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<v Speaker 1>Hi, everyone, and welcome back to another segment of the nonprofits.

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<v Speaker 1>And for this segment, we are going to go down

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<v Speaker 1>to Georgia, and apparently we're going to go back to

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<v Speaker 1>nineteen forties Georgia and Jason Freedom's Friedman's going to take

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<v Speaker 1>us there.

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<v Speaker 2>What do you got for us, Jason, Well.

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<v Speaker 3>Kelly, I've got a pretty spicy story here.

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<v Speaker 4>So this took place at an elementary school called Honey

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<v Speaker 4>Creek and it's in Conyers, Georgia, and the elementary school

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<v Speaker 4>is facing a lot of backlash from parents because the

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<v Speaker 4>students there, remember this elementary school reported seeing signs over

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<v Speaker 4>the water fountains that said whites only and or black

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<v Speaker 4>blacks only. Now, the school officials said that a teacher

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<v Speaker 4>put up the signs as part of history lesson. They

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<v Speaker 4>were teaching the students about rub Ruby Bridges, sorry, who

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<v Speaker 4>was the first black student to de segregate the US

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<v Speaker 4>schools in the nineteen sixties. Now, the story it's from

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<v Speaker 4>The Independent, and it's via Yahoo News, and it's by

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<v Speaker 4>Katie Hawkinson and it was put out April twenty four five. Now, Kelly,

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<v Speaker 4>I'm going to shoot it back to you man.

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<v Speaker 3>So cool.

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<v Speaker 1>Thanks, Jason, I want to. Actually, I'm going to shoot

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<v Speaker 1>it back to John and I. John, I know you're

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<v Speaker 1>totally against racism in any form. Now do you feel

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<v Speaker 1>that this lesson was racist in any way?

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<v Speaker 2>John, we can't hear you tell me.

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<v Speaker 5>I'm not. Oh gosh, Okay.

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<v Speaker 4>Well luckily it did, so we can go right off

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<v Speaker 4>of Kelly's question and then John can start.

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<v Speaker 1>Okay, John, count the three first. I'll go one, two, three,

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<v Speaker 1>and three.

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<v Speaker 5>Okay, one, two, three, Okay. Well, I really think that

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<v Speaker 5>anytime there's an authority figure like a teacher or a

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<v Speaker 5>school administrator or principal, who does something that is offensive

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<v Speaker 5>to somebody, that that is a racist and it has

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<v Speaker 5>to be dealt with. However, I am not against good education.

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<v Speaker 5>I just think that this was not a good educational moment.

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<v Speaker 5>It was too young as and it was just I

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<v Speaker 5>don't think that these kinds of issues should be thrown

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<v Speaker 5>in a kid's face as a role play, like putting

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<v Speaker 5>signs up for them. You're there, they don't. They're not

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<v Speaker 5>going to get anything out of LARPing this except traumatic experiences.

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<v Speaker 5>So you know, I just feel like they should have

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<v Speaker 5>done a little bit more forethought, or the teacher should

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<v Speaker 5>have done a little bit more forethought and knows that

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<v Speaker 5>the way this explodes is because children can be as cruel,

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<v Speaker 5>crueler than most adults with their peers, and that some

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<v Speaker 5>kid is going to make fun of you or going

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<v Speaker 5>to slam your head into a fountain or something like

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<v Speaker 5>that because of these signs. And I think that that

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<v Speaker 5>that's where it gets to be to me, to be

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<v Speaker 5>just something that needs to be dealt with, something that

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<v Speaker 5>needs accountability. And I don't think just educating that the

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<v Speaker 5>people involved is going to do that. This is something

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<v Speaker 5>that came up from somebody's unconni is an okay thing

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<v Speaker 5>to do when it wasn't, and we need to know

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<v Speaker 5>where that came from.

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<v Speaker 2>Yeah, you know, Yeah, you're absolutely right though about kids.

