Speaker 1: It's Night Side with Dan Ray on WBS Boston's new video.
Speaker 2: Al thank you, thank you for my introduction. All and
Speaker 2: I work together on Saturdays most often. I am here
Speaker 2: filling in for Dan on Night Side for the next
Speaker 2: three hours. And I'm going to tell you about my
Speaker 2: next guest. And this is all in such small print.
Speaker 2: And see she's a pre professional pre K to sixth
Speaker 2: grade teacher, administrator education one to six. She also, as
Speaker 2: well as speaking English, which will help me interviewing her,
Speaker 2: she speaks Spanish and could translate with advanced proficiency. That's
Speaker 2: Clark and Treline. Clark, welcome to WBZ.
Speaker 3: Thank you so much, Morgan. Can you hear me loud
Speaker 3: and clear?
Speaker 2: Loud and clear, and thank you. And your background is
Speaker 2: so intense. You did send a text, but the print
Speaker 2: was so small Nancy had to use magic tricks to
Speaker 2: enlarge it for me so I could read it. But
Speaker 2: let's talk about the conferences. There is a conference coming
Speaker 2: up in June later on in this summer. It's going
Speaker 2: to be in Ghana. What are these conferences built around?
Speaker 2: I know they're educational, but what are they built around?
Speaker 3: Okay, well, again, thank you so much for having me
Speaker 3: on this evening. So, as you mentioned, I am a
Speaker 3: career educator, and one of the things that has been
Speaker 3: very important to me and my own growth and development
Speaker 3: as an educator as well as you know, helping be
Speaker 3: the next generation of educators is to to have professional
Speaker 3: development opportunities to continue learning. And so I have a
Speaker 3: passion for that and I've obviously betten to many conferences, workshops,
Speaker 3: et cetera. And several years ago I began trying to
Speaker 3: present at these conferences on different topics that I have
Speaker 3: passions about or some levels of expertise. And so one
Speaker 3: of the the one in June actually is with an
Speaker 3: organization called Black Women Education Leaders Incorporated. It is a
Speaker 3: national nonprofit organization dedicated to advancing the contributions and achievements
Speaker 3: of Black women at all levels of educational leadership. I
Speaker 3: am currently the national president of that organization, so that
Speaker 3: I am.
Speaker 1: Yes.
Speaker 3: It was founded during the pandemic by Doc the Younger
Speaker 3: basically on Twitter, started a Twitter account and grew it
Speaker 3: into an organization and incorporated it during the pandemic and
Speaker 3: I found it on Twitter.
Speaker 2: Now I'm going to turn back the hands the time.
Speaker 2: I want to talk talk about you now, you and
Speaker 2: I talked about this when we were setting up this
Speaker 2: time for your interview with me. I'm going to talk
Speaker 2: about you in elementary school, junior high, high school, and college.
Speaker 2: What was it about wanting to learn that made you
Speaker 2: hungry to go into class the next day and pay attention.
Speaker 2: I know you attended city school and not all of
Speaker 2: your classmates had that same drive. Why was that drive
Speaker 2: in you?
Speaker 3: Great question? So I actually went to an elementary school
Speaker 3: where the majority of the students were black African Americans,
Speaker 3: and many of our teachers were the same, and I
Speaker 3: have to credit them with part of that drive because
Speaker 3: they made learning fun, they made it interesting, they made
Speaker 3: it relevant to who we are, who we were going
Speaker 3: to become. And so I was always and looking for
Speaker 3: the next thing, hungry for the next thing that we
Speaker 3: were going to learn. And you know, so that that
Speaker 3: is connected to having great teachers. I mean, you know,
Speaker 3: kids will learn from people that they can late too,
Speaker 3: and that they you know, if they liked them, that's
Speaker 3: a bonus. But being able to connect with my teachers,
Speaker 3: my teachers and learning who I was learning, how I
Speaker 3: learned as a learner, that was really critical. And so
Speaker 3: you know, that really helped me to to think about
Speaker 3: you know, wow, if these things are you know, if
Speaker 3: I love to read, I love to write, I love history,
Speaker 3: well maybe I can teach other people the same. And
Speaker 3: so that's that's where I kind of directed my life.
