Speaker 1: Good morning, peep Sena. Welcome to Okay f Daily with
Speaker 1: Meet Your Girl Danielle Moody, recording from the Long Island
Speaker 1: Home Bunker. Folks, I'm really excited about the interview I
Speaker 1: have coming up next. You know that whenever I have
Speaker 1: the opportunity to speak with educators, I'm always so happy
Speaker 1: to do so because I think that teachers, not only
Speaker 1: because I am a former educator, but teachers are just
Speaker 1: so disrespected in this country. And we know that we
Speaker 1: know a country based on what it is that they value,
Speaker 1: and the fact that teachers continue to have to do
Speaker 1: bake sales or take money out of their own pockets
Speaker 1: in order to buy school supplies for children, or just
Speaker 1: get any type of respect and are not demonized for
Speaker 1: wanting to teach the truth about the founding of this nation,
Speaker 1: or who should be celebrated as the heroes and the
Speaker 1: patriots in this country. Not to mention, folks, not to
Speaker 1: mention the fact that being a teacher in these United
Speaker 1: States means that you're putting your own life at risk
Speaker 1: of gun violence because of the consistent and unrelenting mass
Speaker 1: shootings that happens in our nation's schools. So I'm really
Speaker 1: excited to be able to get into this conversation with
Speaker 1: men Deep Setti, who is a teacher at June Jordan
Speaker 1: School of Equity in San Francisco and received an amazing
Speaker 1: grant from Save the Music, the Jay Dilla Music Technology
Speaker 1: Grant last year as a way to engage young people
Speaker 1: in the arts in music. You know, not to mention
Speaker 1: write the attacks that we have seen on curriculum, the
Speaker 1: fears that teachers have of even uttering the words gay
Speaker 1: or talking about any type of difference whatsoever. The arts
Speaker 1: and music is always right on the chopping block in
Speaker 1: our nation schools because it's not considered as important as STEM.
Speaker 1: It's not considered as important or needed. Meanwhile, I think
Speaker 1: that what we all understood, particularly at the height of
Speaker 1: the pandemic, is how important art, music and connection is
Speaker 1: to our day to day lives. One of the things
Speaker 1: that I'll talk to Setti about is, you know, basically
Speaker 1: I don't know about you all, but during quarantine, if
Speaker 1: I wasn't in one DJ's live on Instagram, I was
Speaker 1: in another DJ's live. I got through being in quarantine
Speaker 1: and dealing with all of this uncertainty by dancing around
Speaker 1: my apartment by dancing around my home by being able
Speaker 1: to connect with other people that just needed a release.
Speaker 1: And that is what I think that the arts and
Speaker 1: music allow for, is that released. And so for me,
Speaker 1: you know, I wish that in this country that we
Speaker 1: looked at music and the arts as essential rather than
Speaker 1: as an elective something that is, you know, a nice
Speaker 1: to have, but you don't need. What does a society
Speaker 1: look like without music makers, without artists, right, it is
Speaker 1: devoid of passion, of innovation, of beauty, and those are
Speaker 1: all the things that are necessary, particularly when times are difficult.