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<v Speaker 1>I mean, I think I'd rather face one mean drunk

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<v Speaker 1>at a bar than ten sarcastic haunting children on a playground. Jason, Jason,

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<v Speaker 1>I'm going to throw it back to you here for

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<v Speaker 1>a second. Do you think this lesson was warranted in

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<v Speaker 1>the way I was taught?

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<v Speaker 3>All Right, So I'm gonna go out on a few limbs.

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<v Speaker 4>I fully understand that the school is stating, and I

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<v Speaker 4>believe them that the teacher went outside to prove curriculum,

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<v Speaker 4>you know, And I understand that this type of thing

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<v Speaker 4>is definitely going to make people feel some kind of way,

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<v Speaker 4>you know, and I'm pretty sure they shouldn't have done

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<v Speaker 4>this at an elementary school. I'm going to say all

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<v Speaker 4>that that said, I mean, isn't it important that we

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<v Speaker 4>remember history so we don't repeat it? As a Jewish

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<v Speaker 4>person with a Jewish partner, Jewish family, I can understand

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<v Speaker 4>doing let's say, an exercise in maybe high school or

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<v Speaker 4>college that involves things like wearing armbands and doing role play,

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<v Speaker 4>maybe in a psyche collegies. I don't know, you know,

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<v Speaker 4>depends on protocols, but if there's controls involved and things

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<v Speaker 4>like that, like I understand, like the need to feel

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<v Speaker 4>like we're talking a hair, you know, a hair of

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<v Speaker 4>what those people felt like. We had the Holocaust Museum

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<v Speaker 4>here in Houston, right, And it's because we need to

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<v Speaker 4>see those things, we need to feel those things. We

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<v Speaker 4>need to sit through our we need to sit through

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<v Speaker 4>our discomfort, you know, because our discomfort pales in comparison

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<v Speaker 4>to the actual suffering, right, And we need to confront

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<v Speaker 4>those demons and make it a fucking.

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<v Speaker 3>Reality so sorry.

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<v Speaker 4>There are people, Look, there are people who are still

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<v Speaker 4>alive that promoted segregation. There are people walking around people

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<v Speaker 4>John's John Kelly's age that all people y'all grew up

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<v Speaker 4>around that literally lynched people, lynched people who are still homeowners,

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<v Speaker 4>no justice being served. Took pictures next to, you know,

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<v Speaker 4>the burning bodies of dead children. They're walking free, living

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<v Speaker 4>next to us. And what those people want most of

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<v Speaker 4>all is for us.

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<v Speaker 3>To forget what they did.

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<v Speaker 4>But it was the re past, you know, and and

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<v Speaker 4>it's the people who were affected by it are still

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<v Speaker 4>going through it.

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<v Speaker 3>So look, it was bad taste to do it in

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<v Speaker 3>elementary school. Was it evil? Malicious? Racist? I don't know.

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<v Speaker 4>I don't know how to make that judgment because I

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<v Speaker 4>don't know person involved. But in my opinion, I think

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<v Speaker 4>a simple environment change and given the right protocols, blah

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<v Speaker 4>blah blah what I said before, I think a teacher

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<v Speaker 4>doing this could make a very valid solid point and

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<v Speaker 4>force some shit into people's faces to show we're still

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<v Speaker 4>dealing with this today.

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<v Speaker 3>This isn't so It's like if.

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<v Speaker 4>We put like signs gladiators and slaves and this wouldn't

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<v Speaker 4>affect us, right, This is Rome two thousand and no

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<v Speaker 4>thing would well, the slaves things, so yeah, but I'm

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<v Speaker 4>trying to think of like, yeah, the slaves, but I'm

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<v Speaker 4>trying to think of like whatever that I don't know.

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<v Speaker 4>Plebeing Libyan said yeah, okay, thank you. You've got to

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<v Speaker 4>work it out of my brain. So that wouldn't have

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<v Speaker 4>any effects on anybody, nobody all hah, I'm a gladiator,

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<v Speaker 4>it know, people would act like idiots. But something like

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<v Speaker 4>this that I think it's telling. I think it's a projection.

