Skyline College Equity Summit Transcript

Streamtext 12/19/2016 CAPTIONED BY TOTAL RECALL, www.yourcaptioner.com

[EVENT BEGINS AT 9:00 A.M.]

[ MUSIC ] >>: GOOD MORNING, GOOD MORNING AND WELCOME TO SKYLINE COLLEGE FOR EQUITY SUMMIT 2016. GIVE YOURSELVES A ROUND OF APPLAUSE FOR BEING IN THE HOUSE. [ APPLAUSE ] MY NAME IS LASANA HOTEP, I WORK IN THE EQUITY OF THE COLLEGE, YOU'LL HEAR MORE FROM ME, BUT I WANT YOU TO LET YOU KNOW THAT THIS PLACE SEATS 498 PEOPLE, WE HAD 623 PEOPLE REGISTER FOR THIS CONFERENCE, THIS PLACE IS EXPECTED TO BE FILLED BY MID MORNING AND WE'RE HAPPY THAT YOU ALL WERE ABLE TO FIND US, MAKE IT HERE ON TIME, AND RECEIVE THE WONDERFUL HOSPITALITY THAT OUR HOSTS ARE GIVING US HERE AT SKYLINE COLLEGE, LET'S GIVE IT UP TO ALL THEY GAVE FOR THIS PROGRAM. SKYLINE COLLEGE IS HONORED TO HOST THIS TYPE OF EVENT. AND IT WOULDN'T BE A POSSIBLE WITHOUT OUR LEADERSHIP. WE HAVE A LEADER WHO IS UNAPOLOGETIC ABOUT HER COMMITMENT TO SOCIAL JUSTICE, TO EQUITY, AND STUDENT SUCCESS. WE HAVE A LEADER WHO HAS BEEN TABBED BY PRESIDENT BARACK OBAMA TO SERVE ON HIS ADVISORY COUNCIL FOR FINANCIAL SECURITY FOR YOUNG AMERICANS, A LEADER OF THE RECIPIENT OF THE AFRICAN AMERICAN REGIONAL EDUCATIONAL ALLIANCES MARY MCCLOUD LEADERS OF DISTINCTION AWARD, A LEADER WHO'S GIVEN US A MANTRA, TAGLINE, MOTTO OF GET IN, GET THROUGH, AND GET OUT ON TIME. I WOULD LIKE TO INTRODUCE THAT LEADER TO YOU

TOTAL RECALL CAPTIONING, INC. WWW.YOURCAPTIONER.COM Page 1 RIGHT NOW, DR. REGINA STANBACK STROUD, PRESIDENT OF SKYLINE COLLEGE.

[ APPLAUSE ] . DR. REGINA STANBACK STROUD: THANK YOU SO MUCH. I'M TELLING YOU SHE SOUNDS AWESOME, DOESN'T SHE? [ LAUGHTER ] I'LL GET RIGHT IN TO THIS WELCOME ADDRESS. DR. GLORIA BILLENS WHO IS AN AMERICAN PEDAGOGICAL THEORIST, YOU'LL HEAR THAT FROM A DEFICIT BASED PERSPECTIVE. BUT SHE GAVE A SPEECH TITLED FROM ACHIEVEMENT GAP TO THE GAP, UNDERSTANDING ACHIEVEMENT IN THE SCHOOLS. SHE OFFERED A COMPREHENSIVE ANALYSIS OF THE STATE OF EDUCATION. AND SHE MADE A MAIN POINT OF SAYING THAT THE TERM RACIAL ACHIEVEMENT GAP UNFAIRLY CONSTRUCTS THE STUDENTS AS DEFICIENT AND LACKING. AND IT ADMONISHES THEM TO CATCH UP. AND THEN SHE SUGGESTED THAT INSTEAD OF IT BEING AN ACHIEVEMENT GAP, IT IS INDEED AN ONGOING CULMINATING EDUCATION DEBT AND OPPORTUNITY GAP THAT MOVES THAT DISCOURSE FROM THE DEFICIENCY OF THE STUDENT TO HOLD ALL OF US AS EDUCATORS RESPONSIBLE. SO BUILDING ON THE TALENT AND EXPERIENCES AND CONSCIOUSNESS THAT THEY BRING, IT'S OUR OPPORTUNITY TO MAKE SURE THEY TRULY SHINE. AND AS LASANA REFERENCED, I DO HAVE A SENSE OF URGENCY AROUND THIS BECAUSE THE GLARING INEQUITIES AND HOW WELL WE MEET THE NEEDS OF THE STUDENTS ARE APPARENT. AND THE SOLUTIONS ARE THE TALENT THEY BRING AND OUR ABILITY TO RECOGNIZE AND NURTURE THAT IT TALENT AND TO HOLD OURSELVES ACCOUNTABLE. THIS IS AN OPPORTUNITY FOR EDUCATORS FROM THROUGHOUT THE REGION TO ENGAGE IN TEACHING IN LEARNING EXPERIENCES CENTERED ON EDUCATIONAL EQUITY. AND THERE WILL BE A SERIES OF EXPERIENCES THAT PARTICIPANTS CAN WITNESS FROM EQUITY TALKS TO PLENARY TALKS THAT WILL BE PRESENTERS FROM -- [ INDISCERNIBLE ] DR. ANGEL DAVIS. SO I WOULD LIKE

TOTAL RECALL CAPTIONING, INC. WWW.YOURCAPTIONER.COM Page 2 TO SAY THERE ARE MANY PEOPLE HERE IN THIS DISTRICT THAT ARE SUPPORTIVE AND MAKE THESE TYPES OF THINGS POSSIBLE. AND MAKE ALSO MY ABILITY TO BE THIS UNAPOLOGETIC LEADER POSSIBLE. AND THAT IS BECAUSE I'M SUPPORTED BY A VERY, VERY WONDERFUL AND COMMITTED AND DEDICATED [ NO AUDIO ] ATTENDANCE TODAY, MAURICE GOODMAN, I SEE YOU OVER HERE. AND TRUSTEE, TOM MOORE WHO WILL BE JOINING US.

[ APPLAUSE ] . [ NO AUDIO ] [ INDISCERNIBLE ] . LASANA HOTEP: WE HAVE SOMETHING CALLED THE CENTER FOR LEARNING, IT'S A PEDAGOGY FOR INNOVATION SO THAT WE CAN REALLY TAKE A FULL SCALE, HOLISTIC APPROACH TOWARDS TEACHING AND LEARNING. AND TODAY, WE HAVE WITH US A PROFESSOR OF ENGLISH BUT ALSO THE COORDINATOR OF PROFESSIONAL DEVELOPMENT WITH TTL, MISS NINA FLORO. LET'S GIVE IT UP. >>: GOOD MORNING, EVERYONE, AND WELCOME TO SKYLINE COLLEGE. I WAS ASKED TO COME HERE TO PREPARE AND PREPARE A LITTLE BIT OF A WELCOME FOR YOU AND SOME OF WHAT LASANA SAID WAS WHAT I WAS GOING TO SAY. SOME OF THE LESSON PLAN HERE, GO WITH THE REST OF WHAT I HAD. AS LASANA SAID, I'M COORDINATOR OF THE CTTL AND PROFESSIONAL DEVELOPMENT HERE AT SKYLINE COLLEGE AND I ALSO TEACH ENGLISH. I WANTED TO WELCOME YOU HERE TO THIS VERY SPECIAL EVENT. THE CTTL IS A PLACE THAT PROMOTES INNOVATIVE PRACTICES THAT SUPPORT AND STRENGTHEN STUDENT LEARNING, ENGAGEMENT ASK SUCCESS. -- AND SUCCESS. IT'S LOOKING TO PARENT ON EFFORT SUCH AS THIS SUMMIT. WE HOPE TO INFUSE EQUITY-BASED PRACTICES IN TO THE VARIOUS WAYS WE SERVE OUR STUDENTS. BUT WHAT DOES THAT MEAN? HOW DO WE GO ABOUT TEACHING AND ACHIEVING STUDENT EQUITY? HOW MIGHT WE BEGIN TO MAKE LEARNING A TRANSFORMATIVE EXPERIENCE FOR OUR STUDENTS? ONE WAY IS TO TRANSFORM OUR PRACTICES IN WHATEVER ROLE OR ROLES WE HAVE IN

TOTAL RECALL CAPTIONING, INC. WWW.YOURCAPTIONER.COM Page 3 OUR STUDENTS' EDUCATION. TO CREATE TRANSFORMATIVE EXPERIENCES FOR OUR STUDENTS IN EVEN THE SIMPLEST OF WAYS. FOR EXAMPLE, ONE WAY IS CHANGING HOW WE MIGHT PRESENT OUR COURSE SYLLABUS OR WALKING A STUDENT TO THE SPARK POINT CENTER, FINANCIAL AID OFFICE, PSYCH SERVICES, OR OTHER CAMPUS RESOURCES. WE MIGHT SCRAP OUR LESSON PLANS IF WE SEE THAT OUR STUDENTS ARE IN NEED OF SLOWING DOWN OR TAKING A MOMENT TO LISTEN TO OUR STUDENTS' STORIES. THEY ALL HAVE STORIES AND SO DO WE. FINDING OUT WHO THEY ARE AND WHERE THEY COME FROM. AND HAVE IT FOR OURSELVES SUCH AS YOU'RE DOING AT THIS CONFERENCE AND USING THOSE EXPERIENCES TO IMPACT WHAT WE DO WITH AND FOR OUR STUDENTS. SO AS YOU EXPERIENCE AND LEARN FROM TODAY'S EVENTS AND THE SPEAKERS, I ENCOURAGE YOU TO IDENTIFY THREE THINGS, YOU MIGHT WANT TO WRITE THESE THINGS DOWN. FIRST OF ALL, IDENTIFY THE AHA. THE AHA IS SOMETHING NEW THAT YOU'VE LEARNED TODAY. NUMBER TWO, IDENTIFY THE WOW. THE WOW IS SOMETHING THAT'S GOING TO BLOW YOUR MIND AND HAS LEFT A LASTING IMPRESSION ON YOU. AND FINALLY, IDENTIFY THE "WHAT NOW" PART. WHAT NOW, WHAT DO WE COAFTER -- DO AFTER THESE SPEAKERS, AFTER THE TRANSFORMATIVE EXPERIENCE? THE WHAT NOW IS A PROMISE THAT YOU WILL DO SOMETHING DIFFERENTLY WITH OR FOR YOUR STUDENTS NEXT WEEK. DON'T WAIT. I WANTED TO THANK YOU ONCE AGAIN FOR PARTICIPATING IN THE EVENTS TODAY. AND I WELCOME YOU HERE TO SKYLINE COLLEGE. I HOPE YOU HAVE A WONDERFUL TRANSFORMATIVE EXPERIENCE TODAY. THANK YOU.

[ APPLAUSE ] . LASANA HOTEP: SO, THIS EVENT IS CALLED THE EQUITY SUMMIT AT SKYLINE COLLEGE 2016. AND IF I COULD DO A TAGLINE, KIND OF LIKE THE, THIS ROGUE 1 MOVIE COMING OUT, ROGUE 1, A STAR WARS STORY. A TAGLINE FOR THIS COUNCIL WOULD BE A TEACHING AND LEARNING EXPERIENCE FOR EDUCATORS.

TOTAL RECALL CAPTIONING, INC. WWW.YOURCAPTIONER.COM Page 4 THAT'S WHAT THE TAGLINE WOULD BE. BECAUSE WE HAVE AN OPPORTUNITY BEFORE US TO CHANGE THE WAY IN WHICH WE GO ABOUT OUR WORK, AND OUR COLLEGES. AND WHAT WE WANT TO DO IS ASSEMBLE TO COME TOGETHER TO SHARE IDEAS, TO HAIR EXPERIENCES SO IS THAT WE CAN TAKE ADVANTAGE OF THIS OPPORTUNITY. WE HAVE A SENSE OF URGENCY ABOUT THIS WORK. IT'S NOT JUST URGENCY, IT'S URGENCY, PASSION, AND ALSO COMPASSION. I DON'T KNOW HOW MANY OF YOU SAW THAT MOVIE "FLIGHT" WITH DENZEL WASHINGTON. BUT WHEN THE MOVIE COMES ON AND THEY'RE TALKING AND THEY'RE GIVING HIM THE DOCKET OF THE PEOPLE WHO ARE ON THE PLANE, THIS IS HOW THEY DESCRIBE THE PEOPLE ON THE PLANE. HE SAID HOW MANY PEOPLE DO WE HAVE ON THE PLANE? THEY SAID WE HAVE 102 SOULS WITH US, SIR. 102 SOULS WITH US, SIR. THE LANGUAGE IMPLIES THAT THEIR LIVES ARE IN YOUR HANDS. AND IF WE CAN LOOK IN THE CLASSROOM AT OUR STUDENTS AND SAY I HAVE 15 SOULS, I HAVE 30 SOULS, I HAVE 23 SOULS IN FRONT OF ME I BET YOU THAT WOULD HELP YOU RETHINK HOW YOU APPROACH THIS GREAT WORK WE HAVE UPON US.

[ APPLAUSE ] . AND SO, THOSE OF US WHO ARE IN THE COMMUNITY COLLEGE IN THE STATE OF CALIFORNIA CAME TO SOMEWHAT OF A WINDFALL. THEY CALL IT THE EQUITY FUNDS. [ LAUGHTER ] THEY JUST START THROWING MONEY AT US. WE DIDN'T KNOW WHERE IT WAS COMING FROM AND WHAT IT WAS COMING FROM. YOU GOT TO DO A REPORT BUT ATTACH IT TO THESE THINGS AND FORMULAS, WHERE ALL THIS MONEY COMING FROM? AND WITH THIS WINDFALL, PEOPLE HAVE BEEN TRYING TO ENHANCE WHAT THEY HAD BEEN DOING WHAT THEY THOUGHT WAS WORKING. PEOPLE HAD BEEN FUNDING THINGS THEY HAD TO DEFUND BECAUSE OF THE ECONOMIC RECESSION WE FOUND OURSELVES IN. AND OTHER PEOPLE BEEN TRYING INNOVATIVE THINGS. BUT WHAT I WANT TO DO WITH

TOTAL RECALL CAPTIONING, INC. WWW.YOURCAPTIONER.COM Page 5 THIS SUMMIT IS TO BRING US TOGETHER TO UNDERSTAND THAT THERE'S THREE COMPONENTS TO THIS EQUITY PIECE. ONE IS THE MATERIAL COMPONENT WITH OUR STUDENTS. PROVIDING THE EXPERIENCES LIKE WE HAVE HERE AT SKYLINE, THE PROMISE. WE'RE PROVIDING LENDING LIBRARIES, WE'RE PROVIDING FREE EDUCATION FOR YOUR FIRST YEAR. WE'RE PROVIDING TECHNOLOGY. IT'S A MATERIAL. SOME PROGRAMS ACTUALLY PROVIDE TRANSPORTATION OPPORTUNITIES, SOME OF THEM PROVIDE FOOD. IT'S THE MATERIAL COMPONENT. THEN IT'S THE PROGRAM SUPPORT COMPONENT; RIGHT? TUTORING, EMBEDDED TUTORS, SUPPLEMENTAL INSTRUCTION, THINGS OF THAT NATURE AND OTHER KINDS OF PROGRAMATIC THINGS. BUT THERE'S ANOTHER LINGERING OUT THERE, THE PEDAGOGICAL PIECE, HOW WE GO ABOUT INSTRUCTION AND OUTSIDE THE CLASSROOM. BECAUSE WHAT I WANT YOU TO UNDERSTAND BEFORE YOU LEAVE HERE IS NOT ONLY ABOUT WHAT WE TEACH, BUT IT'S ABOUT WHO WE TEACH. ABOUT WHO WE TEACH. AND SO, BEFORE I GIVE THE FLOOR UP FOR OUR FIRST PRESENTER, I JUST WANT TO SHARE WITH YOU THIS WAY. I USED TO DO COMMUNITY ORGANIZING FULL-TIME THIS MY MID 20S. AND ONE OF THE OPPORTUNITIES I HAD, AFFORDED TO ME IN THAT EXPERIENCE WAS TO BECOME A BLACK BELT TAI KWON DO. ANYBODY WHO'S DONE MARTIAL ARTS, YOU NEED TO TAKE TESTS TO GO UP TO YOUR NEXT BELT. I WAS UP FOR ONE OF MY BELTS, AND I HAD TO BREAK A BOARD WITH MY FOOT. KICK THIS BOARD, BREAK IT, YOU GO TO THE NEXT LEVEL. I'M IN A CLASS AND THERE'S A VARIETY OF AGE SETS, PEOPLE WHO WERE LIKE, YOU KNOW, 16 AND UP. SO THESE 16 YEARS ARE KICKING THESE BOARDS, I'M LIKE, I'M 25, I CAN BREAK THIS BOARD. 16-YEAR-OLD BREAK THE BOARD. LO AND BEHOLD, I GO UP AND BREAK THE BOARD, AND WHAT HAPPENS? I DON'T BREAK THE BOARD. AND I'M PUSHING THE PERSON WHO'S HOLDING THE BOARD BACK. EVERY TIME I GO TO KICK THE BOARD, THE PERSON GOES BACK A COUPLE STEPS. AND SO MY INSTRUCTOR CAME OVER

TOTAL RECALL CAPTIONING, INC. WWW.YOURCAPTIONER.COM Page 6 TO ME AND HE SAID, LASANA, YOU KNOW WHAT THE PROBLEM IS? YEAH, THE BOARD NOT BREAKING. [ LAUGHTER ] AND HE SAID NO, THAT'S NOT THE PROBLEM, LASANA. THE PROBLEM IS THAT YOU'RE KICKING THE BOARD. HE SAID LOOK AT THE WALL BEHIND THE BOARD AND KICK THE WALL AND BY KICKING THE WALL, YOU WILL KICK THE BOARD. WE ARE NOT IN THE BUSINESS OF DOING STUDENT EDUCATIONAL PLANS. WE ARE NOT IN THE BUSINESS OF MEASURING COURSE COMPLETION. WE ARE NOT IN THE BUSINESS OF RETENTION. WE ARE IN THE BUSINESS OF ACADEMIC SUCCESS AS A TOTAL! WE HAVE TO KICK FOR THE WALL. WE HAVE TO GO FOR STUDENT SUCCESS AS A WHOLE! AND THEN WE WILL HAVE OUR S.E.P.S AS TOOLS. WE WILL HAVE OUR EDUCATIONAL PLANS AND WE WILL HAVE OUR COURSE COMPLETION, WE WILL HAVE OUR RETENTION RATES. YOU CAN'T JUST AIM FOR THE RETENTION RATE. YOU HAVE TO KICK FOR THE WALL. THANK YOU VERY MUCH.

[ APPLAUSE ]

>>: LASANA HOTEP, THAT WAS SOUL. I'M LOCKMEYER, I HAVE THE HONOR AND PRIVILEGE OF INTRODUCING THE FIRST OF THE EQUITY TALK SPEAKERS, DR. MELINA ABDULLAH. DR. ABDULLAH IS A CHAIR AND PROFESSOR OF PAN AFRICAN STUDIES AT CAL STATE LOS ANGELES. HER AREAS OF INTEREST IN THE RACE, BLACK POLITICS AND HIP-HOP. SHE WAS APPOINTED TO THE RACE COMMISSIONS IN 2014 AND IS A RECOGNIZED EXPERT ON RACE, GENDER, CLASS AND SOCIAL MOVEMENTS. SHE'S ALSO WIDELY KNOWN AS AN ORGANIZER FOR THE LOS ANGELES BRANCH OF THE BLACK LIVES MATTER MOVEMENT AND HAS BEEN INTERVIEWED IN VARIOUS NEWS OUTLETS INCLUDING MSNBC. TODAY, DR. ABDULLAH WILL DELIVER A TALK TITLED DISRUPTING THE ACADEMY, BUILDING CAMPUSES AS REVOLUTIONARY INTELLECTUAL SPACE. PLEASE JOIN ME IN GIVING A WARM WELCOME TO DR. MELINA ABDULLAH.

[ APPLAUSE ]

TOTAL RECALL CAPTIONING, INC. WWW.YOURCAPTIONER.COM Page 7 . DR. MELINA ABDULLAH: SO I AM SO THANKFUL TO BE HERE, THERE WERE ARE MANY, MANY STUMBLING BLOCKS ALONG THE WAY. I'M THANKFUL THAT MY MOTHER IS HERE AND JOINED ME IN HELPED US TO GET THROUGH THESE STUMBLING BLOCKS. SO THIS MORNING -- [ APPLAUSE ] -- THIS MORNING I, THIS IS WHAT WE TEACH OUR STUDENTS NEVER TO DO, I E-MAILED MY PRESENTATION AND IT DIDN'T GO THROUGH! [ LAUGHTER ]. SO THANKFULLY, MY COMPUTER WAS IN THE TRUNK OF MY MOM'S CAR AND THIS JUST GOT UP LIKE, HOW LONG, KATRINA? LIKE 10 SECONDS AGO. SO THANK GOD, I THOUGHT I WAS GOING TO HAVE TO WING IT. AND I'M SURPRISED BECAUSE I BIND MYSELF TO THAT ERYKAH BAD UCONN SEPTEMBER OF TIME, THERE'S NO SUCH TIME SHALL -- CONCEPT OF TIME, THERE'S NO SUCH TIME, BUT WE STARTED HERE AT 9:00. BUT I'M THANKFUL AND I PRAYED THAT THE ANCESTORS SPEAK THROUGH ME, THAT I'M USED TO LEAVE SOMETHING THAT I KICKED FOR THE WALL. I LOVED THAT IDEA. SO, I WANT TO TALK ABOUT WHAT IT MEANS TO DISRUPT THE ACADEMY AND TO BUILD CAMPUSES AS REVOLUTIONARY INTELLECTUAL SPACES. IN BLACK LIVES MATTER AND THE WORK I'VE DONE, OPERATING TO DISRUPT THIS BUILD MODEL. AND SO WE REALLY TRY TO EXAMINE SYSTEMS THAT ARE OPPRESSIVE, FUNDAMENTALLY OPPRESSIVE TO OUR PEOPLE AND FUNDAMENTALLY OPPRESSIVE TO OUR STUDENTS, THE KIND OF STUDENTS THAT GO HERE TO SKYLINE COMMUNITY COLLEGE, WORKING CLASS FOLKS, STUDENTS OF COLOR. HOW DO WE DISRUPT SYSTEMS THAT KEEP THEM OPPRESSED? AND SO I KNOW OUR KEYNOTE SPEAKER IS COMING, BUT THERE'S ONE QUOTE THAT REALLY KIND OF INSPIRED THIS TALK, AND IT IS THAT YOU HAVE TO ACT AS IF IT WERE POSSIBLE TO RADICALLY TRANSFORM THE WORLD AND YOU HAVE TO DO IT ALL THE TIME. WE HAVE TO ACT AS IF THESE STRUCTURES THAT WE LIVE UNDER ARE NOT THE STRUCTURES THAT WE MUST LIVE UNDER. WE HAVE TO REMEMBER

TOTAL RECALL CAPTIONING, INC. WWW.YOURCAPTIONER.COM Page 8 THAT THESE ARE JUST IMAGININGS, THE STRUCTURES THAT WE HAVE WERE SOMEONE ELSE'S IMAGININGS. SO WHAT ARE OUR IMAGININGS? WHAT ARE OUR VISIONS? HOW DO WE USHER IN A STRUCTURE, AN EDUCATIONAL STRUCTURE THAT'S TRULY LIBERATORY? THERE'S TWO THINGS WE HAVE TO DO TO DO THAT. ONE, WE HAVE TO TAKE THE TIME TO VISION. SO THAT MEANS SOMETIMES STEPPING BACK FROM THE DAZE TO DAY WORK THAT WE FIND OURSELVES TIED TO, RIGHT? RIGHT NOW I'M IN THE MIDST OF GRADING. AND SOMETIMES WE NEED TO TAKE A PAUSE AND REALIZE IT REALLY DOESN'T MATTER IF THE STUDENT GETS A 78 OR A 76, RIGHT? I DON'T HAVE TO READ THE PAPER THAT CLOSELY, RIGHT? WHAT'S MORE IMPORTANT IS HOW DO I VISION MY CLASSROOM AND HOW DO I VISION THE EDUCATIONAL EXPERIENCE THAT STUDENTS ARE UNDERGOING. AND SO TAKING THE TIME TO BREATHE, TO VISION IS REALLY IMPORTANT. I'LL GIVE JUST ONE QUICK EXAMPLE FROM MY CLASS THIS SEMESTER. I'M TEACHING BLACK POWER. AND WE HAVE ALL OF THESE READINGS, WE GROUNDED IN BLACK POWER TEXT, KWAME AND HARRELLTON. WE HAD ALL THESE THINGS WE WERE GOING TO DO AND THEN TRUMP GOT ELECTED. WE TIE OURSELVES TO THE SCRIPT, THE SYLLABUS. WE HAD TO TAKE A MOMENT AND SAY THE SCRIPT AND THE SYLLABUS ARE NOT THAT IMPORTANT. THE SUBJECT OF THIS CLASS IS BLACK POWER, AND WHAT DOES IT MEAN THAT A WHITE SUPREMACIST PATRIARCHAL HETERONORMATIVE CAPITALIST WILL BE LIVING IN THE WHITE HOUSE? WHAT DOES THAT MEAN? WHAT DOES THAT MEAN TO US? AND SO MY CLASS, WE ACTUALLY DECIDED AS A TEAM THAT EVERY CLASS TIME WE'RE GOING TO TAKE THE FIRST 15 MINUTES AND WE'RE GOING TO MEDITATE. BECAUSE WE NEED IT FOR OUR VERY SANITY; RIGHT? AND SO THAT IS PART OF IT VISIONING. WE HAVE TO TAKE THE TIME TO VISION. ONCE WE VISION, WE'RE ABLE TO POSITION OURSELVES, OUR INDIVIDUAL SELVES AND OUR COLLECTIVE SELVES. HOW DO WE BEGIN TO SHIFT THINGS? WHAT IS OUR ROLE IN SHIFTING THINGS? IS IT SINGING A

TOTAL RECALL CAPTIONING, INC. WWW.YOURCAPTIONER.COM Page 9 SONG, RIGHT? IS IT LEADING A CLASS IN MEDITATION? IS IT TEACHING? WHAT IS YOUR POSITION IN WHAT ARE YOU GOING TO CONTRIBUTE TO THAT VISION? AND THEN LASTLY, HOW DO WE WORK, EVERY DAY, ALL THE TIME TO BUILD THE VISION; RIGHT? SO I WANT US TO DISRUPT THIS IDEA OF ACADEMY. SO, THE TITLE OF THE TALK IS DISRUPTING THE ACADEMY. BELL HOOKS TALKS A LOT ABOUT THE DIFFERENCE BETWEEN ACADEMIC SPACES AND INTELLECTUAL SPACES. SOMETIMES WE USE LANGUAGE WITHOUT THINKING OF THE LANGUAGE WE'RE USING. WE'LL SAY WE'RE ACADEMICS. BUT WHEN WE UNDERSTAND THE HISTORY OF ACADEMIA AND THE ACADEMY, DO WE REALLY WANT TO GIVE OURSELVES THAT IDENTITY? RIGHT, AND SO, THE IDEA OF AN ACADEMY GOES BACK TO PLATO. AND THIS ACADEMIC, IN ATHENS, HE WAS DEVELOPING THESE SPACES FOR INTELLECTUALS TO THINK ABOUT IDEAS. BUT IT'S IMPORTANT TO UNDERSTAND HOW THAT UNFOLDED. AND WHAT WE'RE REALLY, WHAT WAS REALLY AT THE ROOT OF THAT. AND SO, THIS IS WHY BELL HOOKS TALKS ABOUT ACADEMIC SPACES AS DISTINCT FROM INTELLECTUAL SPACES. FIRST, WE NEED TO THINK ABOUT WHERE DID PLATO GET THIS IDEA OF AN ACADEMY, RIGHT? WE CREDIT PLATO, BUT WHERE DID PLATO STUDY? IN EGYPT, IN CAMUT, HE WAS FOR 13 YEARS, HE STUDIED IN EGYPT, AT LEAST 13 YEARS, RIGHT? AND SO THE IDEA THAT THESE ARE HIS IDEAS ARE FALSE. THEY'RE NOT HIS IDEAS THEY WERE APPROPRIATED FROM AFRICAN PEOPLE. AND SO WE NEED TO RECOGNIZE THAT. SO, THE ACADEMY IS ROOTED IN APPROPRIATION. THE SECOND THING THAT COMES WITH THE NOTION OF THE ACADEMY IS THAT THERE ARE FEWER FOLKS WHO HAVE THE RIGHT TO KIND OF ENGAGE IN THE DEVELOPMENT OF THE IDEAS. AND SO THOSE PEOPLE ARE MUDDIED PEOPLE, THOSE PEOPLE ARE ELITE FOLKS, AND IS THAT WHAT WE WANT TO CONTINUE? AND THEN FINALLY, THE IDEA OF THE ACADEMY IS TO REALLY ENTRENCH AND SUPPORT THE EXISTING HEGEMONY.