Speaker 1: And so I love this conversation with Setix because one
Speaker 1: we get into the importance of just kids having the
Speaker 1: space to be able to express themselves, right, to not
Speaker 1: be shut down, and to find different avenues to express
Speaker 1: the trauma that is this moment in our lives. You know,
Speaker 1: I think about it often that we as adults have
Speaker 1: the language, have the ability to kind of roll with
Speaker 1: the punches, and even for us the last several years
Speaker 1: under the Trump administration, dealing with a global health pandemic,
Speaker 1: the unrelenting gun violence that we see on a day
Speaker 1: to day basis, with mass shootings, we lose our own
Speaker 1: words and our own ability to want to get out
Speaker 1: of bed. So imagine now dealing with those compacted crises,
Speaker 1: and then also going through hormonal changes and society, trying
Speaker 1: to figure out where you fit in your school, in
Speaker 1: society and your community, and then on top of that,
Speaker 1: dealing with all of these issues. So I think that
Speaker 1: the work that Mundeep is doing with the June Jordan's
Speaker 1: School of Equity and that other educators are doing like him,
Speaker 1: aren't necessary and should be lifted up and applauded and
Speaker 1: frankly replicated, particularly now. So coming up next my conversation
Speaker 1: with teacher rapper musician mand Deep Seti. Folks, I'm very
Speaker 1: excited to welcome to okay f Daily for the very
Speaker 1: first time, um Mand Deep Seti aka Seti X, who
Speaker 1: is a teacher at June Jordan's School of Equity in
Speaker 1: San Francisco and also a rapper musician. Seti, I want
Speaker 1: to start off our conversation today with kind of talking
Speaker 1: about the many attacks that teachers have been under um
Speaker 1: by the far right, by conservatives, and you know where
Speaker 1: you see the role of the arts of music education
Speaker 1: in our school systems, particularly now when you know curriculums
Speaker 1: are being overturned or narrowed. What role do you see
Speaker 1: that music and the arts play in a child's education. Well,
Speaker 1: it's so great to be here with you on woke
Speaker 1: af Thank you Danielle for having me um. I think
Speaker 1: number one as a teacher. You know, one thing that's
Speaker 1: very clear, especially after the pandemic, is that we are
Speaker 1: essential workers. Right, So teachers are essential workers. And one
Speaker 1: on one hand, it was being propped up like you know,
Speaker 1: so much love for the essential workers. But then if
Speaker 1: you look at the back end, the statistics of what
Speaker 1: teachers are paid, what they have to deal with not
Speaker 1: only with supporting our students, but also the rise of
Speaker 1: school shootings, the rise of violence, the rise of conservative
Speaker 1: overturning of you know, basically ethnic studies, that's going on
Speaker 1: in the schools where students are actually getting to learn
Speaker 1: who they are and what real history actually is. So
Speaker 1: I think that's that's important to remember, is that teachers
Speaker 1: are essential workers and that they are the ones that
Speaker 1: are with our young people every day basically figuring out
Speaker 1: what the future is going to look like, you know
Speaker 1: what I mean. And so where arts comes into plays
Speaker 1: the crea of mind, which is something that is supposed
Speaker 1: to be nurtured through a human experience. But we know
Speaker 1: that school systems don't necessarily cater to the arts first, right.
Speaker 1: It's always something as an elective or something you get
Speaker 1: to choose at the end of the day. And so
Speaker 1: for me, as a teacher who's heavily invested in arts
Speaker 1: based learning, I've learned and seen firsthand that arts based learning,
Speaker 1: project based learning using tools such as music, visual are
Speaker 1: using tools including technology, creates a whole different experience for
Speaker 1: students where they feel welcome in the classroom, they feel
Speaker 1: safe in the classroom, and most of all, they feel
Speaker 1: the ability to be themselves. And that's where learning happens.
Speaker 1: Because if they have this wall up of protecting themselves
Speaker 1: throughout the day, then it's harder to reach the true
Speaker 1: self of learning. So I think that arts based learning
Speaker 1: and education allows for students to really open up to
Speaker 1: new ideas. Yeah, and I just you know, I want
Speaker 1: to echo something that you said about teachers being essential workers,
Speaker 1: you know, And I've been thinking about this a lot,
Speaker 1: um And I am a former educator. As folks who
Speaker 1: listen to Woke a f no UM, I taught first
Speaker 1: and second grade UM special education and general education in Washington,
Speaker 1: DC before I went into education policy. And you know,
Speaker 1: what I will say is that you can tell what
Speaker 1: a country values by who is making the most money. Right,
Speaker 1: And when we look at teacher salaries and we look
Speaker 1: at many strikes that we've seen happen across the country
Speaker 1: in different cities and in different places, you know, teachers
Speaker 1: are probably the most undervalued position, right that has such
Speaker 1: as such as such a consequential position though in a
Speaker 1: child's life, right, Like, I know that, you know you
Speaker 1: must have a story, as I have a story. You know,
Speaker 1: what was that teacher that turned you on to music?
Speaker 1: That turned you on in a way that kind of
Speaker 1: that that changed the trajectory of your life? Straight up? No,
Speaker 1: I have that teacher. And that teacher miss shout out
Speaker 1: to miss mystery. She was a brown educator, so I
Speaker 1: saw myself in her. I was like, Okay, this is
Speaker 1: South Asian person of uh you know what I'm saying,
Speaker 1: South Asian descent. We can I can connect with that.