Speaker 3: At fourteen, I decided that I wanted to become a
Speaker 3: teacher and a school leader, and that's kind of how
Speaker 3: I feared in my life.
Speaker 2: No, I'm going to tell you a quick story that
Speaker 2: doesn't relate except to the last thing you said. Growing up,
Speaker 2: I had a best friend. We went to nursery school together,
Speaker 2: a couple of different after school programs together, high school together,
Speaker 2: and he said to me his sophomore year, I'm going
Speaker 2: to finish high school, go to college, and learn how
Speaker 2: to be a pharmacist. A declarative's statement, as simple as that.
Speaker 2: And he did it. And that's to say, when you're
Speaker 2: fifteen sixteen years old, what you intend to achieve scholastically
Speaker 2: and do it is a very impressive thing. And I'm
Speaker 2: not going to say his name, but he and I
Speaker 2: are still friends, not as close as we were back
Speaker 2: in the day, but we're still friends. And he and
Speaker 2: I went out to lunch not even two months ago,
Speaker 2: just to catch up with each other and for you
Speaker 2: to say the same thing. For you to identify what
Speaker 2: you wanted as a career path, walk that path, stick
Speaker 2: to walking that path and achieving it says a lot
Speaker 2: for you too.
Speaker 4: Absolutely.
Speaker 2: Now I have a break to take. I'm going to
Speaker 2: open up our phone lines and I want to tell
Speaker 2: I want you to tell people about these conferences, the
Speaker 2: one in Washington, which I think is in several weeks,
Speaker 2: and the one later on in the summer at Ghana.
Speaker 2: If you want to call in and speak to Trelaine Clark,
Speaker 2: please do six one, seven, two, five, four ten thirty
Speaker 2: or eight eight, eight, nine, two nine ten thirty. Give
Speaker 2: recall I'm Morgan filling in for Dan Rey here on
Speaker 2: night Side time and temperature nine fifteen pt. Seventy three degrees.
Speaker 1: You're on night Side with Dan Ray on WBZ Boston's
Speaker 1: news radio.
Speaker 2: Back when I say we we're talking edgemaication to be
Speaker 2: funny when they say that, all right, that laughter you
Speaker 2: here is from Trelaine Clark, and Tralaine tell me about
Speaker 2: the upcoming Washington DC conference.
Speaker 3: So the conference is held by Black Women Education Leaders Incorporated.
Speaker 3: And the title is the power of our presence, transforming
Speaker 3: Black women, transforming education for the future. This is our
Speaker 3: first national conference. As I mentioned a little earlier, the
Speaker 3: organization was started in twenty twenty and we are having
Speaker 3: our very first conference. It is open to all, but
Speaker 3: the organization has planned it and is planned and all
Speaker 3: of the presenters are Black women at various levels of
Speaker 3: educational leadership. And it's going to be a phenomenal A phenomenal.
Speaker 2: Of that is there a platform of what as a
Speaker 2: group you want to achieve.
Speaker 3: So so one of the one of the things is
Speaker 3: that you know, if you look at education, these statistics
Speaker 3: about how how many Black women are in levels of
Speaker 3: educational leadership, whether it be uh serving in school based leadership,
Speaker 3: district leadership.
Speaker 4: Or.
Speaker 3: Or school board, school committees, et cetera, the percentages are
Speaker 3: are typically very low. And uh actually actually the percentages
Speaker 3: are slightly higher for black men in those similar roles.
Speaker 3: And really, you know, there are some unique challenges that
Speaker 3: many black women face either attaining those roles or remaining
Speaker 3: in those roles. And so our organization and this conference
Speaker 3: seeks to provide opportunities for support for networking.
Speaker 2: Do we lose you Trilane Rob endeavor to get her back. Okay,
Speaker 2: and I'm going to do several things well. Rob attempts
Speaker 2: to get the connection back with Trelaine Clark tomorrow on
Speaker 2: The Morgan Show. What am I doing? Oh, I'm doing
Speaker 2: something very unique. The first hour, I want people to
Speaker 2: call in and give me trivia subjects because the following
Speaker 2: week I'm going to pick one of those subjects, write
Speaker 2: fifty questions around that subject that I pick from your calls,
Speaker 2: and the following week we will do questions in trivia
Speaker 2: game on the thirty first, the thirty first of May, Trellaine,
Speaker 2: are you back?