TOTAL RECALL CAPTIONING, INC. WWW.YOURCAPTIONER.COM Page 10 WHAT DOES THAT LOOK LIKE IN THE UNITED STATES? SO WHEN WE THINK ABOUT HARVARD AS THE FIRST INSTITUTION OF HIGHER LEARNING, RIGHT, BECOMING KIND OF THIS FRAMEWORK FOR AN IVORY TOWER AND THE WHOLE NOTION OF IVY LEAGUE COLLEGES, WE ALSO, AND UNIVERSITIES, WE NEED TO THINK ABOUT HOW THEY'RE BUILT AND EMBEDDED IN A UNITED STATES HISTORY OF COLONIZATION, GENOCIDE, AND DEHUMANIZATION, INCLUDING CHATTEL SLAVERY. WE THINK ABOUT WHAT'S BEEN UNFOLDING IN NORTH DAKOTA, RIGHT, THE IDEA THAT YOU CAN TAKE SOMEONE ELSE'S LAND AND USE IT FOR YOUR OWN PURPOSES. SO AGAIN, THIS THEME OF APPROPRIATION AND ELITISM. IT'S ALSO ROOTED IN WHITE SUPREMACIST PATRIARCHAL HETERONORMATIVE CAPITALISM AS THE PREVAILING INTRODUCTION. SO THE IDEA THAT WHAT IS WHAT SHOULD BE. AND THEN, I ADDED THIS TRUMP UNIVERSITY PIECE, RIGHT? I DON'T EVEN KNOW HOW HIS NAME AND UNIVERSITY CAN BE IN THE SAME LINE BUT WE NEED TO THINK ABOUT THAT. WE NEED TO THINK ABOUT THE MOMENT THAT WE'RE IN. AND HOW ACADEMIES REALLY FUEL THIS MOMENT. HOW OUR ACADEMIC INSTITUTIONS ARE UNFOLDING TO SAY THAT WE'RE NOT GOING TO REALLY ENGAGE IN IDEAS THAT UNPACK THE SYSTEM THAT WE LIVE UNDER AND THINK ABOUT AGENCY OF OURSELVES AND STUDENTS AND TRANSFORMING IT, BUT WE'RE GOING TO KIND OF EMBED THE EXISTING HEGEMONY AND REALLY SOCIALIZE OUR STUDENTS TO BEHAVE AND FALL IN LINE; RIGHT? AND THEN WE TALK ABOUT EDUCATIONAL REFORM, WE HAVE TO TALK THAT REFORMATION REALLY LEAVES THE EXISTING STRUCTURE BEHIND. THERE'S NO INTELLECTUAL WORK. KNOWING THIS SHOULD EMPOWER INTELLECTUALS, LET'S THINK OF OURSELVES NOT AS ACADEMICS BUT AS INTELLECTUALS TO MAKE POLITICAL CHOICES THAT WE CAN CLAIM WHILE STILL HOLDING ON TO THE ETHICAL COMMITMENT OF OPENING ENGAGEMENT WITH IDEAS. SO WE HAVE TO MAKE A POLITICAL CHOICE. WE HAVE TO REMEMBER THAT THE SPACES THAT WE OCCUPY ARE ALL POLITICAL SPACES, THEY ALL HAVE IMPLICATIONS WITH REGARD TO POWER.

TOTAL RECALL CAPTIONING, INC. WWW.YOURCAPTIONER.COM Page 11 SO WHO DO YOU WANT TO GIVE POWER TO? ARE WE EMPOWERING OUR STUDENTS? ARE WE EMPOWERING OUR PEOPLE? ARE WE EMPOWERING THE EXISTING HEGEMONY? INTELLECTUALS CAN OFFER ANY RADICAL MOVEMENT FOR SOCIAL CHANGE, TRANSFORMATIVE VISIONS AND INSIGHTS, RIGHT? SO THIS ISN'T TO SAY THAT WE DISMANTLE EDUCATIONAL INSTITUTIONS, IT'S TO SAY THAT WE THINK OF THEM AS INTELLECTUAL SPACES. AS INTELLECTUAL SPACES WHERE THIS KIND OF WORK, RIGHT? AND IF WE LOOK AT WHAT'S HAPPENING HERE, THIS IS THE STRUGGLE FOR ETHNIC STUDIES AT CAL STATE L.A., SOME OF YOU KNOW THAT THE CAL STATE L.A. STRUGGLE FOR ETHNIC STUDIES ABOUT FOUR YEARS AGO REALLY FORMED THE GROUND WORK, IT LAID THE GROUND WORK FOR THE STRUGGLE FOR ETHNIC STUDIES STATEWIDE IN THE STATE OF CALIFORNIA AND REALLY HELPED TO USHER IN AB 2016 WHERE WE'RE LOOKING AT ETHNIC STUDIES THROUGHOUT THE SYSTEM OF K-12 SYSTEM THIS CALIFORNIA. ABOVE THAT IS HOWARD UNIVERSITY, THIS IS RELATED TO THE DEMANDS, I HOPE YOU'VE ALL BEEN TO THE DEMANDS WEBSITE, BLACK STUDENTS ARE TALKING ABOUT WHAT EDUCATION OR LIBERATION LOOKS LIKE. THIS HERE, THIS TIME WE BIND OURSELVES TO U.S. FRAMEWORKS, THIS IS FEES MUST FALL IN SOUTH AFRICA. I HOPE YOU ALL ARE PAYING ATTENTION TO WHAT'S HAPPENING HERE AND AT THE BOTTOM IS THE IDEA OF, THIS IS FROM OCCUPY L.A. BUT THIS IS THE IDEA OF HAVING A PEOPLES UNIVERSITY. I KNOW AT COMMUNITY COLLEGES WE TALK ABOUT IT BEING A PEOPLE SPACE, BUT WHAT DOES THAT REALLY LOOK LIKE, RIGHT? I'M GETTING THE THE WRAP UP SIGN. WE HAVE A COUPLE MINUTES. A COUPLE MINUTES, RIGHT? YEAH. ONE MINUTE? OKAY. SO I'M GOING TO TRY TO GIVE YOU SOME TANGIBLES. I THINK IT'S REALLY IMPORTANT THAT WE UNDERSTAND THAT WE HAVE THE POWER TO SHIFT COLLEGES AND UNIVERSITIES. WE CAN REIMAGINE COLLEGES AND UNIVERSITIES. WE CAN REIMAGINE THE SPACE AS A SPACE FOR REVOLUTIONARY INTELLECTUAL DEVELOPMENT; RIGHT? AND SO HOW DO WE DO THAT? I THINK IT'S IMPORTANT THAT WE ENGAGE, NOT ONLY IN

TOTAL RECALL CAPTIONING, INC. WWW.YOURCAPTIONER.COM Page 12 THE CONCEPT OF EQUITY, EQUITY IS FAR BETTER THAN EQUALITY, RIGHT? BUT ALSO THINKING ABOUT JUSTICE. IF WE TAKE EQUITY A STEP FURTHER, WHAT DOES JUSTICE EDUCATION LOOK LIKE? I THINK THERE'S TREMENDOUS VALUE IN THAT CONVERSATION THAT WE'LL BE HAVING ALL DAY TODAY. THEN ALSO DEVELOPING INTELLECTUAL SPACE. MANY OF OUR STUDENTS DON'T HAVE THE SPACE IN THEIR DAILY LIVES TO SIT BACK AND REALLY ENGAGE IN THOUGHT, RIGHT? ENGAGING IN THAT THOUGHT IS NECESSARY FOR TRANSFORMATION AND FOR REVOLUTION TO EXIST; RIGHT? WE CAN THINK ABOUT CAMPUS AS COMMUNITY RESOURCES, CAMPUSES SHOULDN'T BE DIVORCED FROM WHAT'S HAPPENING IN COMMUNITIES. WE SHOULD BE A FOUNDATION FOR COMMUNITY. AND THEN, THAT TIES IN TO WHAT WE TEACH, ETHNIC STUDIES AS REALLY A FOUNDATION FOR JUSTICE EDUCATION. WE CAN THINK ABOUT HOW THAT UNFOLDED RIGHT HERE IN SAN FRANCISCO IN 1968 AND WHAT WE MUST DO TO MAINTAIN IT AND GROW IT NOW. WE CAN THINK ABOUT HOW WE TEACH THE PEDAGOGY, HOW DO WE ENGAGE OUR STUDENTS, THE VALUE OF LIVED EXPERIENCE. AND THEN FINALLY, HOW WE ENGAGE WITH OUR RESEARCH. RECOGNIZING PEOPLE IN COMMUNITIES NOT AS SUBJECTS OF STUDY BUT AS PARTNERS IN INTELLECTUAL DEVELOPMENT. I WANT TO FINALLY LEAVE YOU ALL WITH THE DEMANDS WEBSITE. I WANT TO ENCOURAGE YOU TO GO THERE. THIS IS WHAT OUR STUDENTS HAVE BEEN WORK WITHING ON FOR THE LAST YEAR, BLACK STUDENTS HAVE BEEN AT THE FOREFRONT OF THIS OF TALKING ABOUT WHAT JUSTICE EDUCATION LOOKS LIKE. OF WHAT TALKING ABOUT HOW CLASSROOMS RELATE TO THEIR LIVES AND HOW WE CAN ALL BE A PART OF HELPING TO DEVELOP CAMPUSES AS REVOLUTIONARY INTELLECTUAL SPACES. THANK YOU VERY MUCH.

[ APPLAUSE ]

>>: AND THANK YOU, DR. ABDULLAH FOR STARTING OFF ON A POWERFUL NOTE. I'M NATHAN JONES, I'M A SOCIAL PROFESSOR HERE AT

TOTAL RECALL CAPTIONING, INC. WWW.YOURCAPTIONER.COM Page 13 SKYLINE COLLEGE. I HAVE THE PRIVILEGE OF INTRODUCING OUR NEXT EQUITY TALK SPEAKER. DR. JULIO CAMMAROTA IS JOINING US FROM IOWA WHERE HE'S A PROFESSOR OF MULTICULTURAL DIVERSITY AT IOWA STATE UNIVERSITY. PAGE. HIS WORK IS CENTER ON CULTURE, PARTICIPATORY ACTION AND RESEARCH AND LIBERATORY PEDAGOGY. HE'S PUBLISHED VARIOUS WORKS INCLUDING AN ETHNOGRAPHY OF LATINO, LATINA YOUTH ENTITLED SESUENOS, NEGOTIATING SOCIAL AND CULTURAL IDENTITIES. COEDITING A VOLUME OF ETHNIC STUDIES IN TUCSON, ARIZONA. HIS STUDIES, THE PUBLIC OPTION FOR EDUCATIONAL REVOLUTION. TODAY, HE WILL DELIVER A TALK ON PEDAGOGY, TEACHING WITH PRAXIS LET US WELCOME HIM TO THE STAGE. JULIO CAMMAROTA: GOOD MORNING. MY NAME IS JULIO CAMMAROTA. I'M A PROFESSOR AT IOWA STATE UNIVERSITY. AND I'M GOING TO TALK TO YOU ABOUT CRITICAL PEDAGOGY. NOW, THE IRONY IS I'M A PRACTITIONER OF CRITICAL PEDAGOGY. BUT THE IRONY IS, I'M NOT GOING TO BE ABLE TO PRACTICE CRITICAL PEDAGOGY. BECAUSE THIS FORMAT -- [ LAUGHTER ] -- IS LECTURE, AND CRITICAL PEDAGOGY IS ABOUT DIALOGUE. SO IT'S A LITTLE UNNERVING FOR ME TO TALK ABOUT THIS.

>>: I GOT YOU, MAN! JULIO CAMMAROTA: OKAY! [ LAUGHTER ] AS I SAID I'M A PROFESSOR AT IOWA STATE UNIVERSITY. BEFORE THAT I WAS A PROFESSOR AT THE UNIVERSITY OF ARIZONA. AND I WAS WORKING WITH A GROUP OF PEOPLE THERE INCLUDING SEAN ARCE, SPEAKING LATER, WORKING TO IMPLEMENT ETHNIC STUDIES IN TUCSON UNIFIED SCHOOL DISTRICT. THE ONE THING WE KNOW ABOUT, THERE ARE MANY THINGS WE KNOW ABOUT ETHNIC STUDIES IN ARIZONA, ONE THING WE KNOW IS IT HAS BEEN BANNED; RIGHT? THE BAN, THE GOVERNOR SIGNED THE BAN IN 2010. PRIOR TO THE BAN, THERE WAS HEARINGS, PUBLIC HEARINGS AT THE STATE LEGISLATURE AND STUDENTS WENT TO THE STATE LEGISLATURE TO TESTIFY IN FAVOR IN SUPPORT OF ETHNIC STUDIES.

TOTAL RECALL CAPTIONING, INC. WWW.YOURCAPTIONER.COM Page 14 SO ONE STUDENT, AN AFRICAN AMERICAN FEMALE STUDENT STOOD BEFORE A WHOLE PANEL OF WHITE MALE STATE LEGISLATURES. AND SHE SAID ETHNIC STUDIES HELPED HER TO SEE OPPRESSION. HOW SHE IS OPPRESSED. THE LEGISLATORS RAN WITH THAT, RAN WITH THAT STATEMENT, TWISTED THE WORDS ALL AROUND AND SAID WE WERE BRAINWASHING STUDENTS IN TO BELIEVING THAT THEY WERE OPPRESSED. [ LAUGHTER ] NO! BY PUTTING CRITICAL PEDAGOGY IN TO ETHNIC STUDIES, WE WERE HELPING STUDENTS TO UNDO THE BRAINWASHING THAT WOULD HELP THEM SEE OPPRESSION.

[ APPLAUSE ] . SO, CRITICAL PEDAGOGY LIFTS THE VEIL, RIGHT? THE VEIL THAT'S BEFORE US, THAT PREVENTS US FROM SEEING OPPRESSION. NOT ONLY DOES IT, IT HELPS US SEE THE NATURE OF OPPRESSION. BUT IT ALSO HELPS US TO GO DEEP, DOWN DEEP, BEYOND THE SURFACE WHERE THE OPPRESSIVE ACT HAPPENS AND SEE THE ROOT CAUSES OF OPPRESSION. NOW, THAT'S WHY I LIKE THIS SCENE FROM "THE MATRIX" I'M SURE MANY OF YOU HAVE SEEN THIS. BUT THIS IS THE BLUE PILL, RED PILL SCENE; RIGHT IN MORPHEUS GIVES HIM THE OPTION, YOU TAKE THE BLUES PILL, YOU WAKE UP, EVERYTHING'S NORMAL AND YOU BELIEVE WHATEVER YOU WANT -- WHATEVER YOU WANT TO BELIEVE. YOU TAKE THE RED PILL, I SHOW YOU WONDERLAND AND I'LL SHOW YOU HOW DEEP THE RABBIT HOLE GOES. I LOVE THAT TERM OF PHRASE BECAUSE THAT'S EXACTLY WHAT CRITICAL PEDAGOGY DOES. IT GOES BELOW THE SURFACE, DOWN DEEP TO WHERE THE ROOT CAUSES ARE. NOW, CRITICAL PEDAGOGY HELPS PEOPLE TO LEARN AND HELPS THEM LEARN IN A WAY TO LIBERATE THEM FROM OPPRESSION. TWO KINDS, FIRST, LOCATE THE ROOT CAUSES OF OPPRESSION AND SECOND IS TO TRANSFORM REALITY. YOU TRANS, THE TRANSFORMATION HAPPENS ON TWO LEVELS. THE SUBJECTIVE LEVEL, HOW YOU SEE THE WORLD, AND OBJECTIVE LEVEL,

TOTAL RECALL CAPTIONING, INC. WWW.YOURCAPTIONER.COM Page 15 THE WORLD THAT EXISTS AROUND. NOW, ONCE THAT TRANSFORMATION HAPPENS, REALITY NO LONGER APPEARS FIXED. YOU'RE ABLE TO CHANGE REALITY, YOU'RE ABLE TO SEE THE WORLD AND ITS POSSIBILITIES. NOW, CRITICAL PEDAGOGY AS I SAID COMES -- WELL, I DIDN'T SAY IT AT THE BEGINNING. BUT IT COMES FROM A LOT OF THE WORK OF PAULO FREIRE, THE BRAZILIAN PHILOSOPHER. AND IN PARTICULAR, HIS BOOK "PEDAGOGY OF THE OPPRESSED". RIGHT? SO IS HE, THE STANDARD WAY THAT WE LEARN WHERE WE'RE STANDING UPFRONT IN FRONT OF AN AUDIENCE AND YOU HAVE AN AUTHORITATIVE FIGURE JUST SPEAKING OUT THE AUDIENCE IS SITTING THERE PASSIVELY [ LAUGHTER ] NOT RESPONDING, NOT QUESTIONING, THAT'S OPPRESSIVE.

[ APPLAUSE ]

SO I AM OPPRESSING YOU RIGHT NOW. [ LAUGHTER ] RIGHT? SO, PAULO FREIRE CALLS THIS TYPE OF EDUCATION BANKING EDUCATION. AND HE NAMED IT AN ECONOMIC TERM FOR A REASON. BECAUSE HE WANTED US TO SEE AT THE ROOT CAUSE OF THAT IS CAPITALISM; RIGHT? CAPITALISM THRIVES ON HIERARCHY BANKING EDUCATION DELIVERS ON THAT. CAPITALISM THRIVES ON A FAILED DEMOCRACY. CAPITALISM, I MEAN, BANKING EDUCATION DELIVERS ON FAILED DEMOCRACY. IT'S THE MOST UNDEMOCRATIC WAY TO LEARN. CAPITALISM THRIVES ON A COMPLACENT POPULACE. AND BANKING EDUCATION DELIVERS ON THAT. SO. WHAT, WHAT YOU DO WITH A CRITICAL PEDAGOGY IS YOU LOCATE THE ROOT CAUSES OF OPPRESSION, RIGHT? I THINK I'VE PASSED, I'M SORRY. I'M SORRY, I PASSED MY SLIDE. OKAY. THE, WHAT HE SAID FOLLOWED, PAULO FREIRE SAID, INSTEAD OF DOING A BANKING EDUCATION, A DEMOCRATIC WAY OF DOING EDUCATION WOULD BE PROBLEM POSING. A PROBLEM POSING, YOU START OFF BY ALLOWING STUDENTS TO NAME THEIR OPPRESSION.

TOTAL RECALL CAPTIONING, INC. WWW.YOURCAPTIONER.COM Page 16 PUT THEIR OPPRESSION ON THE TABLE. WHETHER IT'S RACIAL TRACKING, WHETHER IT'S CULTURAL LANGUAGE DISCRIMINATION, WHETHER IT'S A EURO CENTRIC OR WHITE SUPREMIST CURRICULUM. FIND THAT OPPRESSION, FIND THE ROOT CAUSES, THE STRUCTURES LIKE RACISM, PATRIARCH, RIGHT? COLONIALISM. HAVE THEM NAME THAT, FIND THE ROOT CAUSE, AND THEN DEVELOP A QUESTION, POSE A QUESTION THAT ADDRESSES THE ROOT CAUSE. ONCE YOU HAVE THAT QUESTION, THEN YOU PLACE THAT QUESTION IN TO IT A CYCLE OF PRAXIS. YOU START OFF WITH REFLECTION, YOU REFLECTLE ON YOUR QUESTION, THEN -- REFLECT ON YOUR QUESTION, THEN YOU TAKE AN ACTION THAT ADDRESSES THE ROOT CAUSES OF OPPRESSION AND THEN YOU EVALUATE THAT ACTION AND THROUGH THAT EVALUATION IT THEN STRENGTHENS YOUR RESISTANCE AND STRENGTHENS YOUR REFLECTION. IT STRENGTHENS YOUR CRITICAL CONSCIOUSNESS. PRAXIS IS A MERGER, RIGHT? IT'S MERGER BETWEEN THEORY AND PRACTICE. ALSO A MERGER BETWEEN SUBJECTIVE REALITY AND OBJECTIVE REALITY. IT'S WHEN WHAT YOU SEE IS ACTUALLY WHAT IS HAPPENING. PRAXIS IS THE RED PILL, YOU TAKE THE RED PILL, AND YOU SEE WHAT'S ACTUALLY GOING ON. ASK WITH NEO, THE RED PILL WAS EXPLOITATION. WAS ABLE TO SEE HOW HE WAS EXPLOITED. NOW TRANSFORMATION, A REALITY HAPPENS AT TWO LEVELS. SUBJECTIVE THAT'S WHERE WE SEE THINGS, HOW WE SEE THINGS AND OBJECTIVE. OBJECTIVE REALITY. THERE MUST BE A SEQUENCE TO THIS. THERE MUST BE A SEQUENCE TO HOW THIS GOES. SUBJECTIVE REALITY, YOU MUST BE ABLE TO SEE CHANGE FIRST! BEFORE CHANGE ACTUALLY HAPPENS IN THE OBJECTIVE WORLD. YOU MUST BE ABLE TO SEE THE POSSIBILITY IN THE WORLD FIRST BEFORE THINGS CHANGE OUTSIDE. YOU MUST BE ABLE TO SEE THE WORLD DIFFERENTLY, RIGHT? THEN ONCE YOU SEE THAT WORLD DIFFERENTLY, THEN YOU ACT DIFFERENTLY IN THE WORLD, AND THEN THROUGH THAT ACTION CHANGE OCCURS. NOW, SOME PEOPLE ARE SAYING THAT THE REASON WHY WE ELECTED TRUMP WAS BECAUSE OF THE STATE OF EDUCATION. THE STANDARD FORM OF EDUCATION WHERE WE JUST LEARN TO BE PASSIVE, SUBMISSIVE, LACK

TOTAL RECALL CAPTIONING, INC. WWW.YOURCAPTIONER.COM Page 17 LACK A CRITICAL PERSPECTIVE, YEAH. I THINK THAT'S TRUE. I THINK THAT'S TRUE. THE STANDARD FORM OF EDUCATION TEACHES US TO BE SHEEP, TEACHES US NOT TO BE LEADERS BUT TO BE FOLLOWERS. THIS IS THE CASE, EVEN IF YOU WERE TEACHING ETHNIC STUDIES. OR YOU WERE TEACHING CULTURALLY RELEVANT CURRICULUM. IF YOU'RE BANKING, IF YOU ARE BANKING A CULTURALLY RELEVANT CURRICULUM, OR AN ETHNIC STUDIES CURRICULUM, YOU'RE GOING TO GET THE SAME OUTCOMES. YOU'RE GOING TO GET SILENT STUDENTS. STUDENTS THAT DON'T HAVE A VOICE, DON'T KNOW HOW TO PARTICIPATE IN THE DEMOCRATIC PROCESS. I BELIEVE THAT THE MOST IMPORTANT CONTRIBUTION THAT WE CAN MAKES AEDUCATORS IS TO HELP OUR STUDENTS NAME OPPRESSION. -- AS EDUCATORS IS TO HELP OUR STUDENTS NAME OPPRESSION. HELP OUR STUDENTS HAVE A VOICE. TO HELP OUR STUDENTS PARTICIPATE IN THEIR EDUCATION IN A DEMOCRATIC WAY AND TO HELP THEM IN TERMS OF THE CONSTRUCTION OF KNOWLEDGE. HAVE THEM CONSTRUCT KNOWLEDGE COLLECTIVELY WITH YOU AS AN EDUCATOR. IF WE DO ALL OF THAT, IN TERMS OF OUR PEDAGOGY, STUDENTS WILL RISE UP AGAINST THIS FASCISM THAT EXISTS RIGHT NOW AND BRING ABOUT A TRUE DEMOCRACY. THANK YOU VERY MUCH.

