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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 port of The Clay Drivers and Buck

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Speaker 1: Sexton Podcast Network. Welcome to the Tutor Dixon Podcast. Today,

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Speaker 1: we are going to chat with someone you have likely

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Speaker 1: heard about on a news for her recent decision to

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Speaker 1: step away from the Democrat party and join her Republican

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Speaker 1: colleagues in a state that's getting a lot of news

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Speaker 1: buzz of late State Representative Misha Mayner represents a district

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Speaker 1: in Metro Atlanta, and up until recently, she considered herself

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Speaker 1: a lifelong Democrat. She chose to walk away from the

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Speaker 1: Democrats after facing intimidation and backlash for breaking a rank

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Speaker 1: with her party over her support for school choice legislation.

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Speaker 1: And all of you who listen, you know that I

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Speaker 1: talk about school choice all the time. I choiced my

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Speaker 1: kids into a private school, and it was the best

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Speaker 1: decision we possibly could have made. And I just feel

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Speaker 1: really strongly that this is something everybody should be able

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Speaker 1: to make that decision, and this is something that it

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Speaker 1: sounds like Representative Maynor agrees on. So I'm excited to

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Speaker 1: get into that conversation, but really, honestly, it got to

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Speaker 1: the point where Representative Maynor said of the Democrats that

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Speaker 1: not only were they not making a difference, but they

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Speaker 1: were literally sabotaging the community. This is also something we've

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Speaker 1: talked a lot about because if you feel like you

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Speaker 1: can't get an education, if you aren't able to read,

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Speaker 1: then where does that leave your future? And I think

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Speaker 1: that's something that we can kind of get into as well.

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Speaker 1: But right now, I just want to welcome Representative Misha

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Speaker 1: Maynor to the podcast. Thank you so much for joining

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Speaker 1: me today.

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Speaker 2: Thank you for having me. It's a pleasure to be here.

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Speaker 1: Yeah. So this is a big deal in Atlanta for

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Speaker 1: you to walk away from the Democrat Party. And honestly,

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Speaker 1: when I heard this, I thought, well, she's probably not

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Speaker 1: going to run again. This is this is like she

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Speaker 1: made this choice and maybe she's going to step out

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Speaker 1: and she's going to do something else to try to

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Speaker 1: talk to the community. But I find it interesting because

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Speaker 1: you are running again, you're raising money, You've brought your

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Speaker 1: daughter on with you, So tell us a little bit

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Speaker 1: about that decision. Is an intimidate? Do you fear that

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Speaker 1: this is going to come back to haunt you.

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Speaker 3: I'm definitely running again, and I plan on winning the race,

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Speaker 3: so send people to Nischa manor dot com to help

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Speaker 3: me support that cause. But you know what, at the

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Speaker 3: end of the day, it's about policy. And I could

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Speaker 3: be in office representing the people that voted me into

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Speaker 3: office and do things that are counter intuitive to their

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Speaker 3: well being, and I'm choosing not to do that.

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Speaker 2: And what I hope.

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Speaker 3: Happens is that since this is such a big statement,

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Speaker 3: I'm hoping that people really start to dig a little

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Speaker 3: deeper into policy because these are issues that you know,

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Speaker 3: minorities typically do not delve into, especially if they're in

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Speaker 3: underrepresented communities. And so my urge for them is to

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Speaker 3: understand why Democrats are defunding the police, why Democrats do

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Speaker 3: not support you having choice for your children, and why

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Speaker 3: Democrats are ultimately supporting systems over people.

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Speaker 2: It's very suppressive and oppressive, to say the least.

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Speaker 1: It's interesting. We had someone on here a few weeks

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Speaker 1: ago and he said, you know, he was guess what

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Speaker 1: we would call an army Bratt had grown up in

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Speaker 1: a lot of different areas, and he said, I noticed

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Speaker 1: that as I was growing up, people saw the country.

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Speaker 1: Their vision of the United States was from the perspective

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Speaker 1: of where they live, which makes sense, he said, But

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Speaker 1: that's why certain state reps and folks that run for office,

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Speaker 1: when they try to go into an area that is

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Speaker 1: not there the way they grew up, they don't really

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Speaker 1: understand how to connect. This is going to be a

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Speaker 1: different place for you because typically a Republican is not

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Speaker 1: running in the race that you're running in. But you

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Speaker 1: have that experience, you have that life experience, you come

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Speaker 1: from a place of knowing. How do you reach out

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Speaker 1: to people Because I've talked a lot on this program

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Speaker 1: about the fact that just going out and talking to

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Speaker 1: people is not enough. How do you get them to

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Speaker 1: do that research, especially in an area where they've been

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Speaker 1: told for so long this is not good, that the

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Speaker 1: police are bad, that school choice is bad. What made

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Speaker 1: you say we've got to have police, We've got to

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Speaker 1: fund police and stand up for that, because that's a

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Speaker 1: pretty big issue in communities like yours, where people, I mean,

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Speaker 1: you've got Stacy Abrams out there saying that the police

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Speaker 1: should be defunded. How do you fight against someone with

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Speaker 1: that kind of a voice.