Speaker 3: Yeah, I'm sorry about that.
Speaker 2: It's okay. So where did we cut off with you?
Speaker 3: I had just explained what the platform was and being
Speaker 3: rationale for the.
Speaker 2: Conference and between black male educators and black female educators
Speaker 2: and how the men seemingly don't have it as hard
Speaker 2: as the black females. Correct mm hmm, okay, yeah, why
Speaker 2: why is that.
Speaker 3: Not to say that it's not difficult? So I'll put
Speaker 3: that out there, and again the numbers are still are
Speaker 3: still relatively small, but it's a lot of it has
Speaker 3: to do with the word leadership.
Speaker 2: Okay.
Speaker 3: And you know when you sort of think about leadership
Speaker 3: and how you know, our society is struck shared.
Speaker 5: You know.
Speaker 3: You you often see, well leader, well, let's likely will
Speaker 3: be a man, you know, and so that that is
Speaker 3: just a part of our our DNA, so to speak,
Speaker 3: as a society. And uh, and oftentimes to what we
Speaker 3: see in in educational leadership is that black men who
Speaker 3: do become teachers or who either become and become too
Speaker 3: leadership educational leadership via various uh, alternative certification programs, et cetera,
Speaker 3: they often don't necessarily teach as long as black women do.
Speaker 3: They're often promoted faster. So there's there's a lot of
Speaker 3: different factors that come into play. And uh, it's it
Speaker 3: definitely varies geographically depending on what the population is in
Speaker 3: certain parts of the United States in particular. But there
Speaker 3: are a number of things at play when we when
Speaker 3: we look at the disparities between black males and black
Speaker 3: females in educational leadership.
Speaker 2: Okay, and this is just an observation. I have no
Speaker 2: science to back me up. But why is it it
Speaker 2: seems that black students morphing into black educators seem to
Speaker 2: have more on the ball going for them. From the
Speaker 2: South than their northern counterparts. And do you think do
Speaker 2: you think I am did center on that or not
Speaker 2: necessarily accurate on that.
Speaker 3: I hesitate to say they think very specific on that
Speaker 3: because I am a Northern While I do know many
Speaker 3: educators in the southern parts of our country, I do
Speaker 3: again think that demographics and the quality of the education
Speaker 3: in various places, the value that they place on educators
Speaker 3: and having an education, all of that makes it makes
Speaker 3: determines whether or not teaching and education is sexy as
Speaker 3: a career choice, you know, and as a profession. Yeah,
Speaker 3: so it really it does have a lot to do
Speaker 3: with you know, how much do you value you know,
Speaker 3: getting an education and then not just getting an education,
Speaker 3: but getting an education to actually do the same. So,
Speaker 3: you know, folks, nobody gets anywhere without a teacher, right,
Speaker 3: That's what nobody.
Speaker 1: Nobody does.
Speaker 3: However, what we have though, is a lot of disrespect, disregard,
Speaker 3: you know, low pay, all kinds of things that just
Speaker 3: say that being a teacher is not something that most
Speaker 3: folks want to do, and it can be really difficult.
Speaker 3: It is really difficult that the schools of education are
Speaker 3: struggling across the country for students because folks are not
Speaker 3: looking to become teachers, so there's a lot of there's
Speaker 3: a lot of concern about that.
Speaker 2: Now I'm going to share a story with the audience.
Speaker 2: I shared this story with you earlier when we were
Speaker 2: coordinating the day and time you were going to be on.