[ APPLAUSE ] . >>: THANK YOU FOR THAT INSIGHTFUL MEDITATION, I WILL TAKE THAT RED PILL. [ LAUGHTER ]. MY NAME IS, GOOD MORNING, MY NAME IS NATE NOVADO AND I'M A PROFESSOR, EDUCATOR OF THE COUNSELING FACULTY HERE AT SKYLINE COLLEGE. ALSO THE COORDINATOR OF THE CENTER FOR INNOVATIVE PRACTICES TO HIP-HOP EDUCATION AND RESEARCH ALSO KNOWN AS THE CIPHER. OUR NEXT SPEAKER ROUNDING OUT THIS MORNING'S SET OF EQUITY TALKS IS JOINING US FROM TEXAS. DR. SEPEHR VAKIL WAS ANOINTED AS THE FIRST ASSOCIATE DIRECTOR OF EQUITY AND INCLUSION IN

TOTAL RECALL CAPTIONING, INC. WWW.YOURCAPTIONER.COM Page 18 THE CENTER FOR S.T.E.M. EDUCATION AT THE UNIVERSITY OF TEXAS AT AUSTIN WHERE HE COORDINATES THE EFFORTS TO INCREASE EQUITY IN ACCESS, AND OUTCOMES HIS S.T.E.M. EDUCATION FOR TEXAS STUDENTS. DR. VAKIL IS ALSO A PROFESSOR OF S.T.E.M. EDUCATION. HIS RESEARCH REVOLVES AROUND THE INTERSECTION OF EQUITY AND THE TEACHING AND LEARNING OF S.T.E.M., PARTICULARLY IN COMPUTER SCIENCE TECHNOLOGY. THIS FOCUS HAS LED TO DR. VAKIL TO CONDUCT PARTICIPATORY DESIGNED RESEARCH. PROJECTS IN SEVERAL CONTEXTS, THESE EFFORTS INCLUDE FOUNDING AND DIRECTING THE OAKLAND SCIENCE AND MATHEMATICS OUTREACH PROGRAM, AN AFTER SCHOOL PROGRAM SERVING YOUTH OF COLOR IN THE CITY OF OAKLAND. DR. VAKIL HAS ALSO EXPERIENCED TEACHING AND CONDUCTED RESEARCH WITHIN PUBLIC SCHOOLS. DURING GRADUATE SCHOOL, HE CO-TAUGHT INTRODUCTORY COMPUTER SCIENCE PROGRAMS FOR THREE YEARS IN THE BERKELEY UNIFIED SCHOOL DISTRICTS. TODAY HE WILL DELIVER A TALK TITLED "POLITICAL IMAGINATIONS OF S.T.E.M. EDUCATION: MOVING BEYOND EQUITY, INCLUSION, AND DIVERSITY TOWARDS JUST FUTURES AND PATHWAYS". PLEASE JOIN ME IN WELCOMING DR. SEPEHR VAKIL.

[ APPLAUSE ] . DR. SEPEHR VAKIL: THANK YOU FOR THAT INTRODUCTION AND FOR PRONOUNCING MY NAME CORRECTLY, IT DOES SOUND PRETTY WEIRD TO BE SAID SEPEHR, COMING FROM TEXAS. I JUST MOVED OUT THERE. I'M A FIRST YEAR ASSISTANT PROFESSOR AT THE UNIVERSITY OF TEXAS AUSTIN, I'M TREMENDOUSLY HONORED TO BE HERE. I'VE ALREADY LEARNED A BUNCH FROM THE SPEAKERS WHO HAVE SPOKEN BEFORE ME, AND I'M GRATEFUL TO BE SPEAKING AT A PLACE WHERE ANGELA DAVIS IS SPEAKING LATER TODAY. AND PARTICULARLY, I WANT TO THANK MY BROTHER, JEREMIAH SIMS FOR CONTINUING TO WORK WITH ME AND CONTINUING TO BRING ME OUT HERE. I APPRECIATE THAT.

TOTAL RECALL CAPTIONING, INC. WWW.YOURCAPTIONER.COM Page 19 AS I SAID, I'M A FIRST YEAR ASSISTANT PROFESSOR. I FINISHED MY PH. D JUST LAST SUMMER. AT UC BERKELEY. THANK YOU. [ APPLAUSE ] . SO, I ACTUALLY WANT TO START WITH JUST A QUICK STORY GOING BACK IT TO HOW I GOT IN TO GRAD SCHOOL AND WHAT I WAS THINKING ABOUT. SO I, AS MY INTRODUCTION STATED, I HAD THIS, DESIGNED A YOUTH PROGRAM CALLED OSLO, OPEN SCIENCE AND MATH OUTREACH PROGRAM IN COLLABORATION WITH A HIGH SCHOOL TEACHER AT OAKLAND TECH. AND TO BE QUITE HONEST, THE PROGRAM WAS SORT OF THE CENTER OF MY LIFE, GOING IN TO GRADUATE SCHOOL, BASED ON THE BOYS AND GIRLS CLUB. I CAME TO BERKELEY WITH THIS KIND OF IDEA THAT THE CAMPUS AND THE UNIVERSITY WOULD HAVE THE RESOURCES AND THE COMMITMENT TO HELP ME TRANSFORM THE PROGRAM AND MAKE IT A MODEL FOR AFTER SCHOOL S.T.E.M. EDUCATION ACROSS THE UNITED STATES; RIGHT? I KIND OF CAME IN WITH THAT LOFTY SET OF IDEAS. AND I ALSO CAME IN WITH SOME BIG QUESTIONS ABOUT S.T.E.M.

I WANTED TO ASK WHAT IS SCIENCE? WHO DEFINES IT? WHAT IS THE PURPOSE OF TECHNOLOGY? HOW DOES IT RELATE TO OUR SOCIAL CONTEXT? MY FIRST SEMESTER OF BERKELEY, I TOOK A CLASS CALLED URBAN EDUCATION. I QUICKLY FOUND OUT, PEOPLE WHO WERE DOING THEIR PH. D IN MATH, SCIENCE, AND EDUCATION DON'T USUALLY TAKE CLASSES IN URBAN EDUCATION. I LEARNED THROUGHOUT MY TIME AT BERKELEY THAT ACTUALLY THE COURSES I WAS INTERESTED IN, RACE AND RACISM CLASS AND CAPITALISM, CULTURE, ETHNICITY, ALL THESE BIG IDEAS, WASN'T PART OF THE EDUCATIONAL PLAN FOR A PH. D STUDENTS STUDYING THE KINDS OF THINGS I WAS STUDYING. INSTEAD THE FOCUS WAS ON COGNITION, METACOGNITION, TECHNOLOGY. THESE THINGS ARE REALLY IMPORTANT. BUT I WANTED TO KIND OF LOOK AT THE INTERSECTION. SO I HAD TO KIND OF GO OUT, THAT WAS TOO SOON. I HAD TO GO OUT AND KIND OF

TOTAL RECALL CAPTIONING, INC. WWW.YOURCAPTIONER.COM Page 20 CHART MY OWN I THINK I'M MISSING A SLIDE HERE. I HAD TO CHART MY OWN PATH; OKAY? AND I STARTED LOOKING FOR COMMUNITIES AND PEOPLE IN SPACES THAT REALLY HAD AT LEAST, HAD A LOW BAR. TWO BIG IDEAS IN COMMON WITH ME; RIGHT? WHAT'S GOING ON? SO, THE FIRST -- [ LAUGHTER ] THE FIRST THING IN COMMON THAT I WAS LOOKING FOR WAS JUST A RECOGNITION THAT THERE WERE DEEPLY UNEQUAL LEARNING OPPORTUNITIES FOR WORKING CLASS AND CHILDREN OF COLOR IN PUBLIC SCHOOLS. RIGHT, AND TO SIT WITH THAT FOR A MINUTE. AND THEN TO WANT TO DO SOMETHING ABOUT IT. AND SO, I, YOU KNOW, I LEFT CAMPUS, I STARTED EXPLORING WHAT WAS OUT THERE. I DID FIND COMMUNITIES AND SPACES THAT CARED ABOUT HOSE ISSUES. AND THEY WERE KIND OF LOOSELY ORGANIZED AROUND TOPICS OF EQUITY AND INCLUSION. WHAT'S IMPORTANT, THERE'S ALL KINDS OF DIFFERENCES BETWEEN THOSE TERMS AND THERE'S A HISTORY AND ALL THAT. BUT WHAT'S IMPORTANT IS THAT WHAT'S COMMON ACROSS THAT COMMUNITY IS SORT OF A RECOGNITION THAT THERE IS, THERE'S RACIAL DISPARITIES; RIGHT? AND ANOTHER THING TO KNOW ABOUT THIS COMMUNITY, IT'S A BIG COMMUNITY. THERE'S PEOPLE IN GRASSROOTS ORGANIZATIONS IN THE EDUCATIONAL SPHERE AND THE GOVERNMENT SPHERE, AND EVEN SOME RELIGIOUS ORGANIZATIONS ARE IN THE MIX, ALL SORT OF ORGANIZED AROUND THIS. I THINK GIVEN THE SCOPE AND SIZE OF THIS COMMUNITY, I THINK WE HAVE TO ASK AN IMPORTANT QUESTION: WHAT IS THE POLITICAL VISION OF THIS COMMUNITY? RIGHT, AND I THINK IF YOU TALK TO FOLKS, YOU'RE GOING TO GET A VARIATION, SOMETHING LIKE THIS. AND THERE'S MY SLIDE ACTING UP. INCREASING ACCESS TO S.T.E.M. FOR HISTORICALLY UNDERREPRESENTED GROUPS. I THINK THAT'S AN IMPORTANT VISION. IT'S ABOUT THAT VISION, THAT IS ABOUT ECONOMIC AND SOCIAL MOBILITY; RIGHT? IT'S ABOUT BREAKING DOWN BARRIERS, RIGHT? IT'S EVEN ABOUT CONFRONTING SEXISM AND RACISM IN SCHOOLS AND IN

TOTAL RECALL CAPTIONING, INC. WWW.YOURCAPTIONER.COM Page 21 WORKPLACES AND HIRING PRACTICES AND SO FORTH; RIGHT? HOWEVER, AND I'M GOING TO ARGUE TODAY, AND MAYBE SOME OF YOU WILL AGREE WITH ME, MAYBE SOME OF YOU WON'T, WE'RE AT THE EQUITY SUMMIT, WE HAVE TO ACTUALLY, CRITICALLY EXAMINE THE POLITICS OF THAT KIND OF VISION; RIGHT? AND WE HAVE TO REIMAGINE IT. AND THE REASON I SAY THAT, IS THE FOLLOWING: OFTEN, NOT ALWAYS, RIGHT, I DON'T WANT TO BE QUOTED OUT OF CONTEXT. NOT ALWAYS, BUT OFTEN THAT PARTICULAR GOAL IS PART OF A MUCH LARGER GOAL OF U.S. ECONOMIC AND MILITARY DOMINATION. NOW, BEFORE WE GO THERE, OKAY. WE KIND OF WENT THERE. BEFORE WE GO THERE, I RECOGNIZE THAT STATING THAT RAISES TWO OTHER KINDS OF QUESTIONS, SOME FOLKS, I DON'T IMAGINE THERE'S TOO MANY PEOPLE HERE WHO FALL IN TO THIS CATEGORY, SOME FOLKS MIGHT SAY, SO WHAT? RIGHT? THAT'S THE POINT, WE'RE IN THE UNITED STATES, EDUCATION SHOULD SERVE THE GLOBAL ECONOMIC PATHS OF THE U.S. I'M NOT SURE HOW MUCH I'M GOING TO ADDRESS THAT PARTICULAR CONCERN. BUT A SECOND, THE SECOND QUESTION THAT I THINK IS RAISED, THAT I DO WANT TO ADDRESS IS THIS IS LIKE THE BIG CLAIM I'M MAKING, RIGHT? THE POLITICS OF EQUITY AND INCLUSION IN S.T.E.M. IS ACTUALLY IN MANY PLACES, NOT ALWAYS, ALIGNED WITH LARGER GOALS OF U.S. ECONOMIC AND MILITARY SUPREMACY; RIGHT? SO IF THAT'S THE CASE, HOW HAVE WE COLLECTIVELY MISSED THE MEMO? HOW IS THAT POSSIBLE? I THINK THAT'S POSSIBLE BECAUSE THERE'S A FUNDAMENTAL MYTH THAT WE BUY IN TO. I WANT TO GO BACK FOR A SECOND AND AUTOMATIC ABOUT GRAD SCHOOL. I WAS ANTIBIOTICING CLASSES, NOT -- TAKING CLASSES, NOT SATISFIED WITH WHAT I WAS GETTING, AS YOU KNOW, OAKLAND AND BERKELEY, A RICH COMMUNITY SPACE. A LOT OF REALLY CRITICAL EDUCATIONAL WORK HAPPENING ON ALL LEVELS. AND SO I FOUND MANY OF MY CURRENT FRIENDS AND COLLEAGUES IN THOSE ORGANIZATIONS, AND LEARNED MUCH. I WAS SPEAK WITH A NEW FRIEND I MADE AND DESCRIBING THE PHILOSOPHY BEHIND THE YOUTH RAM, OSLO I

TOTAL RECALL CAPTIONING, INC. WWW.YOURCAPTIONER.COM Page 22 SPOKE ABOUT. I WAS TELLING MY FRIEND, IT'S NOT ABOUT DECONTEXTUALIZED MATH AND SCIENCE. THE GOAL OF THE PROGRAM WAS TO TAKE THE LEARNING AND CONNECT IT TO THE COMMUNITY CONCERNS. CONNECT IT TO ISSUES OF SOCIAL JUSTICE. I TALKED OF AN EXAMPLE OF A YOUNG AFRICAN AMERICAN WOMAN WHO DESIGNED AN APP PROGRAMMED AN APP THAT HAD A DATABASE THAT WAS SEARCHABLE, ALL THE POSITIVE YOUTH DEVELOPMENT RESOURCES IN THE COMMUNITY AS AN EXAMPLE. THE PERSON I WAS SPEAKING TO SORT OF NODDED AND SAID WOW, OKAY. I SEIZE, SO YOU'RE SORT OF POLITICIZING S.T.E.M. EDUCATION. AND I KIND OF STOPPED AND NEVER HAD THOUGHT ABOUT IT QUITE LIKE THAT. AM I POLITICIZING S.T.E.M. EDUCATION? AND I THINK THE ANSWER WE ALL KNOW IS YES, AND NO. RIGHT? I THINK ACTUALLY, THAT GOES BACK TO THE MYTH THAT WE HAVE ALL COLLECTIVELY BOUGHT IN TO THE NEUTRALITY AND OBJECTIVITY OF STEM DISCIPLINES. I THINK THAT'S PART OF THE REASON WHY WE'RE NOT CONNECTING THE DOTS; RIGHT? SO THERE'S ACTUALLY MANY WAYS TO GET IN TO TALKING ABOUT HOW S.T.E.M. HAS POLITICS; RIGHT? WE COULD TALK ABOUT AS WE'VE BEEN DOING ALL MORNING ABOUT TRUMP AND HOW SOON HE AS HE GOT ELECTED, WHAT STOCKS WENT UP, COMPANIES THAT MAKE WEAPONS. THE ROLE OF SURVEILLANCE TECHNOLOGIES IN MONITORING COMMUNITIES IN PEOPLE OF COLOR IN THE UNITED STATES. HISTORICALLY UNDER THE PRESIDENT. FOR ME I CAN MAKE A PERSONAL RECOLLECTION. SORRY FOR THE LOW RESOLUTION, THIS WAS TAKEN ON FEBRUARY 20, 1988 BY AN IRANIAN PHOTO JOURNALIST BY THE NAME OF KAVERI. THIS IMAGE IS AFTER AN IRAQI STRIKE ON IRAN, DURING THE IRANI, THE EIGHT YEAR LONG IRAQI WAR, THAT BY THE WAY WAS FUNDED AND SUPPORTED BY THE REAGAN ADMINISTRATION. SO TWO THINGS ARE SIGNIFICANT ABOUT THIS PARTICULAR IMAGE, FOR ME PERSONALLY. ONE IS THAT THIS IS A RESIDENTIAL AREA, AND TWO, THAT THIS IS IN THE CITY, THE CAPITAL CITY OF IRAN TEHRAN WHERE I WAS BORN AND SPENT THE FIRST THREE YEARS OF MY LIFE. THIS IS PROBABLY JUST MILES AWAY FROM THE PREVIOUS PICTURE. AND SO AS AN IRANIAN AS

TOTAL RECALL CAPTIONING, INC. WWW.YOURCAPTIONER.COM Page 23 MOST PEOPLE FROM THE MIDDLE EAST AND PEOPLE WHO FOLLOW POLITICS OF U.S. FORMED POLICY KNOW, I ALWAYS KNEW THAT THE U.S. HAD A BIG ROLE IN SUPPORTING IRAQ AND USING CHEMICAL WEAPONS AGAINST IRANIAN CIVILIANS, RIGHT IN. BUT, OF COURSE IT WAS PROVEN THROUGH JUST A FEW YEARS AGO THROUGH CIA FILES. WHAT I DIDN'T KNOW WAS EXACTLY HOW THE U.S. WAS SUPPORTING IRAQI MILITARY. THE MAIN FORM OF SUPPORT THEY PROVIDED WAS THROUGH SATELLITE TECHNOLOGY. AND THERE'S A WHOLE INTERESTING HISTORY, I'M NOT GOING TO GET IN TO ABOUT SATELLITE TECHNOLOGY THAT GOES BACK TO THE RUSSIANS LAUNCHING SPUTNIK AND THE COLD WAR. WE COULD ALSO TALK ABOUT SATELLITE TECHNOLOGY, AND VARIOUS SCIENCE-Y AND TECHNICAL WAYS, TALKING ABOUT THE ELECTROMAGNETIC SPECTRUM AND REMOTE SENSING, AND I DID STUDY ENGINEERING AT UCLA. FROM AN UNDERGRAD. I GO THERE TOO. AND SO I THINK, IT DOESN'T TAKE A LOT OF IMAGINATION TO UNDERSTAND THAT THE TECHNOLOGY OF SATELLITE TECHNOLOGY IS ACTUALLY DEEPLY CONNECTED TO MATH, MATHEMATICS, COMPUTER SCIENCE, ENGINEERING; RIGHT? SO, OOPS! TOO QUICK. [ LAUGHTER ]. AND I'M ABOUT TO SAY IT, I'M NOT THE FIRST ONE TO TALK ABOUT POLITICS AND S.T.E.M. RIGHT? SO EVEN THOUGH IT'S NOT TALKED ABOUT, EVEN THOUGH IT'S NOT A MYTH IN OUR LARGER CONVERSATION, THERE IS A PRECEDENT FOR TALKING ABOUT POLITICS AND S.T.E.M. RIGHT, AND SO MANY OF YOU KNOW WHO THIS IS, WHAT YOU MIGHT NOT KNOW IS ALBERT EINSTEIN, OUTSIDE OF HIS BRILLIANT SCIENTIFIC MIND WAS VERY SOCIALLY AND POLITICALLY ENGAGED. IN PARTICULAR HE WAS ENGAGED IN THE CONVERSATION ABOUT THE FUNDAMENTAL PURPOSE AND ROLE OF SCIENCE IN SOCIETY. AND I ALSO WANT TO SAY THAT WE DON'T HAVE TO GO ALL THE WAY TO THE MIDDLE EAST OR EUROPE TO DISCOVER HOW POLITICS AND S.T.E.M. ARE DEEPLY INTERCONNECTED.

TOTAL RECALL CAPTIONING, INC. WWW.YOURCAPTIONER.COM Page 24 WE CAN TALK ABOUT THE ROLE HERE, THE ROLE THE SILICON VALLEY PLAYS IN WITH POLICING APARTMENTS TO MONITOR COMMUNITIES. WE CAN TALK ABOUT THE POTENTIAL ROLE, VERY CONCERNING ABOUT TECHNOLOGY COMPANIES HELPING BUILD THE MUSLIM REGISTRY THAT TRUMP HAS TALKED ABOUT; RIGHT? WE CAN ALSO TALK ABOUT THE ROLE OF COMPANIES LIKE EXXON MOBILE AND THE WAY THEY COVERED UP DECADES OF RESEARCH ON CLIMATE CHANGE. SO, IT'S VERY APPARENT TO DO DIGGING THAT SCIENCE AND POLITICS AND S.T.E.M. ARE DEEPLY RELATED. SO THE EDUCATORS HERE MIGHT SAY HOW DOES THAT RELATE TO WHAT WE DO? HOW DOES THAT RELATE TO EDUCATION? OKAY, I THINK THAT'S A FAIR QUESTION. AND JUST, AND I THINK ACTUALLY, NOT ONLY IS IT A FAIR QUESTION, IT'S A QUESTION THAT WE SHOULD ACTUALLY BE ASKING. THAT'S EXACTLY THE RIGHT QUESTION. IF WE KIND OF LOOK TO A DIFFERENT DOMAIN, RIGHT WE LOOK AT THE WORK OF FOLKS LIKE ANGELA DAVIS WHO HELPED US TO UNDERSTAND THE ROLE OF THE [ INDISCERNIBLE ] INCARCERATION, THERE'S BEEN A POLITICAL SCHOLARSHIP WITH THE SCHOOLS AND PRISON INDUSTRIAL COMPLEX, PEOPLE HAVE DONE THAT MATH AND COME UP WITH IDEAS LIKE THE SCHOOL TO PRISON PIPELINE. BUT WE HAVEN'T BEEN ASKING THE QUESTIONS OR THE RELATIONSHIP BETWEEN S.T.E.M. EDUCATION AND LARGER POLITICAL CONTEXT LIKE THE MILITARY INDUSTRIAL COMPLEX. THIS HASN'T BEEN DONE, WE DON'T KNOW. AND EVEN THOUGH WE HAVEN'T BEEN DOING THE WORK IT DOESN'T MEAN THEY HAVEN'T BEEN DOING THE WORK, RIGHT? HERE'S A QUOTE BY LIEUTENANT GENERAL THOMAS BOSTICK BUT HE SPELLS OUT IN CLEAR TERMS THE WAY THEY SAY THE FUNCTION AND THE PURPOSE OF THE S.T.E.M. EDUCATION TO AID AND SUPPORT THE WORK THAT THEY DO. SO, I'VE BEEN WORKING WITH A COLLEAGUE OF MINE AND ACTUALLY, SEVERAL COLLEAGUES BUT IN PARTICULAR IN THIS PROJECT WITH MY COLLEAGUES [ INDISCERNIBLE ] FROM NORTHWESTERN AND PART OF THE WAY FORWARD WE ARGUE IS TO RECONCEPTUALIZE AND GET MORE BETTER