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Speaker 3: Well, Stacey Abrams endorsed my opponent the last race, and

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Speaker 3: I won with three people in a race by seventy

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Speaker 3: percent of the vote. So in my district, I would

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Speaker 3: say that Stacy Abrams does not have a voice.

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Speaker 2: Next, I know, right, So.

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Speaker 3: Next I would say that for three years I've been

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Speaker 3: in office, and for three years I have campaigned on

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Speaker 3: the same things I'm going to campaign on as a Republican.

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Speaker 2: I campaigned on school choice.

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Speaker 3: Interesting thing is I have the most charter schools in

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Speaker 3: my district, in any other district in the entire state

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Speaker 3: of Georgia. So my parents already are asking for choice,

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Speaker 3: and the options that they have are still not enough.

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Speaker 3: Coming in I supported the school choice bill for children

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Speaker 3: with disabilities. I'm a physical therapist. This was another bill

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Speaker 3: that Democrats were against. So it's policy issues like this

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Speaker 3: that have already happened, where even as a Democrat, I've

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Speaker 3: already gone to the community and said, look, this actually

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Speaker 3: doesn't make any sense what they're doing. I had no intention,

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Speaker 3: of course, of swishing parties, but it was clear to

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Speaker 3: me from the moment I walked through the capital that

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Speaker 3: the policies were just not ideal for communities of color,

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Speaker 3: especially underrepresented communities. And honestly, they're called underrepresented because they

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Speaker 3: are not represent it. You know, it's because of policies

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Speaker 3: like trying to do away with school choice that is

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Speaker 3: not representation.

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Speaker 2: So that is why people are underrepresented.

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Speaker 1: Well, I mean it happened in Michigan. They redistricted here

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Speaker 1: in Michigan, and the black voices in Congress just disappeared.

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Speaker 1: The way Democrats redistricted, they made sure that they had

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Speaker 1: white representatives for mostly black communities, which seems like a

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Speaker 1: very strange situation where you don't have somebody from their

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Speaker 1: own community being able to speak up for what they

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Speaker 1: actually need and what they see children needing. You said

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Speaker 1: something that I think is interesting. You talked about disabled

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Speaker 1: kids and kids with disabilities. That is something that we

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Speaker 1: saw during COVID, and I just wonder if this kind

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Speaker 1: of if that pushed you to have this view a

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Speaker 1: little bit harder, because that was something we saw during

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Speaker 1: COVID where kids were taken out of school, but the

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Speaker 1: kids with disabilities suffered the most because not only do

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Speaker 1: they need that structure, but they need that support system

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Speaker 1: that's outside of their house. How do you talk about that?

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Speaker 1: I mean, especially as we look at COVID and we

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Speaker 1: see the federal government saying, oh, there's going to be

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Speaker 1: another shot. There could be more shutdowns. We see Kentucky

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Speaker 1: has just shut down a couple of their school districts.

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Speaker 1: How do you fight for those kids? Because when you

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Speaker 1: talk about an underrepresented group, I mean those parents are

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Speaker 1: struggling just to get through the day. You have the

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Speaker 1: opportunity to speak for them in a way they could

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Speaker 1: never have the time to speak for themselves.

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Speaker 3: You bring up multiple questions in that statement. So I

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Speaker 3: am a person that is for choice in all regards,

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Speaker 3: and so there is an uptick of COVID right I

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Speaker 3: know someone in the hospital right now from COVID. Surprisingly,

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Speaker 3: and so however people want to deal with COVID.

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Speaker 2: I think it's their choice to deal with COVID the

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Speaker 2: way that they want to deal with COVID.

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Speaker 3: For those parents that do not have an option where

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Speaker 3: they need to put their child in school or whether

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Speaker 3: they need to keep their child at home, you need options,

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Speaker 3: and that is what the school infrastructure is supposed to

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Speaker 3: be built on. I'm going to give you a really

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Speaker 3: good practical example.

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Speaker 2: There's a school in my district. During COVID.