Speaker 1: And then she had a project will basically allowed us
Speaker 1: to like, instead of writing an essay, you could write
Speaker 1: a song. And that was my introduction into from poetry
Speaker 1: into music. Which propelled me into a full time career
Speaker 1: until I became shifted over to education to tour and
Speaker 1: make music and hip hop music and share that with
Speaker 1: the world. So I mean, for me, that was life changing,
Speaker 1: and I'm trying to like take that to the next
Speaker 1: level with what I'm doing. So, you know, I'm a
Speaker 1: hip hop artist, but now I'm a full time educator,
Speaker 1: So I'm bringing that into the classroom. And our courses
Speaker 1: are designed to give students real life skills so that
Speaker 1: they can use the technology, get paid internships, and yes,
Speaker 1: disrupt the um kind of white supremacy and white privilege
Speaker 1: that exists within even the creative community and the creative
Speaker 1: economy as well as the tech economy, you know what
Speaker 1: I'm saying. So we're in San Francisco. We're fighting against
Speaker 1: rapid gentrification. We're an outer mission, you know what I'm saying,
Speaker 1: Like people who work at these tech companies are buying
Speaker 1: houses that our students, you know, the neighborhoods are students
Speaker 1: live in, and these are now over million dollar houses
Speaker 1: and we're still in neighborhoods that are fighting against you
Speaker 1: know what I'm saying, These financial economic turmoil that's been
Speaker 1: happening for years. So there's a lot going on with
Speaker 1: our students, and so music definitely plays a large part
Speaker 1: in a multitude of ways of their healing and of
Speaker 1: their kind of their voice. In twenty twenty one, you
Speaker 1: were the recipient of the Saved Save the Music grant
Speaker 1: from Jay Dill, and I want you to talk a
Speaker 1: bit about that, but then also my frustration that we
Speaker 1: need grants in order to save the music because our
Speaker 1: schools and the arts are not being funded in a
Speaker 1: way that makes it secure. So speak to speak to that. Yeah,
Speaker 1: So when I arrived at the school that I work
Speaker 1: at now, there was no music program. And so if
Speaker 1: that blows my mind, because we're in an area of
Speaker 1: San Francisco and the Bay Area which is known for
Speaker 1: changing the way that independent music, independent hip hop work,
Speaker 1: it lives in the US and the world, and so
Speaker 1: we're in this mecca of music business and music technology,
Speaker 1: but we have no music program at our school. So
Speaker 1: in that sense, you know, there was a It was
Speaker 1: an eye opening experience for me. But as a musician,
Speaker 1: I looked at out there and I found this resource
Speaker 1: and shout out to save the music because they believed
Speaker 1: in me. When basically no one else did, and they
Speaker 1: allowed us to apply for this grant, which we received,
Speaker 1: the Jay Della Music Technology Grant, which is named after
Speaker 1: the late hip hop producer Jay Della James Dewey Yancy
Speaker 1: at a Detroit and who changed the sound of music
Speaker 1: and so for us to be able to carry on
Speaker 1: his legacy is such an on her. And we recently
Speaker 1: hosted Ma Dukes, who is his mother, who came by
Speaker 1: and got to see the work that our students are doing.
Speaker 1: She listened to their music, and she told us that
Speaker 1: at the end of that that she wished that there
Speaker 1: were more schools like this and more programs like this
Speaker 1: because she saw the value of music that was taking
Speaker 1: place and how it was changing lives right in front
Speaker 1: of her. So it's really a blessing to have this
Speaker 1: grant and to have these resources. But I think that
Speaker 1: it is a It has been a wake up call
Speaker 1: for our district and for other programs to see like,
Speaker 1: oh wow, like investing in the arts actually does make
Speaker 1: a difference, because I think for years people ignored that.
Speaker 1: Can you explain, like paint a picture for us about
Speaker 1: how you are utilizing music in the classroom and what
Speaker 1: your and what this program actually looks like and the
Speaker 1: ways in the different ways, the innovative ways that you
Speaker 1: are that you are educating youth. Right, So, we know
Speaker 1: that a lot of our students are used to the
Speaker 1: iPhones or Android, and so we decided to go work
Speaker 1: with Save the Music to create iPad based curriculum. So
Speaker 1: we use iPads. We two students how to make music
Speaker 1: on Garage Band. So for students who have music experience,
Speaker 1: they can step in right where they are if they
Speaker 1: have music theory or instrument experience. And for a student
Speaker 1: who has absolutely zero experience making music can also feel
Speaker 1: on day one that I can do this too through
Speaker 1: different tutorials and formulas that we use through Garage Band.
