 00:21:42,359 --> 00:21:44,720 Speaker 1: And I think over the short term it makes for 366 00:21:44,760 --> 00:21:47,760 Speaker 1: a splashy headline, but over the long term, it's something 367 00:21:47,800 --> 00:21:51,280 Speaker 1: that is very dangerous for our country. So Chris, let 368 00:21:51,359 --> 00:21:56,080 Speaker 1: me play Devil's advocate for a second here. This past week, 369 00:21:56,480 --> 00:21:58,560 Speaker 1: General Mark milly is, the Chairman of the Joint Chiefs 370 00:21:58,560 --> 00:22:02,080 Speaker 1: of Staff, was testifying in Congress and made a lot 371 00:22:02,080 --> 00:22:05,440 Speaker 1: of news. And I know General Milly well. I like him. 372 00:22:05,440 --> 00:22:08,600 Speaker 1: He's a Princeton grad. He actually is the only general 373 00:22:08,640 --> 00:22:10,680 Speaker 1: officer in the military. That is a Princeton grad and 374 00:22:11,200 --> 00:22:12,960 Speaker 1: I got to know him when he was the commanding 375 00:22:12,960 --> 00:22:15,800 Speaker 1: officer of Fort Hood in Texas, when he was a 376 00:22:15,840 --> 00:22:17,920 Speaker 1: three star general, before he had gone up to be 377 00:22:18,000 --> 00:22:20,240 Speaker 1: hit Chairman of the Joint Chiefs. But but General Milly 378 00:22:20,640 --> 00:22:24,000 Speaker 1: kind of vented and he was under questioning in the 379 00:22:24,000 --> 00:22:27,640 Speaker 1: House and he said he was offended that people were 380 00:22:27,680 --> 00:22:32,000 Speaker 1: criticizing the military as woke. And the argument he gave is, 381 00:22:32,160 --> 00:22:35,080 Speaker 1: I've read Karl Marx, but that doesn't make me a communist. 382 00:22:35,440 --> 00:22:39,840 Speaker 1: So what's the response to, Well, what's wrong with reading 383 00:22:39,840 --> 00:22:42,719 Speaker 1: some of this stuff? Yeah, I mean there's a really 384 00:22:42,800 --> 00:22:45,119 Speaker 1: important distinction, right. It's like I read a lot of 385 00:22:45,119 --> 00:22:47,200 Speaker 1: critical race theory. I think it's important to read. I 386 00:22:47,200 --> 00:22:49,399 Speaker 1: think it's totally fine to read in the context of 387 00:22:49,400 --> 00:22:53,160 Speaker 1: a college classroom. But there's there's there's two different ways 388 00:22:53,160 --> 00:22:55,280 Speaker 1: you can approach it. You can approach it as one 389 00:22:55,440 --> 00:22:58,399 Speaker 1: perspective of among many, where you have a reason debate, 390 00:22:58,440 --> 00:23:00,000 Speaker 1: where you look at its flaws, you look at it 391 00:23:00,000 --> 00:23:02,480 Speaker 1: its benefits, and then you try to come to a 392 00:23:02,480 --> 00:23:06,000 Speaker 1: better understanding of the world by comparing a variety of subjects. 393 00:23:06,320 --> 00:23:08,440 Speaker 1: The other way is to really use it as a 394 00:23:08,480 --> 00:23:12,560 Speaker 1: form of indoctrination, to compelling people to believe, to forcing 395 00:23:12,600 --> 00:23:14,640 Speaker 1: them to believe in this, to presenting it not as 396 00:23:14,680 --> 00:23:18,399 Speaker 1: one perspective among many, but as the truth as dogmat 397 00:23:18,760 --> 00:23:21,639 Speaker 1: So there's a difference between say, West Point having a 398 00:23:21,680 --> 00:23:26,080 Speaker 1: survey class of you know, different views of race in 399 00:23:26,119 --> 00:23:29,800 Speaker 1: America and including this among many different views, and also 400 00:23:29,920 --> 00:23:33,840 Speaker 1: reading doctor Martin Luther King Junior and Booker T. Washington 401 00:23:33,840 --> 00:23:37,080 Speaker 1: and Frederick Douglas, and in that context a survey class, 402 00:23:36,880 --> 00:23:41,320 Speaker 1: this could be reasonably incute included as among the views 403 00:23:41,359 --> 00:23:45,119 Speaker 1: there are. That's very different from say a training program 404 00:23:45,160 --> 00:23:49,320 Speaker 1: that you're forcing young eighteen nineteen twenty year old soldiers 405 00:23:49,320 --> 