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Speaker 3: This school was billing Okay, the school was billing for

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Speaker 3: children with special needs and there were no children with

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Speaker 3: special needs or getting special needs here. Wow, it's also

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Speaker 3: an accountability issue, and the school system chose not to

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Speaker 3: do anything about it. They did an investigation, but they

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Speaker 3: still chose to do nothing about it. That is so

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Speaker 3: important because the number one thing that people say that

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Speaker 3: are against school choice is that they need more money.

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Speaker 3: But in the same breath of saying you need more money,

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Speaker 3: you also don't want to have any accountability issues in place.

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Speaker 1: You make such a great point there, because that's something

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Speaker 1: that we haven't been able to really put into words

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Speaker 1: the way you just did is that we're calling for

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Speaker 1: accountability for these schools. It's not the teachers, it's not

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Speaker 1: the people that are working hard every day. It's the

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Speaker 1: people that are deciding how that money is getting spent.

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Speaker 1: And oftentimes if you dig into that, it's not the

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Speaker 1: way it should be, isn't it?

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Speaker 2: Absolutely not?

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Speaker 3: Atlanta Public schools their budget is one point five Last

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Speaker 3: year it was one point five billion dollars, and with

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Speaker 3: one point five billion dollars their schools were only two

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Speaker 3: percent of the kids are meeting math proficiency, only three

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Speaker 3: percent are making reading proficiency. There were a group of

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Speaker 3: parents in my district that gathered together and began protesting because.

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Speaker 2: They're digging into it.

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Speaker 3: They're from a higher socioeconomic group, so they have the

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Speaker 3: resources to dig through the budget. And it was found

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Speaker 3: that the Atlanta Public Schools spent one hundred thousand dollars

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Speaker 3: on a lunch for legislators.

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Speaker 2: Try I know I did not go to that lunch.

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Speaker 2: What I didn't, but yeah.

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Speaker 3: Money, Legislators are not used to going to lunches for

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Speaker 3: one hundred thousand dollars.

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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. Honestly, when you're reading in math

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Speaker 1: proficiency is that low which we see in school districts

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Speaker 1: across the country. I mean, if you look at Detroit,

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Speaker 1: you see similar numbers. If you look at Flint, if

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Speaker 1: you look at Chicago, if you look at Baltimore. We're

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Speaker 1: seeing similar numbers across the country. And we keep hearing

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Speaker 1: from Democrats, well, there's different ways of doing things, and

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Speaker 1: there's you know, you have to get in and do

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Speaker 1: unique things. But this is one area where it doesn't

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Speaker 1: seem like we ever try to improve. And I think

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Speaker 1: that because of what you just said, they get the money.

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Speaker 1: The budget's there. The one point five billion dollars. It's there.

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Speaker 1: It doesn't matter if you fail or not. It's still there.

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Speaker 1: But it seems like when the parents stand up, they

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Speaker 1: have to then do something, they have to try, or

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Speaker 1: they at least are hearing from the parents. Hey, we

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Speaker 1: have a product that we're not happy with and the

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Speaker 1: product is going into our kids' lives and it's affecting

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Speaker 1: their kids' lives. But why is it so hard for

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Speaker 1: us to go to places? Is it just that we

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Speaker 1: don't have we don't have the connection. I mean, I

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Speaker 1: know when I when I ran for office, people are like, oh,

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Speaker 1: I mean, you're not going to make a difference in Detroit.

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Speaker 1: But is it just that we don't have those connections

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Speaker 1: to reach out to those parents and say you deserve better.

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Speaker 1: You absolutely deserve better. You should not accept this.

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Speaker 3: We do have those resources, but that goes right back

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Speaker 3: to are you represent it or are you underrepresented? It's

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Speaker 3: not represented at all. So it's my responsibility. I'm not

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Speaker 3: on the school board, but I am responsible for the

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Speaker 3: largest piece of Georgia's budget, which is education, and I

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Speaker 3: also have children some vested constituent as well, and so

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Speaker 3: it's my responsibility to go to people and say this

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Speaker 3: is not right. These are your rights, this is what

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Speaker 3: the system is supposed to be doing for you.

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Speaker 2: You are not getting this.

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Speaker 3: This is who you contact, this is who you make

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Speaker 3: complaints with. Right, people don't even know the basis, And

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Speaker 3: so I pride myself honestly on just giving people resources,

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Speaker 3: giving them a voice. You know, there was a bill

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Speaker 3: that I tried to pass last year which was going

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Speaker 3: to allow students, not students, but make schools give their

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Speaker 3: school report card to the parents every year. But there

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Speaker 3: was BackFlash with that because the superintendents in the school

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Speaker 3: board did not want parents to know.

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Speaker 2: That their schools are failing.

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Speaker 3: Because a lot of parents are sending their children to

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Speaker 3: school and they have no idea that it's an F

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Speaker 3: OR and D school.

