Conservative Parents vs. Liberal Teachers | Middle Ground (YouTube Video Transcript)

(00:00:00) Your YouTube transcript will appear here (00:00:00) (dramatic orchestra music) (00:00:03) - Bro, why'd they make this like Hans Zimmer (beeps)? (00:00:06) - Hey Hassan, we know you're going to react to this video, (00:00:08) so we wanna invite you (00:00:09) to be in an episode of "Middle Ground." (00:00:11) Maybe a one-on-one discussion with someone like Ben Shapiro. (00:00:14) So it'll be great if you can announce (00:00:15) your participation here first (00:00:17) and we can get Ben's attention. (00:00:18) For now, enjoy the video. (00:00:20) (mellow synth music) (00:00:22) (air whooshing loudly) (00:00:23) - It sounds like what you're saying (00:00:24) is you wanna be able to introduce all ways of life. (00:00:26) - Yes. - So would it be okay (00:00:27) to include a book with a man having a relationship (00:00:28) with a 12 year old in that book? (00:00:31) I know it's extreme. - See, that's no- (00:00:32) - [Shaun] Hold on, but just (00:00:33) hear me out. - No, 'cause now you're- (00:00:34) - Hear me out. - Equivocating gay people- (00:00:35) - There's laws, dude. - To pedophiles. (00:00:36) - No, no, this is why I'm bringing it up (00:00:38) is who establishes the boundary? (00:00:40) - The law. (00:00:41) (dramatic orchestra music) (00:00:48) (mellow piano music) (00:00:55) - [Ragini] Teachers have their own political agendas. (00:00:59) Step forward if you agree. (00:01:01) (footfalls thud loudly) (00:01:05) - I think it's important to recognize (00:01:07) that individuals will have political agendas. (00:01:10) - Yeah. - It's a natural thing (00:01:11) and people should understand the political views. (00:01:13) I think where we need to differentiate (00:01:15) it is whether a teacher (00:01:16) should have a political agenda in a classroom. (00:01:19) - But is your idea of a political agenda (00:01:21) like these teachers telling students (00:01:24) this is who you should vote for. (00:01:26) If you vote for these people it's wrong. (00:01:27) If you vote for- - Yes, or ridiculing- (00:01:28) - These people it's right. (00:01:29) - The beliefs that they may have (00:01:30) for political or religious reasons (00:01:32) and using their position of authority (00:01:35) to mold the minds of everyone else. (00:01:37) - When it comes to diversity or these new sort of terms, (00:01:41) I am not for certain types of what, so-called diversity (00:01:47) when it comes to these new kind of topics and stuff. (00:01:50) - Can you expand upon that? (00:01:51) Like what do you think (00:01:52) shouldn't be included? - Like critical race theory (00:01:54) or some of the gender ideologies. (00:01:56) It's not diverse if you are the teacher, (00:01:59) the person of authority in the classroom, (00:02:01) and you are saying this is how something should be. (00:02:05) - Yeah, so I come from an elementary perspective. (00:02:07) I'm a first grade teacher. (00:02:09) So the conversations we're having in class (00:02:10) isn't about the socioeconomic nature of the world. (00:02:13) But you know, we do talk about (00:02:15) just what it looks like for different people (00:02:17) in different communities. (00:02:18) So when I talk about a political agenda, (00:02:20) the agenda that I have in the classroom (00:02:22) is to create an environment (00:02:23) where folks are able to, you know, (00:02:25) better understand from wherever someone's coming from. (00:02:28) - The problem with that, and I understand the sentiment, (00:02:32) as a teacher, if a child is sitting there (00:02:36) and they happen to be Black and you're saying, (00:02:39) well, Black people such and such and such, (00:02:41) I mean you are really, (00:02:43) that's not okay. - Yeah, I do have (00:02:44) to stop you there (00:02:45) 'cause that's not really said. (00:02:46) It's not said Black people do this. (00:02:48) - Well, it's just an example. - It's not said (00:02:49) Mexicans do this. (00:02:50) Again, it's trying to understand from multiple perspectives. (00:02:53) That's not saying that every group aligns (00:02:55) on the same thought. (00:02:56) That's not saying every group is a monolith. (00:02:57) What it's saying is, even if you disagree with somebody, (00:03:00) or you come from a different tradition, (00:03:02) or a different cultural background, (00:03:03) those people's opinions can still be valid. (00:03:05) - [Ragini] Can the disagreers step forward? (00:03:12) - I'm gonna be honest, as a teacher, (00:03:14) especially after COVID and all of that, (00:03:15) I don't have time for political agenda. (00:03:18) I'm here trying to catch up with curriculum, (00:03:20) pick up my readers that are, you know, (00:03:22) two, three grade levels behind. (00:03:24) I do not have time for that. (00:03:25) I teach social emotional skills and all of that, (00:03:28) but I'm not here to kind of, (00:03:31) you need to believe this, this, this and that. (00:03:33) No, if you're a good person, we're good. (00:03:35) We're gravy, all good. (00:03:36) You know what I mean? (00:03:37) - But your definition, (00:03:38) and sometimes this can happen and it becomes political, (00:03:40) is what is your definition of a good person? (00:03:42) Would you think that I'm a good person (00:03:43) because I'm raising my kids (00:03:45) to be with Judeo-Christian values (00:03:47) and they live in a heterosexual heteronormative home, (00:03:51) where we talk about how divorce is wrong, cheating is wrong? (00:03:54) We have friends of the LBGT community, (00:03:56) but we teach our children that from a biblical perspective, (00:03:58) that's not okay. (00:03:59) Your definition of whether or not they are good (00:04:02) could be very different than my definition (00:04:03) of whether or not they are good. (00:04:05) - To kind of clarify in my classroom, (00:04:06) if they're kind and they're not bashing anybody, (00:04:08) judging anybody, kind of throwing out names, (00:04:10) anything like that, they're good. (00:04:12) It's not to say that topics (00:04:14) like that don't come up in class. (00:04:15) And I do open it up to discussion. (00:04:17) I just keep it clear that this is a safe space. (00:04:20) We don't judge each other. (00:04:22) We're not gonna bash each other. (00:04:23) Understand you have your own experiences, (00:04:25) but we're not gonna come in with an agenda, you can say. (00:04:28) And I feel like this idea of parents and their teachers (00:04:32) of their political biases and all of this (00:04:34) is just all of this fear (00:04:35) that is clouding their judgment clouding. (00:04:38) - Except we have numerous, not just- (00:04:40) - We have experiences. (00:04:41) - Yeah, not just- - Yeah, my own child, (00:04:43) first week of school, what pronouns you wanted to go by. (00:04:46) I mean not what's your favorite subject, (00:04:49) how can I help you succeed academically? (00:04:51) - Who's to say that wasn't a part (00:04:53) of the questions too, yo know? (00:04:54) And understand that question could stand out. (00:04:55) - But why? - So maybe you (00:04:57) don't understand (00:04:57) that you're teaching politics. - But why? (00:04:58) - Because- - But that's not politics, (00:05:00) that's just like basic respect. (00:05:01) - I think that's beautiful. - That's what you think. (00:05:03) - True. - But not to me. (00:05:04) - That's beautiful. - Not to me. (00:05:05) - So I think your idea, that that's basic respective, (00:05:08) what is the framework of that? (00:05:09) Because I think that many teachers (00:05:11) are going through these trainings, (00:05:13) and the trainings are saying this is the framework (00:05:14) of how we operate in the classroom. (00:05:16) But where did that idea come