00:23:52,760 Speaker 1: and sailors and airmen and marines to complete this training 406 00:23:52,800 --> 00:23:56,200 Speaker 1: program in order to be able to serve in the military. Yeah, 407 00:23:56,200 --> 00:23:58,480 Speaker 1: that's right. And I think from some of the documents 408 00:23:58,520 --> 00:24:01,680 Speaker 1: that I've seen from within the United States military, it's 409 00:24:01,680 --> 00:24:04,000 Speaker 1: not presenting it as a survey. It's not presenting it 410 00:24:04,040 --> 00:24:06,639 Speaker 1: as one perspective of many. It's saying this is the 411 00:24:06,680 --> 00:24:09,720 Speaker 1: ideology of the US Army or the Marine Corps or 412 00:24:09,840 --> 00:24:12,520 Speaker 1: West Point Military Academy. These are the books you need 413 00:24:12,560 --> 00:24:16,640 Speaker 1: to read. It's Robin D'Angelo, it's Ebram Kendy. It's this 414 00:24:16,720 --> 00:24:19,560 Speaker 1: new gospel of critical race theory that they're presenting as 415 00:24:20,000 --> 00:24:23,840 Speaker 1: this kind of thing that you need to believe. Not again, 416 00:24:23,880 --> 00:24:26,880 Speaker 1: a competing perspective. I think it's also very different when 417 00:24:26,920 --> 00:24:29,680 Speaker 1: you're talking about kids, when you're talking about K through 418 00:24:29,720 --> 00:24:34,679 Speaker 1: twelve education, where again it's different. It's presented not as 419 00:24:34,760 --> 00:24:37,960 Speaker 1: an academic subject, but it's presented as a kind of 420 00:24:38,000 --> 00:24:40,440 Speaker 1: method of indoctrination. And I think that's why you're seeing 421 00:24:40,440 --> 00:24:43,639 Speaker 1: millions of parents rise up to say, hey, look, we 422 00:24:43,680 --> 00:24:45,840 Speaker 1: want to have a discussion about these issues. We want 423 00:24:45,880 --> 00:24:48,400 Speaker 1: to work on these issues, but what we don't want 424 00:24:48,520 --> 00:24:52,840 Speaker 1: is a one sided, manipulative kind of Marxism based curriculum 425 00:24:53,080 --> 00:24:56,639 Speaker 1: that is being forced down our children's throats, despite the 426 00:24:56,680 --> 00:24:59,520 Speaker 1: fact that the parents, the people who actually are invested 427 00:24:59,520 --> 00:25:02,359 Speaker 1: in these school and paying for these schools, disagree with 428 00:25:02,400 --> 00:25:05,080 Speaker 1: this stuff and it violates their conscience. And it's worth 429 00:25:05,119 --> 00:25:07,919 Speaker 1: pointing out a third grade classroom is not exactly a 430 00:25:07,960 --> 00:25:11,199 Speaker 1: free marketplace of ideas. You know, whatever you might have 431 00:25:11,240 --> 00:25:15,280 Speaker 1: in a graduate seminar or an even undergraduate really, when 432 00:25:15,320 --> 00:25:18,720 Speaker 1: you're what you're teaching to eight year olds is this 433 00:25:18,800 --> 00:25:20,719 Speaker 1: is true and this is false. Right, You're giving them 434 00:25:20,960 --> 00:25:23,960 Speaker 1: rudimentary education so that they can think later on in 435 00:25:24,000 --> 00:25:26,440 Speaker 1: more complex ways. And I think you're absolutely right, Chris. 436 00:25:26,600 --> 00:25:30,080 Speaker 1: This is not. Though there are many defenders of CRT 437 00:25:30,320 --> 00:25:32,120 Speaker 1: who are trying to pretend that this is just one 438 00:25:32,160 --> 00:25:34,360 Speaker 1: idea among many in a free marketplace of ideas, it's 439 00:25:34,400 --> 00:25:37,920 Speaker 1: not how it's being taught. And as you also point out, 440 00:25:37,960 --> 00:25:40,640 Speaker 1: as Senator, the fact that this has made it into 441 00:25:40,720 --> 00:25:43,840 Speaker 1: the US military, the fact that officers are being told 442 00:25:43,840 --> 00:25:47,080 Speaker 1: to imbibe this stuff and are being encouraged to treat 443 00:25:47,160 --> 00:25:49,840 Speaker 1: it as the gospel truth rather than just as some 444 00:25:49,920 --> 00:25:52,520 Speaker 1: crazy idea among many, the fact that this is infiltrated 