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Speaker 1: Oh wow, I guess I hadn't even thought about that.

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Speaker 1: There is the chance that it's just completely hidden and

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Speaker 1: you don't even know how bad it is. And honestly,

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Speaker 1: I will say that that was kind of I mean,

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Speaker 1: not that we had a failing public school here that

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Speaker 1: my girls were going to, but to a certain extent,

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Speaker 1: as a mom, when my kids went to kindergarten in

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Speaker 1: first grade, I had a lot of trust for the school.

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Speaker 1: I just, you know, I sent them there and I

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Speaker 1: felt like, they're going to come home and they're going

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Speaker 1: to read, and we read at home. It's not that

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Speaker 1: we didn't, but when my youngest went to school about

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Speaker 1: first grade, the teacher said, you know, we don't the

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Speaker 1: one is she's struggling to read. We don't know what

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Speaker 1: the problem is. I mean, she might be dyslexic, she

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Speaker 1: might be this, she might be that. And it suddenly

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Speaker 1: struck me like there's not a lot of extra when

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Speaker 1: someone is struggling. In some of these schools. There wasn't

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Speaker 1: the resources, even though they say they're putting all this

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Speaker 1: money into resources. The resource we really needed was someone

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Speaker 1: to help the kids with reading, and there weren't a

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Speaker 1: lot of great resources in that area, which I can

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Speaker 1: think of nothing more important than knowing how to read,

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Speaker 1: because you can't do math, you can't do history, you

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Speaker 1: can't do anything if you don't know how to read.

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Speaker 1: And then we moved during the pandemic. We moved to

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Speaker 1: the private school, and the amount of attention was just

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Speaker 1: so different. So from my perspective, I'm like, I didn't

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Speaker 1: even move them because I felt like they weren't getting

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Speaker 1: the attention they should get. Then when I did, it

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Speaker 1: was like that same situation. I didn't know. And then

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Speaker 1: when I did move them, I was shocked by the

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Speaker 1: difference in their education. And it shouldn't be that there

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Speaker 1: is such a stark difference between a private or public

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Speaker 1: school or charter in a public school. But there's a

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Speaker 1: lot of different ways of teaching. There's a lot of

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Speaker 1: different ways of educating. You talked about getting the pushback

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Speaker 1: from the superintendents and whatnot. You got pushed back from

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Speaker 1: your own colleagues too, though the Democrats said, hey, we're

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Speaker 1: not a fan of this, and that was really what

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Speaker 1: led you, from my understanding, one of the reasons that

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Speaker 1: led you to join the Republicans. Now, there would be

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Speaker 1: people that would say, why not stay a Democrat, try

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Speaker 1: to influence the Democrats get back in office, because there's

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Speaker 1: a great fear that within r next to your name

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Speaker 1: you can't win again.

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Speaker 3: You know, you're absolutely right on all of those statements.

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Speaker 3: The only thing I can say is I could have

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Speaker 3: stayed a Democrat, But fundamentally I do not believe in

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Speaker 3: a lot of the things that the Democrats in Georgia

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Speaker 3: are doing. I can't speak for the other states. I

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Speaker 3: can't speak at the national level, but in Georgia, I

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Speaker 3: do not believe in what the Democrats are doing at

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Speaker 3: the state capitol.

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Speaker 2: It is detrimental to poor people.

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Speaker 3: And I shouldn't say poor people, but lower socioeconomic people,

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Speaker 3: and I just cannot be.

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Speaker 2: A part of that. It is.

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Speaker 3: I just left Boston. Boston is home of the abolition movement.

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Speaker 3: I saw one of the first classrooms of African American children.

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Speaker 3: I walk the streets where Frederick Douglass walk and education

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Speaker 3: was so important then, and we have the capacity to

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Speaker 3: make education just as important now, and the leadership is

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Speaker 3: making a choice not to make it important.

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Speaker 1: And what a powerful story though Frederick Douglass was able

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Speaker 1: to put writings out that people were able to learn from.

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Speaker 1: I mean exactly what you're saying with holding the schools accountable.

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Speaker 1: If you don't have that information, you can't go forward

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Speaker 1: without Frederick Douglas learning to write and read and then

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Speaker 1: bring other people together around that cause. I mean, does

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Speaker 1: it almost seem like there's a benefit to keeping people

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Speaker 1: from reading.

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Speaker 3: It's a benefit only for the people that benefit from

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Speaker 3: people not being able to read. So I could say

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Speaker 3: the prison system may benefit, right, because if you.

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Speaker 1: Can't read yeah, right, that's exactly right, then.

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Speaker 2: Most likely it's a great chance you're going to end

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Speaker 2: up in prison.