from (00:05:17) is what we're getting to? - Because it's based off, (00:05:19) its called a thing called data. (00:05:21) - Did you do that in 2010? - No, no, hold on. (00:05:22) A lot of schools have research and development (00:05:24) and so the state also does, (00:05:25) so in the state of California, we do research. (00:05:28) So at the end of the day, (00:05:29) my job is not just to make your kid to feel comfortable. (00:05:32) I got 55 students, (00:05:33) I gotta make 55 students feel comfortable. (00:05:35) And so when your kid comes home and tells you, (00:05:37) well, mom, the teacher said, "What's my pronouns?" (00:05:40) Yeah, I did say, what's your pronoun, (00:05:41) I also said, what's your favorite TV show, (00:05:43) and what's your favorite food. (00:05:44) I am a college professor now. (00:05:46) I was previously a third, fourth grade teacher. (00:05:48) Teaching third and fourth grade was horrible. (00:05:50) Dealing with parents who thought their child was special (00:05:53) and should be treated a certain way, it just wasn't doable. (00:05:56) The constant complaining, (00:05:57) the accusing people of doing things (00:05:59) that are not going on in our classes, (00:06:01) not being enough for their child, it was just too much. (00:06:04) When parents don't have the knowledge (00:06:06) of what goes on inside of a school, (00:06:08) I think it's important for those parents (00:06:10) to go to the school, (00:06:11) and we as educators, like our parents to be involved. (00:06:14) You know, again, I have too many students to push an agenda. (00:06:19) I just, I do my job, what they pay me to do. (00:06:21) (object thwacks softly) (00:06:22) - [Ragini] Discussion about sexuality (00:06:25) doesn't belong in schools. (00:06:26) (footfalls thud loudly) (00:06:32) - I had a sex ed class when I was in third grade (00:06:34) and it was quite simple. (00:06:35) Boys go in this room, girls go in this room, (00:06:37) they play a little video in a black and white TV. (00:06:39) You know, you see the the genitalia and you're like, (00:06:41) oh, I got one of those. (00:06:42) Cool, now we're figuring out what I am. (00:06:44) The fear is these schools have no boundaries. (00:06:47) If they do the classroom thing (00:06:48) where they wanna split kids up, (00:06:50) how many genders are we gonna do this? (00:06:51) We're gonna put boys, them and then girls. (00:06:55) And then how many rooms do we need to create for equality (00:06:57) or are we really chasing equity? (00:06:59) And I think parents now are beginning to realize, (00:07:01) we've gotta stop this and create framework about sexuality. (00:07:04) Especially in a hypersexualized culture. (00:07:08) My kids don't need to know at six, (00:07:10) seven and eight years old (00:07:11) about different types of sexual acts. (00:07:14) That's not appropriate. (00:07:15) - People think that this is just kind of happening. (00:07:17) It's a one off. (00:07:18) - It is in so many schools. (00:07:21) where I live in Florida, (00:07:23) there was a poster going around (00:07:25) where kids could text anonymous strangers (00:07:28) to get information about sex. (00:07:29) And on this poster in school, wanna get laid. (00:07:34) - Wow. - I mean this is, it's beyond (00:07:35) and there is a push for pleasure based sex. (00:07:39) Pleasure for who? (00:07:40) - My oldest is nine years old, she's in third grade (00:07:43) and she's been exposed to things (00:07:44) and we do have conversations about it. (00:07:45) But that's a conversation that I should be having (00:07:47) with my nine year old daughter. (00:07:49) If a sixth grader or a fourth grader (00:07:51) is gonna be prompted by a teacher, (00:07:53) hey, what are your pronouns, (00:07:54) as a parent, I should have a heads up about that (00:07:56) because they're not even gonna understand the question. (00:07:59) And so I think that the idea that those conversations (00:08:02) are started in the classroom, (00:08:03) instead of in the home is a big problem. (00:08:05) Yeah, I have a family member (00:08:07) who first day of sixth grade (00:08:08) was asked for her pronouns (00:08:09) and she stood up and said that as a person of faith (00:08:11) she believed that God (00:08:12) didn't make a mistake making her a girl. (00:08:14) And so, therefore, she identified as a she, her (00:08:16) and she was sent to the principal's office (00:08:18) and punished for that decision. (00:08:20) Thankfully, we haven't seen that broadly yet, (00:08:22) but I think it's really damaging (00:08:23) to take a shy, innocent, 11-year-old child (00:08:27) and make them stand in front of a classroom (00:08:29) and determine something that they maybe (00:08:30) haven't even put that much thought into. (00:08:32) (object thwacks softly) (00:08:37) - I like what you say Shaun, about how you were emphasizing, (00:08:40) you know, how a lot of parents today (00:08:42) felt a goodness of the way that sexual education (00:08:45) was conducted in the past. (00:08:46) So there is an agreement that sexuality (00:08:48) should be talked about in schools. (00:08:50) The disagreement is whether it should just be (00:08:52) purely heteronormative (00:08:53) or if we include all aspects of sexuality. (00:08:56) I don't think that we're doing demonstrations (00:08:58) to encourage children how to have sex, (00:09:00) but this is something that we are trying to, (00:09:02) again, educate and make them aware (00:09:03) that this kind of things happen. (00:09:05) And while you grow up, you're gonna have to experience (00:09:07) somebody who's of this orientation. (00:09:09) - Kids are naturally curious (00:09:10) and I think that what I'm hearing from you, (00:09:12) is I understand where you're maybe potentially coming from, (00:09:14) but then where's the line between that sex education (00:09:16) and introducing them to porn? (00:09:18) Because porn can be educational. (00:09:20) I was a virgin when I got married (00:09:21) and for years I was made fun of (00:09:23) and heard, well, how are you gonna know if you don't try it. (00:09:25) We hear that a lot too. (00:09:27) If you haven't tried to kiss a girl (00:09:28) to see if you like it or not, (00:09:30) then how do you really know that you're not a lesbian? (00:09:32) How do you really know that you're not gay, (00:09:33) if you've never slept with a guy? (00:09:34) How do you really know that you wanna be (00:09:36) in a monogamous relationship if you don't sleep around? (00:09:38) And when you start to introduce those questions to children, (00:09:41) specifically pre-pubescent ones, (00:09:44) they're going to naturally be curious. (00:09:46) And their emotional and hormonal maturity is not there (00:09:49) to be making those types of decisions (00:09:51) that have lifelong impact. (00:09:52) - Well you're right. (00:09:53) And a lot of them are learning at home (00:09:55) 'cause just like you guys are saying, (00:09:56) they come home to tell you things. (00:09:57) Well, guess what? (00:09:58) Those same kids come to school (00:09:59) and talk about what you're telling them at home. (00:10:01) You'll be surprised what I hear from students (00:10:03) when I do a what do you think. (00:10:05) Well, let me tell you what my mama and daddy did. (00:10:07) And look, I don't have time. (00:10:08) Your kid is not that important to me, (00:10:10) not to be rude, I gotta like 300 students. (00:10:13) Your kid is no more important than the other 299. (00:10:16) So I don't have time to sit up here (00:10:17) and let me get you to think like me, (00:10:19) I can't get my own 23 year old to think like me. (00:10:21) At the end of the day what needs to happen, (00:10:23) and this is just my own personal take, (00:10:25) parents need to start being