445 00:25:52,520 --> 00:25:56,399 Speaker 1: corporate boardrooms, that this has infiltrated so many institutions in 446 00:25:56,440 --> 00:25:59,639 Speaker 1: our country. It does make you almost lose hope. And 447 00:25:59,720 --> 00:26:02,440 Speaker 1: I wonder is there any glimmer of hope here. It's 448 00:26:02,560 --> 00:26:06,080 Speaker 1: very strange that I think probably the majority of Americans 449 00:26:06,119 --> 00:26:08,800 Speaker 1: disagree with this kind of stuff. You see a lot 450 00:26:08,800 --> 00:26:11,280 Speaker 1: of parents rushing to their school boards, and yet all 451 00:26:11,280 --> 00:26:16,280 Speaker 1: of the powerful institutions seem uniformly to be pushing it. Yeah, 452 00:26:16,320 --> 00:26:18,919 Speaker 1: I'm an optimist. I'm very hopeful about this, and I 453 00:26:18,960 --> 00:26:21,720 Speaker 1: think that what I'm seeing on the ground, what I'm 454 00:26:21,760 --> 00:26:24,959 Speaker 1: seeing in hundreds of emails every day, is people are 455 00:26:24,960 --> 00:26:27,160 Speaker 1: people from all walks of life, people from a variety 456 00:26:27,160 --> 00:26:29,879 Speaker 1: of racial backgrounds, people from all over the country that 457 00:26:29,960 --> 00:26:32,560 Speaker 1: are starting to rise up to say, wait a minute, 458 00:26:32,560 --> 00:26:34,600 Speaker 1: I don't want this in my kids school, I don't 459 00:26:34,600 --> 00:26:36,040 Speaker 1: want this in my church, I don't want this in 460 00:26:36,040 --> 00:26:38,639 Speaker 1: my local government. I don't want this being pushed by 461 00:26:38,680 --> 00:26:41,680 Speaker 1: the US Congress. And what I think we're seeing every 462 00:26:41,760 --> 00:26:44,359 Speaker 1: day is a new video of hundreds of parents showing 463 00:26:44,400 --> 00:26:47,320 Speaker 1: up at a school board meeting, getting activated, really pushing 464 00:26:47,320 --> 00:26:49,560 Speaker 1: on this issue. And you know, I talk with a 465 00:26:49,560 --> 00:26:52,600 Speaker 1: lot of local and state legislators and they're telling me 466 00:26:52,640 --> 00:26:55,240 Speaker 1: that when they're out there in their districts, this is 467 00:26:55,280 --> 00:26:58,040 Speaker 1: the number one issue that they get when they're doorbelling 468 00:26:58,160 --> 00:27:00,480 Speaker 1: or going door to door or speaking of events. People 469 00:27:00,560 --> 00:27:03,119 Speaker 1: really care about this. I know that some people are 470 00:27:03,160 --> 00:27:05,960 Speaker 1: saying this has the same kind of energy as the 471 00:27:06,240 --> 00:27:11,000 Speaker 1: ninety four Congressional Revolution or twenty ten the Tea Party Revolution. 472 00:27:11,520 --> 00:27:15,320 Speaker 1: There's something happening in the grassroots of this country that 473 00:27:15,440 --> 00:27:18,360 Speaker 1: people are being energized by this, They're being focused they're 474 00:27:18,359 --> 00:27:21,240 Speaker 1: being engaged, in many cases for the first time in politics, 475 00:27:21,720 --> 00:27:24,960 Speaker 1: and I don't think the institutional responses have been frankly 476 00:27:25,080 --> 00:27:27,640 Speaker 1: very strong. You see all of the media running cover, 477 00:27:27,760 --> 00:27:30,120 Speaker 1: you see the playing language games, you see them retreating 478 00:27:30,119 --> 00:27:33,000 Speaker 1: from critical race theory. None of those strategies are going 479 00:27:33,040 --> 00:27:35,840 Speaker 1: to hold because people know what's being taught to their kids. 480 00:27:36,280 --> 00:27:39,159 Speaker 1: People have a visceral and intuitive understanding of what this 481 00:27:39,280 --> 00:27:43,160 Speaker 1: ideology is trying to accomplish. And we're seeing a critical 482 00:27:43,280 --> 00:27:46,560 Speaker 1: race theory revolt all over this country. That gives me 483 00:27:46,640 --> 00:27:49,280 Speaker 1: an immense amount of hope. And I think that looks 484 00:27:49,720 --> 00:27:52,720 Speaker 1: If Brooklyn and Berkeley want to do critical race theory 485 00:27:52,760 --> 00:27:55,320 Speaker 1: in their k the twelve schools, that's fine, that's their right. 