TOTAL RECALL CAPTIONING, INC. WWW.YOURCAPTIONER.COM Page 25 ABOUT IT, DIVERSITY AS DIVERSE S.T.E.M. WORKERS WE BEGIN TO TALK ABOUT DIVERSE KNOWLEDGE PRODUCERS AS TIED TO EXPANDING AND DEMOCRATIZING THE MEANING OF S.T.E.M. EDUCATION. AND I CAN SHARE THIS WORK WITH YOU IF YOU'RE INTERESTED; RIGHT? AND IT'S NOT ALL TALK, RIGHT? JUST TALKING ABOUT DIVERSITY ACTUALLY HAS REAL IMPLICATIONS. AND SO I'VE OUTLINED SEVERAL NEW WAYS, A DIFFERENT CONCEPTION CAN LEAD TO CONCRETE CHANGES AND HOW WE DO S.T.E.M. EDUCATION. I THINK WE CAN TALK ABOUT S.T.E.M. EDUCATION AS TIED TO DEMOCRATIC AND CIVIC FUNCTIONS. WE CAN TALK ABOUT S.T.E.M. EDUCATION AS TIED TO GLOBAL ENVIRONMENTAL IMPLICATIONS. AS TIED TO HUMANITARIAN POSSIBILITIES. AS TIED TO ACTIVISM AND SOCIAL JUSTICE. AS TIED TO HISTORY, INCLUDING BUT NOT LIMITED TO THE HISTORY OF EUROPE. AND S.T.E.M. FOR S.T.E.M.'S SAKE, THE JOY AND DISCOVERY OF S.T.E.M. DISCIPLINES. IF WE DO THAT WORK, THAT WORK IS ALREADY BEING DONE. WE DO THAT WORK AND COME BACK TO OUR FUNDAMENTAL QUESTIONS OF EQUITY, DIVERSITY AND INCLUSION, WE STILL HAVE, RIGHT, A POLITICAL VISION. AND IT STILL INCLUDES, COME ON, RIGHT, INCREASING ACCESS TO S.T.E.M. FOR HISTORICALLY UNDERREPRESENTED GROUPS. BUT THE DIFFERENCE IS IT'S GOING TO BE IN THE CONTEXT OF SOLIDARITY, AWARENESS, AND SOCIAL TRANSFORMATION. THAT IS POSSIBLE. I I THINK, WHAT I REALLY WANT TO HIGHLIGHT IS THAT THIS WORK IS ALREADY BEING DONE, IT'S NOT LIKE WE'RE IN A GARAGE INVENTING THIS NEW WAY TO DO S.T.E.M. EDUCATION. I THINK PART OF THE PROCESS OF IMAGINING A MORE RADICAL APPROACH TO S.T.E.M. IS TO ACKNOWLEDGE THE HISTORY AND PRECEDENT OF DOING S.T.E.M. WORK. I'M GOING TO HIGHLIGHT JUST A COUPLE OF EXAMPLES. ONE IS FROM, WE ALL KNOW THE LATE PASSING OF FIDEL CASTRO, THE MEDICAL PROGRAM IN CUBA IS A PROFOUND EXAMPLE. ORGANIZED AROUND SERVICE AND SOLIDARITY AND IT'S HIGH LIE RIGOROUS. WE CAN TALK ABOUT RIGHT HERE IN OUR BACKYARD, UCSF STANDING IN SOLIDARITY WITH

TOTAL RECALL CAPTIONING, INC. WWW.YOURCAPTIONER.COM Page 26 THE FOLKS AT STANDING ROCK, AND THINK ABOUT IT BEYOND SERVICE, RIGHT? WE CAN TALK ABOUT THE WAY THAT SCIENCE EDUCATION IS ACTUALLY WRAPPED UP IN QUESTIONS OF INDIGENOUS COMMUNITIES. IF YOU THINK OF THE WORK OF MEGAN VAIN, SHE ACTUALLY EXPLORES THE DIFFERENT APPROACHES TO SCIENCE KNOWLEDGE IN DIFFERENT COMMUNITIES. LOOK AT THE BLACK LIVES MATTER MOVEMENT WE ALL, EVERYONE HERE IS FAMILIAR WITH THE PROGRESS OF THAT MOVEMENT BUZZ NOT MANY PEOPLE KNOW THERE'S YOUTH ORGANIZATIONS ACTUALLY ORGANIZING AROUND TECHNOLOGY TO BE PART OF THAT MOVEMENT. AND AGAIN, SCHOLARSHIPS THERE DOCUMENTING THE RICH PROCESS OF PALESTINE AND EGYPT, TO BE A PART OF SOCIAL CHANGE. I I THINK I'M OUT OF TIME BUT IN MY OWN WORK, I TAKE UP THESE QUESTIONS IF THE CONTEXT OF COMPUTER SCIENCE AND ENGINEERING. I THINK, ONE THING I WANT TO SAY BEFORE I END THIS TALK IS THAT WE HAVE TO INCLUDE YOUNG PEOPLE IN THESE CONVERSATIONS. BECAUSE MYSELF AS AN ENGINEERING STUDENT IN UCLA IN 2001 RIGHT AFTER 9/11, RIGHT BEFORE THE WAR IN IRAQ, I WOULD'VE BEEN ALL OVER OPPORTUNITIES TO CONNECT MY LEARNING AND ENGINEERING CLASSES TO THE BIGGER POLITICAL AND SOCIAL CLASSES OF THE DAY. I'M GOING TO END WITH A QUOTE FROM ONE OF THE STUDENTS IN MY DISSERTATION WHO'S A YOUNG LATINA 10TH GRADE STUDENT BUT A STRONG FEMINIST AND POLITICAL IDENTITY BUT ALSO INTERESTED IN COMPUTER SCIENCE AND TRYING TO RECONCILE THOSE TWO DIFFERENT ASPECTS OF HER IDENTITY AND THROUGH THE PROJECT THAT WE DID, SAID THE FOLLOWING: I'M AT THE AGE WHERE THE QUESTION WHAT DO YOU WANT TO BE IS BECOMING MORE RELEVANT. I'VE ALWAYS BEEN SCARED THAT SOMEDAY I'M GOING TO SELL OUT AND DO SOMETHING THAT I HATE. I FEEL LIKE I EVEN THOUGHT OF COMPUTER SCIENCE LIKE THAT, LIKE BEING PART OF A HUGE UNFEELING, OPPRESSIVE CORPORATION THAT MAKES YOU MONEY BUT NEVER DOES SOMETHING GOOD. I NEVER ACTUALLY THOUGHT A COMPUTER SCIENCE OF DOING SOMETHING LIKE THIS. SO WE HAVE TO REALLY TAKE SERIOUSLY THE

TOTAL RECALL CAPTIONING, INC. WWW.YOURCAPTIONER.COM Page 27 WORK OF REIMAGINING, CRITIQUING THE CURRENT POLITICS AND THINKING OF SOMETHING RADICALLY DIFFERENT. THANK YOU.

[ APPLAUSE ] . LASANA HOTEP: LET'S GIVE ANOTHER ROUND OF APPLAUSE TO OUR FIRST THREE EQUITY SPEAKERS. I HAVE A FEW ANNOUNCEMENTS TO MAKE, THEY SET THE TONE. COUPLE ANNOUNCEMENTS THEY HAVE TO MAKE. FIRST ONE, IF YOU SEE A PROGRAM WITH MY NAME ON IT OR WITH MY OFFICE, IT WILL START ON TIME. MY, STUDENTS T FACULTY, STAFF, ANYBODY WHO EVER WORKED WITH ME OVER THE PAST 25 YEARS, RIGHT, DR. WHITAKER HOW LONG HAVE YOU KNOWN ME, 20 YEARS, 10, YEAH. HAVE I STARTED A PROGRAM LATE EVER? EVER. IN MY LIFE. OKAY. IT WILL START ON TIME. AND THERE'S A PERSON WHO KNOWS ME 20 YEARS. THIS EVENT IS BEING LIVE STREAMED, OKAY? SO PEOPLE WHO ARE WATCHING LIVE FOR THOSE NOT HERE, I JUST WANT TO LET YOU KNOW WE HAVE A LOT OF VIEWERS PARTICIPATING. THERE IS A HASHTAG ASSOCIATED WITH THIS EVENT, IF YOU'RE ON ANY SOCIAL MEDIA #SKYEQUITYSUMMIT AND YOU CAN ALSO SEE IT OUTSIDE ON THE STEP IN TURN WHEN YOU TAKE YOUR BREAK OR LUNCH WHAT HAVE YOU, I ENCOURAGE YOU ALL TO GET YOUR PHONES OUT, TAKE SOME PICTURES AND HASHTAG AN ALL YOUR VARIOUS SOCIAL MEDIA PLATFORMS. WE HAVE LUNCH THAT WILL BE PROVIDED, IT WON'T COST YOU ANYTHING, IT'S WITHIN YOUR BUDGET. IT'S FREE. LUNCH, WHEN WE GET TO THAT PORTION OF THE PROGRAM, I WILL COME UP AND I WILL RELEASE YOU AND GIVE YOU INSTRUCTIONS ON HOW WE'RE GOING TO DEAL WITH LUNCH. ALMOST EVERY ACTIVITY IS GOING TO HAPPEN IN THIS BUILDING EXCEPT FOR LUNCH. BUT THERE'S A VARIATION ON THAT. SO PLEASE WAIT FOR INSTRUCTIONS AFTER OUR PLENARY. WHAT'S GOING TO HAPPEN NEXT,[] WE WILL TAKE A SHORT BREAK, WE WILL RETURN TO THIS BUILDING, TO THIS ROOM AT EXACTLY,

TOTAL RECALL CAPTIONING, INC. WWW.YOURCAPTIONER.COM Page 28 WELL, WE'RE GOING TO START AT 10:30. I DON'T KNOW WHEN YOU'RE GOING TO RETURN, BUT WE'RE GOING TO START AT 10:30 AND IT'S GOING TO BE FACILITATED PLENARY SESSION. BUT JUST TO PROVIDE CONTEXT, JULIO IS ABSOLUTELY RIGHT. THIS IS VERY BANKING LECTURE STYLE. BUT THERE'S A METHOD TO THE MADNESS, I'LL EXPLAIN IN MY CLOSING REMARKS.

BUT DURING THE PLENARY YOU GET MORE ENGAGEMENT IF THAT PARTICULAR SESSION. SO WE'LL BE STARTING AT 10:30, ENJOY YOUR BREAK TIME. [ MUSIC ] [ BREAK UNTIL 10:30 ].

>>: ALL RIGHT, SO WE'RE GOING TO START IN ONE MINUTE. SO PLEASE, GRAB A SEAT. THANK YOU. >>: SO I JUST WANT TO THE SAY WELCOME BACK TO EVERYONE. ALL RIGHT. SO WE'RE GOING TO GET IN TO OUR EQUITY PLENARY CONVERSATION, OUR FIRST EQUITY PLENARY. I I'M REALLY ENCOURAGED TO SEE ALL THE CONVERSATIONS GOING ON. I KNOW THAT AS PEOPLE IN THIS WORK, A LOT OF TIMES, YOU FEEL ISOLATED, YOU FEEL LIKE THE WORK THAT YOU'RE DOING IS INSULAR, WITHIN THE INSTITUTIONS, SO I'M HAPPY THAT PEOPLE CAN COMMISERATE TOGETHER HERE, HIGH FIVE, RECHARGE AND BE REJUVENATED FOR THE WORK THAT LIES AHEAD. SO, WHAT I'M GOING TO DO NOW IS INTRODUCE THE PLENARY PANELISTS. AND I COULDN'T COMMIT THAT TO MEMORY. SO I'M GOING TO READ IT FROM THIS PAGE. ALONG WITH THIS, GREETINGS ALL, THANK YOU FOR COMING BACK PROMPTLY. [ LAUGHTER ] SO WE KNOW, A LOT OF TIMES IT'S LIKE, ORGANIZING CATS, WITH CERTAIN GROUPS OF PEOPLE, I'M NOT GOING TO SAY WHO THOSE GROUPS ARE. I'M A PROUD MEMBER OF SEVERAL OF THOSE GROUPS. BUT WE HAVE A TERM FOR THAT. I THINK YOU GUYS KNOW WHAT THAT IS. THANK YOU FOR COMING BACK, SOMEWHAT PROMPTLY SO WE COULD CONTINUE WITH THE EQUITY SUMMIT. MY NAME IS JEREMIAH SIMS. I'M THE

TOTAL RECALL CAPTIONING, INC. WWW.YOURCAPTIONER.COM Page 29 DIRECTOR OF EQUITY AT THE COLLEGE OF SAN MATEO, OUR SISTER COLLEGE TO SKYLINE. I'M HONORED TO HAVE BEEN INVITED TO FACILITATE OUR FIRST PLENARY SESSION. THIS MORNING'S TOPIC, THE VALUE OF RACE IN EQUITY IN EDUCATION. WE'LL ADDRESS HOW TO CRITICALLY APPROACH ISSUES OF RACE AND IDENTITY IN ORDER TO SUPPORT THE MOST MARGINALIZED STUDENTS WITHIN OUR RESPECTIVE CAMPUS COMMUNITIES. WE'RE FORTUNATE TO BE JOINED BY EDUCATORS EXPERTS IN THE FIELD AND HEAR ABOUT HOW THEY APPROACH THE DAILY DEMANDS AND CHALLENGES OF WORKING WITHIN THE INSTITUTION. SO, FIRST, I WILL INTRODUCE ALL THE PANELISTS AND THEN EACH PANELIST WILL HAVE SEVEN TO 10 MINUTES TO EXPOUND ON THE TOPIC. ALL RIGHT. SO LIKE, DR. CAMMAROTA WHO SPOKE EARLIER, I'M A FLEDGELING PEGAGOG. LASANA IS A PEDAGOG AS WELL, TIME IS RELATIVE TO ME, ABSOLUTE TO HIM. SO WE'LL STICK CLOSELY TO THE SEVEN TO 10 MINUTES TO EXPOUND ON THE TOPIC. AFTER EACH PANELIST HAS SPOKEN, I'LL ASK A COUPLE QUESTIONS AND THEN TAKE A COUPLE QUESTIONS FROM THE AUDIENCE. YOU WILL HAVE CARDS, YOU WILL WRITE DOWN QUESTIONS. SOME PEOPLE WILL COME FROM THE TOP TO COLLECT QUESTIONS. OBVIOUSLY, THESE ARE NOT THESIS-PROMPT TYPE QUESTIONS, YOU WON'T HAVE TIME TO WRITE SOMETHING LIKE THAT. I KNOW SOME OF YOU WANT TO, BUT YOU WON'T BE ABLE TO IN THIS SPACE. OUR FIRST PANELIST JOINING US IS DR. FLORA LU, THE PROFESSOR OF ENVIRONMENTAL STUDIES AND THE PROVOST OF COLLEGES NINE AND 10 IN UC SANTA CRUZ. LET'S GIVE HER A ROUND OF APPLAUSE. [ APPLAUSE ] AND OUR SECOND, DR. MARCO CERVANTES FROM TEXAS, BIOCULTURAL AND BILINGUAL STUDIES AND MEXICO AMERICAN STUDIES AT THE UNIVERSITY OF TEXAS OF SAN ANTONIO. [ APPLAUSE ] AND OUR THIRST PANELIST, DR. SARA RODRIGUEZ IS JOINING US FROM IOWA, SHE'S AN ASSISTANT PROFESSOR OF COMMUNITY COLLEGE LEADERSHIP HIGHER EDUCATION AT IOWA STATE.

TOTAL RECALL CAPTIONING, INC. WWW.YOURCAPTIONER.COM Page 30 [ APPLAUSE ]

ALL RIGHT. SO, DR. LU IS GOING TO LEAD US OFF. DR. FLORA LU: GREAT, THANK YOU, IT'S A DELIGHT TO BE WITH YOU, I THANK THE THREE SPEAKERS GONE ON BEFORE, I THANK THE ORGANIZERS FOR THE OPPORTUNITY TO BE HERE WITH YOU. AS JEREMIAH MENTIONED, I'M A FACULTY MEMBER AS WELL AS AN ADMINISTRATOR. I'M FACULTY IN ENVIRONMENTAL STUDIES AND ALSO THE PROVOST OF TWO COLLEGES AT UC SANTA CRUZ, COLLEGE NINE AND COLLEGE 10, SISTER COLLEGES. SOME OF YOU MIGHT BE FAMILIAR WITH THE STRUCTURE OF UC SANTA CRUZ, BASED ON AN OXFORD MODEL, 10 COLLEGES AND ALL ARE UNDERGRADS AFFILIATE WITH VIBRANT LIVING LEARNING COMMUNITIES. THEY COME IN AND WE THINK OF THE COLLEGE SYSTEM AS A LANDING PAD AND A LAUNCHING PAD. SO STUDENTS COME AS UNDERGRADS AND AFFILIATE AND LIVE THERE AND GET ACCLIMATED IN TO COLLEGE LIFE AND THEN THEY ARE REALLY LAUNCHED IN THEIR MAJORS AND ENGAGEMENT WITH THE UNIVERSITY FROM OUR COLLEGES. SO AT COLLEGE NINE, OUR THEME IS INTERNATIONAL GLOBAL PERSPECTIVES. AND IN COLLEGE 10, THE THEME IS SOCIAL JUSTICE AND COMMUNITY. SO BOTH THESE THEMES AS YOU CAN IMAGINE ARE REALLY INTERRELATED. EACH COLLEGE HAS ABOUT 1,700 STUDENTS, AND THEY ARE BOLSTERED IN THEIR SUPPORT AS UNDERGRADS THROUGH A VARIETY OF DIFFERENT UNITS THAT I OVERSEE AS PROVOST. SO WE HAVE OUR ADVISING UNIT, RESIDENTIAL LIFE, SERVICE LEARNING, ACTIVITIES OFFICE AND SOMETHING CALLED THE CO CURRICULAR LEARNING UNIT. I DON'T WANT TO GO IN THE DETAILS BUT WHAT I WANT TO SHARE WITH YOU TODAY, SOME OF THE LESSONS THAT I'VE GLEANED AS AN ACADEMIC, AS A PROFESSOR WORKING NOW MUCH MORE IN THIS ADMINISTRATIVE ROLE. WHAT I HOPE ARE PERHAPS SOME BEST PRACTICES AND I'M HAPPY TO ANSWER QUESTIONS ABOUT ANY OF THOSE THINGS AND MAYBE A BIT OF

TOTAL RECALL CAPTIONING, INC. WWW.YOURCAPTIONER.COM Page 31 WHAT I TRY TO DO IN THE CLASSROOM AFTER A DECADE AND A HALF OF BEING A PROFESSOR. SO WHEN WE THINK ABOUT THIS IDEA OF EQUITY AND IDENTITY, THE FIRST THING I WANTED TO POINT OUT IS THAT RACE IS A HUGE PART OF THAT. WHAT WE KNOW FROM OUR STUDENTS, REALLY THE INTERSECTIONAL IDENTITIES THAT THEY BRING TO THE UNIVERSITY. SO I MYSELF, I'M A GEN 1.5ER. I WASN'T BORN HERE, I EMIGRATED HERE, BORN IN TAIWAN. AND SO WE COME FROM THESE BACKGROUNDS IN TERMS OF OUR HISTORIES OF BEING IN THIS PLACE, YOU KNOW, OUR RAISED ETHNICITY, GENDER, SEXUAL ORIENTATION, OUR PHYSICAL ABILITIES, RELIGION, ALL THESE THINGS HAVE TO INFORM HOW WE ENGAGE OUR STUDENTS. AND SO WHEN WE THINK ABOUT IT AT UCSC, HOW DO WE SUPPORT THE WHOLE STUDENT AND HOW DO WE PROVIDE PROGRAMS THAT ARE REALLY STUDENT CENTERED. TO DO THAT I WANTED TO TALK ABOUT THREE DIFFERENT COMPONENTS OF THAT. TO HAVE AN EQUITABLE PRODUCTIVE AND ENGAGED COMMUNITY, ACADEMICALLY AND INTELLECTUALLY AT THE UNIVERSITY, ONE OF THE FIRST THINGS I THINK WE HAVE TO TALK ABOUT IS HOW DO WE RESPECT AND VALUE DIFFERENCE? AND THIS COMES WITH OUR STUDENTS IN THE COLLEGES, TO, WHEN THEY FIRST COME IN, WE WANT TO GIVE THEM THAT LANGUAGE. WE WANT TO BE ABLE TO HELP THEM TO BE ABLE TO FIND A LEXICON THROUGH WHICH THEY CAN COMMUNICATE AND NOT TALK PAST EACH OTHER. THAT HAPPENS THROUGH OUR CORE COURSE. IT'S A REQUIRED CLASS FOR ALL OUR ENTERING FIRST YEAR STUDENTS AND THEY LEARN ABOUT THE COMMUNITY, OUR THEMES. BUT THEY ALSO GET THE TOOLS TO TALK ABOUT THINGS LIKE PRIVILEGE, POWER, POSITIONALITY, SUBJECTIVITY, RIGHT. TO BE REALLY REFLEXIVE OF WHO THEY ARE AND HOW THEY ARE IN RELATION TO EACH OTHER. ONE THING WE'VE BEEN TRYING TO DO RECENTLY IS REALLY THINK ABOUT THAT AS A WAY OF GIVING THEM A LANGUAGE BUT ALSO HEARING FROM THEM. SO WHEN, ONE THING THAT, WHEN THE EARLIER SPEAKERS,

TOTAL RECALL CAPTIONING, INC. WWW.YOURCAPTIONER.COM Page 32 MELINA MENTIONED WAS EVERYONE HAS STORIES, AND MAYBE IT WAS MELINA, MAYBE IT WAS ONE OF THE OTHER INITIAL PEOPLE, BUT EVERYONE HAS STORIES AND WE WANT TO HEAR THOSE STORIES. SO AT COLLEGE NINE AND COLLEGE 10, WE'VE STARTED A NEW PROJECT, SAYING WE ARE COLLEGES NINE AND 10, A STORY ARCHIVE AND A STORY SLAM. WE GATHERED FROM ALL OUR STUDENTS, THEY COME IN AND IN THEIR FIRST QUARTER, ONE OR TWO, THEY'RE WRITING THEIR OWN PERSONAL NARRATIVE AND RECORDING IT, ARCHIVING IT, USING IT AS A SOURCE OF RESEARCH AND ALSO, A WAY TO OUTREACH TO PEOPLE. SO FOR INSTANCE, IF YOU'RE A STUDENT AND YOU'RE A MEMBER OF THE LGBT COMMUNITY, FIRST GEN STUDENT, YOU'RE A MUSLIM AND YOU WANT TO HEAR STORIES WRITTEN BY OTHER STUDENTS FROM VERY SIMILAR BACKGROUNDS, YOU'LL BE ABLE TO GO IN THE ARCHIVES AND LISTEN TO THEM. WE HAD OUR FIRST SLAM A FEW WEEKS AGO AND THOSE STUDENTS TALKED ABOUT WHAT IT MEANT TO COME OUT AS A MEMBER OF THE LGBT COMMUNITY, WHAT IT MEANT TO SURVIVE BULLYING, SEVERE BULLYING, FINDING OUT THAT THEY WERE ADOPTED, AND FINDING, YOU KNOW, THEIR PARENTS, ALL THESE STORIES OF RESILIENCE AND GRIT AND IDENTITY FORMATION. WHAT'S ALSO IMPORTANT FOR STUDENTS, TO HAVE THOSE SKILLS TO TALK TO EACH OTHER. AT COLLEGES NINE AND 10 WE HAVE A FLOOR THAT'S CALLED ROOMIES FIELD AND IT'S DEDICATED TO NONVIOLENT COMMUNICATION. AND STUDENTS LEARN ABOUT NVC AND THEY PRACTICE IT AS A MEMBER OF LIVING ON THAT FLOOR. AND WE ALSO HAVE SOMETHING CALLED THE MULTICULTURAL COMMUNITY WEEKEND WHERE STUDENTS CAN CHOOSE AND THEY APPLY TO HAVE A WEEKEND RETREAT TO, INTERACT IN A REALLY TIGHT KNIT GROUP TO TALK ABOUT THEIR STRUGGLES, THEIR IDENTITIES AND SO FORTH AS A WAY TO BOND AND GET TO MEET PEOPLE. SO THIS IDEA OF RESPECTING AND VALUING DIFFERENCE, I THINK IS A REALLY HUGE PART. THE SECOND PART I WANTED TO TALK ABOUT IS HOW DO YOU UNDERSTAND HOW SOCIAL SYSTEMS WORK? AND THE SPEAKERS BEFORE US REALLY TALKED ABOUT SOME OF THESE FUNDAMENTAL