Speaker 1: And so this accessibility is the main key for our
Speaker 1: program because we know that technology is not accessible for
Speaker 1: a lot of our students. You know what I'm saying.
Speaker 1: Seventy five percent of our students qualify for a free lunch,
Speaker 1: So that shows you their economic situation. And at the
Speaker 1: end of the day, most students don't have a device
Speaker 1: at home, whether it's a computer or an iPad. Right,
Speaker 1: they may have a phone, but that's about it. And
Speaker 1: so we're allowing students to get on these devices and
Speaker 1: to basically learn the same skills that you would pay
Speaker 1: to learn at any music program at maybe NYU or
Speaker 1: any sort of private program that exists in Los Angeles.
Speaker 1: This is the same skills, the same equipment that these
Speaker 1: professionals are using. So that's the main thing that our
Speaker 1: program is revolutionizing is the accessibility. And then those students
Speaker 1: who may have iPhones, they can also you know, air
Speaker 1: drop the file onto their phone. They can check out equipment,
Speaker 1: they can take it home and continue to work on it.
Speaker 1: We have microphones and headphone students can check out, and
Speaker 1: so when you come into our classroom, you'll see a
Speaker 1: multitude of things. You'll see students making beats. You'll see
Speaker 1: some students on the turntables learning how to DJ. You'll
Speaker 1: see some students in the vocal booth working on singing
Speaker 1: or rapping. And at the end of the day, we
Speaker 1: want them to express themselves, to be able to use
Speaker 1: that play space as a place of healing, as a
Speaker 1: place of safety and trust, so that they can just
Speaker 1: be who they are meant to be. You know, I
Speaker 1: love this so much. I love your program. I love
Speaker 1: the work that you're doing, particularly with you know, notably
Speaker 1: marginalized students. And I want to talk for a moment
Speaker 1: out how the pandemic, how the pandemic remote learning just
Speaker 1: impacted young people, young people that you know, your students
Speaker 1: that you come across, and how you know your program
Speaker 1: might have helped them kind of cope with this situation,
Speaker 1: with the uncertainty that we were all struggling to deal with. Definitely,
Speaker 1: it was a tough time and to be honest, music
Speaker 1: definitely saved a lot of us during that time. And
Speaker 1: so for us our students, you know, they had cameras off.
Speaker 1: You know, we don't know what's going on at home,
Speaker 1: and so on one hand, teachers are upset why are
Speaker 1: the cameras off? But at the end the other hand,
Speaker 1: it's like, well, you know, this is a very interesting
Speaker 1: experience that students are like being taught at from their
Speaker 1: home and we're asking them to show us their home. So,
Speaker 1: you know, I think for me, I was able to
Speaker 1: I was able to use it to an advantage actually
Speaker 1: because now that students are on their device, they can
Speaker 1: use the programs that I was using online and there's
Speaker 1: no like actions because you're on the device that you're
Speaker 1: using to make music, so I try to flip it
Speaker 1: into a positive and I saw more engagement from students
Speaker 1: that normally wouldn't be engaged in other remote learning. Right
Speaker 1: I'm hearing students are not coming to these other classes,
Speaker 1: but they would come to our beat making class. We
Speaker 1: were able to collaborate online. Students were able to share
Speaker 1: their screen and show their process. And at the end
Speaker 1: of it, we held a music production showcase where we
Speaker 1: invited people from all over the world to come see
Speaker 1: and hear these students. And I think it was definitely
Speaker 1: like life changing for myself and for other students, because
Speaker 1: you know, we're all stuck at home, but we have
Speaker 1: this point of connection that's so deep, and that music
Speaker 1: technology just brought us together. You know. I think about
Speaker 1: myself and the ways in which you know, d nice
Speaker 1: had created an entire life, you know, very much so
Speaker 1: a life saving community, you know, by djaying from home
Speaker 1: and going on Instagram live. I think about so many
Speaker 1: other DJs that I got to experience, and you know,
Speaker 1: during particularly those those initial days of being in quarantine
Speaker 1: and not knowing what's going to happen, and just and
Speaker 1: I realized at that point it set to like how
Speaker 1: important one. How important connection is right that we have
Speaker 1: all taken, uh, you know, taken for granted because of
Speaker 1: what social media has also provided, but also taken away
Speaker 1: in terms of personal contact. But then recognizing the way
Speaker 1: that you you needed music, you needed gathering space in
Speaker 1: order to be able to even um, move through, to
Speaker 1: get out of you know, to get out of bed
Speaker 1: in the morning. And so when I think about myself
Speaker 1: and how I was dancing out around my you know,
Speaker 1: apartment in space, and I think about you know, your
Speaker 1: your young students, um, and what a lifeline it was
Speaker 1: for them. Um, you know, what are some of the
Speaker 1: I guess, what are some of the stories or you know,
Speaker 1: things that you can share in terms When people think
Speaker 1: again about music education or aren't they think of it
Speaker 1: as an elective? So explain why it isn't, why it
Speaker 1: shouldn't be looked at as an elective and instead of
Speaker 1: it should be viewed as essential. Right. I think that
Speaker 1: there's two ways to answer that question, and the first
Speaker 1: is that the experience is essential for students to have
Speaker 1: art and music right. And one story I have as
Speaker 1: a student who transferred from another school and they were
Speaker 1: not integrated into the community at all, they felt completely outcasted,
Speaker 1: and they took my music class just because they had
Speaker 1: no other choice, right, that was the only open elective,
Speaker 1: and so they ended up getting placed in my class.