486 00:27:55,680 --> 00:27:58,239 Speaker 1: But I think we're looking at somewhere between seventy and 487 00:27:58,240 --> 00:28:01,520 Speaker 1: eighty percent of Americans that we could alley into opposition 488 00:28:01,520 --> 00:28:03,879 Speaker 1: on this issue. And I think that's a starting point 489 00:28:03,880 --> 00:28:09,000 Speaker 1: for incredible success. So, Chris, if someone wants to learn more, 490 00:28:08,760 --> 00:28:11,800 Speaker 1: where do we go? Where can someone go to learn 491 00:28:11,840 --> 00:28:15,639 Speaker 1: more about what this is, where it's being taught, and 492 00:28:16,359 --> 00:28:18,719 Speaker 1: what to do about it. Yeah, I put together a 493 00:28:18,720 --> 00:28:21,000 Speaker 1: critical race theory briefing book. So if you just search 494 00:28:21,080 --> 00:28:24,680 Speaker 1: Google Christopher Ruffo Critical Race Theory Briefing Book or CRT 495 00:28:24,880 --> 00:28:28,400 Speaker 1: Briefing Book. I've provided anything that you'll need to get 496 00:28:28,440 --> 00:28:30,880 Speaker 1: started to engage on this issue, whether you're a parent, 497 00:28:30,920 --> 00:28:33,399 Speaker 1: whether you're a local legislator, whether you care about this 498 00:28:33,440 --> 00:28:36,240 Speaker 1: in the workplace. So I have definitions, I have key 499 00:28:36,280 --> 00:28:39,040 Speaker 1: concepts and quotations. I have stories about where it's being 500 00:28:39,040 --> 00:28:42,840 Speaker 1: taught in schools. I also have suggestions for language that's 501 00:28:42,840 --> 00:28:45,520 Speaker 1: successful in winning on this issue, as well as some 502 00:28:45,800 --> 00:28:49,480 Speaker 1: model legislation. So that's where i'd recommend you go. You 503 00:28:49,480 --> 00:28:51,360 Speaker 1: could always reach out to me. I'm happy to help 504 00:28:51,400 --> 00:28:54,120 Speaker 1: put you in connection with other people that are working 505 00:28:54,120 --> 00:28:57,200 Speaker 1: on this issue. I think it's just a tremendously important 506 00:28:57,200 --> 00:28:59,600 Speaker 1: thing right now, and I encourage everyone to get involved. 507 00:29:00,280 --> 00:29:02,840 Speaker 1: As Chris, we have got to get to the mailbag now, 508 00:29:02,880 --> 00:29:05,640 Speaker 1: so I will not have you sit around and answer 509 00:29:05,680 --> 00:29:09,640 Speaker 1: the difficult, impossible questions from our listeners, though I'm sure 510 00:29:09,640 --> 00:29:12,360 Speaker 1: you could do it, because you really have done such 511 00:29:12,400 --> 00:29:15,280 Speaker 1: a service with your writing over at City Journal and 512 00:29:15,360 --> 00:29:19,080 Speaker 1: your work on really making this issue come into stark relief. 513 00:29:19,400 --> 00:29:22,160 Speaker 1: Chris Farrufo, thank you for being on the show. Thank 514 00:29:22,160 --> 00:29:25,960 Speaker 1: you before we get to the mailbag. I am so 515 00:29:26,040 --> 00:29:29,440 Speaker 1: pleased to announce that we are now finalizing the dates 516 00:29:29,720 --> 00:29:33,120 Speaker 1: for Verdict Live. We are taking Verdicts with Ted Cruz 517 00:29:33,440 --> 00:29:36,120 Speaker 1: on the road in partnership with the Young America's Foundation. 518 00:29:36,800 --> 00:29:38,680 Speaker 1: We will be coming to a school near you, or 519 00:29:38,720 --> 00:29:41,440 Speaker 1: maybe even to your school, but you will need to 520 00:29:41,960 --> 00:29:45,440 Speaker 1: request that, so you can go to yaff yaf dot 521 00:29:45,560 --> 00:29:49,160 Speaker 1: org slash Verdict and apply to have your school be 522 00:29:49,200 --> 00:29:53,080 Speaker 1: one of the spots. Deadline to apply as August eighteenth, Senator. 