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<v Speaker 4>It's still going on, it still exists. It is still

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<v Speaker 4>very whites only, blacks only.

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<v Speaker 3>So I don't know. I like art.

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<v Speaker 4>Art pulls shit out of people. I think this was

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<v Speaker 4>an art project, just maybe in the wrong gallery. That's

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<v Speaker 4>in my opinion. I'm sure someone will get mad at

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<v Speaker 4>me about it.

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<v Speaker 3>You know.

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<v Speaker 1>Along these lines, there was a quote in the article

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<v Speaker 1>from one of the parents, and I'm going to quote it.

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<v Speaker 1>My son was over a water fountain drinking and there

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<v Speaker 1>was a four colored only sign above and he was

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<v Speaker 1>made fun of by the other children. To me, that's

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<v Speaker 1>not a history lesson. And I thought to myself, really,

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<v Speaker 1>isn't that the very fucking lesson?

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<v Speaker 5>Now?

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<v Speaker 1>I might not agree as you did, Jason.

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<v Speaker 2>I do not agree with the way it was.

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<v Speaker 4>Ethical, that's right, sadly, but it was still an ethical

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<v Speaker 4>because those weren't willing to participants.

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<v Speaker 3>Yeah, no, I think it.

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<v Speaker 2>I know it was that people.

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<v Speaker 1>Because they were singled out for something that had nothing

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<v Speaker 1>to do with them. It was a condition of their birth.

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<v Speaker 1>That's the lesson, right. And now the way it was

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<v Speaker 1>taught was horrible. It should never ever have been taught

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<v Speaker 1>to elementary children the way it was, that's my thought.

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<v Speaker 1>But that was the very lesson they were trying to teach,

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<v Speaker 1>that you shouldn't make people feel this way, and that

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<v Speaker 1>people were made the field. This is the way people

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<v Speaker 1>were made the feel just because they were born into

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<v Speaker 1>the wrong body.

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<v Speaker 6>Yeah, I agree that, like the challenge being made fun

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<v Speaker 6>of for using the water, because I was in my

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<v Speaker 6>notes too, because I thought that, like, if this had

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<v Speaker 6>stopped at the teacher putting up the signs, and then

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<v Speaker 6>at the school was like, hey, this is bad, take

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<v Speaker 6>them down, that would have been inappropriate. I think there's

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<v Speaker 6>merit in using shock value to teach when it's done

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<v Speaker 6>appropriately in the appropriate setting. And this is neither of

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<v Speaker 6>those things, right, but so, but like so for the

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<v Speaker 6>kid being made fun of for you using that water fountain,

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<v Speaker 6>I don't think is quite the same as the actual

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<v Speaker 6>like the the same. It teaches a lesson of being othered,

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<v Speaker 6>but not in the same way that people who were segregated.

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<v Speaker 1>Were, Like Jason said, we're not you know, you're only

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<v Speaker 1>getting a small bite of the actual experience. Yeah, that's right, right, Yeah.

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<v Speaker 6>But at the same time I think that like as

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<v Speaker 6>you mentioned, I think Kelly like or no it was

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<v Speaker 6>Jason again, like Ruby Bridges is still alive, Like the

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<v Speaker 6>first girl to desegregate a white shoes.

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<v Speaker 3>Yeah, she was six six exactly.

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<v Speaker 6>So you could have Ruby Bridges or like anybody that's

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<v Speaker 6>her age come and talk to the class and say like, yeah,

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<v Speaker 6>you see this nice new water fountain that is like

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<v Speaker 6>clean and the jet comes out as like substantial or

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<v Speaker 6>like per appropriate amount, so you don't have to put

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<v Speaker 6>your mouth on the faucet to get water where everybody

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<v Speaker 6>else is putting their mouth. This would have been the

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<v Speaker 6>white people found in and there's one over here that

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<v Speaker 6>is like older and rusty and doesn't work and isn't

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<v Speaker 6>really connected to the water system at all. That's the

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<v Speaker 6>one that I would have had to use, and then

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<v Speaker 6>the kids would have been like, well, who.