Speaker 2: I went to the C. C. Perkins School, which is
Speaker 2: on Saint Petol's Street, South End, and I entered into
Speaker 2: the second grade and I stayed in that school third grade,
Speaker 2: fourth grade, fifth grade, and sixth grade. And due to
Speaker 2: a quirk in they're teaching scheduling, you had the same
Speaker 2: teacher each grade for that year. My second grade teacher
Speaker 2: as well was my fourth grade teacher. Her name was Elwood,
Speaker 2: missus Elwood. I don't remember her first name. And this
Speaker 2: goes back about ten twelve years ago. I'm in a bank,
Speaker 2: my bank in Chestnut Hill, and it was around Christmas,
Speaker 2: so they had a security guard in there, and obviously
Speaker 2: during Christmas they want to have a presence to keep
Speaker 2: somebody from doing a naughty act. And as I'm leaving,
Speaker 2: I knew all of the bank personnel, so two or
Speaker 2: three voices, oh yeah, goodbye, Morgan, and the security guard
Speaker 2: a police officer stopped me and said, are you Morgan
Speaker 2: White Junior? No, are you Morgan White? And I said,
Speaker 2: I'm Morgan White Junior. And he said, my mother loved you.
Speaker 2: I said, pardon me, and he said, my last name
Speaker 2: is Elwood. Does that ring a bell? I said, yes,
Speaker 2: your mother taught me in the second grade and the
Speaker 2: fourth grade. And he said, the most heartwarming thing to me,
Speaker 2: My mother loved you and everything that you've done in
Speaker 2: the public, from writing books to being on the radio
Speaker 2: and every now and then on TV. My mother did
Speaker 2: the best she could to keep up with your career.
Speaker 2: And I said right back to him, she was a
Speaker 2: contributor to my doing all the things that I have done,
Speaker 2: and having the brain power to do the things that
Speaker 2: I have done. And I did not exaggerate when I
Speaker 2: of that story. That is the truth for all the
Speaker 2: people listening right now, and for missus Elwood, Miss Nardone,
Speaker 2: my homeroom teacher in high school, mister Fox my biology teacher,
Speaker 2: Miss Specter my junior high history teacher, and I could
Speaker 2: keep going. They all made it interesting for me to learn.
Speaker 2: And mister Forsyth in Earth science freshman year, he taught
Speaker 2: me all about a Nansen bottle, what it was, what
Speaker 2: it did? It collected silt and I can remember that
Speaker 2: now from being in the ninth grade. What a Nansen
Speaker 2: bottle did. These teachers instilled in me not just the
Speaker 2: hunger to learn, but to excel and learn. And those
Speaker 2: of you who know me, and this is to you, Trellaine,
Speaker 2: because you saw me at the Esplanade I don't know
Speaker 2: ten twelve years ago, entertaining. For those of you who
Speaker 2: have seen me entertain using trivia, couldn't do it without
Speaker 2: the teachers that taught me. And on that note, I'm
Speaker 2: going to take my break if you want to call
Speaker 2: in six one, seven, two, five, fourteen thirty eight, eight, eight,
Speaker 2: nine to nine, ten thirty. Trelaine and I are going
Speaker 2: to talk about another conference this summer in Ghana, and
Speaker 2: I'm going to talk about how that country's use of
Speaker 2: educators differs from the United States. Time and temperature nine
Speaker 2: thirty seventy three degrees. It's night side with Boston's News Radio.
Speaker 2: We are back. I'm speaking with educator and that's the
Speaker 2: best word. She has been dedicated to teaching and learning
Speaker 2: more as she teaches. Her name, Trelaine Clark. You want
Speaker 2: to call in and chat with her. I won't stand
Speaker 2: in your way six one, seven, two, five, four, ten
Speaker 2: thirty or eight eight, eight, nine to nine, ten thirty.
Speaker 2: And you talked about the conference in watching in DC
Speaker 2: coming up in June. I know there's another conference later
Speaker 2: on in the summer in Ghana. What is the perspective
Speaker 2: to learning, teaching and learning in Ghana versus the way
Speaker 2: we do things in the United States, If there is
Speaker 2: a difference.
Speaker 3: Well, I of course, I guess I want to just
Speaker 3: say what the conference is. So it is through Ghana ASCD,
Speaker 3: which is an educational organization, and the conference is the
Speaker 3: International Educator's Summit twenty twenty five. It's held July eighteenth
Speaker 3: through the twentieth in Accra, the capital of Ghana. I
Speaker 3: went last year to the first conference. I presented there
Speaker 3: and so this will be my second time attending and presenting.