523 00:29:53,560 --> 00:29:55,280 Speaker 1: We're taking this thing live. We're going to go meet 524 00:29:55,280 --> 00:29:58,680 Speaker 1: people in real life. We're headed out on the road 525 00:29:58,760 --> 00:30:02,280 Speaker 1: to college campuses. We'll have an auditorium, will film it live. 526 00:30:02,560 --> 00:30:07,400 Speaker 1: We will have hopefully some friendly questions, some hostile questions, 527 00:30:07,720 --> 00:30:10,520 Speaker 1: and it's really up up to the listeners of Verdict 528 00:30:11,080 --> 00:30:13,120 Speaker 1: where we should go. You know, should we go to 529 00:30:13,200 --> 00:30:17,480 Speaker 1: places that are oases of truth and have people that 530 00:30:17,960 --> 00:30:21,800 Speaker 1: are used to hearing about life, liberty in the pursuit 531 00:30:21,800 --> 00:30:25,320 Speaker 1: of happiness. Or do we go to places of communist 532 00:30:25,400 --> 00:30:29,640 Speaker 1: indoctrination where where we're going behind the iron curtain and 533 00:30:29,720 --> 00:30:32,480 Speaker 1: we might have to have a subversive effort to come in. 534 00:30:32,960 --> 00:30:35,720 Speaker 1: I don't know we're asking you, the reader, let us 535 00:30:35,800 --> 00:30:39,960 Speaker 1: know where you think Verdict should be filmed, and we're 536 00:30:39,960 --> 00:30:42,640 Speaker 1: going to have fun regardless, We absolutely are. We could 537 00:30:42,640 --> 00:30:45,320 Speaker 1: even head to the University of East Berlin also known 538 00:30:45,440 --> 00:30:48,200 Speaker 1: as Berkeley in California. There are a lot of a 539 00:30:48,240 --> 00:30:49,760 Speaker 1: lot of schools we could go to, and hopefully we'll 540 00:30:49,760 --> 00:30:51,960 Speaker 1: be able to do a combination. So you can apply 541 00:30:52,880 --> 00:30:55,280 Speaker 1: to hostess at your school. That will be yaf dot 542 00:30:55,400 --> 00:30:59,160 Speaker 1: org slash Verdict. Get those applications in by August eighteenth. 543 00:30:59,200 --> 00:31:01,000 Speaker 1: That is the deadline, and we're going to be looking 544 00:31:01,040 --> 00:31:03,400 Speaker 1: forward to it. And now before we see you live, 545 00:31:03,680 --> 00:31:06,080 Speaker 1: we will answer your questions in the mail bag. All right, 546 00:31:06,120 --> 00:31:09,160 Speaker 1: this question completely out of left field, but it's from 547 00:31:09,360 --> 00:31:12,080 Speaker 1: our colleague on this show, who is sitting right behind you, 548 00:31:12,240 --> 00:31:16,680 Speaker 1: Real Truth Cactus, who writes, what are some conservative arguments 549 00:31:16,680 --> 00:31:20,480 Speaker 1: for environmental practices? We all hear the sun monster is 550 00:31:20,520 --> 00:31:23,400 Speaker 1: going to kill us, But as conservatives, do we not 551 00:31:23,640 --> 00:31:27,200 Speaker 1: also wish to conserve our planet? Where is the balance? 552 00:31:28,280 --> 00:31:30,120 Speaker 1: I think that's a great question, and I think a 553 00:31:30,120 --> 00:31:33,040 Speaker 1: lot of conservatives are really timid when it comes to 554 00:31:33,080 --> 00:31:37,120 Speaker 1: discussing environmental issues. All of us breathe, all of us 555 00:31:37,240 --> 00:31:41,000 Speaker 1: drink water, all of us presumably, and you're drinking I 556 00:31:41,000 --> 00:31:44,200 Speaker 1: think coffee or vodka whatever you're drinking right both actually, 557 00:31:44,480 --> 00:31:47,520 Speaker 1: but there you go. But but you know, water is 558 00:31:47,520 --> 00:31:49,880 Speaker 1: at its base. Look, all of us would like for 559 00:31:49,960 --> 00:31:52,080 Speaker 1: our kids to be able to breathe and drink water. 560 00:31:52,120 --> 00:31:54,320 Speaker 1: We'd like for our grandkids to be able to breathe 561 00:31:54,360 --> 00:31:58,880 Speaker 1: and drink water. Protecting the environment. You know, you look 562 00:31:58,880 --> 00:32:02,360 Speaker 1: at Teddy Roosevelt, who was one of the first great 563 00:32:02,400 --> 00:32:07,080 Speaker 1: conservationist and environmentalist. We have a responsibility to protect the environment. 