parents, (00:10:27) 'cause a lot of times the teachers are the parents, (00:10:29) they're parenting your kids because absentee parenting. (00:10:32) - I think that this conversation is really interesting (00:10:34) and I think we need to step back and look at (00:10:36) why we automatically assume (00:10:38) that if we're telling our children about lesbians, (00:10:41) gay people, queer people, (00:10:43) why do we immediately equivocate that (00:10:45) to telling 'em about what sex is? (00:10:46) - Yeah. - That can just be (00:10:47) something as simple as here is a book (00:10:49) in this book, there are two dads, (00:10:52) this book character has two dads. (00:10:54) And kids, they can be inquisitive and that's good, right. (00:10:57) But also like they're gonna be like, cool, there's two dads. (00:10:59) - All these kids know that there's a dad and a dad, (00:11:01) and a mom and a mom, (00:11:02) and the culture is teaching all of that. (00:11:04) So what we've noticed is that the curriculum in eighth grade (00:11:07) and up is a lot deeper than that. (00:11:09) It's more like- - Interesting. (00:11:10) - Here is how you can have sex so you do not get pregnant. (00:11:12) - Yeah. - Illustration of anal sex. (00:11:15) That is the stuff that we are now reacting against. (00:11:17) And that, sadly, is the trust that's being broken (00:11:21) between teachers and parents. (00:11:23) - Yeah and I think we're moving into a conversation (00:11:24) about comprehensive sex ed. (00:11:26) What I am talking about is when I go into this classroom (00:11:28) and I'm teaching kids, (00:11:29) I'm not going to just teach kids material (00:11:31) that is heteronormative. (00:11:32) - Out of curiosity. (00:11:33) It sounds like what you're saying is (00:11:35) you want be able to introduce all ways of life, (00:11:37) like these are the people- - Yeah. (00:11:38) - That you will encounter with with throughout life. (00:11:40) - [Kayla] That is what I'm arguing, yes. (00:11:41) - So would it be okay to include a book (00:11:44) with a man having a relationship with a 12 year old (00:11:46) in that book? (00:11:47) I know it's extreme. - See that's, no. (00:11:48) - [Shaun] Hold on but just (00:11:48) hear me out- - No, 'cause now (00:11:49) you're equivocating- - Hear me out. (00:11:50) - Gay people- - There's laws, dude. (00:11:51) - To pedophiles. - No, no, no I'm not. (00:11:52) And no, that's okay. (00:11:53) - That is not, not- (00:11:54) - You're drawing a line that I'm not drawing (00:11:56) and the reason- - And you're definitely (00:11:56) crossing the line (00:11:57) that should never be crossed. - I agree, I agree it isn't, (00:11:58) I agree and this is why I'm bringing it up (00:12:01) is who establishes the boundary- (00:12:03) - The law. (00:12:04) - But what- - Period. (00:12:05) - The law. - That's it. (00:12:06) - The law is con- - The law. (00:12:07) - But the law that's been signed in (00:12:07) in some- - No. (00:12:08) - No, no, no. - Blue states- (00:12:09) - I'm sorry, no, there's laws against, (00:12:10) between adults having sex with children. (00:12:14) Now if a student had two parents (00:12:17) who happen to be of the same sex, (00:12:19) I'm not gonna sit there (00:12:20) and discount who they are in my class. (00:12:21) I cannot do that. (00:12:23) I signed a contract. (00:12:24) - I would never ask anybody to uplift or suppress any child. (00:12:28) I want there to be equality in the classrooms. (00:12:31) What I am saying is that there are factual instances (00:12:35) where this is being taught in classrooms. (00:12:37) Well, I pulled my children out of public school (00:12:39) because there are so many instances of this happening. (00:12:42) I am a parent, I'm looking in the book bag every day. (00:12:45) I'm checking in with homework. (00:12:46) I am talking to the teachers (00:12:48) and the principals, and I'm involved. (00:12:50) But we didn't know that, you know, (00:12:52) during class there were images shown of literal sex acts (00:12:57) or describing certain situations (00:12:59) that were inappropriate for young children. (00:13:02) - We have a belief system at home (00:13:04) and the children wanna break the boundaries (00:13:06) of that belief system naturally because we're human beings. (00:13:08) That's just what we do. (00:13:09) And we are trying to confine them to a set of beliefs (00:13:12) to say this is what is right in our home. (00:13:14) And we're seeing the schools get funding (00:13:16) from a Planned Parenthood. (00:13:18) They tried to pass a bill to put medical facilities (00:13:21) to offer abortions in high schools here in California. (00:13:25) And it all, it's gradual, right? (00:13:26) It starts with, this is a book that has two dads. (00:13:30) This is a book with two moms. (00:13:31) This is, and it's just a gradual curiosity (00:13:34) that could leverage and break away that child (00:13:36) from the the root in the home. (00:13:38) My education growing up was fully public education. (00:13:41) College is where I started getting a curiosity (00:13:43) for truth and education. (00:13:45) And I think I'm so passionate (00:13:46) about the education system today, (00:13:48) because it is obviously broken. (00:13:49) But how do we fix it? (00:13:50) Many of these progressive ideas in fixing it (00:13:52) is just more empathy, empathy, sympathy, safety. (00:13:55) But in reality, I see the public school system (00:13:57) isn't actually accomplishing the goal of what education is, (00:14:00) which is teaching critical thinking, (00:14:02) how to understand, how to ask good questions, (00:14:04) and then comprehend how to problem solve. (00:14:07) (object thwacks softly) (00:14:08) - [Ragini] Affirmative action is racial discrimination. (00:14:12) (footfalls thud loudly) (00:14:17) - There was a high school down the street (00:14:18) from where I live in Los Angeles (00:14:20) that encouraged all the kids of color (00:14:22) to apply for their school play. (00:14:25) And only once all the kids of color (00:14:27) received whatever positions they wanted, (00:14:28) then the White kids could apply. (00:14:31) That in my opinion is an example of discrimination. (00:14:35) The fact that we now have Harvard has Black only kids dorms. (00:14:39) That to me is segregation. (00:14:40) - With affirmative action, (00:14:41) we've seen with Harvard lawsuits and other things, (00:14:43) how it's backfiring, and it's picking and choosing (00:14:46) of which minorities can and cannot have success. (00:14:49) It was done to try to create (00:14:51) or make up for the wrongs of our past. (00:14:53) But I think it's really backfired. (00:14:55) - Yeah, it's really, (00:14:56) I mean, excluding those excelling students in other races (00:15:00) to fix the problems of the past, like you said. (00:15:02) But I think the past, there were a lot of minorities (00:15:07) that were excelling in doing really well. (00:15:08) - Despite the foot of (00:15:10) the government. - Exactly. (00:15:11) - Exactly. - And like kudos to them. (00:15:12) - Yes, yes. - Yes. (00:15:13) - Incredible strong human beings (00:15:15) and we shouldn't have that discrimination (00:15:18) in any way anymore. (00:15:19) But unfortunately, it has become a discrimination (00:15:21) against other groups. (00:15:22) - Yeah, it's racism, it is racism. (00:15:25) If you are taking a group of people (00:15:27) and judging them on their race (00:15:29) and setting them aside, giving them a special treatment, (00:15:32) if you are uplifting a person (00:15:34) or you are trying to suppress a person (00:15:36) because of their race, that is racism. (00:15:38) So we are supposed to believe that someone (00:15:40) like Barack Obama's children (00:15:43) are like struggling