TOTAL RECALL CAPTIONING, INC. WWW.YOURCAPTIONER.COM Page 33 PROCESSES, COLONIZATION AND OPPRESSION. AND SO, WE AS EDUCATORS, AS STAFF, AS FACULTY REALLY NEED TO SUPPORT STUDENTS TO BE ABLE TO HAVE THAT CONCEPTUALIZATION AND BE FORTIFIED IN THAT KNOWLEDGE. SO FOR EXAMPLE, WE HAD ONE OF OUR FACULTY MEMBERS GIVE A PRESENTATION ABOUT MICROAGGRESSIONS AT UCSC. SHE DID, AN APP THAT STUDENTS HAD ON THEIR PHONES AND WHEN THEY ENCOUNTERED A MICROAGGRESSION, THEY WOULD LOG IT AND COME BACK, WHAT WAS THAT, HOW DID IT MAKE YOU FEEL IT LEADS TO LEVELS OF STRESS AND PRESSURE THAT IS VERY SIGNIFICANT, WITH PEERS, FACULTY, ET CETERA TO BE ABLE TO THINK ABOUT WHAT'S HAPPENING HERE ON OUR CAMPUS. WE ALSO WANT STUDENTS TO UNDERSTAND THE COMPLEX CAUSES OF INEQUALITY AND OPPRESSION. ONE OF THE THINGS I WANT TO SAY AS A FACULTY MEMBER, WE'RE NOT THE EXPERTS AS FACULTY. WE MAY POSITION OURSELVES AS EXPERTS BUT OFTEN TIMES NOTIONS OF EXPERTISE ARE JUST PART OF THIS BANKING EDUCATION HIERARCHY THAT WE FIND. HOW DO WE BRING IN MEMBERS OF THE COMMUNITY? SO FOR EXAMPLE, SOME OF THE WORK THAT I DO IS IN ENVIRONMENTAL JUSTICE. I WANT TO BRING IN COMMUNITY ORGANIZERS FROM KETTLEMAN CITY, FROM PLACES LIKE NORTH RICHMOND TO COME AND TALK TO MY STUDENTS ABOUT STRUGGLES WITH POLLUTING INDUSTRIES AND LANDFILLS AND TOXIC WASTE. RIGHT, AND SO WE CAN DO THIS THROUGH PROGRAMS LIKE SERVICE LEARNING, EXPERIENTIAL LEARNING AND I'M HAPPY TO SAY A LITTLE MORE ABOUT THAT -- >>: ONE MORE MINUTE. DR. FLORA LU: OKAY. I WANT TO TALK ABOUT HOW STUDENTS, WE WANT TO BE REALLY STUDENT ORIENTED. SO STUDENTS ARE THE ONES WHO, WHO ARE TO THE CHANGE AGENTS OF FUTURE. ONE EXAMPLE OF WHAT WE DO, WE HAVE SOMETHING CALLED PRACTICAL ACTIVISM CONFERENCE. THEY DETERMINE THE WORKSHOP, THE SPOKEN WORK ARTIST, THE KEY WORD PERSON AND THE TOPICS ARE THINGS ON THEIR MIND. HOW TO SUPPORT UNDOCUMENTED STUDENTS, HOW THE DROUGHT

TOTAL RECALL CAPTIONING, INC. WWW.YOURCAPTIONER.COM Page 34 IN CALIFORNIA IS AFFECTING FARM WORKERS, HOW TO BRING IN HIP-HOP AS A FORM OF ARTISTIC EXPRESSION AND LIBERATION? AND THIS IS SOMETHING THAT OUR STAFF SUPPORT OUR STUDENTS TO DO BECAUSE THE STUDENTS THEMSELVES ARE THE ONES WHERE THAT LEARNING HAPPENS. THAT'S WHERE THEY COMMUNICATE THE IMPORTANCE OF TOLERANCE, OF INCLUSION, OF ACCEPTANCE. WE CAN MODEL THAT AS FACULTY, BUT THESE ARE NOT TOPIC CONVERSATIONS. SO IF WE THINK ABOUT LEARNING AS A FORMS OF EXPRESSION OF POWER, WE REALLY NEED TO TRUST OUR STUDENTS TO HAVE THAT POWER, TO BE ABLE TO GIVE THEM THE SKILLS AND MODEL IT BUT REALLY TURN THAT OVER AND SUPPORT THEM WITHIN THE STRUCTURES OF AN INSTITUTION. SO, I'LL STOP AT THAT. THANK YOU. >>: THANK YOU. [ APPLAUSE ] DR. MARCO CERVANTES: CHECK, CHECK, MY NAME IS MARCO CERVANTES, I'M AN ASSOCIATE PROFESSOR OF THE UNIVERSITY OF TEXAS, SAN ANTONIO, I'M A HIP-HOP ARTIST OF MEX STEP GRANDFATHER, MEXICAN CHICANO[] THIRD ROOT. MEXICAN AMERICAN STUDIES IN THE SOUTHWEST, I CO TEACH A BLACK LIVES MATTER MATTER CLASS AND ALSO A CLASS ON BLACK AND CHICANO CULTURAL OVERLAP. THAT'S WHERE A LOT OF MY FOCUS AND RESEARCH AND TEACHING IS ON, IS BLACK AND CHICANO HISTORY, THE BLACK PRESENCE IN MEXICO, LOOKING AT OUR FORMS SUCH AS SONHAROCHO, IF ANYBODY HAS LEARNED OF THE SONG LA BAMBA, IT'S BLACK ROOTED. WE HAVE A 60 TO 70%, BLACK INSTITUTION, THESE INCLUDE CHICANOS, MEXICAN AMERICANS AND ALSO HOW THE CRIMINAL JUSTICE SYSTEM HAS TARGETED BLACK AND BROWN FOLKS IN THE UNITED STATES. AND ONE OF THE WAYS, YOU KNOW, THAT WE LOOK AT SOME OF THE, YOU KNOW, THESE INSTANCES IS AGAIN, HOW EXPRESSION REFLECTS SOCIOPOLITICAL HISTORY WHICH IS, WHICH I THINK IS REALLY IMPORTANT FOR OUR STUDENTS YOU KNOW, MY PERSONAL EXPERIENCE, I TRIED OUT COLLEGE, IT DIDN'T WORK OUT FOR ME. I DIDN'T KNOW WHAT I WANTED TO MAJOR, DIDN'T UNDERSTAND THE DEPTH OF THE INSTITUTION.

TOTAL RECALL CAPTIONING, INC. WWW.YOURCAPTIONER.COM Page 35 I SEE A LOT OF THAT WITH MY STUDENTS HERE, A LOT OF COMMONALITIES, FIRST GEN STUDENTS, A LOT STRUGGLING WITH THE INSTITUTION, FINDING THEIR PLACE AND ALSO, YOU KNOW, FEELINGS OF INFERIORITY, INADEQUACY, CAN I DO THIS, CAN I FINISH? I SPENT QUITE A BIT OF TIME UNDERSTANDING WHERE MY STUDENTS CAME FROM, JUST THE STORIES THAT I GET, YOU KNOW, THEY JUST REALLY, YOU KNOW, THEY REALLY HIT MY EMOTION AND THEY ALSO AFFECT THE WAY THAT I TEACH MY CLASSES, YOU KNOW. WE LOOK AT THE LINK BETWEEN MUSIC, MUSIC IN HISTORY, PARTICULARLY BLACK AND CHICANO, FUNK AND HIP-HOP, LOOKING AT HOW THEY RELATE TO THE HISTORICAL CONTEXT. AND IN OUR CONVERSATIONS, YOU KNOW, TALK ABOUT AFRO LIMITIDAD, BACHATA, HIP-HOP, OF COURSE, AND REGGAETON. AND HOW THEY REFLECT COLONIZATION, HOW THEY SPEAK TO COLONIZATION, CONFRONT, RESIST COLONIZATION. HOW THESE MUSICAL FORMS SPEAK TO ANTIBLACK RACISM. ANTI-MEXICAN SENTIMENT AND ANTI-MEXICAN RACISM AND SEXISM. WE HAVE SYMPOSIUMS AS WELL, ALONG WITH THE COURSE I PUT ON THE SYMPOSIUM, ME AND OTHER FACULTY PUT ON THE SYMPOSIUM CALLED THE AFRO MEXTICAJE, WE HAVE HAD ACTIVISTS, SCHOLARS, VERY ACTIVE IN THE MOVEMENT, SHARING HIS HISTORY. ARCHIE BELL AND THE DRELLS AND SUNNY AND THE SUNLINERS WHO WORK TOGETHER, BLACK AND CHICANOS, MAKING MUSIC, PERFORMING TOGETHER, RECORDING TOGETHER, SHARING THEIR STORIES OF SOLIDARITY. ALSO TALKING ABOUT REFLECTIONS OF SEGREGATION, THINGS THEY HAD TO CONFRONT. I'M ALSO ENGAGED IN A MOCK SUMMER SCHOOL. IN TEXAS, WE CAN HAVE ETHNIC STUDIES COURSES IN OUR K-12 SOCIAL STUDIES PROGRAMS, SO THAT WAS JUST PASSED RECENTLY BUT WE'VE NOT HAD ENOUGH -- [ APPLAUSE ] AND I SAID, A LOT OF WORK FROM OUR STUDENTS, YOU KNOW, OUR STUDENTS GOING IN TO THE CAPITAL, PROTESTING, YOU KNOW. BUZZ A PROBLEM THAT WE'VE RUN IN TO IS LOCATING PEOPLE TO TEACH THESE

TOTAL RECALL CAPTIONING, INC. WWW.YOURCAPTIONER.COM Page 36 COURSES. NOW WE'RE OFFERING CERTIFICATION PROGRAMS TO TEACH MEXICAN AMERICAN STUDIES CLASSES. SO, YEAH, WITH MY PERFORMANCE, YOU KNOW, I'M A HIP-HOP ARTIST AS I SAID, I TELL MY STUDENTS THAT COME OUT AND SEE ME, I TALK ABOUT THE SAME STUFF I TALK ABOUT IN MY CLASSES, IN MY PERFORMANCES A MORE AMPLIFIED VERSION OF ME, I THINK BUT IT'S THE SAME THING AND I HOPE STUDENTS, YOU KNOW, STUDENTS, AUDIENCE MEMBERS, THEY WALK AWAY VALUING THE RICHES OF HISTORY, CULTURE, AND THEN ALSO TAKING SOME OF THIS INFORMATION AND ACTING OUT AS AGENTS OF SOCIAL CHANGE FOR SOCIAL JUSTICE. THANK YOU. [ APPLAUSE ]

DR. SARAH RODRIGUEZ: HI. MY NAME IS SARAH RODRIGUEZ. I'M AN ASSISTANT PROFESSOR AT IOWA STATE UNIVERSITY. HOW DID A LATINA GOT TO IOWA STATE UNIVERSITY, JULIO CAME WITH ME, WE'RE SO EXCITED WE CAME TOGETHER. YOU KNOW, IT'S FUNNY YOU HAVE ALL THESE NOTES AND YOU HAVE ALL THESE NOTES READY AND YOU THINK YOU KNOW WHAT YOU'RE GOING TO TALK ABOUT AND HOW IT'S GOING TO GO ABOUT, AND I DECIDED THAT'S NOT WHAT I WANT TO DO BECAUSE THAT'S NOT WORKING FOR ME. AND I THINK THAT THERE'S? OTHER THINGS THAT I NEED TO TALK ABOUT. SO IN TERMS OF MYSELF AS YOU CAN SEE I DO WORK THE CENTER UPON COMMUNITY COLLEGES, RACE, AND GENDER. AND SPECIFICALLY LOOKING AT EQUITY AND S.T.E.M.

AND SO, I WANT TO TALK A LITTLE BIT ABOUT WHY I THINK THAT COMMUNITY COLLEGES ARE REALLY THE ANSWER FOR ISSUES OF VALUING RACE AND EQUITY. AND, JUST SO WE CAN GET UP A LITTLE BIT, I'M CURIOUS TO KNOW HOW MANY PEOPLE IN THIS ROOM EITHER ATTENDANT A COMMUNITY COLLEGE NOW OR HAVE IN THE PAST OR GOT YOUR START WITH THE COMMUNITY COLLEGE? RAISE YOUR HAND. I'D LIKE YOU TO LOOK AROUND: TAKE A LOOK AROUND BECAUSE THAT'S AN HELL OF A LOT OF

TOTAL RECALL CAPTIONING, INC. WWW.YOURCAPTIONER.COM Page 37 PEOPLE. THE REASON I MAKE YOU DO THAT IS BECAUSE I STARTED AT A COMMUNITY COLLEGE. AND I REALLY BELIEVE IN THE MISSION OF COMMUNITY COLLEGES TO DO JUST THAT, TO VALUE RACE, TO VALUE EQUITY IN OUR HIGHER EDUCATION SYSTEM TO VALUE THE THINGS THAT FOUR YEAR INSTITUTIONS, PUBLIC, PRIVATE, WHATEVER SAY THEY WANT TO VALUE BUT THEY DON'T. I THINK IT'S DELIBERATE AND VERY TELLING THAT THIS SUMMIT IS GOING ON AT A COLLEGE THAT THE PEOPLE IN THE ROOM ARE IN COMMUNITY COLLEGE, I THINK THAT'S VERY TELLING TO THE VALUES THAT WE HAVE. MY COLLEAGUE HERE STARTED IN A COMMUNITY COLLEGE, I STARTED AT A COMMUNITY COLLEGE. THERE'S A REASON THAT THIS IS A PATHWAY FOR SUCCESS. SO, TO GIVE YOU A LITTLE BIT ABOUT MY BACKGROUND, I DID START AT A COMMUNITY COLLEGE, I GOT INVOLVED WITH WORKING AT A COMMUNITY COLLEGE, EVENTUALLY I WORKED WITH THE CENTER FOR COMMUNITY COLLEGE STUDENT ENGAGEMENT, CECCSE AND ALSO THE REASON I THINK THAT COMMUNITY COLLEGES CAN BE THAT PROMISE, FIRST OF ALL WE SEE THAT THERE ARE 10 MILLION STUDENTS ACROSS THE UNITED STATES THAT ARE CONCENTRATED IN COMMUNITY COLLEGES. 42% OF ALL STUDENTS THAT ATTEND UNDERGRADUATE WORK ARE IN COMMUNITY COLLEGES. SO LET THAT SET IN, THAT'S ALMOST HALF ARE IN COMMUNITY COLLEGE ALL AROUND THE NATION, BALANCING THEIR WORK AND RESPONSIBILITIES. RETOOLING FOR A BETTER TOMORROW, RETOOLING IN A WAY THAT IS GOOD FOR THEM. SO, THIS IS A REALLY BIG IS POPULATION. AND WITHIN THAT POPULATION, WE SEE THAT STUDENTS OF COLOR, ESPECIALLY LATINO STUDENTS ARE FLOCKING TO COMMUNITY COLLEGE TO START THEIR DEGREES. SO THIS IS REALLY A PATHWAY, ESPECIALLY FOR STUDENTS OF COLOR. YOU KNOW, YOU'VE GOT STUDENTS, STUDENTS OF COLOR THAT YOU HAVE RESPONSIBILITIES, YOU HAVE A LIFE. MAYBE IT DIDN'T GO WELL AT FIRST, IN THE BEGINNING. MAYBE IT WASN'T THERE. BUT COMMUNITY COLLEGES ARE REALLY THE OPPORTUNITY FOR YOU TO GET IN THAT PATHWAY, FOR YOU TO MAKE YOUR OWN PATHWAY. MAYBE

TOTAL RECALL CAPTIONING, INC. WWW.YOURCAPTIONER.COM Page 38 WE DON'T LIKE THE PATHWAYS SET BEFORE US BUT COMMUNITY COLLEGE IS A WAY THAT STUDENTS OF COLOR CAN REALLY BUILD THE PATHWAYS THAT THEY WANT TO HAVE. SO THE EQUITABLE OUTCOMES CAN FOLLOW. I THINK COMMUNITY COLLEGES ALSO, WE WERE JUST TALKING ABOUT S.T.E.M. IN THE PREVIOUS PRESENTATION AND OH MY GOSH, I LOVE IT, WE NEED TO CONNECT MORE. SO S.T.E.M. WORK IS ALSO THE WORK THAT I DO. SO SCIENCE, TECHNOLOGY, ENGINEERING AND MATHEMATICS. I'M VERY INTERESTED IN THE WORK THAT IDENTITY DEVELOPMENT PLAYS DURING THAT PROCESS. LIKE, HOW DO YOU COME TO KNOW YOURSELF AS AN S.T.E.M. PERSON? IN A FIELD THAT IS NOT GENERALLY BUILT FOR YOU? ESPECIALLY IF YOU'RE A WOMAN OF COLOR. SO I THINK THAT COMMUNITY COLLEGES CAN BE THE ANSWER FOR EXPANDING THOSE PATHWAYS AND NOT NECESSARILY JUST EXPANDING THEM BUT THAT'S JUST THE NORMAL PATHWAY FOR THESE STUDENTS. AND I THINK THAT IF WE'LL STEP BACK AND TAKE A LITTLE BIT OF A LOOK, COMMUNITY COLLEGES CAN DO IT, CAN DO IT IN A BETTER WAY, CAN DO IT IN A MORE MEANINGFUL WAY FOR STUDENTS OF COLOR, AND CAN REALLY START TO BE NOT THE SECOND CHOICE FOR HIGHER ED WHERE PEOPLE WANT TO GO TO FOUR-YEARS BUT CAN REALLY BE THE SCHOOL AND THE TYPE OF SCHOOL OF CHOICE FOR ALL STUDENTS. BECAUSE, YOU KNOW, I THINK MOST OF YOU ARE FROM CALIFORNIA, YOU KNOW, I LOVE CALIFORNIA IN AND OF THE FACT THAT CALIFORNIA LOVES COMMUNITY COLLEGES, ABSOLUTELY. I WILL SAY THAT IS NOT THE FEELING ACROSS THE REST OF THE UNITED STATES, THAT IS NOT THE FEELING FOR MANY POLICY MAKERS. OFTEN COMMUNITY COLLEGES ARE SEEN AS SECOND RATE OR SECOND VALUE AND BY EXTENSION OF THAT, THAT MEANS ALL OF YOU WHO RAISED YOUR HAND WERE SEEN AS SECOND RATE OR SECOND VALUE. TO SO WE NEED TO CHANGE THAT NARRATIVE. EACH AND EVERY ONE OF US HAS TO CHANGE THAT NARRATIVE BECAUSE WE ALL WERE SUCCESSFUL, WE'RE SUCCESS BY DEFINITION OF BEING HERE, BEING

TOTAL RECALL CAPTIONING, INC. WWW.YOURCAPTIONER.COM Page 39 COMMITTED TO THIS WORK. AND SO, I REALLY THINK THAT IF WE CAN INVEST IN OUR COMMUNITY COLLEGES IF STATES CAN INVEST IN OUR COMMUNITY COLLEGES, NOT JUST FINANCIALLY, BUT ALSO PUTTING IDEAS TOGETHER THAT MAKE COMMUNITY COLLEGES THE SALIENT PART OF OUR HIGHER ED SYSTEM, THEN WE CAN ULTIMATELY BE A SUCCESS. THANK YOU. [ APPLAUSE ]

SO WE'RE GOING TO GET ONE MORE ROUND OF APPLAUSE FOR OUR PANELISTS. [ APPLAUSE ]

SO AT THIS TIME, WE'D LIKE TO ASK A QUESTION. IF YOU WRITE IT DOWN ON THE INDEX CARD YOU WERE GIVEN WHEN YOU CAME IN THE THEATER, HOPEFULLY YOU HAVE THE INDEX CARDS. ONCE YOU'RE FINISHED, PASS YOUR CARD DOWN TO A STUDENT VOLUNTEER IN YOUR SECTION. SO YOU NEED TO MAKE SURE IT'S A STUDENT VOLUNTEER, DON'T JUST PASS IT TO AN ARBITRARY STUDENT. THAT COULD BE POTENTIALLY AWKWARD CAN I HAVE ALL THE STUDENT VOLUNTEERS IN THE AUDIENCE RAISE YOUR HANDS? ONCE THE CARDS ARE COLLECTED, I WILL CHOOSE A COUPLE QUESTIONS FROM THE PILE. AND WHILE THAT'S HAPPENING, I'M GOING TO GO AHEAD AND ASK A QUESTION TO THE PANELISTS. SO I CAN TELL YOU NOW, WE'RE GOING TO CHOOSE FROM THE CARDS THAT ARE THE MOST LEGIBLE. OKAY? SO I HAVE A QUESTION. IN LIGHT OF EVERYTHING THAT'S GOING ON WITH THE ELECTION, RIGHT, ALREADY BEEN BROUGHT UP. SO A LOT WAS BEING SPOKEN ABOUT THE DIVISIVE, PERNICIOUS RHETORIC[] COMING FROM BOTH SIDES, BUT THE XENOPHOBIC, RACIST, WHITE SUPREMACIST RHETORIC COMING FROM PRESIDENT ELECT DONALD TRUMP'S SIDE. SO, THE ISSUE -- SO THIS RESONATES WITH ME FOR SEVERAL REASONS, BUT UNDERGRADUATE DEGREES IN RHETORIC. I'M TRYING TO UNDERSTAND,

TOTAL RECALL CAPTIONING, INC. WWW.YOURCAPTIONER.COM Page 40 HOW IT IS THAT WE CAN ADDRESS WHAT WAS FORMALLY RHETORIC BUT HAS NOW BEEN TRANSMOGRIFIED IN TO ACTION[] POLITICAL ACTIONS, VIOLENT ACTIONS. ONE OF THE THINGS THAT HAS CONTINUED TO COME TO ME AND CONTINUE TO WORK THROUGH THIS AND PREPARE FACULTY AND STUDENTS TO WORK TO THEIR FULL POTENTIAL IN THIS SPACE, IRRESPECTIVE OF WHAT PEOPLE'S RELIGIOUS BELIEFS ARE THERE'S A VERSE RESONATING WITH ME. IT SAYS "THERE IS NO FEAR IN LOVE BECAUSE PERFECT LOVE CASTS OUT ALL FEAR". AND SO, I KNOW THAT STUDENTS ARE AFRAID. I KNOW THAT ADMINISTRATORS AND FACULTY ARE AFRAID. AND I THINK THAT THE ANECDOTE TO THIS FEAR, IN MANY RESPECTS IS RADICAL LOVE. SO I LOVE FOR YOU TO SPEAK IN THE WAYS OF THE WAYS YOU TRY TO ENACT RADICAL LOVE, HOWEVER YOU DEFINE IT IN THE WAY YOU DO THIS. DR. FLORA LU: SO LET ME GIVE YOU BACKGROUND. WHEN I STARTED AS BACKGROUND, I WAS TEACHING A LATIN AMERICAN LATINO STUDIES. IT WAS A REQUIRED COURSE, SOCIAL SCIENCE ANALYTICS. YOU COULD IMAGINE HOW EXCITED STUDENTS WERE TO TAKE THIS CLASS. BUT ONE OF THE THINGS THAT I THINK, I WANT TO GET TO THIS IDEA OF RHETORIC. BECAUSE I THINK RHETORIC, WE'RE LIVING IN A POST FACTUAL SITUATION. WE TALK ABOUT CRITICAL THINKING FOR OUR STUDENTS, WE HOLD THEM TO THAT BAR OF EVIDENCE AND LODGE YOU CAN AND WHAT IS -- LOGIC AND WHAT IS HAPPENING RIGHT NOW. SO IN THIS CLASS, 90% HAD LATINO STUDENTS. MANY OF THEM FIRST GENERATION STUDENTS. I REMEMBER TALKING TO THEM ABOUT, YOU KNOW, HOW DO YOU IDENTIFY A FALLACIOUS ARGUMENT, WHAT IS A RED HERRING ARGUMENT. HOW IS THIS A LATIN AMERICAN IT STUDIES CLASS? SO WE WERE TALKING ABOUT, YOU KNOW, IDENTITIES, FORMS OF OPPRESSION, ALL THOSE WERE IMPORTANT. BUT I THINK IN BEING ABLE TO BE MASTERS OF BEING ARGUMENT AND LOGIC AND BEING ABLE TO DIFFERENTIATE BETWEEN INDUCTIVE THINKING, DEDUCTIVE THINKING, BE ABLE TO CALL OUT FALLACIES, THESE ARE THE TOOLS WE GIVE STUDENTS TO BE ABLE TO PUSH

TOTAL RECALL CAPTIONING, INC. WWW.YOURCAPTIONER.COM Page 41 BACK AGAINST THE LIES AND FALSEHOODS AND ABSURDITIES IN THE POLITICAL FORUM RIGHT NOW. I WAS TALKING TO STUDENTS, WE WERE TALKING ABOUT ONE FORM OF I THINK THIS LOVE THAT WE PROVIDE FOR THEM, TO HOLD THEM TO THESE VERY, VERY HIGH EXPECTATIONS. AND I HAD STUDENTS, AND THIS WAS AN ASSIGNMENT I WROTE FOR MANY STUDENTS ARE DREAMERS, THEY ARE, THEY'RE UNDER DACA. I HAD THEM WRITE PAPERS WHERE THEY ARGUED AGAINST THAT POLICY. HOW WOULD YOU ARGUE AGAINST IT? YOU KNOW, AND DO SO IN A WAY THAT IS REALLY GROUNDED IN THE EVIDENCE. AND THEY REALLY OPPOSED THAT. BUT IN THAT EXERCISE, HOW DO YOU CONFRONT THE PEOPLE THAT WILL TEAR YOU DOWN? RIGHT? AND HOW DO YOU KEEP THAT CONVERSATION TO THE -- ARGUMENTS, ALL THESE FALLACIOUS REASONINGS BEHIND THAT. AND SO WITH THE ACADEMY AND SO FORTH, I WANTED OUR STUDENTS NOT ONLY TO BECOME CRITICAL CONSUMERS OF INFORMATION, THAT'S MORE IMPORTANT THAN EVER. THAT INFORMATION OUT THERE, SO MANY FALSEHOODS AND SO FORTH. HOW DO YOU START TRANSFORMING STUDENTS IN TO THAT CRITICAL VERSIONS OF THAT TRANSFORMATION? WHEN YOU HAVE STUDENTS THAT DON'T SEE THEMSELVES IN THE LITERATURE, WHOSE STORIES AND PERSPECTIVES ARE NOT BEING TOLD IN THAT LITERATURE, THEY BECOME INVISIBLE. AND THEN THEY ENTER AN INSTITUTION AND TRY TO REFORM THEMSELVES TO TAKE ON THE INTEREST AND THE PRIORITIES OF THAT INSTITUTION RATHER THAN SPEAKING TO THEIR OWN TRUTHS AND THEIR OWN EXPERIENCES. AND THAT IS EVEN MORE IMPORTANT NOW THAN EVER BECAUSE I THINK THAT RIGHT NOW, THE NOTION OF THE OTHER, THE DIFFERENT PERSON, THE BLACK AND BROWN PERSON, THE PERSON WHO WEARS THE HIJAB, THAT IS BEING THE XENOPHOBIA IS TAPPING IN TO OUR IGNORANCE OF THOSE FOLKS, RIGHT? AND HOW DO WE THEN EXPERIENCE THE STUDENTS TO SEE THEMSELVES TO BE ABILITY PRODUCERS, TELL THEIR OWN STORIES, PUT A