Speaker 3: So this I think it's a little trys of talking
Speaker 3: about Ghana's education system. I'm still learning a lot about
Speaker 3: Ghana's education system as a whole. What I can say
Speaker 3: is that through my interactions with Ghanaian educators during my
Speaker 3: trip last year, I was just so awestruck by how
Speaker 3: dedicated they are and how much they are willing and
Speaker 3: just hungry for learning and opportunities to do so, opportunities
Speaker 3: to engage with other educators. So there there are definitely
Speaker 3: a variety of challenges in Zhana, but what I felt
Speaker 3: the most strong most strongly was how much they love
Speaker 3: their students and how much they were willing to try
Speaker 3: to figure out how to make sure that they could
Speaker 3: get the best education they could provide them. And so
Speaker 3: there are some resource challenges throughout the country in different
Speaker 3: parts of the country, things like access to internet, even
Speaker 3: access to to books, other types of technology, and and
Speaker 3: then even you know, environmental concerns, access to you know,
Speaker 3: clean water and those those types of things. But again
Speaker 3: it depends on where you are in the country. So
Speaker 3: you know, the education system is there, it has it
Speaker 3: has been there, and there's lots of lots of educators
Speaker 3: who are working to refine the system and ensure that
Speaker 3: that students are getting what they need. It's very highly regarded.
Speaker 3: Education is very important to to Dnean citizens, and so
Speaker 3: it's really it's really really admirable what they're able to do,
Speaker 3: often sometimes in the face of not having what they
Speaker 3: need in order to do to do the best they can.
Speaker 2: Is their school day time here in the United States,
Speaker 2: and it varies state to state, but usually your school
Speaker 2: day start at eight o'clock, maybe earlier some places, but
Speaker 2: between eight and three you're in school. Is it the same?
Speaker 2: Is it the same in Ghana? Do they do four
Speaker 2: days a week, five days a week, or even six
Speaker 2: days a week, because in different school systems around the world,
Speaker 2: those numbers fluctuate.
Speaker 3: Yes, they do fluctuate, and I'm not on one hundred
Speaker 3: percent sure how much that is the case. But they
Speaker 3: are in school for you know, I would say average
Speaker 3: five to six hours a day, very similar to okay.
Speaker 2: And most schools in the United States. Most schools don't
Speaker 2: have an issue with supplies. If you need a pen,
Speaker 2: if you need crayons, if you need a ruler, your
Speaker 2: school provides it for you. If you need a computer
Speaker 2: or support supplies for your computer, most schools have that.
Speaker 2: But you may it sound like in Ghana that necessarily
Speaker 2: isn't the fact.
Speaker 3: That is not always the case. That is correct mm
Speaker 3: hm okay. So they are are using whatever they can,
Speaker 3: sometimes slate boards and talk sometimes they have uh they
Speaker 3: do have notebooks and things that uh, you know, and
Speaker 3: and pencils. But a lot of times, again depending on
Speaker 3: how rural the school is, they may have limited resources. Okay,
Speaker 3: the school, the school where we have our where we're
Speaker 3: having the conference, got a international school is one of
Speaker 3: the more heavily resourced schools in the country. As it is, uh,
Speaker 3: I believe that students have to apply for that school.
Speaker 1: And so that's school.
Speaker 3: The school is beautiful, It has a has a library
Speaker 3: and internet access and and other things. So it really
Speaker 3: just depends a little bit on where in the country
Speaker 3: it is located.
Speaker 2: And when is that You say, it's in July.
Speaker 3: July eighteenth through the twentieth, And I want.
Speaker 2: To take you back a year that this is your
Speaker 2: second year being a part of the conference. What was
Speaker 2: it like stepping up to that podium, looking out, seeing
Speaker 2: all the faces focused on you as you gave you
Speaker 2: a speech?
Speaker 5: Well, I didn't.
Speaker 3: I wasn't one of the ones giving a speech. But
Speaker 3: I just did a workshop. Okay, so yeah, so it wasn't.