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Speaker 3: The teachers union, they benefit for suppressing children, but children

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Speaker 3: don't benefit, and parents don't benefit. Families don't benefit, and

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Speaker 3: ultimately community safety doesn't benefit. We need to educate our kids.

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Speaker 3: And you said something earlier. The local school boards have

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Speaker 3: the ability to change the curriculum. It could be a

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Speaker 3: monasory curriculum. We are in twenty twenty four, it could

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Speaker 3: be an artificial intelligence curriculum, it could be anything that

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Speaker 3: they want it to be. But there's a lack of

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Speaker 3: creativity at the local school board level. And that is

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Speaker 3: why private schools are far, you know, soaring and their

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Speaker 3: test scores compared to the public schools because they're being

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Speaker 3: a lot more creative in how they're teaching children.

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Speaker 1: Well, and they kind of have to be because you're

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Speaker 1: asking people to come there and pay, and so people

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Speaker 1: expect to receive a good product when they pay for it.

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Speaker 1: It's like, you know, even the church will say, well,

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Speaker 1: we like to have people who join into something they

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Speaker 1: have to pay a little bit of money because they

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Speaker 1: feel invested in it, and then they take it more seriously.

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Speaker 1: And so I think that on both sides, when you

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Speaker 1: send your kid to a school that you're invested in,

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Speaker 1: you are invested. The school is also invested in you

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Speaker 1: because they have to earn your trust, they have to

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Speaker 1: earn your money. That has been one of the arguments

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Speaker 1: for having that relationship between school and parent. And then

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Speaker 1: the public school they don't have to they just keep

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Speaker 1: getting that money. But the question that I have is

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Speaker 1: that how can it be that you can I mean

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Speaker 1: if I'm a manufacturer, because that's my background. I come

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Speaker 1: from manufacturing, so I think about it from that standpoint.

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Speaker 1: I'm like, man, if I had one production line that

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Speaker 1: had five percent good product and everything else was scrap,

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Speaker 1: I was throwing away ninety five percent of the product

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Speaker 1: that came off of this production line, I couldn't stay

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Speaker 1: in business. I would be done. My customers would say,

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Speaker 1: we can't wait for the product, this is ridiculous. Everything

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Speaker 1: would I couldn't afford the cost of it. It would

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Speaker 1: all be bad. It would all end up in the

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Speaker 1: trash can. We would be out of business. Why do

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Speaker 1: we allow and on any level, I mean even from

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Speaker 1: like you're talking about from the capital. Why are our

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Speaker 1: legislators and the folks that are making the budget, that

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Speaker 1: are sending the money, they're not saying, hey, wait a minute,

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Speaker 1: we cannot continue to send you money if you get

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Speaker 1: you have three percent good product coming out of your school,

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Speaker 1: because I consider, if only three percent of the kids

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Speaker 1: can read, you have failed. But it's so much bigger

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Speaker 1: than a product. You have stolen their lives, their future.

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Speaker 1: And you're right, if you can't read, your chances are

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Speaker 1: of ending up in prison. We can actually predict the

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Speaker 1: prison rate based on the reading rate, the literacy rate

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Speaker 1: in the town. And when you look at a town

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Speaker 1: like these towns in democrat areas where crime is running rampant,

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Speaker 1: you can go directly back to the schools. Why aren't

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Speaker 1: we saying okay, no more money until we get those

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Speaker 1: numbers up. I don't know.

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Speaker 2: I can't answer that question.

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Speaker 3: If I was in charge and not had that leadership physician,

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Speaker 3: I would probably be doing things a lot different. But

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Speaker 3: at the end of the day, there are Republicans and

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Speaker 3: there are democrats in our society, and we can't make

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Speaker 3: drastic decisions, I believe because there are democrats in the system.

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Speaker 3: So even though the system is not working, we still

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Speaker 3: need to educate democrats.

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Speaker 2: And you know you said.

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Speaker 3: Something profound because you gave the example of manufacturing, right,

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Speaker 3: and then you also mentioned private schools they must provide

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Speaker 3: a product. Well, the tax dollars are the same, Right,

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Speaker 3: We're giving even more money to the public schools than

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Speaker 3: a private school.

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Speaker 2: And so maybe it's a question of.

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Speaker 3: Some people not understanding what their tax dollars are doing.

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Speaker 3: You may just be paying your taxes is thinking it's

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Speaker 3: something you have to do that you may not realize. Okay,

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Speaker 3: your money, your money with to this school to not

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Speaker 3: only educate your child, but to educate everybody else's child too.

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Speaker 3: And so I think we need to teach communities that

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Speaker 3: they're vested because of their tax dollars.