TOTAL RECALL CAPTIONING, INC. WWW.YOURCAPTIONER.COM Page 42 HUMAN FACE TO WHAT IS NOW BEING DEMONIZED AND OTHER-IZED AND SORT OF PUSHED ASIDE AND TARGETED. I THINK, IF WE, ONE FORM OF HOW WE SORT OF SUPPORT AND LOVE OUR STUDENTS IS TO GIVE THEM THOSE SKILLS. [ APPLAUSE ]

>>: DR. CERVANTES, BEFORE YOU JUMP IN, IF YOU HAVE A QUESTION, PLEASE HOLD IT UP HIGH. [ INDISCERNIBLE ] . DR. MARCO CERVANTES: A LARGE NUMBER OF STUDENTS WHO SIGNED UP THAT DON'T KNOW WHAT CHICANO MEANS. I KNEW YOU WERE TEACHING IT, I'M TAKING THE CLASS. YOU KNOW, MOST OF OUR CHICANOS THAT ARE TAKING THE CLASS, MEXICAN AMERICANS STILL WRESTLING WITH THAT WORD CHICANO. WE SPEND A LOT OF TIME JOURNALLING, TALKING IN CLASS ABOUT EXPERIENCES OF MARGINALIZATION, RACISM, SEXISM. AND IT'S INTERESTING. YOU KNOW, EARLY IN THE SEMESTER, THERE WAS A RELUCTANCE TO TALK ABOUT THESE ISSUES. INCLUDING MYSELF, CONDITIONED FROM A YOUNG AGE TO KEEP QUIET ABOUT THIS, MOVE ON, WORK HARD BECAUSE YOU WORK HARD, YOU'LL SUCCEED IN LIFE. SO MANY OF MY STUDENTS WERE, ORIGINALLY LIKE, NOT WILLING TO TALK ABOUT THEIR EXPERIENCES WITH RACISM. IT WAS MID SEMESTER YOU START HEARING STUDENTS SHARING THEIR EXPERIENCES IN THE WORKPLACE, IN THE INSTITUTION. AND, YOU KNOW, VARIOUS INSTITUTIONS, CRIMINAL JUSTICE INSTITUTIONS, YOU KNOW, SCHOOLS. STUDENTS OPENING UP ABOUT, YOU KNOW, BEING IN PRISON. EXPERIENCING SEXUAL VIOLENCE, I MEAN, THESE STORIES THEY START TO COME OUT. AND, YOU KNOW, OF COURSE, TRUMP WOULD COME UP A LOT. HE CAME UP, YOU KNOW, SEMESTERS AND SEMESTERS, PRIOR. HE WAS ALWAYS COMING UP. HOPING HE WOULD GO AWAY. YOU KNOW? [ LAUGHTER ] AND TO SAY THAT ALL THE TIME IN CLASS. AND SO, WHEN THE ELECTION DID COME, YOU KNOW, IT WAS LIKE, YOU KNOW, PLANS WERE CANCELLED AND WE ALL OPENED UP AND TALKED

TOTAL RECALL CAPTIONING, INC. WWW.YOURCAPTIONER.COM Page 43 ABOUT, YOU KNOW, WHAT WAS GOING ON. I -- [ NO AUDIO ] 98% CHICANO STUDENTS, MEXICAN AMERICAN STUDENTS. AND MEXICAN STUDENTS. SOME OF THEM UNDOCUMENTED, SOME OF THEIR PARENTS UNDOCUMENTED. REALLY, YOU KNOW, A REAL FEAR AMONG MANY STUDENTS OF WHAT'S GOING TO HAPPEN TO ME OR MY FAMILY. SO WE HAD, YOU KNOW, JUST AN OPPORTUNITY TO TALK ABOUT THIS SITUATION, WHAT NEXT, WHAT HAVE WE LEARNED IN CLASS ABOUT THE HISTORY OF, YOU KNOW, A MARGINALIZATION, RACISM, HOW PEOPLE RESISTED, STOOD UP TO RACISM. BUT I ALSO WAS REALLY CAREFUL TO LET THEM KNOW IT'S OKAY TO BE SCARED RIGHT NOW. DON'T, YOU KNOW, FEEL BAD FOR BEING SCARED. THIS IS A VERY RECENT OCCURRENCE. WE HAVE TO TALK THESE THINGS THROUGH. IN TERMS OF, YOU KNOW, WHAT TO DO NEXT, I THINK THAT HAVING THESE CONVERSATIONS, YOU KNOW, ENCOURAGING MY STUDENTS TO BE POLITICALLY ACTIVE, YOU KNOW, BE ACTIVE IN PROTESTS, YOU KNOW, ONE OF THE THINGS, TWO OF THE THINGS, ANYWAY, BUT IN TERMS OF, YOU KNOW, ENGAGING OR RESISTING, FIGHTING BACK, COUNTERING THIS RHETORIC THAT'S GOING TO TAKE A LOT OF WORK, I THINK. I LET MY STUDENTS KNOW THAT AS WELL. I MEAN, YOU KNOW, I COULDN'T HELP BUT NOTICE A LOT OF STUDENTS WERE LIKE, LOOKING TO ME FOR ANSWERS. I THINK SOME TEACHERS IN THE ROOM, EDUCATORS IN THE ROOM MIGHT HAVE FELT THE SAME WAY, YOUR STUDENTS WERE LOOKING TO YOU LIKE OKAY, WHAT DO I DO NOW? YOU KNOW, I JUST, I FELT THAT THE BEST THING WAS TO LET THE STUDENTS TALK, I COULD TELL THEM ABOUT BEING POLITICALLY ACTIVE, BEING POLITICALLY ENGAGED, THAT THE FIGHT CONTINUES. THESE STRUGGLES HAVE BEEN GOING ON FOR ON AND ON FOR MANY YEARS. WE'RE ALL PART OF THE STRUGGLE. BUT AS A LESSON, AS A SPACE TO HELP TOWARDS HEALING AND REACHING THAT LOVE. I THINK THAT'S A WAY THAT WE CAN REACH THAT, YOU KNOW, THAT POWERFUL LOVE, UNDERSTANDING OUR STORIES, UNDERSTANDING WHERE WE COME FROM AND MOVING ON FROM THERE. >>: THANK YOU.

TOTAL RECALL CAPTIONING, INC. WWW.YOURCAPTIONER.COM Page 44 [ APPLAUSE ]

DR. SARAH RODRIGUEZ: IN TERMS OF RADICAL SELF-LOVE, I JUST WANT TO SET THE STAGE. SO, I'M IN IOWA, FIRST OF ALL. SO, IT'S A VERY PARTICULAR CONTEXT, AND IOWA IS FINE, LIKE, IT'S NOT AS SCARY AS YOU PROBABLY MIGHT THINK. BUT, LIKE, YOU'VE GOT TO TO THINK ABOUT THE KIND OF CLASSES THAT I TEACH. SO THE KINDS OF CLASSES THAT I TEACH ARE RESEARCH METHOD COURSES FOR FUTURE COMMUNITY COLLEGE LEADERS, FOR FUTURE STUDENT AFFAIRS ADMINISTRATORS. SO, IF YOU THINK ABOUT THAT, NOW, ALSO, THINK ABOUT THE FACT THAT IN MY CLASSES, LET'S JUST SAY, THERE'S 20 PEOPLE. THESE ARE GRADUATE SCHOOL CLASSES. I MAY HAVE ONE STUDENT OF COLOR IN EACH ONE OF THOSE CLASSES. OR MAYBE TWO. MAYBE SOME BIRACIAL, THINGS GOING ON. BUT NOT REALLY ANY CRITICAL MASS OF STUDENTS. SO WHEN THE ELECTIONS HIT, I WOULD SAY IT WAS A TERRIFYING TIME FOR MY STUDENTS OF COLOR. THEY OF COURSE CAME TO ME, THEY CAME TO, I'M SURE JULIO, THEY CAME TO OTHER FACULTY MEMBERS WHO LOOKED LIKE THEM. AND SURPRISINGLY IN MY DEPARTMENT, OVER HALF OF OUR FACULTY MEMBERS ARE FACULTY MEMBERS OF COLOR, WHICH IS AMAZING. BUT, IT WAS DEFINITELY A DIFFICULT TIME FOR US. AND THE WAY THAT I TRIED TO PRACTICE THAT SELF-LOVE IS IN A COUPLE -- NOT SELF-LOVE, BUT THAT'S GOING TO BE A PART OF THAT, LIKE THAT RADICAL LOVE FOR MY STUDENTS IS IN THREE WAYS. SO, THE FIRST WAY IS I TEACH MY RESEARCH METHODS COURSES WHICH COULD BE VERY SQUARE, YOU DO THIS, DON'T DO THAT, THIS IS THE METHOD YOU USE. I GO IN AND DAY ONE WE SPEND AN ENTIRE DAY ON NOTHING BUT EXPECTATIONS AND HALF OF THAT DAY IS TALKING ABOUT HOW I WILL TEACH THIS CLASS THROUGH A FEMINIST PERSPECTIVE. I WILL TEACH THIS CLASS, I WILL TEACH YOU TO NOT BE AN OPPRESSIVE RESEARCHER. AND I'M OPEN WITH THAT. SO IF YOU WANT TO GET OUT OF MY CLASS, THEN THAT IS THE TIME TO GO. BECAUSE THAT IS GOING TO BE THE WAY THAT IT IS TAUGHT.

TOTAL RECALL CAPTIONING, INC. WWW.YOURCAPTIONER.COM Page 45 [ APPLAUSE ] AND DID I MENTION THEY'RE REQUIRED CLASSES. BUT I'M VERY UPFRONT WITH THAT. I TOOK THAT WITH SOMEBODY FROM THE UNIVERSITY OF TEXAS, SHE CAME IN AND DID THE SAME THING WHENEVER, YOU KNOW, I WENT IN TO TAKE ONE OF HER COURSES. AND IT'S REALLY EFFECTIVE. BECAUSE THAT SIGNALS TO MY STUDENTS OF COLOR THAT I LOVE THEM AND I VALUE THEM. AND THEY'VE COME UP TO ME AND TOLD ME THAT AND THEY ARE, YOU KNOW, ABSOLUTELY GLAD THAT I DID AT THAT T. I THINK THE SECOND WAY BECAUSE I KNOW SOMETHING'S GOING ON OVER HERE, BUT I THINK THE SECOND WAY THAT I DO THAT IS I HAVE A RESEARCH TEAM AT IOWA BECAUSE I'M PRETENURE, I NEED PUBS. WE'VE GOT TO DO THIS. BUT THE THING THAT I TRY TO PROMOTE WITHIN MY RESEARCH TEAM, I TELL PEOPLE, I'M TRYING TO CREATE A COMMUNITY OF SCHOLARS AND, YOU KNOW, OBVIOUSLY I TAKE ALL STUDENTS, WHATEVER. BUT, THE SUBTEXT TO THIS IS THAT [ NO AUDIO ] WE CAN GET TOGETHER, WATCH MOVIES, DO WHATEVER, WE CAN DO CRITICAL WORK AND HAVE THAT COMMUNITY. I THINK THAT EXPRESSES A LOT OF LOVE TO THE STUDENTS THAT IN THE IOWA CONTEXT, IN A PREDOMINANTLY WHITE INSTITUTION, THEY DO NOT GET OFTEN. AND THEN THE LAST THING, I TOLD YOU I WAS GOING TO MENTION SELF-LOVE. I THINK A BIG PART OF LOVING AND RADICALLY LOVING STUDENTS IS TEACHING THEM TO RADICALLY LOVE THEMSELVES. AND TO RADICALLY ENGAGE IN SELF-CARE EVERY SINGLE DAY, NOT JUST ONCE A WEEK, NOT JUST ONCE A MONTH BUT EVERY SINGLE DAY BECAUSE YOU'RE GOING TO NEED IT FOR THE FIGHT. [ APPLAUSE ]

>>: SO OF THE QUESTIONS WE RECEIVED, THEY'RE THREE DISTINCT CATEGORIES. I'LL GET TO THEM IN A SECOND BUT BEFORE WE GET TO THESE QUESTIONS, I WANT TO THANK THE PANELISTS AGAIN, I REALLY APPRECIATE WHAT'S COMING OUT, RIGHT? SO WHAT I'M NOT HEARING FROM THEM IS THAT WE NEED TO CONTINUE TO PROFESS FROM OUR IVORY

TOTAL RECALL CAPTIONING, INC. WWW.YOURCAPTIONER.COM Page 46 TOWERS OR PONTIFICATE TO LEAD STUDENTS TO SOMETHING. BUT WHAT THEY'RE ARGUING FOR IS A CRITICAL FORM OF PEDAGOGY, TRUE TO THE ESSENCE OF PEDAGOGY WHEREIN YOU WORK ALONGSIDE THE STUDENTS SO I REALLY APPRECIATE WHAT I'M HEARING. SO OF THE THREE CATEGORIES THAT ARE COMING UP, THE MOST PROMINENT CATEGORY CAN BE SUMMARIZED FROM THIS ONE: DR. CERVANTES, CAN YOU [ NO AUDIO ]. [ APPLAUSE ]

DR. MARCO CERVANTES: I KNEW THAT WAS COMING. THAT'S PART OF IT. I'M GOING TO STAND UP. IS THAT ALL RIGHT? GOING TO BE 1/16. BORN IN A NATION STATE EVIL EMPIRE OCCUPIED COLONIZED, DIVIDEDTO DEMONIZE THE RAISE TO HUMANIZE THE BLACK RACE THROUGH SELF-HATE. I KEEP FUNKY LESSONS WHERE CITIZENSHIP IS QUESTIONED RESPONSE TO THE QUESTIONS U.S. MEXICAN, FRICK EGYPTIAN, IRAQ, AFGHANISTAN, PAKISTANI, VIETNAM, BROTHER VERSUS STOLE THE SOUL, 50, BORDER PATROL, FIGHTING THE FEDERAL, GOVERNMENT INSTITUTION, FORCED THEM TO DIVIDE AS AN EAGLE FLIES BACK AND FORTH, CHANTS UNDER THE CIRCUMSTANCE, IT'S TIME FOR US TO ADVANCE. [ CHEERS AND APPLAUSE ]. >>: YOU CAN BUY THE ALBUM, LIBERTAD, THIRD ROOT, THIRDROOT. LIBERTAD. DR. MARCO CERVANTES: THANK YOU. [ APPLAUSE ]

>>: ALL RIGHT. SO. SO, DR. LU, WE'RE GOING TO NEED YOU TO FOLLOW THAT. [ LAUGHTER ] SO LET'S SEE. HERE'S A QUESTION. HOW DO WE CONNECT S.T.E.M. EDUCATION IN HIGH SCHOOL WITH PROGRAMS IN COMMUNITY COLLEGE? DR. SARAH RODRIGUEZ: IF I HAD THE ANSWER TO THAT, I WOULD NOT BE HERE. [ LAUGHTER ].

TOTAL RECALL CAPTIONING, INC. WWW.YOURCAPTIONER.COM Page 47 I WOULD SAY THAT, SO THE QUESTION IS, YOU KNOW, HOW ARE WE GOING TO MAKE THAT CONNECTION? SO THE CONNECTION FROM K-12 TO COMMUNITY COLLEGES, AND I THINK THAT IT STARTS WITH THEIR NOT BEING A DISCONNECT ANYWAY. SO WE'RE TALKING ABOUT, CREATING LIKE THESE REALITIES LIKE, AND TRANSFORMING OUR REALITIES; RIGHT? SO IF WE'RE GOING TO TRANSFORM OUR REALITY AND JUST STAY WITH ME, ALL MY ACTUAL LIKE ADMINISTRATORS AND POLICY MAKERS. I WOULD NOT HAVE A DISCONNECT BETWEEN THE K-12 SECTOR AND THE COMMUNITY COLLEGE SECTOR. SO, WHAT I WOULD ENVISION BEING ABLE TO DO IS TO MAKING, TO MAKE IT SEAMLESS SO THAT STUDENTS DON'T EVEN UNDERSTAND. SO I THINK IN THE BEST PIPELINING PROGRAMS, STUDENTS DON'T EVEN UNDERSTAND WHERE ONE STOPS AND ANOTHER BEGINS. I THINK THAT, IF WE CAN TRANSFORM OUR REALITY IS REALLY WHAT IT'S GOING TO BE. SO WHAT THAT MIGHT MEAN IS BRINGING TOGETHER PEOPLE TO DO THE WORK THAT IS NOT FUN, IT IS NOT SEXY, IT'S THE FUN AND NOT SEXY THING THAT IS ARTICULATION AGREEMENTS, THAT IS THE CREATION OF STRUCTURES THAT MAKE THOSE DIVISIONS SEEM LESS DIFFERENT. SO ONE WAY POTENTIALLY THAT YOU COULD DO THAT WAS THROUGH THE STRENGTH OF DUAL CONCURRENT ENROLLMENT PROGRAMS. SO WORKING TOGETHER WITH THE K-12 SIDE AND THE COMMUNITY COLLEGE SIDE TO STRENGTHEN AGREEMENTS THAT ENSURE THAT BOTH SIDES ARE HAVING SOMETHING TO SAY ABOUT WHAT IS BEING TAUGHT. SO WHAT'S BEING TAUGHT ON THE K-12 SIDE, WHAT'S BEING TAUGHT ON THE COMMUNITY COLLEGE SIDE AND HOW WE CAN MAKE THOSE COME TOGETHER MORE SEAMLESSLY. I THINK SOMETHING ELSE IS EVEN JUST GETTING IT, GETTING IT OUT THERE THAT THIS BLAME NEEDS TO STOP. SO I'VE BEEN ON BOTH SIDES, I'VE BEEN ON THE K 12 SIDE, THE COMMUNITY COLLEGE SIDE, THE FOUR YEAR SIDE. I'VE BEEN WHERE ALL THE BLAME IS. AND AT EVERY MEETING, THERE'S SOMETHING TO BLAME. AND UNTIL WE CAN MOVE PAST THE ACTUAL BLAMING PART OF THIS, THE BLAMING PART OF OH, WELL, THEY DIDN'T

TOTAL RECALL CAPTIONING, INC. WWW.YOURCAPTIONER.COM Page 48 LEARN IT AT THE COMMUNITY COLLEGE, THEY DIDN'T LEARN IT OVER THERE, YOU KNOW, WE HAVE TO GET OUT OF THAT. AND PART OF THAT IS BRINGING PEOPLE TOGETHER AT EVENTS LIKE THIS FOR COMMUNITY COLLEGES, FOR K-12 THAT PUT PEOPLE IN THE SAME ROOM TO PREVENT THAT BLAMING. I THINK THE OTHER THING THAT WE REALLY NEED TO THINK ABOUT IN TERMS OF S.T.E.M. PATHWAYS THAT CAN REALLY MAKE THAT A GOOD TRANSITION IS TO THINK ABOUT THE ROLE OF DEVELOPMENTAL MATH IN PARTICULAR. NOT TO SAY THAT READING ISN'T IMPORTANT BUT PARTICULARLY FOR S.T.E.M., I THINK THAT WE NEED TO RECONSIDER HOW WE'RE DOING DEVELOPMENTAL MATH, SO MY WORK WITH THE DANA CENTER WAS TRYING TO ENVISION DIFFERENT WAYS THAT WE CAN THINK ABOUT DEVELOPMENTAL MATH, PARTICULARLY FOR THOSE STUDENTS MAYBE WHO DIDN'T GET A REALLY STRONG MATH BACKGROUND AT THE K-12 LEVEL. AND TRYING TO FIGURE OUT THE WAY THAT WE COULD CREATE THAT BRIDGE VIA DEVELOPMENTAL MATH. >>: ALL RIGHT. [ APPLAUSE ]

>>: ANOTHER QUESTION, THIS IS RESONANT WITH ME, IF I COULD SPEAK BRIEFLY ABOUT MY BACKGROUND, I'M FROM RICHMOND, CALIFORNIA. I DON'T KNOW IF YOU'RE FAMILIAR WITH THE AREA. AND I'M NOT JUST, I'M FROM THE HOOD, I MEAN, LIKE, IT'S REAL. YOU KNOW? AND SO, I'M OFTEN TIMES IN SPACES NOW WHERE I HAVE CONVERSATIONS WITH PEOPLE WHO DON'T QUITE KNOW WHAT TO MAKE OF ME; RIGHT? I'M NOT TRYING TO HIJACK, IT'S NOT ABOUT ME. BUT OFTEN TIMES YOU TALK ABOUT LANGUAGE THAT'S CODED I'LL HAVE CONVERSATIONS WITH PEOPLE AND I HAVE A FAIRLY STRONG COMMAND OF, YOU KNOW, OF THE ENGLISH LANGUAGE. [ LAUGHTER ] AND SO, OFTEN TIMES, WHAT WILL COME MY WAY IN RESPONSE TO ME QUESTIONING SOMEONE'S THEORETICAL PREDISPOSITION, IT'S TOO ACADEMIC, BUT TO AN ACADEMIC, DON'T TALK TO ME BLACK MAN, YOU DON'T KNOW, THAT'S CODE. HOW DO YOU HAVE HAVE

TOTAL RECALL CAPTIONING, INC. WWW.YOURCAPTIONER.COM Page 49 CRITICAL CONVERSATION IN AN ANTICRITICAL CONVERSATION? AND SO WE'LL START WITH DR. LU. DR. FLORA LU: THANKS, JEREMIAH. >>: WELL, I KNOW YOU'RE AN ADMINISTRATOR TOO, YOU'VE BEEN IN ALL THESE SPACES. [ LAUGHTER ]. DR. FLORA LU: SO THE IDEA OF THE ANTICRITICAL WORK SPACE, PEOPLE EXPECT BECAUSE THEY HAVE THESE IMPLICIT BIASES, THIS STEREOTYPE THREAT, THEY EXPECT YOU TO HAVE A LEVEL OF DISCOURSE IN THE WAY THAT YOU FRAME IT SO THAT YOU'RE, YOUR EXPRESSION AND THEREFORE YOUR IDENTITY, THEIR MINDSET OF WHAT YOU ARE AND WHAT YOU BRING TO THE TABLE AND THE CIRCUMSCRIPTION OF YOUR POSSIBILITY INSTEAD OF THE ACTUAL REALIZE OF YOU AT THIS MOMENT. I THINK WITH WE WERE TALKING ABOUT MICROAGGRESSIONS, WE SEE IT AT MULTIPLE INTERACTIONS. ONE OF THE WAYS THAT, JUST SORT OF BRING IT BACK TO THE STUDENTS, I MEAN, CERTAINLY THE STAFF TO STAFF ELEMENT OF THAT. AND AS A PRO, LIKE, OVERSEE A STAFF, WHAT IS A VERY DIVERSE IN TERMS OF THE EXPERIENCES THAT THEY BRING IN THEIR OWN IDENTITIES. BUT ALSO, YOU KNOW, THERE'S THIS, THE MICROAGGRESSIONS THAT HAPPENED -- [ NO AUDIO ] YOU KNOW, THEORETICAL CONSTRUCTS, THAT PERSON APPLAUDS YOU FOR IT BECAUSE THEY'RE SO TAKEN ABACK. OR THEY OTHERWISE JUST SORT OF, LIKE, QUESTION YOUR AUTHENTICITY BECAUSE YOU'RE ABLE TO DO THAT. EITHER WAY, THERE'S A LESSENING OF, THIS IDEA OF THAT, NOT NOT BEING ACCEPTABLE, AUTHENTICITY. AND I THINK THAT FOR OUR, FOR THOSE ENGAGEMENTS TO BASICALLY CALL THAT OUT. THERE'S THE MICRO-AGGRESSIONS THAT STUDENTS FEEL THAT THEY'RE BEING HELD TO A LOW STANDARD, THE, LIKE, SORT OF THE REVELATION WHEN THEY BEAT THOSE STANDARDS, RIGHT. AND IN SHORT OF THAT I THINK THAT, YOU KNOW, THAT BEING ABLE TO SUPPORT OUR STAFF OF COLOR OUR STUDENTS OF COLOR OUR UNDERREPRESENTED FOLKS IN OUR COMMUNITY TO BE ABLE TO DEFEND THEMSELVES THAT, YOU KNOW, THE TONGUE IS THE ONLY WEAPON THAT GETS SHARPER AS YOU USE

TOTAL RECALL CAPTIONING, INC. WWW.YOURCAPTIONER.COM Page 50 IT, RIGHT? SO YOUR BRAIN IS YOUR WEAPON. AND WE DON'T, WE TRAIN OUR STUDENTS AND EMPOWER THEM WITH THAT KNOWLEDGE. AND EVEN AT TIMES WHEN IT SEEMS THAT BEING ABLE TO SPEAK COGENTLY AND EFFECTIVELY IS A MARK OF ELITISM AND YOU'RE DISMISSED BECAUSE THERE'S SUCH AN ANTI-INTELLECTUALISM, I BELIEVE THAT FUNDAMENTALLY, THAT HAS THIS IDEA OF WHAT IS HAPPENING TO OUR EDUCATIONAL SYSTEM, WE CANNOT, YOU KNOW, JUST SUCCUMB TO THIS TYPE OF RHETORIC THAT WE SEE TODAY; RIGHT? WE HOLD OUR STUDENTS TO THAT HIGHER STANDARD AND WE CONTINUE TO GIVE THEM THOSE SKILLS AND THEY PUSH BACK BECAUSE IT IS NOT THE EXCEPTION WHEN A PERSON HA IS A PERSON OF COLOR, UNDERREPRESENTED PERSON IN THE INSTITUTIONS THAT WE'RE ALL PART OF IS ARTICULATE AND THOUGHTFUL. THAT IS THE NORM WE HAVE TO HOLD OUR STUDENTS TO THAT. [ APPLAUSE ]

DR. MARCO CERVANTES: VERY, VERY DIFFICULT QUESTION, YOU KNOW DEPENDING ON WHAT -- [ NO AUDIO ] -- WHAT HAVE YOU. VERY DIFFICULT, WHEN YOU'RE TALKING ABOUT BEING IN THIS SORT OF CASTED IT AS ELITE BECAUSE YOU'RE USING CERTAIN TERMS. I DO A SIMILAR THING AS DR. LU IN MY CLASSES, WHEN I DO HAVE STUDENTS THAT RESIST THAT THEORETICAL LANGUAGE AND SAY, YOU KNOW, THIS IS LIKE, THIS IS WHITE TALK, LIKE WHY ARE WE DOING THIS? YOU KNOW, LETTING THEM UNDERSTAND THAT, YOU KNOW, WE HAVE TO USE THESE WORDS, THESE ARE TOOLS FOR US, THIS ALLOWS US ACCESS, THIS ALLOWS US TO BE ABLE TO WRESTLE IN THESE STRUGGLES OF POWER. SO IT'S VERY IMPORTANT TO PUT IT THAT WAY RATHER THAN IN THIS SIMPLISTIC READING OF YOU'RE JUST BEING ELITE. WHICH I COMPLETELY UNDERSTAND BECAUSE I THOUGHT LIKE THAT AT ONE POINT. I'M NOT THAT ELITE, YOU KNOW, COLLEGE UNIVERSITY LIFE, THAT'S NOT REALLY FOR ME.