Speaker 3: It wasn't in front of the whole the whole group
Speaker 3: of attendees. So I had a workshop and I had
Speaker 3: some participants there and it was great. We had a
Speaker 3: great conversation. My topic was on resilience and educators, and
Speaker 3: you know, there was a moment where I said, you
Speaker 3: know what am I going to teach and educators about
Speaker 3: resilience when this is sort of part of their DNA?
Speaker 3: And it occurred to me that you know, it definitely is.
Speaker 3: It is a part of our DNA. For those of
Speaker 3: us who identify as as black or African American resilience,
Speaker 3: it is just a part of who we are. So
Speaker 3: they had great conversation about that and keeping ourselves, you know,
Speaker 3: rested and invigorated and encouraged to continue in our work.
Speaker 2: I do not know, so I'm maybe speaking from ignorance,
Speaker 2: but are there any skirmishes on the outskirts of Ghana
Speaker 2: with their neighbors or their neighbors neighbors? Do you hear
Speaker 2: gunfire at night? Now? I know there are different warring
Speaker 2: segments all over Africa. Does Ghana have to worry about
Speaker 2: that or are they pretty much safe when it comes
Speaker 2: to their neighbors and how their behavior may be.
Speaker 3: You know, I don't actually know a lot about the
Speaker 3: political climate. I do feel like Ghana is a very
Speaker 3: safe I felt completely comfortable there, So yeah, I think
Speaker 3: that you know, every every country has its uh it's
Speaker 3: it's things around that, but I don't to my knowledge,
Speaker 3: I don't think that that is a significant problem.
Speaker 2: And you felt safe attending the conference on your school property,
Speaker 2: you felt safe walking the streets?
Speaker 1: I did, Yeah, I did.
Speaker 2: And how do people from Ghana look at people from
Speaker 2: the United States?
Speaker 3: So again, it definitely depends on what region they are from,
Speaker 3: but oftentimes they're they there are assumptions about our our
Speaker 3: our wealth or our economic status, you know, sometimes assumptions
Speaker 3: about not even our educational status or even our own
Speaker 3: access to resources. And at the same time, you know,
Speaker 3: there's often that there's also somewhat of a reference to
Speaker 3: for for at least for educators, because of how we
Speaker 3: what we are, what we're able to do and accomplish
Speaker 3: because we have so many more resources. So they, like
Speaker 3: I mentioned earlier there, they want to learn and they
Speaker 3: want to hear more and find out more about what
Speaker 3: they can do with their students to uh to support them.
Speaker 3: So it's very it's it's very humbling and heartwarming. Those
Speaker 3: educators that I met were just fantastic.
Speaker 2: I'm going to take a break, but when we come
Speaker 2: back from the break, I want to focus on your
Speaker 2: perception of deficiencies. And I'm not talking across the country.
Speaker 2: I'm talking about in Massachusetts. Any deficiencies that we have
Speaker 2: in our education sources around the country, different around the state,
Speaker 2: different schools here or there. What needs to be fixed,
Speaker 2: And just to the opposite of that, what's a shining
Speaker 2: example of what we in Massachusetts do right now? Hold
Speaker 2: on to that thought. When we come back, we'll hear
Speaker 2: how you feel about those things. You want to call
Speaker 2: in and join the conversation. I'm running out of time
Speaker 2: with Lane. She's waving a boy the top of the hour,
Speaker 2: which is roughly ten twelve minutes away. Six one, seven, four,
Speaker 2: ten thirty eight, eight eight, nine to nine, ten thirty
Speaker 2: give us a call here on Nightside, Dan is off.
Speaker 2: I am here. I'm Morgan time in temperature nine forty
Speaker 2: five seventy three degrees.
Speaker 1: It's night Side with Dan Ray on w B Boston's
Speaker 1: news radio Trelaine.
Speaker 2: I promised you a chance to answer the two questions
Speaker 2: I gave you, basically, what are we in Massachusetts educationally
Speaker 2: doing correct? And what are we in Massachusetts educationally doing wrong?
Speaker 2: But I've got two people that have called in, and
Speaker 2: I always yield to phone traffic. So first let's take
Speaker 2: Jane in Shrewsbury.
Speaker 5: Hello Jane, I'm Morgan and Trelaine.
Speaker 1: Hi.
Speaker 5: Ja, I missed a little bit of a show show.