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<v Speaker 3>Would fix it?

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<v Speaker 6>I don't know whoever is willing to fix a black

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<v Speaker 6>people color or the water fountain like the good luck

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<v Speaker 6>finding somebody.

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<v Speaker 1>That's That's an amazing way to teach that lesson.

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<v Speaker 3>I think. So.

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<v Speaker 6>I'm not an educator though, so I know.

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<v Speaker 2>So, John, you haven't said much.

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<v Speaker 1>Do you do you think this was an attempt to

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<v Speaker 1>I'm gonna make you say something now. Do you think

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<v Speaker 1>there was an attempt to say whitewash the history of

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<v Speaker 1>racism in the USA?

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<v Speaker 5>I don't think it was that.

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<v Speaker 2>I think it was intended.

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<v Speaker 5>I don't think it was intended as.

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<v Speaker 2>Me saying whitewash was intended by me?

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<v Speaker 5>Okay, I don't know. I don't know where you were

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<v Speaker 5>going with.

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<v Speaker 1>You know, was this an attempt to whitewash history?

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<v Speaker 5>Well? So, in certain circumstances it always is. But you know,

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<v Speaker 5>one of the things that struck me about that is

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<v Speaker 5>that the casualness with which the schools said, oh well,

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<v Speaker 5>it was inappropriate, and we you know, and we took

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<v Speaker 5>the signs down and almost like they're handwaving it away.

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<v Speaker 5>But I think it's a little more serious than that,

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<v Speaker 5>and I think it needs to be at least considered

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<v Speaker 5>when it comes to educating small children that they, you know,

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<v Speaker 5>they don't need to be confronted with the absolute evils

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<v Speaker 5>that their society has been in, you know, when they're

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<v Speaker 5>that age, when they're an appropriate age to where they

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<v Speaker 5>can understand it, rather than have to sit there and

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<v Speaker 5>kind of say, wow, we're bad people for that. No

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<v Speaker 5>you're not. You're not them, You weren't the ones who

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<v Speaker 5>did it. They have to be of an age where

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<v Speaker 5>they can understand that it's where the responsibility lies and

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<v Speaker 5>so and elementary school just is in that place. Middle

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<v Speaker 5>school towards high school. Yes, their brain has developed enough

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<v Speaker 5>at that point to be able to make those kinds

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<v Speaker 5>of distinguishments. But you know, that's the only problem I

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<v Speaker 5>had with this. But I really get angry at people

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<v Speaker 5>in charge when they handwave something way instead of at

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<v Speaker 5>least investigating it a little bit. You know, that just

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<v Speaker 5>bothers me because they're not taking it seriously.

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<v Speaker 3>I agree.

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<v Speaker 1>Yeah, Well, they denied any evolment, placing the entire blame

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<v Speaker 1>on the teacher, right, claiming the teacher didn't submit the

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<v Speaker 1>signs as part of her lesson plan. And that may

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<v Speaker 1>well be true. My ex wife was a teacher. She would,

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<v Speaker 1>you know, submit her her lesson plans, and she was

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<v Speaker 1>pretty positive nobody ever looked looked them over, So it

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<v Speaker 1>could and that could have happened here. It could be

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<v Speaker 1>that the signs were in the lesson plan and nobody

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<v Speaker 1>ever actually bothered to read through the whole election plan

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<v Speaker 1>from every teacher. And it's with me the something first

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<v Speaker 1>time that someone's laziness is the cause of many of

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<v Speaker 1>life's problems, never yours, of course, it's always somebody else's laziness.