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Speaker 1: And your money should have value. That's the thing. You

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Speaker 1: should be getting something for every dollar. I think you're

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Speaker 1: so right about that. And something's a way I haven't

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Speaker 1: really thought about it before. We think of this as

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Speaker 1: you know, this is my duty. I've got to do this.

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Speaker 1: I don't really get to follow it along because there's

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Speaker 1: people in a certain place that make this. But everybody,

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Speaker 1: I mean you all work for the people. Everybody in Lansing,

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Speaker 1: Michigan works for the people. Everybody in Georgia works for

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Speaker 1: the people.

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Speaker 2: Florida.

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Speaker 1: You know, whatever state you're in, you are working for

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Speaker 1: the people and our tax dollars. We should be saying, well,

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Speaker 1: what are we getting back? Because it doesn't matter. You're right,

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Speaker 1: You're exactly right. As a matter, if your child is

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Speaker 1: going to that school, the child that's in that school

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Speaker 1: is impacting your community, either for the positive or the negative.

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Speaker 1: And so if we start peeling back the layers of

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Speaker 1: education versus crime and that kind of thing. I mean,

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Speaker 1: if we look at a Baltimore and say, man, these

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Speaker 1: people are afraid to go out of their houses at

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Speaker 1: night and the reading rate is so low, those two

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Speaker 1: things are actually connected. So at what point do we

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Speaker 1: say we're going to hold them accountable, the people who

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Speaker 1: make the budget. We're going to hold them accountable to

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Speaker 1: saying you only get this money if you're actually producing

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Speaker 1: something good. If you in your area, you also fought

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Speaker 1: against defunding the police. We've seen all of these stores

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Speaker 1: moving out of these big Democrat cities in your area.

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Speaker 1: What does the crime look like are you do you

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Speaker 1: have a low level of crime? Are you fighting crime

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Speaker 1: on a regular basis.

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Speaker 2: We have high crime.

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Speaker 3: So I'm in the middle of Atlanta, and so if

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Speaker 3: you visit Atlanta, you're most likely staying in my district

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Speaker 3: because I represent midtown Atlantic Station, popular trendy areas. So

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Speaker 3: it doesn't matter if you're in the low socio economic

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Speaker 3: side or the higher socioeconomic side. It doesn't matter if

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Speaker 3: you're in a community of less educated or more educated.

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Speaker 3: Every single community and my district is facing crime. And

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Speaker 3: so when the bill came up in Georgia, I think

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Speaker 3: that was two years ago, it was we will not

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Speaker 3: allow local jurisdictions to defund their police department. And my

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Speaker 3: constituents overwhelmingly contacted me and said, we do not want.

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Speaker 2: To defund the police.

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Speaker 1: Interesting, so that was another.

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Speaker 3: Stance that I took again to the Democrat Party.

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Speaker 2: I'm into constituents. I'm not sure what they're doing.

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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. It's so interesting because if you

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Speaker 1: listen to the national narrative from the leftist media and Democrats,

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Speaker 1: it's like, no, this is so important. We still have

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Speaker 1: Democrats that are out there saying defund the police. It's

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Speaker 1: so important. This is not fair, But I mean, who

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Speaker 1: do you call in the case of emergency that doesn't

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00:24:19,040 --> 00:24:22,520
Speaker 1: reduce crime. If you're in that situation where you need help,

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Speaker 1: you've got to have the police. It just seems so

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Speaker 1: backwards to me that we're actually fighting this. And I

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00:24:27,960 --> 00:24:31,000
Speaker 1: think that this happened, you know, this happened obviously in

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Speaker 1: twenty twenty. There were some pretty horrific stories that came

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Speaker 1: out of Atlanta. I think it was was a little

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Speaker 1: girl's name Sekoria Turner, that was a Turner, and I

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Speaker 1: mean we think about that. I think she was eight

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Speaker 1: years old. She just was caught in the crossfire and

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Speaker 1: lost her life, and we're talking about making it even

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Speaker 1: less safe for little kids to be running around. And

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Speaker 1: as a parent, I just ca we cannot understand that.

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Speaker 1: It seems like you have a lot of support because

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00:25:04,800 --> 00:25:08,600
Speaker 1: of these views. So obviously you have not been too

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Speaker 1: concerned about changing over from Democrat to Republican. But what

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Speaker 1: is it looking like? I mean, what have you heard

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Speaker 1: from the people on the ground, Because I think that

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Speaker 1: all of us who are out there concerned about the country,

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Speaker 1: no matter what letter you have next to your name, well,

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Speaker 1: I would hope that most of us are saying we

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Speaker 1: want to see the best for the country. But like

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Speaker 1: I said, those of us who don't live in Metro Atlanta,

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Speaker 1: we don't know what the people they are thinking. So

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Speaker 1: what are you hearing and how can that help people

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Speaker 1: across the country to go okay? Maybe we need to

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Speaker 1: talk about this differently so that we can reach people.