564 00:32:07,120 --> 00:32:10,280 Speaker 1: What does that mean? That means fighting pollution. Fighting pollution 565 00:32:10,480 --> 00:32:15,240 Speaker 1: is a good and noble role. It is an important 566 00:32:15,280 --> 00:32:19,600 Speaker 1: government function. We don't want to see factories pour in 567 00:32:19,680 --> 00:32:22,560 Speaker 1: a bunch of gunk into rivers or into the air 568 00:32:22,680 --> 00:32:27,080 Speaker 1: that make people sick. All of that is legitimate, it's 569 00:32:27,160 --> 00:32:32,680 Speaker 1: not where today's environmentalist movement is. Today's environmentalist movement is 570 00:32:32,720 --> 00:32:36,600 Speaker 1: focused on shutting down production. So it's not. If the 571 00:32:36,640 --> 00:32:39,360 Speaker 1: test is is the air cleaner and is the water cleaner? 572 00:32:40,080 --> 00:32:44,320 Speaker 1: Then you can actually tell an amazing story because as 573 00:32:44,640 --> 00:32:48,760 Speaker 1: American ingenuity has moved forward, we have cleaned the air 574 00:32:48,800 --> 00:32:53,720 Speaker 1: and cleaned the water dramatically. Last year the year twenty twenty, 575 00:32:53,920 --> 00:32:57,360 Speaker 1: what country had the greatest reduction of carbon emissions of 576 00:32:57,360 --> 00:33:00,920 Speaker 1: any country on Earth? Answer? The United States of America 577 00:33:01,120 --> 00:33:05,240 Speaker 1: by far, not even close. And what caused that? What 578 00:33:05,480 --> 00:33:11,240 Speaker 1: caused that primarily was the shale revolution and the incredible 579 00:33:11,280 --> 00:33:14,560 Speaker 1: abundance of natural gas we have, and we've seen a 580 00:33:14,720 --> 00:33:20,080 Speaker 1: large scale shift from electricity production from coal to natural gas. 581 00:33:21,040 --> 00:33:24,240 Speaker 1: Natural gas is a much cleaner way to produce electricity 582 00:33:24,240 --> 00:33:27,120 Speaker 1: than coal, and so we've seen not just carbon emissions 583 00:33:27,120 --> 00:33:30,600 Speaker 1: going down, but pollutant's going down by dramatic numbers. Now 584 00:33:30,640 --> 00:33:34,800 Speaker 1: here's the weird thing about environmentalist on the left. You 585 00:33:34,840 --> 00:33:37,360 Speaker 1: would think if the goal is a cleaner environment, you'd 586 00:33:37,360 --> 00:33:39,360 Speaker 1: be celebrating that. You'd say that's a good thing. What 587 00:33:39,400 --> 00:33:41,640 Speaker 1: the environmentalist on the left are trying to do is 588 00:33:41,680 --> 00:33:46,800 Speaker 1: shut down natural gas. Shut down natural gas, destroy American production. 589 00:33:47,080 --> 00:33:50,600 Speaker 1: And ironically, they also want to shut down US oil, 590 00:33:51,560 --> 00:33:54,160 Speaker 1: which then makes us more dependent on fore and oil, 591 00:33:54,440 --> 00:33:57,680 Speaker 1: all of which is produced in a dirtier way. So 592 00:33:57,800 --> 00:34:02,400 Speaker 1: you end up hurting the environment more. And today's environmental 593 00:34:02,440 --> 00:34:06,320 Speaker 1: movement on the left is an ideology where actually clean 594 00:34:06,360 --> 00:34:10,399 Speaker 1: air and clean water is really low on the priority list. 595 00:34:10,560 --> 00:34:16,040 Speaker 1: Stopping human production, stopping new businesses, stopping new residential developments, 596 00:34:16,320 --> 00:34:21,640 Speaker 1: stopping new economic stopping jobs is their priority. And you've 597 00:34:21,680 --> 00:34:27,760 Speaker 1: got zealots who view economic development inherently as an evil. Look. 598 00:34:27,920 --> 00:34:30,000 Speaker 1: Most of us think jobs are good. We'd like to 599 00:34:30,040 --> 00:34:32,640 Speaker 1: have clean air and clean water two and have jobs. 600 00:34:32,640 --> 00:34:35,400 Speaker 1: You can do both if you actually employ some common sense. 