Speaker 5: I hope I'm not too off topic, but I kind
Speaker 5: of wanted to get a tiny bit political and ask
Speaker 5: your pinion. I think there's a lot of people in
Speaker 5: this country who don't know what DEI stands for. But
Speaker 5: in my opinion, diversity, equity, and inclusion are all good words.
Speaker 5: So I'm confused as to why it's been politicized as
Speaker 5: a negative thing. And if you wanted to comment without
Speaker 5: being you know, if you don't mind, that would be great.
Speaker 3: Oh boy, Yeah, so I am in agreement with you. Diversity, equity,
Speaker 3: and inclusion are all what we where we should be
Speaker 3: as a society. We should be accepting, in my opinion,
Speaker 3: of all different types of people, all the different gifts
Speaker 3: and talents that they bring into spaces. We should be
Speaker 3: equitable with our resources. We should be making sure that
Speaker 3: everyone has what they need to be successful. That is
Speaker 3: a definition of equity that I live by. And then inclusion,
Speaker 3: you know, the word is base words include, So when
Speaker 3: we include people in the conversation. When we include people
Speaker 3: in the spaces, then we're we're able to get a
Speaker 3: whole lot further. So, you know, I think that there
Speaker 3: are many assumptions that are made about the work of
Speaker 3: dei UH as a of practitioners and as a practice
Speaker 3: and UH A lot of it is based on on
Speaker 3: just a lack of knowledge and understanding that these are
Speaker 3: not terms that are specific to any one or two
Speaker 3: groups of people, but yet they're actually principles of how
Speaker 3: we should be coexisting as humans in the spaces that
Speaker 3: we occupy.
Speaker 5: I think that sounds that sounds good because we learned
Speaker 5: so much from people who might be different from ourselves.
Speaker 5: So I agree with what Chlaine says. I'm margan. You
Speaker 5: mentioned about what's Massachusetts doing right and wrong, and I
Speaker 5: don't have a lot of knowledge about that, but I
Speaker 5: could think of one thing, and that is that a
Speaker 5: lot of the very wealthy towns have been able to
Speaker 5: rebuild all of their schools, you know, knock down old
Speaker 5: schools and build new ones. But when you get into cities,
Speaker 5: there's not as much space, so it's a lot harder
Speaker 5: even if they could afford to to build schools. But
Speaker 5: I feel that that also lends to some lack of
Speaker 5: equality as far as resources. When you've got kids in
Speaker 5: a brand new building, you know, it's all the bells
Speaker 5: and whistles versus an older building that might need attention.
Speaker 2: Okay, and let me say this, I was very fortunate
Speaker 2: high school the second year of the MECO program. If
Speaker 2: I had, for whatever reason, instead of sixty seven to
Speaker 2: seventy one, had I been put into high school sixty
Speaker 2: five to sixty nine, I would have gone to JP High.
Speaker 2: And I am not knocking to make a plain high
Speaker 2: because I never went there. But I guarantee you I
Speaker 2: had a much better education provided for me by Brookline High,
Speaker 2: a considered a considerably wealthier community than the Jamaica Plane
Speaker 2: section of Boston. That's it. That's all I got to say.
Speaker 5: Yeah, I get that, and METCO has been really good
Speaker 5: for a lot of kids. But as I think Howard
Speaker 5: Bryant said at the fiftieth anniversary, why do we still
Speaker 5: have to be having a program like that instead of
Speaker 5: everyone getting an equal education in their towns? True? But yeah,
Speaker 5: METCO has been good for a lot of individual people.
Speaker 2: How true? All right, Jane, I got two more people
Speaker 2: to get on.
Speaker 5: So thank you.
Speaker 2: Bye bye. Let's go to Henderson in Boston. You're up
Speaker 2: next one night side, Hello Henderson.
Speaker 1: Hey, good evening time. First time caller. Just wanted to say, uh,
Speaker 1: teacher's rock. I agreed, thank you.
Speaker 3: I think I'm saying that.
Speaker 1: I'm saying that for a couple of reasons. Is because
Speaker 1: of a teacher. She just we just had a funeral.