because they're Black? (00:15:46) Like that's ridiculous. (00:15:47) So I pulled my oldest daughter out (00:15:50) of public school in Florida. (00:15:51) We were having debates about pulling down statues (00:15:54) and changing names, and some of the school board members, (00:15:57) and some of the activist groups (00:15:59) were saying that Black children could not learn (00:16:02) because of names on buildings. (00:16:03) And that is completely asinine to me. (00:16:08) It basically says that (00:16:09) because we have a higher level of melanin, (00:16:11) somehow our brains don't work. (00:16:12) Saying every other kid could walk into the building (00:16:14) and get the education that they needed, (00:16:16) but somehow not for you Black children. (00:16:19) And I found that to be just disgusting (00:16:22) and I did not want my children to have any type of idea (00:16:27) coming from authority figures (00:16:29) who believed in such things like that. (00:16:31) (object thwacks softly) (00:16:36) - First of all, I would like to say (00:16:37) that a affirmative action programs, (00:16:39) the biggest beneficiary, according to the data, (00:16:42) and this has been government data, (00:16:43) has been White women first and foremost. (00:16:45) Second of all, I would never use (00:16:47) Barack Obama's kids as a barometer for anything (00:16:49) 'cause they do have privilege, (00:16:50) as well as Will Smith's kids. (00:16:51) But if we talk about Laquan just down, (00:16:53) Laquan Smith down the street that nobody knows, (00:16:55) there will be some impediments based on his race. (00:16:59) Yeah. - Why? (00:17:00) How do you know that? (00:17:01) - Because people do tend to look and see race. (00:17:03) What you were talking about is just racism. (00:17:05) But when it's institutional and structural, (00:17:08) it does something totally different. (00:17:10) And when the Black wealth gap is 100 years (00:17:12) behind the White wealth gap in America, (00:17:14) it'll take 100 years to catch up. (00:17:15) - Why do you think that's because of racism though? (00:17:17) You take one thing and say that is the cause (00:17:20) for every person of color- (00:17:22) That that- - The data bears out. (00:17:24) - What data? (00:17:25) What data is saying that Black- (00:17:26) - Science is- - Black people are behind? (00:17:28) Because there are many Black people that aren't behind, (00:17:30) that are doing much better than other people, so. (00:17:32) - No, you're absolutely right. (00:17:33) And there are outliers in every single community. (00:17:35) There are very strong, you know, (00:17:36) members of the Black community that are very affluent. (00:17:39) There are also a majority that live in poverty. (00:17:42) And if we see bunch of cities (00:17:44) that are majority person of color, (00:17:45) and we're trying to recognize why have these places (00:17:47) stayed at a very stable poverty line, (00:17:50) that there are systemic reasons (00:17:52) to why these communities are like that. (00:17:53) How would you say that? (00:17:54) - I would say probably because of policies (00:17:56) that are in those cities. (00:17:57) - That's racist policies. (00:17:59) - No, no, hold on. (00:18:00) We gotta define terms. - But why- (00:18:01) - When would you say that Watts and Compton (00:18:02) became the way that it is? (00:18:04) Was it like that the '40s and '50s? (00:18:05) - No, it's a growth because (00:18:06) of the policies- - No, no, no (00:18:07) I'm asking you when- - From redlining policies (00:18:08) that were enabled from- (00:18:09) - In California? (00:18:10) - Yeah. - Yeah, absolutely. (00:18:11) California put in racist policies. (00:18:13) I would never deny that. (00:18:14) - All of these supposed solutions are actually hurting. (00:18:18) Wouldn't a better solution be to teach our kids (00:18:20) that we're all born in the image of God, (00:18:22) we should all treat one another equally. (00:18:25) And if you are or if you don't, God- (00:18:26) - Okay, then all men should be created equal (00:18:28) with certain- - And we're all- (00:18:29) - Thank you, that part. - And we're all equal, right. (00:18:30) If you come from a poor neighborhood, (00:18:32) whether you're Black, or Hispanic, (00:18:34) or an immigrant from anywhere, (00:18:36) obviously, you don't have the same privileges- (00:18:39) - By the way- - That somebody who comes (00:18:40) from a wealthy community, (00:18:41) but that has nothing to do with your color. (00:18:43) I don't think that if you're an impoverished Black kid (00:18:45) or you're an impoverished White kid, (00:18:47) one should receive a resource and the other shouldn't. (00:18:50) - I think it'd- - Would you say that (00:18:51) - Be ridiculous to say - It's economic then, (00:18:52) is the reason that causes these disparities? (00:18:54) - Economic, but I don't think it's related to color. (00:18:56) - But would you say if there's a majority (00:18:57) of a particular group that lies underneath (00:19:00) the poverty line in economic, (00:19:01) that has race has anything to do with that, (00:19:03) is what you're saying? - It could, it could. (00:19:04) But it's just not blanket. (00:19:06) You don't know. (00:19:08) Why don't we look at the families, the Black families, (00:19:11) who have done those amazing things in this country (00:19:14) and study what they did to succeed (00:19:17) instead of just focusing on, (00:19:19) oh, well, Black people are behind (00:19:21) and we don't even know what to do. (00:19:22) Why don't we just go and look? (00:19:24) Since you are a professor, (00:19:25) wouldn't that be you go and look at what has worked- (00:19:27) - Well, I would never just go to you and just look at you. (00:19:29) I, again, and I'm sorry. (00:19:30) It's just the reality of the data. (00:19:32) And so what I show- (00:19:33) - Data can be broken umpteen (00:19:35) different ways. - Then you are (00:19:35) choosing your data. - No, no it couldn't. (00:19:36) - Yes it can. (00:19:37) - No, actually, I just give the data. (00:19:38) - You're a professor and you're saying that- (00:19:39) - That's why I give data- - Data cannot be manipulated? (00:19:40) - I give, I don't manipulate data. (00:19:41) - This is why my kids do not go to public school anymore. (00:19:43) - I don't and I'm glad they don't. (00:19:44) - I just think it's interesting. (00:19:45) I'm thinking of like an anecdotal story I have. (00:19:47) Last year the school that I taught at, deep East Oakland. (00:19:50) I serve majority Black and Brown students. (00:19:52) Over 70% of our families under the poverty line. (00:19:55) These are some of the hardest working people (00:19:56) I have ever seen in my life. (00:19:58) They get up, they have two or three jobs, (00:20:00) three or four children. (00:20:01) - Because of, I would argue- (00:20:02) - Because of their economic status, right? (00:20:04) - No because of liberal policies, (00:20:06) that is the government telling them (00:20:08) that they can and cannot succeed. (00:20:10) Because of how higher property taxes are here. (00:20:12) Because we do not have school choice (00:20:14) where they can take their dollars somewhere else. (00:20:16) If you put those same families (00:20:17) in redder districts in the country, (00:20:19) like places in Florida, and Texas, or Virginia (00:20:22) where they have better options for their family, (00:20:24) you would definitely see them be able to (00:20:26) succeed in different- - And where Black (00:20:27) and Brown children are still underperforming in schools? (00:20:29) - But coming from Florida, the school that I was at, (00:20:31) it's graded from like A to like D, F. (00:20:34) When I started there, it was a C school. (00:20:36) Very poor