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<v Speaker 1>It's your laziness, right, But you have to wonder how long,

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<v Speaker 1>as you mentioned, how long were these signs up before

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<v Speaker 1>someone who that mattered even noticed them?

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<v Speaker 3>Right?

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<v Speaker 2>They had to have been up for quite.

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<v Speaker 1>A while if there were that many complaints about it. Yeah,

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<v Speaker 1>you know, an administrator, a visiting parent, another teacher that

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<v Speaker 1>could have any of them could have reported it to

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<v Speaker 1>the front office.

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<v Speaker 2>So they were. But they were.

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<v Speaker 1>Apparently long enough up long enough for children to be

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<v Speaker 1>teased over them, which is another fucking problem in its

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<v Speaker 1>own right. What parents are teaching their kids that it's

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<v Speaker 1>all right to tease someone over race. Are we still

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<v Speaker 1>living in the fucking nineteenth century right.

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<v Speaker 5>Well, they are in Georgia, apparently.

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<v Speaker 4>Well I had to pull I had to pull my

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<v Speaker 4>kid out of a public school, which I hate that

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<v Speaker 4>I had to do that, especially in Texas, you know,

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<v Speaker 4>because we need to focus on the public schools. But

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<v Speaker 4>one of the biggest problems was the amount of racial

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<v Speaker 4>and this is middle school, you know, sixth grade classes.

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<v Speaker 4>The amount of extreme amounts of racist terminology that was

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<v Speaker 4>used by six grade students at the teachers, at other

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<v Speaker 4>students on a daily basis. So this is apparently a

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<v Speaker 4>thing again now like within that age group that like

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<v Speaker 4>things like blatant racism are trendy and popular now and

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<v Speaker 4>on the surge. So it's it makes sense to me

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<v Speaker 4>just having a kid of that age who's you know,

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<v Speaker 4>was only in elementary school two years ago, that that's

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<v Speaker 4>something that goes on. Was going on in the elementary

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<v Speaker 4>school was racism. And I agree with you, Kelly, there

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<v Speaker 4>is because of the age. They are modeling behaviors. Right

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<v Speaker 4>at that age, you know, up until about twelve ish,

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<v Speaker 4>you know, loosely, they are modeling behaviors, and they're modeling

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<v Speaker 4>what they see at home from their direct you know,

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<v Speaker 4>socialization agents, and they're more or less immediate second circle

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<v Speaker 4>environment so that you know, it's funny when somebody says that, it's.

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<v Speaker 3>Like, oh, what they know, they're not modeling it.

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<v Speaker 4>No, literally, that's what they do is model. So the

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<v Speaker 4>environment that they're around and who they're around, they're in

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<v Speaker 4>an antike, antagonistic environment and they're just carrying it over

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<v Speaker 4>at their school and it's a shame and they're probably

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<v Speaker 4>the ones that get targeted and spoken through that way.

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<v Speaker 1>Well maybe maybe one bright spot in this and uh,

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<v Speaker 1>I don't know if it is or not, but a

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<v Speaker 1>lot of children become the opposite of their parents. And

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<v Speaker 1>let's face that these are young. This is elementary school.

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<v Speaker 1>These are kids who are still idolizing their parents, and

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<v Speaker 1>maybe as they get older, like the high school ages,

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<v Speaker 1>that that ideal, that idealizing will take it swing the

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<v Speaker 1>other way.

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<v Speaker 5>But what scares me about that, Kelly, is that it

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<v Speaker 5>also did you You your grandchildren are more like your

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<v Speaker 5>grand their grandparents. So I mean, look at you and

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<v Speaker 5>me and think about that for a minute. Do we

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<v Speaker 5>really want that to happen?

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<v Speaker 3>You?