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Speaker 2: You are so right, it is about messaging.

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Speaker 3: I think the Republicans have the ability to take every

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00:25:49,480 --> 00:25:55,159
Speaker 3: single minority vote if the messaging were different. This is

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00:25:55,200 --> 00:25:59,760
Speaker 3: what I can say most definitely, my constituents know what

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Speaker 3: they do.

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Speaker 2: I'm giving them what they want.

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Speaker 3: I'm not going to be asking my constituents at the

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00:26:05,160 --> 00:26:09,640
Speaker 3: next election to become a Republican. I will be asking

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00:26:09,720 --> 00:26:14,919
Speaker 3: them to cross the ballot and vote for me. You

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00:26:14,960 --> 00:26:17,720
Speaker 3: can continue to vote all Democratic if you like, but

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00:26:17,960 --> 00:26:20,720
Speaker 3: just to vote for me. So we're getting that message

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00:26:20,760 --> 00:26:26,639
Speaker 3: out right. I will say this, though, I think that

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00:26:28,320 --> 00:26:34,160
Speaker 3: we really need to understand the demographic. It doesn't matter

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00:26:34,200 --> 00:26:37,400
Speaker 3: if it's urban, it doesn't matter if it's rural or suburban.

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Speaker 2: Everybody has a.

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Speaker 3: Different voice, and it will be it's imperative that Republican

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Speaker 3: leaders go outside of their comfort zone, and I say

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Speaker 3: outside of the comfort zone, because there are very few

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00:26:53,040 --> 00:26:57,080
Speaker 3: minorities within the Republican Party. In fact, it's a stigma

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Speaker 3: to be a part of the Republican Party.

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Speaker 2: Yep. And I'm willing to help.

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Speaker 3: Anybody with those messages because it is just that important.

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Speaker 2: And I do feel like I'm going to win.

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Speaker 3: If I did not win, I would not regret one

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Speaker 3: single thing, because I do not believe in what the

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Speaker 3: Democrats are doing.

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Speaker 1: Have you had people across the country, because I mean

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00:27:22,720 --> 00:27:26,280
Speaker 1: listening to what you're saying, and it's the message that

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00:27:26,320 --> 00:27:28,760
Speaker 1: we had here in the state of Michigan, and You're right,

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00:27:28,880 --> 00:27:31,080
Speaker 1: we didn't get it out to the right people in

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00:27:31,119 --> 00:27:33,480
Speaker 1: the right way. And I think all of us are going,

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00:27:33,760 --> 00:27:36,199
Speaker 1: how do we do this? Have you had people in

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00:27:36,240 --> 00:27:38,439
Speaker 1: the Republican Party across the nation reach out to you

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00:27:38,440 --> 00:27:39,680
Speaker 1: and say, hey, can you help us?

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Speaker 3: I have, so I've actually been all over the US,

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00:27:44,600 --> 00:27:48,240
Speaker 3: and I'm still traveling around the US. I was in

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00:27:48,359 --> 00:27:53,080
Speaker 3: Boston and I spoke to the Boston GOP to give

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Speaker 3: them some ideas on what.

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Speaker 2: You can do.

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Speaker 3: We're in a community called Roxbury, which is known to

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00:27:58,160 --> 00:28:05,160
Speaker 3: be heavily district and just giving them some ideas because

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00:28:06,280 --> 00:28:11,040
Speaker 3: it's hard to say we need to do this if you're.

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Speaker 2: Not a part of that community.

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Speaker 3: And I'm not saying that all minorities are the same,

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Speaker 3: but there are some cultural things that are that cross,

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00:28:20,960 --> 00:28:26,240
Speaker 3: you know, neighborhoods, if you will. And I spoke to

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Speaker 3: Ronni McDaniel, I went to the presidential debate. I had

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00:28:30,119 --> 00:28:34,720
Speaker 3: the same conversation with her about messaging and even here

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Speaker 3: in Georgia. So I think the Republicans are open to it.

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Speaker 3: They've definitely been receptive to me and the ideas that

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Speaker 3: I have because it is about principle, it is about values,

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Speaker 3: and it is about keeping our country.

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Speaker 2: Safe in the greatest nation.

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Speaker 3: You know, we don't want it to fall.

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Speaker 1: I think you're absolutely right. I think that Republicans see

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00:29:00,440 --> 00:29:04,440
Speaker 1: what's happening in these cities, and there has been a

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Speaker 1: hesitancy in years past to try to have these conversations.