performing. (00:20:38) And technically, sure, they have school choice. (00:20:40) They don't have state tests anymore, (00:20:41) but they're still so badly performing. (00:20:44) The community of it, Black, Brown, (00:20:47) very little White students in that community. (00:20:50) But not to say that student of color can't be more affluent, (00:20:53) but I think it's ridiculous to kind of say (00:20:55) that color doesn't play a part (00:20:57) into disparities and just disadvantages. (00:21:01) So in Florida a lot of people that I had encountered (00:21:06) weren't kind to others (00:21:08) and sometimes I would have coworkers call students, (00:21:13) and using racist slurs and things like that. (00:21:17) And from my standpoint, hearing something like that, (00:21:20) it disgusted me. (00:21:21) My coworkers very quickly were able (00:21:23) to kind of distinguish me from the rest. (00:21:26) Like if I was gonna come to the teacher's lounge, (00:21:28) more hush conversation. (00:21:30) People wouldn't share as much as they used to, (00:21:33) just 'cause I would call out behavior like that. (00:21:35) (object thwacks softly) (00:21:36) - [Ragini] Teachers with guns make schools safer. (00:21:40) (footfalls thud loudly) (00:21:46) - [Shaun] You know what, I'm gonna disagree. (00:21:48) (Kenyon laughs loudly) (00:21:49) - So I was really in between, (00:21:51) I didn't really know how I felt about this issue at first. (00:21:54) But then I started looking at places (00:21:56) that had armed their teachers. (00:21:58) So I believe that model is good. (00:22:00) It has to be voluntary. (00:22:02) - Yes. - So the teachers (00:22:03) have to want to do it themselves. (00:22:04) They have to be well trained. (00:22:06) - Yes. - They have to have (00:22:07) background checks periodically. (00:22:09) That has been successful. (00:22:11) - If we're trusting teachers, (00:22:12) which, in some cases, we do, in some cases, we don't. (00:22:14) But my mindset is that if we're gonna trust teachers (00:22:17) to mold our children's minds and educate them, (00:22:20) they're there for eight hours a day, (00:22:21) we should also trust and kind of enable them (00:22:24) to protect themselves and our kids physically. (00:22:26) - I think by no means should (00:22:27) we ever force a teacher to carry a gun. (00:22:30) But if a teacher is willing to take on the responsibility (00:22:33) of learning how to handle a weapon properly, (00:22:37) I think that we should allow them to do that for us. (00:22:39) And it, frankly, would be an incredible service to us. (00:22:42) (object thwacks softly) (00:22:47) - All right, so just to break it open, (00:22:48) this conversation is so much more nuanced (00:22:50) than to arm or not to arm. (00:22:52) And if you want to save a school, (00:22:54) you need to get parental engagement. (00:22:56) Let's look at the mindset of the individuals (00:22:58) that are going into these homes with firearms. (00:23:00) Those individuals are not mentally okay, (00:23:02) there's something wrong happening (00:23:04) whether it's at school, in the house, (00:23:05) whether it's, who knows, (00:23:06) maybe it's something they're consuming online. (00:23:08) And I think that's the parents' job to continue to engage (00:23:12) to make sure that child is healthy. (00:23:13) A lot of these kids as well that are going into schools (00:23:16) that are not mentally healthy, (00:23:18) they're coming from single parent households, (00:23:20) they're coming, they're living with their grandparents. (00:23:21) There's something intrinsically (00:23:24) with their identity that's broken. (00:23:25) And I think that whether you arm a school, or you don't, (00:23:27) it's not gonna change it if you don't address. (00:23:29) - It's like a harsh- (00:23:30) - I agree with you, the people that are, you know, (00:23:31) perpetrating these crimes and these like mass casualties (00:23:34) are messed up individuals. (00:23:36) I would absolutely agree. (00:23:37) Mass shootings are a uniquely American problem. (00:23:40) So if we try to understand what's the root, (00:23:41) why does America solely have that problem, (00:23:44) I would say it's a gun culture problem. (00:23:45) So if the idea is, you know, (00:23:47) should we try to remove aspects of gun culture (00:23:49) that really pervade in our society, should we do that? (00:23:53) Or should we just increase the amount of firearms (00:23:55) we can have in every single space (00:23:57) just so that way we're properly ready (00:23:58) for a gun fight whenever it comes up? (00:23:59) - I wanna clarify gun culture. (00:24:00) Are you saying that there's like (00:24:01) the shoot 'em up, bang 'em up, video games, (00:24:03) are you saying the individuals- (00:24:03) - No, I wouldn't say it's video games. (00:24:04) I'd say institutions like the NRA (00:24:06) that heavily impose, you know, (00:24:07) you need to own, not just firearms, (00:24:09) but as many firearms as you can. (00:24:10) (air whooshing loudly) (00:24:11) I personally would not like to be armed. (00:24:13) I do not want to take lethal action in the classroom (00:24:15) and I want to make it a safe, inclusive environment. (00:24:18) Arming teachers is a response measure to particular violence (00:24:24) that goes on in our schools here in America. (00:24:26) And personally, I think we should focus more (00:24:28) towards solutions to prevent (00:24:30) these occurrences from happening, (00:24:31) rather than just implementing responses, (00:24:33) implying that these actions will occur. (00:24:35) - And I'm just gonna be honest with you, (00:24:37) you don't want me to have a gun, (00:24:39) because I had to go back to therapy in the last few months. (00:24:42) And so I agree with a lot of what you guys were saying, (00:24:44) what your plan was. (00:24:45) But I would also say mental health. (00:24:47) We gotta understand some of these school shootings are done (00:24:49) because people have snapped. (00:24:51) - People have natural biases and things like that (00:24:53) and people could act on those biases, (00:24:55) then they could be guns drawn (00:24:57) and not a clear mind, you know. (00:25:00) As a parent, how would you feel knowing (00:25:02) that you don't know which teachers have a gun (00:25:04) and you've had bad experiences with prior teachers? (00:25:06) What if that teacher that absolutely, you know, (00:25:09) blown up- - So my answer. (00:25:11) - Kinda thing. - My answer, (00:25:12) my answer to your question is I feel the same way (00:25:14) about the guard in front of my kid's school. (00:25:16) I don't really know the guard, (00:25:17) but he's gone through training (00:25:19) and I presume that he knows what he's doing. (00:25:21) And frankly, I feel the same way about a police officer. (00:25:23) I don't know the police officer, (00:25:24) but they've gone through training (00:25:25) and they were willing to take on that responsibility. (00:25:27) And so I would apply the same logic. (00:25:29) It's so interesting that you bring that up (00:25:31) because it really ties back to why I feel (00:25:33) like we need to be careful (00:25:34) about how much responsibility we're saddling teachers (00:25:37) with teaching our kids values, right. (00:25:39) On the one hand, the system is saying, (00:25:41) trust our teachers, they know better than you parents. (00:25:43) We should be able to teach them (00:25:44) what they need to know about sexuality. (00:25:46) On the other hand, you guys are admitting (00:25:48) that many teachers are not really checked for mental issues. (00:25:53) We don't really know what is happening in these classrooms. (00:25:56) We don't know- - I'm not saying that (00:25:56) teachers are not checked. (00:25:58) We very