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<v Speaker 6>I think too though, that like the like Jason was saying,

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<v Speaker 6>it's taking these ideas that these kids are learning, like

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<v Speaker 6>at home or elsewhere, but now that it's in the

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<v Speaker 6>school too, like it's concretizing it in print in front

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<v Speaker 6>of these kids that are getting these ideas and these

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<v Speaker 6>like inputs and and these impressions that make them think

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<v Speaker 6>it's okay to behave this way or like that this

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<v Speaker 6>is just the default way that you should behave and

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<v Speaker 6>like yeah, of course, like people of different colors are

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<v Speaker 6>worse than me, Like why wouldn't they be? And then

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<v Speaker 6>now it's conquered. Now the school is concretizing that and

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<v Speaker 6>then putting it in print and giving them just that

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<v Speaker 6>much more justification to behave and think and act and

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<v Speaker 6>talk that way. So I'm not optimistic that they will

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<v Speaker 6>you know, turn it around.

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<v Speaker 1>Oh yeah, right, And I could see where kids would

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<v Speaker 1>interpret this in the wrong way, right, you know. The

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<v Speaker 1>lesson is to get them to understand how bad it

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<v Speaker 1>was for you for people to be treated this way.

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<v Speaker 1>But then yeah, you know, they got theirs their waterfun

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<v Speaker 1>and we got ours, and that's the way it should be.

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<v Speaker 2>That's that's what they just taught us, you.

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<v Speaker 3>Know what I mean?

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<v Speaker 4>Kids going to misinterpreting the whole lesson right, Your friends

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<v Speaker 4>are going to fuck with you anyway they can't. I mean,

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<v Speaker 4>don't forget that, terms like moron an idiot were medical terms,

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<v Speaker 4>and then it became other terms that we can't say,

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<v Speaker 4>and then other terms we can't say. So kids are

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<v Speaker 4>just gonna take whatever medical term there is a time,

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<v Speaker 4>and anytime their friend runs into a wall or trips

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<v Speaker 4>over a gravity pocket or or whatever, that's what they're

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<v Speaker 4>gonna do.

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<v Speaker 3>So I call it.

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<v Speaker 4>The reason I say it's unethical is because it seems

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<v Speaker 4>like a really shitty psychology experiment that they ran on

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<v Speaker 4>kids who weren't old enough to consent, and there were

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<v Speaker 4>no controls put in place. So of course, any teacher

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<v Speaker 4>who has is worth their weight, or is actually I

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<v Speaker 4>say that is getting paid decent, because you got to

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<v Speaker 4>think these teachers are probably fucking overworked and underpaid. I say, probably,

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<v Speaker 4>just because there might be one that isn't you know

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<v Speaker 4>it's Zach guy. Yes, over there in that place.

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<v Speaker 1>You know it's find a contract forty years ago and

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<v Speaker 1>they still have to fucking out.

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<v Speaker 3>Oh That's what I'm saying.

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<v Speaker 4>So it blows my fucking mind. Because like, this was

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<v Speaker 4>not a this was not a smart move. This was

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<v Speaker 4>this was a recipe for disaster, And of of course

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<v Speaker 4>some people are going to get pissed, and of course

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<v Speaker 4>it was going to end up with kids getting meal

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<v Speaker 4>fucking with each other because that's what good at what

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<v Speaker 4>that's what kids do. Yeah, man, of course that's what's

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<v Speaker 4>going to happen, is some kids going to get targeted,

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<v Speaker 4>and sadly, a lot of times it's in groups that

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<v Speaker 4>are doing the fucking with you know what I mean. Yeah,

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<v Speaker 4>it's the way it was happening at my kids school.

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<v Speaker 4>A lot of the a lot of the kids like

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<v Speaker 4>who are people of color? They would go after each

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<v Speaker 4>other and it was so vicious and just the words

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<v Speaker 4>use and like the kids would go after the teachers

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<v Speaker 4>who were like similar ethnicity, and it was insane. This

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<v Speaker 4>what was happening there, And it was heartbreaking just to

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<v Speaker 4>see it happening because it was a lot of in

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<v Speaker 4>group quote group in group attacking and it's sad. I'm

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<v Speaker 4>sure that's what happened there. I wouldn't be surprised.