601 00:34:36,840 --> 00:34:40,360 Speaker 1: The radical left on the environment is not interested in 602 00:34:40,400 --> 00:34:42,960 Speaker 1: common sense. Yeah, there does seem to be something a 603 00:34:42,960 --> 00:34:46,200 Speaker 1: little misanthropic about it at all. I don't want to 604 00:34:46,680 --> 00:34:50,520 Speaker 1: read into our opponent's thought process here or anything, but 605 00:34:50,560 --> 00:34:53,560 Speaker 1: it did sometimes seem when I was living in California, 606 00:34:53,680 --> 00:34:56,560 Speaker 1: as though the Left valued the delta smelt more than 607 00:34:56,600 --> 00:34:59,240 Speaker 1: they did working families who are trying to have jobs 608 00:34:59,280 --> 00:35:02,359 Speaker 1: and people who trying pay for energy prices. And ironically, 609 00:35:02,440 --> 00:35:05,960 Speaker 1: so many of their policies actually were harmful ultimately to 610 00:35:06,000 --> 00:35:09,400 Speaker 1: the environment. Next question from Ben is for me. Ben writes, 611 00:35:09,680 --> 00:35:13,040 Speaker 1: will your next book be titled shameless because of your 612 00:35:13,120 --> 00:35:18,040 Speaker 1: shameful plugs of speechless? Yes, it will be. That is 613 00:35:18,080 --> 00:35:19,920 Speaker 1: if I ever write a book again, Senator. I know 614 00:35:19,920 --> 00:35:23,080 Speaker 1: you've written multiple books with words. I frankly am sick 615 00:35:23,120 --> 00:35:25,359 Speaker 1: of writing a book with words. It's much too hard, 616 00:35:25,560 --> 00:35:29,360 Speaker 1: so I'll probably return to my former magnum opus. The 617 00:35:29,680 --> 00:35:34,840 Speaker 1: final question is for you from em Taylor, Senator Crews, 618 00:35:35,080 --> 00:35:38,880 Speaker 1: can you explain standing and why does this not apply 619 00:35:39,320 --> 00:35:42,560 Speaker 1: in the DOJ case against Georgia voting laws. So I 620 00:35:43,520 --> 00:35:47,040 Speaker 1: bring up this question because I want on the next episode, 621 00:35:47,040 --> 00:35:49,319 Speaker 1: I want to get into some legal questions that are 622 00:35:49,400 --> 00:35:51,440 Speaker 1: very much in the news right now. This one just 623 00:35:51,520 --> 00:35:55,880 Speaker 1: came up. The DJ is suing Georgia because of George's 624 00:35:55,960 --> 00:35:58,920 Speaker 1: voter integrity law. They're saying that this is discriminatory and 625 00:35:59,000 --> 00:36:02,080 Speaker 1: the federal government's can go in and stop Georgia from 626 00:36:02,120 --> 00:36:04,680 Speaker 1: passing laws to protect their own vote. And because I 627 00:36:04,719 --> 00:36:06,960 Speaker 1: know absolutely nothing about the law and did not go 628 00:36:07,000 --> 00:36:10,200 Speaker 1: to law school, Senator, can you please explain it for us? Sure? 629 00:36:11,440 --> 00:36:15,600 Speaker 1: Two related concepts. One, in order for a court to 630 00:36:15,640 --> 00:36:18,080 Speaker 1: be able to decide a case, it has to be 631 00:36:18,120 --> 00:36:21,120 Speaker 1: what's called a case or controversy. It has to be 632 00:36:21,160 --> 00:36:25,080 Speaker 1: a live dispute between real parties. It can't just be 633 00:36:26,200 --> 00:36:29,200 Speaker 1: a request for judges to issue an advisory opinion on 634 00:36:29,239 --> 00:36:33,760 Speaker 1: a question of law. An element of that, one element 635 00:36:33,760 --> 00:36:35,480 Speaker 1: of that is that you've got to have a real injury. 636 00:36:36,440 --> 00:36:38,520 Speaker 1: But another element of that is that you've got to 637 00:36:38,600 --> 00:36:42,759 Speaker 1: have a plaintiff with standing, and standing put simply is 638 00:36:42,840 --> 00:36:46,239 Speaker 1: essentially someone with a beef in it, someone who's got 639 00:36:46,280 --> 00:36:55,200 Speaker 1: something at stakes. So listen, if if your book publisher 640 00:36:55,560 --> 00:37:01,280 Speaker 1: breaks it's contract with you and says Michael, we're tired 641 00:37:01,280 --> 00:37:04,000 Speaker 1: of publishing books with no words. We're not going to 642 00:37:04,040 --> 00:37:07,040 Speaker 1: send you any royalty checks. Fair enough. Now, I might 643 00:37:07,080 --> 00:37:11,680 Speaker 1: look at that and say