frequently have like professional development days (00:26:01) where we got self care. (00:26:02) So I wouldn't say many, by any means. (00:26:05) And when I'm coming into the workplace, (00:26:07) I'm not bringing in all my baggage, (00:26:08) as to say, you know, you go into your work, (00:26:10) you're not like, oh, I'm so depressed, (00:26:11) my kid's this, this, that. (00:26:12) - So why, if there is a teacher (00:26:14) who is willing to step forward (00:26:15) and will go through the training, (00:26:17) and will go through the screening, (00:26:19) why not empower them to save our kids? (00:26:22) I mean in Uvalde, if there was a teacher (00:26:24) who could actually save those children, (00:26:26) then maybe we would not have seen so much death. (00:26:29) - When we place teachers with a firearm in the classroom, (00:26:32) it takes the instance of a violent occurrence (00:26:34) from a possibility in the minds of these children (00:26:36) to an inevitability in the minds (00:26:38) of these children. - But the children don't know. (00:26:39) It is a concealed and carry weapon (00:26:41) that has gone through the process (00:26:42) of the local sheriff's department, (00:26:44) background check, training, checkups. (00:26:46) - [Quisha] Yeah, no one knows. (00:26:46) - Everything. - But the teacher- (00:26:47) - No one knows. - And the police department. (00:26:49) - I have a logistical question. (00:26:51) - Yeah. - Does this teacher (00:26:52) have the gun on them? (00:26:53) - Yes. - You wouldn't know. (00:26:54) - It is holstered on them? (00:26:55) - At all times. (00:26:55) - [Marissa] It's a concealed carry. (00:26:56) - It should never be- - So just to break down- (00:26:57) - In a place of a child. - What a concealed carry is. (00:26:58) It's illegal to brandish- - No, I know what (00:26:59) a concealed carry is but- (00:27:00) - I just wanna clarify. (00:27:01) - My thing and why this question sort of enrages me. (00:27:05) Why are we asking teachers to carry guns? (00:27:08) When did this become an occupational hazard? (00:27:10) When did we walk into school and people were like, (00:27:12) by the way, you could be shot today, (00:27:13) so maybe you wanna have your Glock strapped on you (00:27:15) because who knows, this might be your last day on Earth. (00:27:18) That is ridiculous. (00:27:19) If you 50 years ago were to look at a teacher (00:27:20) and be like, hey, do you wanna hold this gun with you, (00:27:23) you know, like you might need it. (00:27:25) They're gonna scratch their heads and look at you funny. (00:27:27) This is opening up a bigger conversation, right. (00:27:29) But I think that even though it is voluntary, right, (00:27:31) we still need to have this conversation. (00:27:33) Like it still needs to happen of why, (00:27:35) even if a teacher was willing to carry a gun to school, (00:27:38) they are even having to be asked (00:27:40) to do that in the first place. (00:27:41) (object thwacks softly) (00:27:42) - [Ragini] Teachers are not paid enough. (00:27:45) (footfalls thud loudly) (00:27:51) - Every day I wake up and I hand to you guys (00:27:54) the most precious thing in my entire life, my children. (00:27:58) I think that it's important that our society (00:28:00) will reflect how much we value you guys. (00:28:02) I think that you should receive bonuses (00:28:04) if you do a great job. (00:28:05) If you're able to represent all of us as Americans, (00:28:08) both conservatives and liberals, (00:28:11) and you're able to speak on our behalf (00:28:12) and take care of our children, (00:28:14) we should reward you for that. (00:28:15) And you should feel rewarded for that. (00:28:16) And so, I don't know exactly what you make, (00:28:19) but I think it is really important (00:28:21) that we invest in you and we pour into you. (00:28:24) And when I see the entire budget (00:28:26) that the state of California, (00:28:28) for example, spends on education (00:28:29) and I realize that a sliver fraction of it (00:28:32) only goes to you guys, it breaks my heart (00:28:35) and frankly, makes me so angry. (00:28:37) I don't need more bureaucrats, I need more good teachers. (00:28:40) - I left the K though 12 (00:28:41) and went to the community college (00:28:43) and I do pretty well. (00:28:45) So I'm gonna be clear with that. (00:28:46) But also I have a master's. (00:28:47) - So you're not oppressed, thank God. (00:28:48) - So I have a master, (00:28:49) but I had to work really hard to get where I'm at. (00:28:51) - Of course. (00:28:52) - But I'm also in a doctoral program (00:28:54) and you're right, I'm paying you outta pocket too. (00:28:56) Again, I had a student the other day saying, (00:28:57) I can't pay my electric bill. (00:28:58) How much is your electric bill? (00:28:59) I'll pay your electric bill. (00:29:01) And so I put up students in hotels (00:29:03) because they have nowhere to live. (00:29:05) I have a student who doesn't have a family. (00:29:07) You know, he told me the other day, I want, I need a dad. (00:29:10) I said, I'll be your father, (00:29:12) because it just broke my heart that a 19-year-old (00:29:14) is in this world alone, doesn't have family. (00:29:16) - Yeah, I would be scared to like calculate (00:29:18) how much I spent for my classroom. (00:29:20) - Yes. - Right? (00:29:21) like all the materials, all the things that I'm purchasing, (00:29:22) all the things that I'm doing. (00:29:24) And it's just interesting to think (00:29:27) that we are always told like teachers are heroes. (00:29:30) They're teaching the youth of America. (00:29:32) But also we're not gonna give you enough money (00:29:34) to survive comfortably. (00:29:35) Like you're gonna struggle every day. (00:29:36) There have been days when I go to work (00:29:38) and I'm like, I'm not gonna have money to put gas in my car. (00:29:40) I guess we're gonna find out, right. (00:29:42) And I know so many other teachers (00:29:44) who are struggling to keep afloat. (00:29:46) I can't even imagine having a, (00:29:47) I can't even think about having a family as a teacher. (00:29:49) I think that growing up I was not the strongest student. (00:29:53) I didn't necessarily see the point in what we were doing. (00:29:55) And I think that, ultimately, that felt like it was (00:29:57) because education was something that I had to get through, (00:30:00) not necessarily something that I was obtaining. (00:30:03) But I think what really pushed me to go into teaching (00:30:05) was wanting to give kids a space (00:30:07) where they didn't feel the way I feel growing up. (00:30:10) Where they felt like they had power (00:30:12) to make choice in their education. (00:30:13) And that their education could be powerful (00:30:16) in aiding them to do what they wanted to do. (00:30:17) (object thwacks softly) (00:30:18) (footfalls thud softly) (00:30:20) (person speaking away from mic) (00:30:22) - So I'm not a teacher, (00:30:23) I dunno how much you guys make. (00:30:24) And I'm not gonna use you as the example, (00:30:26) I'm gonna use a friend of mine. (00:30:27) She's been at a school for a number of years, (00:30:30) I wanna say it's six, seven, eight years. (00:30:31) And she's become tenured. (00:30:33) And through her tenureship, (00:30:34) she's accumulated so much wealth, (00:30:35) I'm appalled at how much she's making (00:30:37) 'cause she teaches Spanish to sixth graders (00:30:40) and she's making over $150,000 a year. (00:30:43) - Can I ask you a question? (00:30:44) What kinda school does she work at? (00:30:45) - Public school. (00:30:46) - Interesting. - Yeah. (00:30:47) - And so for me- (00:30:48) - I mean, how much experience goes on with that too? (00:30:50) - It must, I'm assuming. (00:30:51) - Yeah. - Because you've invested (00:30:52) into your career, which think everybody should. (00:30:53) But for me I look at it (00:30:54) as you're making $150,000 in nine months. (00:30:57) - The prompt very clearly was are teachers paid enough? (00:31:00) - [Shaun] Yes. (00:31:01) - And I mean we're not, (00:31:02) I've had to work second jobs doing DoorDash (00:31:05) just 'cause I wasn't making enough. (00:31:07) If you look at these shoes, they are ripped. (00:31:09) They are broken. (00:31:10) From a teacher wishlist. (00:31:12) I could not even buy these shoes myself. (00:31:15) You know what I'm saying? (00:31:15) - Sure. - I don't make enough money. (00:31:17) - So I wanted to clarify. (00:31:18) This isn't an absolute, (00:31:19) I'm not saying that every teacher is paid enough. (00:31:21) I have no idea what your salary is. (00:31:22) I have no idea any of those details. (00:31:23) I'm just recognizing that if a teacher's getting nine months (00:31:26) and their salary's in nine months, they get a summer off. (00:31:29) Most of society isn't given three months (00:31:31) to just go on vacation. - That's assuming (00:31:31) they have three months. (00:31:32) I'm an 11 month employee for one whole month (00:31:35) out of the year, I'm not paid anything. (00:31:36) - Same. - Nothing. (00:31:38) I have to figure out my funds, (00:31:39) save money that I don't have (00:31:42) to try to supply for a month, month and a half. (00:31:45) I don't get supplementary income. (00:31:48) Like that doesn't happen. (00:31:49) (object thwacks softly) (00:31:50) - [Ragini] Critical race theory is anti-American. (00:31:53) (footfalls thud softly) (00:31:58) - Well, I'll go first. (00:31:59) My daughter, same teacher, actually, (00:32:02) who was asking about her pronouns, (00:32:04) she said that she was gonna be introducing (00:32:06) some race themed books. (00:32:07) My daughter recorded this conversation in class. (00:32:10) So what proceeded to happen is she started to talk (00:32:12) to the children in their, I guess, identity groups. (00:32:15) Oh, as an African American child, (00:32:17) how are you discriminated against, (00:32:19) as an Asian child, she went through all of, (00:32:21) except White people. (00:32:22) It became total chaos in the classroom. (00:32:24) Like there was no education going on here. (00:32:27) They were just literally going at each other (00:32:30) talking about how who was more oppressed. (00:32:32) It's not a matter of if something was racist, (00:32:35) it's a matter of when something was racist (00:32:38) or how the racist thing happened. (00:32:39) So they automatically assume, critical race theorists, (00:32:42) that racism is embedded into every single thing. (00:32:45) How do you look a child, (00:32:46) specifically a Black child, (00:32:48) in the eye and tell them, (00:32:49) I'm sorry for you, because of your skin color, (00:32:51) there's no hope for you in the greatest country, (00:32:53) literally for them, because Black Americans (00:32:55) are the most successful Black people in the entire world. (00:32:59) And then turn around and look at a White child (00:33:01) and say, sorry, you're responsible (00:33:02) for the atrocities of 200 years ago. (00:33:05) - All I have to add to that is that in our home (00:33:07) and with our faith, I teach my children (00:33:09) that it is awful to make someone feel hopeless or pitied. (00:33:13) You're damning them to a future of failure. (00:33:15) - Yes. - If you are telling them, (00:33:17) oh, I pity you and I'm going to do these things for you, (00:33:20) instead of coming alongside them and supporting them (00:33:22) in doing something for themselves (00:33:23) that pulls them out of that hopelessness. (00:33:25) And I think that those are two of the worst things (00:33:27) that we can do as a broader society. (00:33:29) - You know what I love about America? (00:33:30) My mother immigrated from Morocco. (00:33:32) She's a Jewish person. (00:33:34) Everywhere around the world, we're known as the Jew. (00:33:37) In America, we're known as American. (00:33:39) And I think there's something so powerful (00:33:41) about empowering any community to be American (00:33:44) and to succeed based on your own merit. (00:33:47) We don't look back into why we can't. (00:33:49) We look into why we can. (00:33:51) And so when my family taught me, since I was a little girl, (00:33:54) I can, I can, I can. (00:33:56) I learned that I could. (00:33:57) And that's why I think this country (00:33:59) has empowered me so much. (00:34:01) I wanna see the same thing for kids of all colors (00:34:03) in the United States. (00:34:04) But if we're taught, (00:34:06) if we're teaching them that there is no hope for them (00:34:08) and that people will always look at them in a different way, (00:34:11) then how are they gonna hear the message of I can? (00:34:13) My question for liberal teachers (00:34:15) is do they think that it's the right place for them (00:34:17) to impose liberal ideas in classrooms (00:34:20) knowing that they have many students (00:34:22) who come from conservative families? (00:34:24) And I find that many of the schools (00:34:25) have become battle grounds for those kinds of ideas. (00:34:29) And when teachers are bringing those issues (00:34:32) to the classrooms, it's forcing families (00:34:34) and conservative kids to have to address these issues. (00:34:38) And we believe that they're simply too young (00:34:40) to deal with those kinds of complex matters at that age. (00:34:45) (object thwacks softly) (00:34:49) - Okay, so first of all, (00:34:50) I think we need to define what critical race theory is. (00:34:52) Critical race theory is a theory (00:34:53) that Derek Bell and Kimberle Crenshaw (00:34:55) and a bunch of former Harvard law students came up with (00:34:59) where they theorize that within certain American laws, (00:35:02) racism is just embedded. (00:35:04) And so I'm sorry for your experience (00:35:07) 'cause you shouldn't have to go through that. (00:35:09) Nobody should have to go through that. (00:35:10) I don't tell my son you can't do anything. (00:35:13) I have told my son, you have to work twice as hard. (00:35:14) I have to tell my son, you're a Black man in America, (00:35:16) there's certain things you need to do to survive. (00:35:19) - I mean, first, I think the idea (00:35:20) that we are teaching children critical race theory (00:35:23) in schools is ridiculous. (00:35:25) As he pointed out, this is a high level (00:35:27) like university level framework. (00:35:30) You are not gonna walk into (00:35:31) like Isabel's elementary school fifth grade classroom (00:35:34) and see Isabel telling these people (00:35:36) about the legal structures. (00:35:37) In my opinion, how I define myself as an American, right, (00:35:40) I define myself as someone who is proud of my country. (00:35:43) Someone who can look at the mistakes (00:35:45) that my country has made in the past, (00:35:46) and the things that are keeping other people oppressed, (00:35:49) and recognize that these are still existing, (00:35:51) and that we need to work towards changing that. (00:35:53) So I don't see how critical race theory (00:35:55) could be anti-American, (00:35:57) 'cause that's how I define American. (00:35:59) And I think it's very nuanced (00:36:00) because people define American (00:36:02) in many different ways, right. (00:36:03) - I actually don't completely disagree (00:36:05) with your definition of it. (00:36:06) I think that maybe you think it's systemic (00:36:08) and I think it's the individual. (00:36:10) But I think that even in nuanced ways, (00:36:12) like the example that she gave, (00:36:13) I've heard examples where my nieces (00:36:15) have been segregated in the classroom (00:36:17) at