Speaker 1: Fast forward two years, this is my best student. This
Speaker 1: student is performing at multiple venues in San Francisco, getting
Speaker 1: opportunities through our program, through Save the Music and our partners,
Speaker 1: and this student is now pursuing a professional career in
Speaker 1: music and getting internships where they're getting paid right. And
Speaker 1: and then the other side of that story, or the
Speaker 1: second answer to that question why it's essential is because
Speaker 1: later on finding out that the student who is an
Speaker 1: African American youth from the neighborhood is lives in a
Speaker 1: group home, right, and it's not inch, it's not in
Speaker 1: touch with their family and does not get the support
Speaker 1: from their family, And all of a sudden, this music
Speaker 1: program has provided a platform for them to express themselves,
Speaker 1: for them to find support for them to be who
Speaker 1: they are, right, And so there's healing going on, multigenerational
Speaker 1: healing going on. There's you know, equity in action with
Speaker 1: students getting industry level pay rates right that they reserve
Speaker 1: instead of having to work at you know, retail salaries
Speaker 1: or whatever it is or free right. As we know
Speaker 1: in the creative industry, a lot of us work for free.
Speaker 1: It's like we can get them paid right away. And
Speaker 1: I know that you put in work. I know I
Speaker 1: put in work for free before we were ever given
Speaker 1: a platform or create our own platform, right, and that's
Speaker 1: just what we do. But now we have the opportunity
Speaker 1: to present students with financial stability at such a young
Speaker 1: age if we can create those skills. And I think
Speaker 1: that's what arts education is about. It's not just about
Speaker 1: you know that having a good time. It's about real
Speaker 1: skills that can translate into real opportunities. And it's also
Speaker 1: about real healing. Yeah, And I just you know, and
Speaker 1: I love the fact too that you're placing your students
Speaker 1: in places where they can actually get paid, because many people,
Speaker 1: you know, would roll the rise and say, well, I
Speaker 1: intern for free, and that's you know, and that's part
Speaker 1: of the experience. And I think to myself that comes
Speaker 1: from a point of privilege, right, being able to to
Speaker 1: to decide that you're going to work for free because
Speaker 1: the knowledge is going to be payment enough means that
Speaker 1: all your other needs are met. But when you're talking
Speaker 1: about young people that are, you know, potentially living in
Speaker 1: group homes or in between homes or what have you.
Speaker 1: That money, right can go towards so much, and so
Speaker 1: I think that it's important to lift that a well. Definitely,
Speaker 1: I think that it is a place of privilege, you know,
Speaker 1: And I can say myself at times that I've been
Speaker 1: able to be an artist because of certain privileges that
Speaker 1: I've been born into or been raised with, right, and
Speaker 1: so my perspective understanding that is really the key to
Speaker 1: understanding their perspective. If you know who you are, then
Speaker 1: you can understand who others are. Right. And so I'm
Speaker 1: at a place where I try to meet the students
Speaker 1: where they are, and I think a lot of folks
Speaker 1: in our community don't understand that these students at a
Speaker 1: young age are financially already self reliant. So they may
Speaker 1: not be independent like lived at home. They still live
Speaker 1: at home. You still have a mom or dad or
Speaker 1: whoever caretaker Grandma's around, But at the end of the day,
Speaker 1: the financial flow is not happening through the family. It's
Speaker 1: happening independently. And if students need to take care of
Speaker 1: young ones or get to a certain place, like say
Speaker 1: they need to get to a free internship, they need
Speaker 1: to pay for of US or an uber there like
Speaker 1: there's a financial gap. So it is important to provide
Speaker 1: these opportunities to students. And I mean, I think that
Speaker 1: that is the way moving forward to kind of you know,
Speaker 1: enable them in that way as well the setting. You know,
Speaker 1: last question for you, what are you hoping? What are
Speaker 1: what are your hopes for this program? For you know,
Speaker 1: for for June Jordan's School of Equity where you are,
Speaker 1: and for music and the arts. I guess in our
Speaker 1: school system and our public education system at large. Well,
Speaker 1: you know, I'm working with Martha Diez and the Hip
Speaker 1: Hop Education Center in New York and we're doing the
Speaker 1: hip Hop Education and Equity Pilot grant in s fus D.