that is ridiculous. Michael is 644 00:37:11,960 --> 00:37:15,399 Speaker 1: the poor guy, as a starving yaely. He depends upon 645 00:37:15,440 --> 00:37:19,799 Speaker 1: these royalty checks to buy his skinny genes and his 646 00:37:21,000 --> 00:37:23,799 Speaker 1: you know, the outfits he wears on verdict. And so 647 00:37:23,880 --> 00:37:26,920 Speaker 1: I'm really upset they're not paying it. Well as upset 648 00:37:26,960 --> 00:37:29,200 Speaker 1: as I might be. I don't have standing to sue 649 00:37:29,200 --> 00:37:31,160 Speaker 1: over breach a contract. It's not I'm not a party 650 00:37:31,160 --> 00:37:34,120 Speaker 1: of the contract. I you have standing to sue if 651 00:37:34,160 --> 00:37:36,360 Speaker 1: if they breach a contract with you, you have standing 652 00:37:36,360 --> 00:37:39,920 Speaker 1: to sue because you've suffered an injury and you're actually 653 00:37:40,360 --> 00:37:45,200 Speaker 1: a party to the in this case the contract. So 654 00:37:45,239 --> 00:37:48,040 Speaker 1: the question is why does the United States have standing 655 00:37:48,080 --> 00:37:52,760 Speaker 1: to sue Georgia in this instance? They sue Georgia under 656 00:37:52,840 --> 00:37:56,719 Speaker 1: section two of the Voting Rights Act, and that is 657 00:37:56,760 --> 00:38:00,680 Speaker 1: a statute that Congress passed to protect voting rights, and 658 00:38:00,920 --> 00:38:05,000 Speaker 1: it actually gives the Attorney General the authority to bring 659 00:38:05,080 --> 00:38:07,319 Speaker 1: suits to enforce the law. And so in the role 660 00:38:07,880 --> 00:38:11,000 Speaker 1: as the chief lawyer for the United States of America, 661 00:38:11,120 --> 00:38:13,719 Speaker 1: the Attorney General has the authority under the Voting Rights 662 00:38:13,719 --> 00:38:16,040 Speaker 1: Act to bring suits. Now, I think the suit is 663 00:38:16,040 --> 00:38:17,960 Speaker 1: not meritorious, and I think we're going to discuss that 664 00:38:18,239 --> 00:38:22,640 Speaker 1: on a subsequent verdict. But in terms of standing, the 665 00:38:22,680 --> 00:38:25,480 Speaker 1: way the Voting Rights Act is written, the Department of 666 00:38:25,520 --> 00:38:28,880 Speaker 1: Justice has standing to bring a case to enforce Section 667 00:38:28,880 --> 00:38:30,880 Speaker 1: two of the Voting Rights Act. All right, that's just 668 00:38:30,960 --> 00:38:34,279 Speaker 1: a little teaser for something talking about. Yes, that's the 669 00:38:34,400 --> 00:38:37,080 Speaker 1: argument from the federal government, and we will knock down 670 00:38:37,120 --> 00:38:40,200 Speaker 1: why it's a very bad idea to go in and 671 00:38:40,239 --> 00:38:43,600 Speaker 1: up end this voting rights law in Georgia. But not 672 00:38:43,719 --> 00:38:45,960 Speaker 1: this time. We run out of time. Senator, Thank you 673 00:38:46,040 --> 00:38:48,759 Speaker 1: as always. And by the way, I think all of 674 00:38:48,760 --> 00:38:50,879 Speaker 1: the listeners of verdict would have standing if I could 675 00:38:50,880 --> 00:38:52,919 Speaker 1: no longer afford my skinny genes. I think that would 676 00:38:52,960 --> 00:38:55,719 Speaker 1: greatly injure all of the viewers out there. But we'll 677 00:38:55,760 --> 00:38:58,040 Speaker 1: discuss it coming up. I'm Michael Knowls. This is Verdict 678 00:38:58,160 --> 00:39:08,720 Speaker 1: with Ted Cruz. This episode of Verdict with Ted Cruz 679 00:39:08,880 --> 00:39:11,880 Speaker 1: is being brought to you by Jobs, Freedom and Security Pack, 680 00:39:12,000 --> 00:39:16,840 Speaker 1: a political action committee dedicated to supporting conservative causes, organizations, 681 00:39:16,920 --> 00:39:20,480 Speaker 1: and candidates across the country. In twenty twenty two, Jobs 682 00:39:20,520 --> 00:39:24,040 Speaker 1: Freedom and Security Pack plans to donate to conservative candidates 683 00:39:24,080 --> 00:39:27,880 Speaker 1: running for Congress and help the Republican Party across the nation.