Speaker 1: She passed away pancreatic cancer, Renee Beckett Simmons. I just
Speaker 1: want to say her name, Okay.
Speaker 4: She helped my.
Speaker 1: Son get into teaching, and you know he and and
Speaker 1: like you was said earlier, you know, he taught and
Speaker 1: he was looking for more money and he went into
Speaker 1: a different field. In another instance, in the sixth grade,
Speaker 1: a teacher came to for our house and told my
Speaker 1: parents that my brother was going to be special.
Speaker 4: Now.
Speaker 1: My brother had a speech impediment, and later on in
Speaker 1: the ninth grade, another teacher taught him to think before
Speaker 1: you open your mouth. If the whole world could do that,
Speaker 1: he was able to control that speech impediment, and he
Speaker 1: went on to be one of five in the United
Speaker 1: States and an electrical engineer and doctorate of philosophy.
Speaker 4: Reasonably proud, I won't say his name about my kid brother,
Speaker 4: but he is. He went on to run all the
Speaker 4: small businesses in America under Obama. He was appointed by
Speaker 4: recess appointment to the Chief Counsel of Advocacy for the
Speaker 4: Small Business Administration in twenty ten, and he served until
Speaker 4: twenty fourteen. I'm just saying, a kid from Dorchester, you've
Speaker 4: never heard of him, You know what I mean? That
Speaker 4: that's you know, he's like.
Speaker 1: Traveling the world.
Speaker 4: You know, he's now.
Speaker 1: Doing some international counsel on small business stuff. But you know,
Speaker 1: it's just a blessing what teachers could do. So I
Speaker 1: just want to chime in. I usually listen, but tonight
Speaker 1: I have to say thank you, Thank your teachers.
Speaker 2: Thank you for the call. I've got one more call
Speaker 2: to take. Mark and Austin you are next.
Speaker 6: Hi Morgan, thanks for taking my call. What's Massachusetts doing right?
Speaker 6: And education? Charter schools? Okay, Yes, the idea, of course
Speaker 6: is you give nonprofits a certain amount of money to
Speaker 6: run a school, try some experiments. I am especially impressed
Speaker 6: with Boston Green Academy charter schools because I just retired
Speaker 6: from supermarket work in the neighborhood and at least three
Speaker 6: of my coworkers who were going to Boston Green Academy
Speaker 6: were enthusiastic about the quality of their high school education,
Speaker 6: and it has It has a very good music program,
Speaker 6: so I understand. It has a very good journalism program,
Speaker 6: so I understand, and has a special deal with Brighton
Speaker 6: High School across the street where the kids at Boston
Speaker 6: Green Academy can participate in any of the extracurricular activities
Speaker 6: offered by Brighton High School. So there are other examples
Speaker 6: I could cite, but I don't have a lot of time.
Speaker 6: I guess the teachers' unions don't have necessarily like the
Speaker 6: idea of charter school so much. But you know, the
Speaker 6: truth of the matter is that Boston does well in
Speaker 6: providing you know, very good specialized high school programs, and
Speaker 6: I'm not sure that would be possible without the charter
Speaker 6: school model.
Speaker 2: Mark, you made it in just the right amount of
Speaker 2: time that I have left. I'm going to start you here.
Speaker 2: I'm going to say thank you for your call and
Speaker 2: your comments. Thank you, and Trelaine, we don't have time
Speaker 2: for you to answer my questions, but you got a
Speaker 2: Floria phone calls that all seem to be quite supportive
Speaker 2: of you and your perspectives, and thank.
Speaker 3: You, thank you, I appreciate it. This was wonderful.
Speaker 2: And now that we've done this, will you do it
Speaker 2: again one day?
Speaker 3: Absolutely?
Speaker 2: Thank you? Fun Well you apprehensive at first, I wasn't sure.
Speaker 3: How I was gonna go, but once I get in
Speaker 3: my flow, you know, it's all good. So yes, definitely
Speaker 3: would love to be back.
Speaker 2: And I will love to have you on Trelaine Clark,
Speaker 2: thank you and everybody else. Next couple of hours, we're
Speaker 2: going to talk about James Bond here on night side
Speaker 2: nine point fifty eight seventy three degrees