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Speaker 1: But the heart, the heart space where Republicans are is

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00:29:13,160 --> 00:29:15,480
Speaker 1: we want people to be able to thrive. We want

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Speaker 1: that American dream available to people. We want people to

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00:29:18,320 --> 00:29:21,120
Speaker 1: get a great education and move on, and we don't

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00:29:21,160 --> 00:29:24,720
Speaker 1: know how to make it, make help people understand that

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00:29:24,720 --> 00:29:28,600
Speaker 1: that's really genuinely what we want. And I mean, everybody's different,

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00:29:28,640 --> 00:29:31,040
Speaker 1: but I think for the most part, the idea is

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00:29:31,080 --> 00:29:33,800
Speaker 1: that people are shocked by the amount of crime that

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00:29:33,840 --> 00:29:36,600
Speaker 1: has risen over the past few years that we're accepting this.

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00:29:36,760 --> 00:29:39,760
Speaker 1: You see. I just saw last night a video, and

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00:29:40,360 --> 00:29:42,800
Speaker 1: I don't know how recent this was, of people running

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00:29:42,800 --> 00:29:46,280
Speaker 1: into home depot and just just walking out with you know,

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00:29:46,720 --> 00:29:50,000
Speaker 1: stealing all of the power tools. I mean, we've seen

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00:29:50,040 --> 00:29:53,360
Speaker 1: the pictures of people going into the nordstrums, into the Walgreens,

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00:29:53,800 --> 00:29:56,720
Speaker 1: and it's like, at what point do communities have no

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00:29:56,960 --> 00:29:59,480
Speaker 1: stores left? And then we go, oh, shoot, we should

547
00:29:59,480 --> 00:30:02,320
Speaker 1: have actually done something. And I think that the point

548
00:30:02,400 --> 00:30:04,520
Speaker 1: is we don't want to get there. We want to

549
00:30:04,560 --> 00:30:06,320
Speaker 1: be able to talk to people. We want to be

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00:30:06,320 --> 00:30:10,480
Speaker 1: able to have representation that really, like you said, really

551
00:30:10,560 --> 00:30:13,280
Speaker 1: represents those folks. I love that you say they're not

552
00:30:13,320 --> 00:30:16,760
Speaker 1: really representing you. Well, that's actually true, and you really

553
00:30:16,800 --> 00:30:20,440
Speaker 1: are representing what's best for these folks. Tell everybody before

554
00:30:20,520 --> 00:30:22,800
Speaker 1: we let you go how they can find you again.

555
00:30:22,960 --> 00:30:25,200
Speaker 1: Tell them where they can help to donate, help to

556
00:30:25,240 --> 00:30:26,520
Speaker 1: make sure you get in there again.

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00:30:26,720 --> 00:30:30,560
Speaker 3: Okay, thanks, it is Nichchafyner dot com and that's n

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00:30:30,640 --> 00:30:35,000
Speaker 3: E s h A m AI n o R. All

559
00:30:35,000 --> 00:30:37,640
Speaker 3: of my social media techs are pretty much the same

560
00:30:37,920 --> 00:30:41,920
Speaker 3: at Nicha Manor. The only one that's different is Facebook,

561
00:30:41,960 --> 00:30:45,080
Speaker 3: which is at Nicha for Georgia and that's f o R.

562
00:30:45,800 --> 00:30:48,600
Speaker 2: But Nicha Mayner dot com. You can find everything.

563
00:30:49,240 --> 00:30:51,080
Speaker 1: Well. We hope you get a lot of help. I

564
00:30:51,120 --> 00:30:53,680
Speaker 1: love what you're talking about. We of course have the

565
00:30:53,720 --> 00:30:56,640
Speaker 1: same message and I so appreciate having you here today.

566
00:30:56,680 --> 00:30:59,560
Speaker 1: Thank you so much, thank you, and thank you all

567
00:30:59,600 --> 00:31:02,120
Speaker 1: for joining seing us on the Tutor Dixon Podcast for

568
00:31:02,200 --> 00:31:05,160
Speaker 1: this episode and others. You can go to tutordisonpodcast dot

569
00:31:05,200 --> 00:31:08,800
Speaker 1: com and subscribe right there, or check out the iHeartRadio app,

570
00:31:08,840 --> 00:31:12,040
Speaker 1: Apple Podcasts or wherever you get your podcasts and join

571
00:31:12,120 --> 00:31:14,680
Speaker 1: us next time on the Tutor Dixon Podcast. Have a

572
00:31:14,720 --> 00:31:15,160
Speaker 1: blessed ding