TOTAL RECALL CAPTIONING, INC. WWW.YOURCAPTIONER.COM Page 51 I CAN UNDERSTAND WHERE THEY'RE COMING FROM BUT AT THE SAME TIME, I FEEL THAT IT'S IMPORTANT TO ACKNOWLEDGE THE IMPORTANCE OF, YOU KNOW, OF EDUCATION, USING THEORETICAL FRAMEWORKS IN ORDER TO STATE YOUR POSITION, YOUR CLAIM OR YOUR [ INDISCERNIBLE ] . [ APPLAUSE ]

>>: SO, THIS WILL BE OUR LAST QUESTION FOR THIS PLENARY. AND THIS IS AN IMPORTANT QUESTION. SO, JUST TO PROVIDE SOME CONTEXT ON IT, THIS QUESTION IS ASKING ABOUT SAFE SPACES, RIGHT. WE HEAR A LOT OF CONVERSATIONS AROUND SAFE SPACES. AND I THINK THAT THE ORIGIN OF SAFE SPACES, AND I HAVEN'T TRACED THE HISTORICITY OF IT, BUT I THINK THE ORIGIN OF SAFE SPACES WERE CREATED SO THAT EUROPEAN AMERICAN STUDENTS COULD SAY THINGS AND NOT HAVE IT BE MISCONSTRUED AS RACIST, IRRESPECTIVE OF HOW INTENSELY RACIST IT WAS. I JUST WANT TO FRAME THAT. AND SO, HOW DO YOU NEGOTIATE AND I'D LIKE TO HEAR FROM EACH OF YOU. WE HAVE AN ADDITIONAL FOUR MINUTES ACCORDING TO LASANA. 10? OH, WE CAN GO IN ON THIS THEN. [ LAUGHTER ] HOW DO YOU NEGOTIATE SPEAKING TO POWER, RIGHT, DECONSTRUCTING POWER IN SYSTEMS OF OPPRESSION IN THE CLASSROOM WHILE NOT SIMULTANEOUSLY ALIENATING STUDENTS WHO ARE WHITE, BENEFICIARIES OF WHITE PRIVILEGE. BECAUSE MY GOAL IS TO MAKE THEM ALLIES, IS THIS PERSON'S SENTIMENT. DR. SARAH RODRIGUEZ: I FEEL LIKE AS AN IOWAN, IT IS MY DUTY [ LAUGHTER ] TO ANSWER THIS QUESTION FIRST. [ LAUGHTER ] SO, YEAH, YOU KNOW, THIS IS THE QUESTION THAT I LITERALLY DEAL WITH EVERY SINGLE DAY. WITH STUDENTS, WITH ADMINISTRATORS, WITH MY PEERS LUCKILY NOT IN MY AREA BECAUSE WE'RE ALL HALF, YOU KNOW, WE'RE HALF PEOPLE OF COLOR AND WE GET IT. BUT, YOU KNOW, I THINK THE WAY THAT I TRY TO NEGOTIATE THOSE SPACES, SO WE TAKE AN ENTIRE DAY IN MY, LIKE, INTRO TO RESEARCH METHODS COURSE. A WHOLE DAY WHERE WE DO NOTHING BUT TALK ABOUT

TOTAL RECALL CAPTIONING, INC. WWW.YOURCAPTIONER.COM Page 52 ANTI-OPPRESSIVE RESEARCH. THAT AS YOU CAN IMAGINE IS A TERRIFYING DAY FOR ALL INVOLVED. I'M SCARED BECAUSE I'M LIKE, PLEASE DON'T LET ME LOSE MY JOB, STUDENTS OF COLOR ARE SCARED BECAUSE OH, WHAT'S YOUR OPINION OF BEING A STUDENT OF COLOR AND -- ABSOLUTELY TERRIFIED. TO OPEN UP THAT DAY IS REALLY HARD. THEY'VE DONE THE READINGS, DONE THESE THINGS. AND THE WAY THAT I TRY TO OPEN UP THAT DAY IS BY THINKING ABOUT INTERSECTIONAL IDENTITIES. AND I'M REALLY GLAD THAT YOU MENTIONED INTERSECTIONAL IDENTITIES. THAT'S PART OF THE WORK THAT I DO. THEY IN OFTEN TIMES DO NOT UNDERSTAND THAT PEOPLE ARE COMPLEX BEINGS. SO SOMETIMES MY STUDENTS ARE LIKE, WELL, I DON'T HAVE MULTIPLE IDENTITIES. I'M JUST WHITE, THAT'S ALL. AND WE SPEND A SIGNIFICANT PORTION OF THE CLASS DECONSTRUCTING WHO THEY ARE. I KNOW THAT SOUNDS REALLY ELEMENTARY BUT FOR THINKING OF BEING AN ANTI-OPPRESSIVE RESEARCHER, ADMINISTRATOR, THIS IS WHERE WE HAVE TO THINK OF OUR WHITE, MIDDLE CLASS, MOSTLY MALE, STUDENTS IN CLASS. WE SPEND A LOT OF TIME TALKING ABOUT THEIR IDENTITIES. AND FOR MYSELF, THAT IS A DAY WHERE I FACILITATE RATHER THAN SPEAK. ALMOST COMPLETELY. I THINK, THE REASON I DO THAT, THE STUDENTS IN MY CLASS, ALMOST, EXCEPT FOR AGAIN, ONE OR TWO STUDENTS WHITE, I FEEL LIKE THEY NEED TO WORK THROUGH SOME THINGS. THEY NEED TO WORK THROUGH WHO THEY ARE AND THEY DON'T NEED TO WORK ON WHO THEIR PARTNER, WHO THE STUDENT OF COLOR IS. THEY NEED TO WORK ON THEIR OWN STUFF. SO I KNOW, THAT'S A WAY, IF WE'RE CLEAR ON WHO WE ARE, WHO THEY ARE, THE WHITE MAJORITY THEN WE CAN'T EVEN HAVE THESE CRITICAL CONVERSATIONS. I THINK IT STARTS WITH JUST DOING THAT. AND ALSO, SOMETHING ELSE THAT I TRY TO DO IN JUST -- IT'S OUT. SO I'M GOING TO CALL YOU OUT. FOR INSTANCE, STUDENT SAID POWWOW, AND I'M LIKE NO, WE DON'T. WE DON'T NEED TO HAVE A POWWOW. BUT I TRY TO DO IT WITH AN ELEMENT OF GRACE. YOU KNOW, TO CALL THEM OUT AND I'M LIKE THAT'S NOT REALLY APPROPRIATE AND WE TALK ABOUT WHY. AND

TOTAL RECALL CAPTIONING, INC. WWW.YOURCAPTIONER.COM Page 53 THEN SAY WELL, YOU KNOW, LIKE, JUST, LIKE, YOU GOT TO WORK ON IT, YOU'RE A WORK IN PROGRESS AND NOT FORGETTING THAT, LIKE, THESE ARE STILL PEOPLE AND THEY'RE WORKS IN PROGRESS. SO I TRY TO BE, I TRY TO GIVE PEOPLE GRACE AS MUCH AS I CAN, ESPECIALLY MY STUDENTS. [ APPLAUSE ]

DR. MARCO CERVANTES: IT'S DIFFERENT IN MY CLASSES, MOST OF MY STUDENTS ARE BLACK AND BROWN. THIS IS NOT WHAT I'M GOOD AT, UNDERSTANDING THEIR WHITE PRIVILEGE. EARLY ON, YOU KNOW, AS BEGINNING AS A PROFESSOR, YOU KNOW, I REMEMBER HAVING DIFFICULT STUDENTS AND WELL, YOU KNOW, LET'S TALK ABOUT WHITE PRIVILEGE AND YOU KNOW, THEY GET VERY UPSET. WELL, I'M A POOR WHITE GUY WHO CAN'T FIND A JOB, HOW ARE YOU GOING TO TELL ME ABOUT WHITE PRIVILEGE? HOW DO I UNDERSTAND WHITE PRIVILEGE? GET TO A POINT WHERE SOME OF THE STUDENTS, BY THE MIDDLE, END OF SEMESTER, TELL ME WHAT I WANT TO HEAR, YEAH, MEXICANS ARE OPPRESSED. AFTER A COUPLE SEMESTERS LIKE THAT, I MADE IT CLEAR AT THE BEGINNING OF THE SEMESTER, WE'RE GOING TO TALK ABOUT RACISM, TALK ABOUT WHITE PRIVILEGE IN THIS CLASS, WE'RE GOING TO TALK ABOUT THE MARGINALIZATION OF BLACK AND BROWN PEOPLE IN THE UNITED STATES, AND OTHER MARGINALIZED FOLKS HERE, SO IF YOU'RE UNCOMFORTABLE WITH [ NO AUDIO ] -- THEY'RE GONE, THEY'RE GHOSTS, THEY'RE OUT. AND YOU KNOW, IT'S SOMETHING THAT I AGAIN, I NEED TO WORK ON. AND I'LL SAY THIS. I'VE HAD DOWN ASS WHITE FOLKS IN MY CLASS TOO, THEY'RE DOWN AND WITH IT. AND ON THE OTHER HAND, IT'S JUST, YOU KNOW, VERY DIFFICULT WHEN YOU HAVE FOLKS THAT ARE JUST STUCK IN THIS, YOU KNOW, I'M NOT PRIVILEGED. PROBABLY ONE OF THE MORE UPSETTING WAS IN MY BLACK AND CHICANO FUSION CLASS, MOSTLY BLACK AND MEXICAN STUDENTS, A FEW WHITE STUDENTS. FOR THESE PARTICULAR WHITE FOLKS, THEY DID NOT WANT TO BE SITTING IN THIS BLACK AND BROWN FOCUS CLASS, VERY

TOTAL RECALL CAPTIONING, INC. WWW.YOURCAPTIONER.COM Page 54 UNCOMFORTABLE FOR THEM. I TRY MY BEST TO MAKE THEM FEEL COMFORTABLE, TRY TO MAKE THEM UNDERSTAND THAT WHITE PRIVILEGE HAS ACTUALLY WORKED AGAINST POOR WHITE FOLKS IN MANY WAYS. VERY DIFFICULT CONVERSATIONS I HAVE. THIS WAS A CLASS WHERE FOUR WHITE FOLKS STOOD UP AND WALKED OUT OF THE CLASS. YOU KNOW, WE JUST, ME AND THE BLACK AND BROWN STUDENTS JUST LOOKED AT EACH OTHER LIKE, WOW. THIS IS JUST, WE HAVE A LOT OF WORK TO DO. AGAIN, I'LL JUST BE, AGAIN, BEING HONEST, IT'S JUST SOMETHING THAT I'M NOT VERY GOOD AT, MAYBE ALSO THE SPACE AND LOCATION WHERE I DO HAVE, YOU KNOW, BLACK AND BROWN STUDENTS THAT ARE TALKING ABOUT SOME OF THESE THINGS FOR THE FIRST TIME AND BECOMING VERY EXCITED. YOU KNOW, THEY'RE COMING TO THAT CONSCIOUSNESS BUT ALSO FEELING THAT ANGER, YOU KNOW, THAT COMES IN ME. YOU'VE GOT TO GIVE STUDENTS TIME TO FEEL ANGRY. I KNOW I FELT THAT. IT'S A DIFFERENT SPACE BUT AGAIN, I THINK I'VE GOT TO WORK ON THAT AND BE BETTER. [ APPLAUSE ]

DR. FLORA LU: JUST WANT TO ECHO WHAT YOU SAID, WHAT WE DO IS VERY POWERFUL, AS EDUCATORS WE PUSH THEM TO THAT EDGE TO BE DARING, RIGHT? SO RATHER THAN SAYING LIKE, A SAFE SPACE, CAN WE MAKE IT A BRAVE SPACE? CAN YOU ACTUALLY, LIKE -- [ APPLAUSE ]

DR. FLORA LU: HOW YOU CAN THINK ABOUT THESE CONVERSATIONS AND NOT WALK OUT, BUT SIT THROUGH THE DISCOMFORT. BECAUSE FOR SO MANY OF US, THAT'S THE DISCOMFORT. WE DON'T HAVE THAT ABILITY TO GET UP AND WALK OUT WHEN WE DON'T FEEL COMFORTABLE. RIGHT? [ APPLAUSE ]

DR. FLORA LU: BUT HAVING SAID THAT, HOW DO WE THEN SCAFFOLD THE STUDENTS SO THAT WE'RE COMFORTABLE WITH US AND THAT WE OWN

TOTAL RECALL CAPTIONING, INC. WWW.YOURCAPTIONER.COM Page 55 UP AS THE PERSON IN THAT CLASS WHO IS SEEN AS THE AUTHORITY FIGURE, YOU KNOW, ONE OF THE THINGS I DO, I SO APPRECIATE, SARAH WHAT YOU WERE SAYING HOW YOU ESTABLISH THE CLASSROOM. SO MANY THE FIRST DAY, HERE'S THE SYLLABUS, HALF AN HOUR, WE'RE OUT. SOME DON'T KNOW HOW TO BE WITH YOU. YOU HAVE TO ESTABLISH THOSE EXPECTATIONS BUT TELL THEM WHO YOU ARE AND WHAT THEY BELIEVE AND WHAT GROUNDS YOU AND WHAT PROMISES YOU MADE TO THOSE STUDENTS THAT DAY. I PROMISE, WHEN I'M HERE, YOU'RE ALL I'M THINKING ABOUT. I'M NOT DOING THIS BECAUSE I JUST CAN'T WAIT TO GET BACK TO MY RESEARCH AND I CAN'T WAIT FOR THIS HOUR TO BE OVER. LIKE, I'M PRESENT WITH YOU, AND HERE 110% WITH YOU. THERE ARE TIMES I COME IN HERE AND MAYBE I'M NOT MY BEST SELF. WE MIGHT HAVE AN INTERACTION WHERE I'M DISTRACTED AND NOT BEING MINDFUL, I MAY LEAVE YOU FEELING DIMINISHED. IF I DO THAT, I ASK, I IMPLORE YOU TO HAVE THE TRUST IN ME TO COME TALK TO ME ABOUT THAT AND GIVE ME THE ABILITY TO HAVE SOME RESTORATIVE JUSTICE WITH YOU AND TO OWN UP TO MY MISTAKES. AND I TELL YOU, WITH STUDENTS -- [ APPLAUSE ]

DR. FLORA LU: BY OPENING THAT UP AND THEN WHETHER OR NOT IT'S THOSE WHITE STUDENTS THAT FELT THEY WERE UNCOMFORTABLE, TO EVEN HAVE THAT CONVERSATION, WE NEED TO ESTABLISH, YOU KNOW, TO HAVE THOSE CONVERSATIONS. WHAT ARE OUR GROUND RULES? WE CAN CALL PEOPLE OUT. AND SOMETIMES THAT'S WHAT THEY NEED. BUT WE CAN ALSO CALL THEM IN. SO ESTABLISH, WHAT ARE THE RULES OF YOUR CONVERSATION, WHO HAS THE FLOOR, HOW DO WE, WE ASSUME BEST INTEREST, BEST, YOU KNOW, INTENT FROM THE PEOPLE IN THIS CLASSROOM. AND THAT WE CAN, AS MUCH AS POSSIBLE, RIGHT? HAVE THOSE HARD CONVERSATIONS BUT HAVE THEM IN A WAY THAT DOESN'T, LIKE, DETRACT OR DIMINISH OR REALLY DEFLATE THOSE STUDENTS. BUT ENABLE THEM TO GRAPPLE PRODUCTIVELY AND CONSTRUCTIVELY.

TOTAL RECALL CAPTIONING, INC. WWW.YOURCAPTIONER.COM Page 56 >>: THANK YOU. [ APPLAUSE ]

>>: SO, I'M GOING TO CALL A QUICK AUDIBLE, I'M GOING TO TAKE THIS QUESTION, REAL QUICK. AND I DON'T WANT TO BE DISMISSIVE OF THE SPIRIT IN WHICH THIS QUESTION WAS CREATED. BUT I'LL BE REMISS IF I DON'T ADDRESS THIS. HOW DO YOU EDUCATE AND/OR TEACH A POPULACE OF STUDENTS RESISTANT TO LEARNING OR DON'T KNOW THEY NEED TO LEARN. I'M GOING TO CALL THIS OUT FIRST AS DEFICIT MODEL THINKING, RIGHT? AND SO, OBVIOUSLY, THIS IS ANONYMOUS, WE DON'T WANT ANYONE TO FEEL BAD. BUT THE REALITY IS THAT THE REASON THAT STUDENTS ARE IN THIS POSITION WHERE THEY DON'T WANT TO LEARN, QUOTE UNQUOTE IS BECAUSE THE MATERIAL THAT'S BEING COVERED IS DECONTEXTUALIZED. THERE'S NO LIMIT ON SPACE WHERE IT CAN BE NEUTRAL, IT'S ACTUALLY DOING DAMAGE TO THE STUDENTS. SO MY SUGGESTION WOULD BE TO RETHINK THE WAY THAT YOUR CURRICULUM IS DESIGNED AND TO INTERROGATE YOUR OWN PEDAGOGICAL PRACTICES, SO YOU CAN BE SOMEONE FOR WHOM THEY WORK ALONGSIDE FOR THEIR OWN INTELLECTUAL DEVELOPMENT. SO. [ APPLAUSE ]

>>: SO WITH THAT, WE ARE DONE. PLEASE GIVE A ROUND OF APPLAUSE TO OUR PANELISTS ONE MORE TIME!. [ APPLAUSE ]

LASANA HOTEP: LET'S GIVE IT UP AGAIN!. [ APPLAUSE ]

LASANA HOTEP: GOT SOME GOOD QUESTIONS IN HERE, MAYBE THEY CAN ANSWER THEM IN SOME PUBLIC FORUM. SPEAKING OF THAT, THIS SUMMIT IS BEING RECORDED, THE LINK WILL BE AVAILABLE ON THE EQUITY SKYLINE EQUITY PAGE AS SOON AS POSSIBLE.

TOTAL RECALL CAPTIONING, INC. WWW.YOURCAPTIONER.COM Page 57 THE PRESENTATIONS THAT YOU'RE SEEING, THOSE PEOPLE THAT USED POWER POINTS AND THINGS OF THAT NATURE, THEY WILL BE AVAILABLE AS WELL. AND SO, WE WANT TO CONTINUE THIS CONVERSATION BUT ALSO HAVE YOU BE ABLE TO ACCESS THE THE MATERIAL. IN NO WAY, SHAPE, OR FORM WILL WE CONCEDE TO THIS PARTICULAR PROJECT [ NO AUDIO ] PORTIONS BECAUSE WE WANT YOU TO DIG A LITTLE BIT MORE IN TO THE PRESENTER'S RESEARCH AND FIND OUT MORE ABOUT WHAT THEY'RE TALKING ABOUT, BUT ALSO GO BEYOND THAT RESEARCH AND FIND OUT WHAT THEY'RE INTERROGATING ON YOUR OWN. ALSO, WE'RE ASKING THAT WHEN WE LEAVE HERE THAT WE MAKE A COMMITMENT TO GO IN TO OUR VARIOUS CAMPUSES, OUR VARIOUS COMMUNITIES AND START COMMUNITIES OF PRACTICE. WHICH I'LL TALK A LITTLE BIT MORE ABOUT IN THE CLOSING. AND SO, THIS PARTICULAR OPPORTUNITY THAT WE HAVE HERE IS TO ABSORB AND THEN TO TALK AMONGST OUR COLLEAGUES AND FIGURE OUT HOW WE'RE GOING TO TAKE SOME, NOT JUST THE INFORMATION, BUT SOME PRACTICES BACK TO THE PLACES WHERE WE ARE, WHERE WE WANT TO DO THIS WORK TO IMPACT THE COMMUNITIES THAT WE'RE CHARGED TO IMPACT. SO ON THE LOGISTICAL SIDE AGAIN, THE #SKYEQUITYSUMMIT SO ALL OF THE RAP VIDEOS, I GUESS NOW THAT YOU'LL BE POSTING ON ALL YOUR PHONE SNAPCHAT, THOUGHT YOU WERE AT AN ACADEMIC REFERENCE, GUY RAPPING. YOU LIAR! THEN YOU HAVE TO EXPLAIN THAT TO YOUR SUPERVISOR, YOU WEREN'T AT A RAP CONCERT. DR. CERVANTES IS A DOPE EMCEE. HE'S BEEN PART OF A PROGRAM CALLED THIRD ROOT, THEY HAVE THREE ALBUMS I REALLY ENCOURAGE TO YOU SEEK THEM OUT. SO WHAT WE'RE GOING TO DO IS THIS. FOLLOW ALONG WITH ME IN THE [ NO AUDIO ] BUILDING WHEN YOU EXIST, BUT THE SEATING IS NOT IN HERE. YOU CANNOT EAT IN HERE. AND SO, WE HAVE BUILDING 6 WHICH IS, SERVES AS OUR STUDENT UNION AREA. WE HAVE PEOPLE OUT THERE TO DIRECT YOU TO BUILDING SIX, A SHORT WALK OVER THERE WHERE YOU CAN FIND TABLES, WHERE YOU CAN CHAT, WHERE YOU

TOTAL RECALL CAPTIONING, INC. WWW.YOURCAPTIONER.COM Page 58 CAN CONNECT WITH SOME INDIVIDUALS THAT YOU EITHER CAME WITH OR YOU HAD MET AT THE SUMMIT. AFTER THAT, WE'RE GOING TO RETURN AND START BACK PROMPTLY AT 12:30 WITH THE FIRST EQUITY SPEAKER WHICH WILL BE DR. MATTHEW WHITAKER. WE'LL GO THROUGH, TAKE A BREAK AND THEN GO THROUGH THE PLENARY SECTION. THEN WE'LL HAVE THE PRESIDENT OF SKYLINE COLLEGE, DR. REGINA STANBACK STROUD INTRODUCE DR. ANGELA DAVIS. WE'LL HAVE SOMETHING CALLED THE COMMUNITY CONNECTION, A NETWORKING OPPORTUNITY IN BUILDING SIX. YOU HAVE THE OPPORTUNITY, IF YOU DON'T HAVE TO LEAVE IMMEDIATELY TO GO TO BUILDING SIX, ONCE YOU'RE THERE, YOU'LL BE ABLE TO CONNECT WITH INDIVIDUALS THERE TO PROVIDE YOU AN OPPORTUNITY TO EXCHANGE BUSINESS CARDS, IT WILL ALSO PROVIDE YOU AN OPPORTUNITY TO CONNECT WITH SOME INDIVIDUALS. WE DO NOT HAVE A BOOK SIGNING OR ANY KIND OF RECEPTION SET UP WITH DR. DAVIS. SHE HAS TO BE ON TO HER NEXT THING. SO, BUT WE WILL HAVE A COMMUNITY CONNECTION OVER THERE IN BUILDING SIX TO RECEIVE YOU ALSO WITH SOME REFRESHMENTS. SO THAT'S PRETTY MUCH HOW WE'RE GOING TO CLOSE OUT TODAY. AM I GETTING THE SIGNAL UP TOP? THAT WE'RE CLEAR FOR LAUNCH? AM I GETTING IT? I NEED TO GET THE SIGNAL, GIVE ME ONE SECOND. I'M TRYING TO GET THE SIGNAL. I CAN'T JUST RELEASE YOU WITHOUT THE SIGNAL BECAUSE THEN, YOU KNOW, THEN THEY'RE NOT READY TO RECEIVE YOU. FOR THOSE WHO ARE WONDERING WHAT THE MEAL IS GOING TO BE, IT'S GOING TO BE -- [ LAUGHTER ] -- IT'S GOING TO BE A VEGETARIAN OPTION, A POULTRY OPTION, AND A FISH OPTION FOR YOU TO PARTICIPATE IN. BUT WE WILL BEGIN PROMPTLY, PROMPTLY AT 12:30, I THANK YOU VERY MUCH AND I HOPE YOU ENJOY YOURSELF BECAUSE I SURE AM ENJOYING MYSELF. [ LUNCH BREAK ] LASANA HOTEP: WE WILL BEGIN IN TWO MINUTES, SO PLEASE TAKE YOUR SEATS. I HOPE YOU ENJOYED YOUR LUNCH.