fourth and fifth grade. (00:36:18) And like, well, did this happen to you? (00:36:20) Do you have a two-parent home? (00:36:22) Are your grandparents raising you? (00:36:23) And like there's this line of victimhood (00:36:26) and as a woman that has dealt with sexism, (00:36:29) I do definitely teach my daughters, (00:36:31) like as a girl in this country, (00:36:32) it is going to be a different experience (00:36:34) than your father had. (00:36:35) But I don't think it's beneficial at all (00:36:38) to kind of institute that victimhood (00:36:41) in their long-term mentality. (00:36:42) Because then you actually start to see kids that are like, (00:36:45) oh, well they're different than me, (00:36:46) so therefore their life could be better or worse than mine. (00:36:49) And instead of engaging with those people, they step away. (00:36:52) - I don't believe that there's a victimhood to it. (00:36:55) I think it's just kind of amplifying that, (00:36:57) hey, this is the truth, this is what happened, (00:37:00) and let's move forward with that. (00:37:02) Having that knowledge to be able to kind of navigate (00:37:05) through life is better than just, (00:37:08) oh, well I assume I'm the same as, (00:37:11) you know, my White counterpart. (00:37:12) Oh, why is she able to do this? (00:37:14) Why does she have this opportunity that I don't have? (00:37:17) - But they're the same. (00:37:18) - [Marissa] But she has that opportunity. (00:37:19) - They are the same is what we're saying. (00:37:20) - I think what the difference is, (00:37:21) we're stating normative statements (00:37:23) and you guys are claiming (00:37:24) that we're presenting prescriptive claims. (00:37:27) So the normative statement that we're presenting (00:37:28) is these events happened in American history, (00:37:31) these are the outcomes that have led from those events. (00:37:33) What you guys are saying is (00:37:35) we're then adding prescriptive statements, (00:37:36) which is, that's why you should never really try (00:37:38) because you'll never make it in this country. (00:37:40) - That's not what I'm saying. (00:37:41) What I am saying is that if you negatively (00:37:44) press a child with these thoughts, that will be the outcome. (00:37:49) Because that's how human beings work. (00:37:52) This is a psychological fact. (00:37:55) (object thwacks softly) (00:37:56) - [Ragini] The quality of education (00:37:58) is the government's job. (00:38:08) - I believe it is the government's job. (00:38:09) Look, our funding comes through government. (00:38:11) I mean, our schools are government entities. (00:38:13) So it is- - Policies. (00:38:14) - Policies are government, everything's gov. (00:38:16) I mean, if you're in public education, (00:38:18) you're in government. (00:38:19) That's, we're bureaucrats. (00:38:20) That's literally what our job. (00:38:21) So it is government's job. (00:38:23) So yeah, I believe it is the job (00:38:25) of the government because schools are government. (00:38:29) That's literally what they are. (00:38:30) They're government institutions. (00:38:32) - Yes, I completely agree. (00:38:33) Government provides a certain quality to education. (00:38:36) Obviously, they haven't provided those funds, (00:38:38) they haven't provided those policies (00:38:40) that are pro-teacher or anything like that. (00:38:42) So it really shows in our education, in kids, in all around, (00:38:47) we're just not at the quality that other countries are at. (00:38:51) - Yeah. (object thwacks softly) (00:38:53) (footfalls thud loudly) (00:38:57) - I was going back and forth because what a government is, (00:39:00) you know, oftentimes is characterized (00:39:01) as like this entity of like a group of people up there (00:39:04) deciding what goes on, (00:39:06) where, no, like government is just collective organization. (00:39:08) Does a government have a role in education, absolutely. (00:39:10) I think that parents have to play a role as well (00:39:13) and you know, not only being involved (00:39:14) with what their kid is learning in school, (00:39:16) but also, you know, reinforcing strong educational skills. (00:39:21) And that doesn't happen unless there is parent involvement. (00:39:23) I know the kids that are being worked on at home (00:39:25) versus the kids that aren't. (00:39:27) And it plays out in test scores. (00:39:28) It plays out in their engagement in class. (00:39:30) And it plays out in their behavior. (00:39:32) - You have to remember (00:39:32) that we're a representative government, (00:39:34) that it's based on the people, right. (00:39:35) And so these public school systems (00:39:37) are waiting for the parents to come in and say, (00:39:39) this curriculum is not what I wanna teach my kids. (00:39:41) We, the taxpayers, control the curriculum. (00:39:44) But the problem is we haven't been engaging in that system (00:39:46) because we've been so distracted (00:39:47) and pulled away from the education from our kids. (00:39:51) - No, I would agree, communities need to absolutely (00:39:53) be more involved in their school boards (00:39:55) and what's going on in education. (00:39:56) And unfortunately, we don't have that. (00:39:57) And oftentimes, a lot of politicians, albeit Republicans, (00:40:00) that are trying to cut a lot of social programs (00:40:03) and a lot of social investment, (00:40:04) as well as corporate democrats (00:40:05) who want to cut a lot of social investment, (00:40:07) both of those, you know, we see areas of corruption (00:40:09) within our education system. (00:40:11) - Well, and let's be clear (00:40:12) on what we're talking about government is. (00:40:14) So when we talk about on a local level, it is government. (00:40:17) That's literally what government is. (00:40:19) When your kid goes into the school, (00:40:20) they're going into a government institution. (00:40:22) So I think when we are talking, (00:40:24) we're not talking about parents not being involved. (00:40:26) I want you involved. (00:40:26) Heck, please be involved. (00:40:28) So I think our issue, when we were talking about government, (00:40:30) we're not talking about excluding parents. (00:40:31) We're talking about it is government's job (00:40:33) to make this entity, which is public education, function. (00:40:37) It has to. (00:40:38) If government's not involved, you have no money. (00:40:40) - So you guys teach in government schools, public schools, (00:40:43) essentially you're teaching a diverse student body. (00:40:46) You have conservatives, you have liberals. (00:40:48) How can you better represent us, half of this country? (00:40:51) It's sadly causing us to lose faith in you guys. (00:40:54) We wanna support you guys, (00:40:55) we wanna send our kids to your schools and your classrooms. (00:40:57) - And I think that when we talk about all these differences, (00:41:00) you know, how do we sort of represent (00:41:02) both of these sides, right? (00:41:03) How do we bring these people together? (00:41:05) I think it's also really important to remember (00:41:06) that, historically, this curriculum is one sided (00:41:09) in favor of conservative views, (00:41:12) in favor of supporting White students, (00:41:15) not students of color, right. (00:41:16) And so I think that we really, as a country, (00:41:18) need to take a look at our education system. (00:41:20) I think we can all agree that (00:41:21) there needs to be a lot of change in the system, right. (00:41:24) And look at how we can build a system (00:41:25) that represents, reflects, validates (00:41:28) the experiences and identities of everybody. (00:41:31) - Wonderful. - Beautiful. (00:41:32) (all clapping loudly) (00:41:33) That was good, girl. (00:41:34) (mellow serene music)