Speaker 1: And I think that for me, that is the future
Speaker 1: of education. And that's what I hope for the future
Speaker 1: of education is to bring in the hip hop education
Speaker 1: and equity element. However that may be whether it's through
Speaker 1: uh B boying or a street art or djaying or
Speaker 1: m seeing or singing, but some sort of like hip
Speaker 1: hop element meeting the youth where they're at. We already
Speaker 1: know hip hop culture is youth culture and has been
Speaker 1: the dominant culture in the youth. It's time to embrace it.
Speaker 1: It's okay if folks don't know about hip hop culture
Speaker 1: and need to learn about hip hop culture, that's what
Speaker 1: we do. Fifth element of hip hop is knowledge. We're
Speaker 1: here to break it down. And that's how I learned
Speaker 1: about hip hop culture. Someone brought me into the fold
Speaker 1: through all the different educational aspects that hip hop offers.
Speaker 1: And so I think, you know, we say each one
Speaker 1: teach one. I think that if we can inspire other
Speaker 1: educators and other hip hop artists to come together and
Speaker 1: bridge the gap, I think that, you know, I mean
Speaker 1: that knowledge and education will grow in tenfolds in our
Speaker 1: communities if we embrace the languages and the music and
Speaker 1: culture of our communities and use those in our educational spaces.
Speaker 1: And so you know what I'm saying, I'd love to
Speaker 1: see more POC educators out there just holding it down.
Speaker 1: Shout out to all of those, you know, coast to
Speaker 1: coast and worldwide that are already holding it down. We
Speaker 1: see you, and we recognize you, and I just want
Speaker 1: to be another one of those beacons of light that
Speaker 1: we all can be. You know, what I mean, SETI,
Speaker 1: I just want to thank you so much for the
Speaker 1: work that you're doing, for the light that you're bringing,
Speaker 1: for the innovation that you have for tomorrow's leaders, and
Speaker 1: give you the opportunity to tell folks how they can
Speaker 1: learn more about about this, about your program, if they
Speaker 1: want to introduce something like this in their own schools,
Speaker 1: if they want to follow you and your music. Please
Speaker 1: tell the folks how they can get in touch. Definitely, Well,
Speaker 1: you can check me out. My name is SETI X.
Speaker 1: I'm on Instagram and Twitter as well, just at SETI
Speaker 1: underscore X that stands for Sounds of Extraterrestrial Intelligence. You
Speaker 1: can follow our music program on Instagram at Music Tech
Speaker 1: SF that's Music tec HSF and of course Big Love
Speaker 1: and big shout out to Save the Music for supporting
Speaker 1: our program giving us that Jadala Music Technology Grant, Big
Speaker 1: Love to my dukes. Make sure you follow official j Dilla,
Speaker 1: Save the Music and my Dukes on social media and
Speaker 1: check out Save the Music dot org for more information
Speaker 1: about the Jay Della Music Tech Grant. Set the X,
Speaker 1: thank you so much for making the time for woke
Speaker 1: F and I hope that you'll join us again. Oh definitely.
Speaker 1: It was such a pleasure to be on here with you,
Speaker 1: Daniells and just had felt so natural and normal to
Speaker 1: have this beautiful conversation. So we'll catch up more for sure,
Speaker 1: and big love to the woke f family. Thank you.
Speaker 1: That is it for me today, Dear friends on woke
Speaker 1: f as always, power to the people and to all
Speaker 1: the people. Power, get woke and stay woke as fuck.