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<v Speaker 5>Yeah, And the NAACP got involved, man, Yeah, local, state

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<v Speaker 5>and local, So that's not necessarily a bad thing. That's

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<v Speaker 5>a good thing.

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<v Speaker 4>But I don't I don't know why that's a good thing.

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<v Speaker 4>I don't feel like this is like a campaign that

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<v Speaker 4>anybody's doing against these students.

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<v Speaker 3>Somebody made a bad fucking choice.

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<v Speaker 5>Yeah, yeah, But I think when you when you get

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<v Speaker 5>attention to it, that is a form of accountability. You

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<v Speaker 5>know that that is a form of transparency. You know,

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<v Speaker 5>you can't deny that it happened at that point, you know, So,

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<v Speaker 5>which is all together very common, you know, is for

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<v Speaker 5>the people in authority to say, oh, that never happened,

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<v Speaker 5>you know, and we probably hates.

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<v Speaker 3>Yeah, I can probably argue, yeah.

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<v Speaker 5>We could. We could go back and forth on that, so.

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<v Speaker 2>I'll give you a minute to go back and forth.

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<v Speaker 3>I mean, it's I don't know, because like for me

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<v Speaker 3>ina a c P. It's like I would think.

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<v Speaker 4>That the resources would be suited for people who are

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<v Speaker 4>like being actually targeted and campaigns are being run against them,

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<v Speaker 4>or being called groomers or you know, you're trying to

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<v Speaker 4>trans or kid or somebody who's.

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<v Speaker 1>Actually systemic racism instead like individual or a racist student

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<v Speaker 1>organization or a racist teacher who is blatantly like you know,

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<v Speaker 1>I I.

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<v Speaker 4>Think in this case, this teacher fucked up. I wouldn't

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<v Speaker 4>be so, I mean, I don't I don't know if

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<v Speaker 4>it matters. But if this person, the teacher, was a

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<v Speaker 4>person of color, maybe she was just trying to do

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<v Speaker 4>something to highlight what's who knows, you know, I mean, he.

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<v Speaker 2>Just didn't think it through, right, dude.

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<v Speaker 3>It was a dumb fucking move. It was fucking stupid.

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<v Speaker 3>It was a dumb funck move, all right.

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<v Speaker 1>I know what you want to hear something I almost

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<v Speaker 1>named my podcast Kelly's Coffee Clutch with all k's.

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<v Speaker 3>Well, yeah, that wouldn't It would have been a dumb move.

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<v Speaker 5>Yeah, that would have been bad.

401
00:19:26.680 --> 00:19:28.160
<v Speaker 3>Yeah, nobody would have been happy about that.

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<v Speaker 1>You think about stuff like right off the bad. So

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<v Speaker 1>maybe she wasn't thinking that.

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00:19:32.160 --> 00:19:36.319
<v Speaker 4>Way, right, Yeah, So maybe you know, the real problem

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<v Speaker 4>is that she was a new shitty teacher something. I mean,

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<v Speaker 4>I don't know, who knows, or she was just sick

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<v Speaker 4>of everybody's ship. Who knows? But n double a c P. Like,

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<v Speaker 4>I mean, there's I know, some other ship that's going

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<v Speaker 4>on that they could probably help out with, you know,

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<v Speaker 4>I don't know that seems like.

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<v Speaker 5>They're busy people. No, doubt they.

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<v Speaker 6>Can do more than one thing.

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<v Speaker 2>I really think she didn't think it all the way through.

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<v Speaker 1>And you're thinking, we want to know what you think,

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<v Speaker 1>so drop us a line, drop you know, leave a

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00:20:03.559 --> 00:20:06.559
<v Speaker 1>comment below, or drop us a slide at TV. At

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<v Speaker 1>Atheist typhoncommunity dot org, we'd love to hear from you.

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<v Speaker 2>Get an email from you,