TOTAL RECALL CAPTIONING, INC. WWW.YOURCAPTIONER.COM Page 59 IF YOU DIDN'T ENJOY YOUR LUNCH, WE GIVE FULL REFUNDS. [ LAUGHTER ]. >>: ALL RIGHT. WE NEED TO GET THIS PARTY STARTED. I'VE BEEN GIVEN INSTRUCTIONS. IT'S HITTING 12:30 ON THE DOT. LET'S START THE PROGRAM. YOU KNOW, WHEN YOU'RE SITTING IN THE AUDIENCE, YOU DON'T KNOW HOW BRIGHT THIS LIGHT IS HERE. DANG. ALL RIGHT. TAKE YOUR SEATS, PLEASE. OKAY. I TRUST THAT LUNCH WAS DELICIOUS AND YOU ENJOYED IT. LET'S GIVE THE CATERER A ROUND OF APPLAUSE. [ APPLAUSE ] YOU TOOK THE OPPORTUNITY TO NETWORK WITH SOME PEOPLE AND HOPEFULLY, LIKE WE SAID, WE HAVE THE CONNECTIONS, HOPEFULLY YOU CAN HOOK UP. THIS IS A GROUND SWELL OF FOUNDATION AND SUPPORT THAT'S GOING TO BE NECESSARY THROUGHOUT CALIFORNIA, THROUGH OUR DISTRICT, ADDRESSING VERY CRITICAL ISSUES AS WE MOVE IN TO VERY CRITICAL, POLITICAL, I CAN'T EVEN DESCRIBE IT, TRAUMA I THINK IS A GOOD WORD. OKAY. I'D LIKE TO WELCOME YOU BACK. HELLO, EVERYONE. HI NAME IS DR. RAYMOND JONES. I SERVE AS THE DIRECTOR OF THE MIDDLE COLLEGE HERE AT SKYLINE COLLEGE. THIS AFTERNOON, I HAVE THE HONOR OF INTRODUCING OUR NEXT SPEAKER. DR. WHITAKER HAS JOINED US TODAY ALL THE WAY FROM ARIZONA WHERE HE'S A FOUNDER AND CHIEF EXECUTIVE OFFICER OF DIAMOND STRATEGIES, FOCUSING ON DIVERSITY, EQUITY, CULTURAL COMPETENCE AND INCLUSION. HE'S IN THE CENTER FOR RACE AND DEMOCRACY ARIZONA STATE UNIVERSITY WHERE HE'S ALSO WON AN AWARD WINNING PROFESSOR OF AFRICAN AMERICAN AND CIVIL RIGHTS HISTORY. DR. WHITAKER IS THE AUTHOR OF SEVERAL BOOKS, INCLUDING RACE WORK, OF RISE OF CIVIL RIGHTS IN THE URBAN WEST AND PEACE BE STILL, MODERN BLACK AMERICA FROM WORLD WAR II TO BARACK OBAMA. TODAY, DR. WHITAKER WILL DELIVER A TALK TITLED "MAKE IT DO WHAT IT DO: CULTURAL COMPETENCY AND PEDAGOGICAL EXCELLENCE." PLEASE HELP ME WELCOME HIM TO THE STAGE.

TOTAL RECALL CAPTIONING, INC. WWW.YOURCAPTIONER.COM Page 60 DR. MATTHEW WHITAKER: THANK YOU. THANK YOU. GOOD AFTERNOON. I'M SO HAPPY TO BE HERE, I HAVE TO TELL YOU. I'M VERY EXCITED AND PUMPED UP. I FEEL AS THOUGH I'M WITH FAMILY. I'M FROM ARIZONA, SO WE'VE TALKED ABOUT IOWA, I TOO AM FROM THE BELLY OF THE BEAST. [ LAUGHTER ] SO THANK YOU FROM EMANCIPATING ME, SKYLINE FOR AT LEAST ONE DAY FROM A LOT OF CULTURALLY INCOMPETENT PEOPLE. VERY HAPPY TO BE HERE. SO PRESIDENT STANBACK STROUD, ALL THE GUESTS, YOUR PEERS, THANK YOU FOR GIVING ME AN OPPORTUNITY TO MAKE IT DO WHAT IT DO, BORROWING FROM THAT VERY FAMOUS JAZZ PHRASE MADE POPULAR BY NONE OTHER THAN THE GREAT RAY CHARLES, MAKE IT DO WHAT IT DO. WHAT DOES THAT MEAN? WELL, ONE OF THE THINGS THAT I WANT TO DO TODAY IN TALKING ABOUT CULTURAL COMPETENCY AND PEDAGOGY IS MAKE SURE THAT I ENCOURAGE EVERYONE TO THINK. WE'VE BEEN DOING THAT ALL MORNING. SOCRATES SAID I CAN'T TEACH ANYONE TO DO ANYTHING, I CAN ONLY MAKE THEM THINK. I LEARNED THIS FROM MY WOMAN, AFRICAN AMERICAN, ACTIVIST, TEACHER, WHO JUST RETIRED AFTER 37 YEARS AT TEACHING AT A MIDDLE SCHOOL IN PHOENIX. HER PARTNER WHO IS A RADICAL, WHITE FEMALE FEMINIST JUST RETIRED AFTER 36 YEARS OF TEACHING, SO YES I HAVE TWO MOMS, ONE BLACK, ONE WHITE. I'LL GET BACK TO THAT IN JUST A SECOND. [ APPLAUSE ]

THEY BOTH TAUGHT ME THROUGH THEIR EXPERIENCES AND THE CLASSROOM BY OBSERVING EVER SINCE I WAS THIS TALL THAT THE BEST WAY THAT YOU CAN MOVE OUR SOCIETY FORWARD IS TO LOVE ONE ANOTHER, TO ACKNOWLEDGE OUR HUMANITY BUT TO ENCOURAGE PEOPLE TO THINK, NOT TELL THEM WHAT TO THINK BUT ENCOURAGE THEM TO THINK. I WANT TO ENCOURAGE YOU TO THINK ABOUT WHAT I CALL THE NINE PS. THE PROGRAM SAYS THE APS, BUT IT'S THE NINE PS. AND THESE ARE PS I'VE LEARNED FROM MY MOM AND THAT I'VE LEARNED FROM MY OTHER MOM, MARY. IT'S THE PS I'VE LEARNED FROM MY VERY DIVERSE FAMILY.

TOTAL RECALL CAPTIONING, INC. WWW.YOURCAPTIONER.COM Page 61 BECAUSE I DIDN'T UNDERSTAND THAT THERE WAS A WORD TO DESCRIBE US LONG TIME AGO, MULTICULTURAL, THEN IT WAS DIVERSE. NOW WE'RE STILL TALKING ABOUT DIVERSE. I DIDN'T REALIZE IT WAS A TERM THAT DEFINED US UNTIL I GOT TO COLLEGE AND OH, YOU'RE DIVERSE. AND I SAID OKAY. MY AFRICAN AMERICAN FAMILY, AGAIN, MY MOM WAS BLACK, MY OTHER MOM WAS WHITE. I GREW UP IN A LARGELY LATINO NEIGHBORHOOD, CHICANOS WERE MY FRIENDS, THEIR PARENTS WERE MULTIGENERATIONAL IN TERMS OF HOW THEY VIEWED THEMSELVES. TAIWANESE PEOPLE IN MY FAMILY, FOLKS FROM RUSSIA IN MY FAMILY. I HAVE MY UNCLES, ALL FOUR UNCLES, ALL MARRIED WOMEN FROM MEXICO, SINALOA, OAXACA. MY WIFE IS FROM MINNESOTA, THAT MEANS SHE'S VERY WHITE. [ LAUGHTER ]. SHE IS THAT WHITE THAT, THE NEXT LEVEL IS CANADIAN, BUT SHE'S NOT QUITE UP THERE. BUT I LOVE HER TO DEATH. AND OUR FAMILY, WE DO ALL SORTS OF THINGS AT OUR WEDDING, WE JUMPED THE BROOM, WE DANCED THE TARANTELLA, WE HAD TAMALES, WE HAD A GREAT TIME.[] I'M SAYING THAT INCLUSION CAN BE DONE AND MANY OF US DO IT EVERY DAY. WE JUST DON'T THINK ABOUT IT, ESPECIALLY IN TERMS OF ENGAGING FROM AN ACADEMIC STANDPOINT. SO LET ME GET IN TO THOSE PS. WHAT IS THE FIRST ONE? THE FIRST ONE IS PREPAREDNESS. I JUST TALKED A LITTLE BIT ABOUT PREPAREDNESS. MY FAMILY STARTED PREPARING ME WHEN I WAS A CHILD. WE WERE DIVERSE, BUT EVEN AS A FAMILY, WE HAD DIFFERENCES. WE BROUGHT ALL SORTS OF DIFFERENT THINGS TO BEAR. WE BROUGHT BAGGAGE, AND I WAS TAUGHT EARLY ON HOW TO NEGOTIATE THAT. PREPAREDNESS. WHEN MOST OF US THINK ABOUT PREPAREDNESS, WE THINK ABOUT WHAT'S THE TERM THAT THEY USE IN, WEST IN SHOW WITH THE DOGS, PEDIGREE. I HATE THAT TERM. MY MOTHER ALWAYS TAUGHT ME NOT TO USE THAT TEAM BY I HATE THAT TERM. I THINK OF CANINES WHEN I THINK OF PEDIGREE. BUT IN THE ACADEMIC WORLD, THAT'S WHERE OUR MONEY AND MINDS GO FIRST. WHAT DEGREES YOU HAVE, WHAT CERTIFICATIONS DO YOU HAVE?

TOTAL RECALL CAPTIONING, INC. WWW.YOURCAPTIONER.COM Page 62 AND YOU THINK THAT BECAUSE YOU HAVE A DEGREE, MANY OF US IN ARCHITECTURE, A DEGREE IN ENGINEERING OR DEGREE IN ENGLISH AND WE GRADUATE SUMMA CUM LAUDE THAT WE'RE PREPARED IN PEDAGOGY. BUT THAT ALONE IS NOT PREPAREDNESS. PREPAREDNESS IS BEING ABLE TO TETHER WHAT YOU'RE LEARNING AND CONNECT IT TO THE HUMAN EXPERIENCE, WHICH IS CONSTANTLY CHANGING AND DIVERSE. BEING ABLE TO AUDIBLE, LIKE A QUARTERBACK, PRESCOTT THE BEST QUARTERBACK IN NFL ON THE TEAM IS GOING TO WIN THE CHAMPIONSHIP THIS TEAM THE DALLAS COWBOYS I DID SAY THAT YOU LIKE HOW I SPIT THAT, MARCOS? [ LAUGHTER ]. LIKE A QUARTERBACK, WHEN YOU'RE DEALING WITH PEOPLE, A LOT OF FOLKS IN THE CLASSROOM, A TRADITIONAL CLASSROOM, A CHURCH, SYNAGOGUE, MOSQUE, COMMUNITY CENTER, WHATEVER YOU NAME IT. THOSE ARE CLASSROOMS, THEY'RE NOT PREPARED BECAUSE THEY DON'T HAVE A CULTURAL COMPETENCY. PREPAREDNESS. THE OTHER P IS PASSION. SEE ALL THESE VERY HAPPY PEOPLE? SMILING? I LOVE THE THE PICTURE LIKE THAT. IT REMINDS ME OF MY FAMILY. WE DON'T ALWAYS GET ALONG, WE'RE NOT ALWAYS SMILING THOUGH. BUT PASSION! PASSION IS A KEY. IF YOU ARE NOT PASSIONATE, EXCITED ABOUT WHAT YOU DO AND WHAT YOU CAN BRING TO THE TABLE, WHY WOULD YOU EXPECT ANYBODY ELSE TO BE? I WAS ALWAYS TAUGHT BY MY GRANDMOTHER THAT ATTITUDE REFLECTS LEADERSHIP. IF YOUR ATTITUDE IS LIKE THIS IN TERMS OF YOUR DISPOSITION AND TALKING TO PEOPLE LIKE BEN STEIN, BUELLER, BUELLER, BUELLER, WHY WOULD YOU EXPECT ANYBODY ELSE TO BE EXCITED ABOUT WHAT YOU DO? EXCITED EVERY TIME I ENTER A CLASSROOM, I'M EXCITED. EVEN IF I'M, EVEN WHEN I'M DEALING WITH STUDENTS THAT MY MOM WOULD SAY ARE ATTITUDINAL. I'M EXCITED ABOUT THE EXCHANGE, DIALOGUE, PASSION. AND IT'S NOT SOMETHING THAT IS CONTRIVED, IT'S SOMETHING THAT COMES NATURALLY. I'M NOT THINKING ABOUT BEING EXCITED RIGHT NOW, I JUST, I JUST AM.

TOTAL RECALL CAPTIONING, INC. WWW.YOURCAPTIONER.COM Page 63 AND I'M DOING THAT BECAUSE I LIBERATED MYSELF A LONG TIME AGO ABOUT WORRYING ABOUT WHAT PEOPLE THINK. I'M JUST EXCITED ABOUT THIS PARTICULAR WORK THAT WE ARE DOING. PASSION! PERFORMANCE. I'M NOT ENGAGING THIS WHITE MALE, HETEROSEXIST IMAGERY. I JUST THINK THE CAPE IS DOPE. I MEAN, CHECK THAT CAPE OUT. I MEAN, THE CAPE IS, THE CAPE WAS BOMB. ANYWAY. PERFORMANCE IS VERY IMPORTANT! MY PH. D ADVISOR WHO I JUST IDOLIZE, HER NAME IS PROFESSOR DARLENE CLARK HINE AND SHE'S ONE OF THE DEAN OF WOMEN'S HISTORY AND LIFE, WHEN I FINISHED MY PH. D, I SAID TO HER, WHAT ADVICE DO YOU HAVE TO ME NOW THAT I'M GOING OUT? SHE SAID I SEND YOU FORTH LIKE A SHEEP AMONG WOLVES. [ LAUGHTER ]. AND SHE SAID, THE TWO PIECES OF ADVICE I GIVE YOU, NUMBER ONE: EDUCATION IS AS MUCH ABOUT IDEAS AS IT IS ABOUT POLITICS. KNOW THAT. AND THE SECOND THING SHE SAID IS THE MINUTE YOU STEP IN FRONT OF A CROWD OR CLASSROOM, IT'S A PERFORMANCE. AND SHE SAID, A LOT OF ACADEMICS IN OUR OFTEN HEARTY DISPOSITION, I'M NOT GOING TO PERFORM FOR PEOPLE, I UNDERSTAND THAT. I'M NOT TALKING ABOUT MAESTRO, TAP DANCING, I'M TALKING ABOUT PERFORMING THAT PASSION THAT COMES FORTH TO EDUCATE PEOPLE. ANECDOTES, JOKES, YOUR PERSONAL EXPERIENCES, I'VE USED ANECDOTES THAT HAVE USED MY GRANDMOTHER'S CORNBREAD TO TALK ABOUT MIXTURE AND MYSTERY AND DYNAMISM. DRAW ON THOSE EXPERIENCES YOU HAVE. WE'RE HOMOSAPIENS AT THE END OF THE DAY. WE'RE MAMMALS. WE LIKE TO THINK BECAUSE OF OUR PEDIGREE AND OUR FANCY CLOTHES AND CARS AND OCCASIONAL VACATIONS AND, YOU KNOW, RHETORICAL SKILL AND EXCELLENCE THAT SOMEHOW WE HAVE MOVED BEYOND THAT. AND I WOULD ARGUE, AS A HISTORIAN, WE DEAL IN MILLENNIA, WE HAVEN'T ADVANCED ALL THAT MUCH SINCE WE WERE CHASING MASTODONS AS OTHERS, THOSE WHO OCCUPY THE OVAL OFFICE, BUT I MUST NOT SAY THE NAME OF HE WHO MUST NOT BE.

TOTAL RECALL CAPTIONING, INC. WWW.YOURCAPTIONER.COM Page 64 BUT WE HAVE TO BE ABLE TO PERFORM! TO CAPTURE PEOPLE'S ATTENTION. ONE OF THE PROFESSORS THAT I LOVED THE MOST AND, I LOVE HIM THE MOST BUT HE DIDN'T PERFORM AT ALL. BUT I WAS JUST IN TO WHAT HE WAS DOING. BUT HE WOULD COME AND STAND AT THE PODIUM, EVERY CLASS AND HE WOULD READ FROM THESE NOTES THAT WERE BROWN AND CURLED UP ON THE ENDS, YOU COULD TELL THEY WERE OLD. HE HAD BEEN USING THEM A LOT. HE WOULD READ AND ACTUALLY LITERALLY READ HIS JOKES AND HE WOULD START LAUGHING AS HE WOULD READ HIS JOKES. SO HA-HA HA, AND I THOUGHT THIS IS HILARIOUS! AND WHAT WAS HILARIOUS WAS THE FACT HE WAS DOING IT, NOT THE JOKES. HE NEEDED ME TO BE EXTRA, EXTRA ENERGETIC. THE NEXT P IS POINT OF VIEW. POINT OF VIEW. POINT OF VIEW IS VERY IMPORTANT. WONDERFUL LION HERE, LITTLE KITTEN. I HEARD SOMEONE SAY AW. EVERY TIME I SHOW THIS. THE LION, IN TERMS OF ACKNOWLEDGING AND REFERENCE, THE LION CAN BE POLICE OFFICERS, WE CAN BE THE KITTEN. WE VIEW OURSELVES AS KITTENS, POLICE OFFICERS VIEW US AS THE LION. POINT OF VIEW. SOMEONE HOMELESS AND ON THE STREET AND FRUSTRATED AND DISPOSSESSED AS NEEDING OUR SYMPATHY. THAT PERSON MAY BE FREER ON THE INSIDE THAN US. THEY MAY NEED OUR ASSISTANCE, BUT THEY MAY NOT BE PUPPETS ON THE STRINGS TO THE DEGREES THAT WE ARE. POINT OF VIEW. POINT OF VIEW. Y'ALL THOUGHT I WAS GOING TO ASK YOU QUESTIONS. MONTICELLO. ANYBODY ELSE? THOMAS JEFFERSON. WHAT ELSE? PLANTATION. OH, JUST LIKE THE MATRIX, THE ORACLE, YOU SAID THE MATRIX EARLIER, BINGO! PLANTATION. EVERY TIME I SHOW THIS, FOR THE MOST PART, PARTICULARLY TO PREDOMINANTLY WHITE CROWDS, I GET MONTICELLO, THOMAS JEFFERSON'S HOUSE, WHEN I SHOW THIS PICTURE TO PREDOMINANTLY BLACK AUDIENCES, PEOPLE OF COLOR, PLANTATION. POINT OF VIEW. WE WONDER WHY WE STRUGGLE IN THIS COUNTRY WHEN WE HAVE THIS EXTREMELY DIVERGENT VIEW OF THIS WORLD AND THIS NATION AND

TOTAL RECALL CAPTIONING, INC. WWW.YOURCAPTIONER.COM Page 65 WHAT IT MEANS AND WHAT THE PROBLEMS AND STRENGTHS ARE THAT CAN BE REDUCED TO PROBLEMS THAT WERE INITIATED ALL THE WAY BACK AT MONTICELLO. WE HAVE A NATION THAT STILL SEES THIS AS DIFFERENT. SOME PEOPLE SEE IT AS HORROR, GENOCIDE, DEATH OF 300 SLAVES ON UNMARKED PLACES IN THE PLANTATION AND OTHER PEOPLE SEE IT AS A BEAUTIFUL HOME. AND A MUSEUM. POINT OF VIEW. PARTICIPATION. DON'T THEY LOOK HAPPY? I'M ALWAYS HAPPY TO PARTICIPATE! WHAT WE'RE DOING NOW, WHAT I TRY TO DO, PEOPLE CALL IT THE SOCRATIC METHOD, FANCY WORD FOR PARTICIPATION. EXCHANGE. MY GRANDMOTHER ONCE TOLD ME WHEN I STARTED GRADUATE SCHOOL, SO YOU'RE GOING TO STUDY PH. D. YEAH. WHAT EXACTLY IS THAT? YOU KNOW, LIKE DR. DUBOIS. OH, SHE GOT IT WHEN I SAID DUBOIS. SHE SAID, LET ME TELL YOU WHAT, DON'T YOU EVER SAY OR WRITE ANYTHING I CAN'T UNDERSTAND. RIGHT? [ APPLAUSE ] SHE TOLD ME, YOU GOT TO PARTICIPATE. YOU'VE GOT TO PARTICIPATE. AND SOMETIMES, YOU CAN'T FORCE PEOPLE TO DO IT. BUT YOU CAN CREATE AN ENVIRONMENT AND A SAFE SPACE FOR PEOPLE TO FEEL COMFORTABLE, PARTICIPATING. PRESSURE. LIKE TUPAC SAID, ALL EYES ON ME, ALL THOSE CLASSROOMS I TALKED ABOUT, THEY HAVE COMMUNITIES WHO HAVE EYES ON THEM. THEY HAVE EYES ON YOU TO SEE IF WHAT YOU'RE PREPARING, WHAT YOU'RE TEACHING IS SOMEHOW TETHERING TO THEIR EXPERIENCE AND EMPOWERING THEM TO MAKE THEIR EXPERIENCE AND THEIR COMMUNITIES EXPERIENCES BETTER. THE EYES ARE ON YOU. IT'S NOT JUST ABOUT YOU. OR ME IN THE CLASSROOM. IT'S ABOUT EVERYBODY ELSE, THAT'S POSITIVE PRESSURE. BUT ALSO, APPLYING PRESSURE TO THE PEOPLE THAT WE CARE ABOUT, THOSE SOULS THAT WE LOVE, FOR THEM TO BE THE BEST THAT THEY CAN BE. PRESSURE! AND THE BEST PRESSURE IS DIVERSE PRESSURE.

TOTAL RECALL CAPTIONING, INC. WWW.YOURCAPTIONER.COM Page 66 DIVERSE IDEOLOGICAL, ETHICAL, PHYSICS, WHATEVER THE CASE MAY BE. PATIENCE. THIS IS NOT A SPRINT, IT'S A DISTANCE RUN. FOR THOSE ADVOCATES OUT THERE THAT GET FRUSTRATED, TRUST ME, I LIVE IN ARIZONA. I LIVE IN A PERPETUAL STATE OF FRUSTRATION. BUT, WE HAVE TO BE PATIENT. WE HAVE TO BE PATIENT. PROGRESS. HUMAN PROGRESS IS NEITHER AUTOMATIC NOR INEVITABLE. EVERY STEP TOWARD THE GOAL OF JUSTICE REQUIRES SACRIFICE, SUFFERING AND STRUGGLE. THE TIRELESS EXECUTIONS, EXERTIONS AND PASSIONATE CONCERNS OF DEDICATED INDIVIDUALS. SO WHAT MARTIN LUTHER KING, JR. IS TELLING US, STEP BY STEP. IT TAKES TIME. AND ONE OF THE WAYS IN WHICH WE CAN DO BETTER IS TO UNDERSTAND THAT MOST OF THE JOY COMES IN THE [ NO AUDIO ] -- THAT HE ALWAYS TAUGHT HIS TEAM TO NOT THINK ABOUT JUNE, DON'T THINK ABOUT THE CHAMPIONSHIP. THINK ABOUT HOW YOU CAN BE BETTER TODAY. A BETTER TEAMMATE, A BETTER FRIEND, RIGHT? A BETTER FAMILY PERSON. EXECUTE YOUR LIFE THE RIGHT WAY ON A DAILY BASIS AND WHEN WE GET TO JUNE, THAT WILL TAKE CARE OF ITSELF. THE VICTORY ARE FLEETING. THAT LAST SLIDE AS I WRAP UP, COMMUNITY BANK ACCOUNT. ALL OF US HAVE A BANK ACCOUNT. PEDAGOGICAL BANK ACCOUNT, EVERY INTERACTION WE HAVE IS A DEPOSIT OR WITHDRAWAL. NO IN BETWEEN. AM I MAKING A DEPOSIT OR AM I MAKING A WITHDRAWAL? AND HOW MANY DEPOSITS DOES IT TAKE TO COMPENSATE FOR MAJOR WITHDRAWAL? LOTS! OKAY. COMMUNITY BANK ACCOUNT. PROGRESS ALSO IS PROCESS. I LOVE THIS PICTURE OF THE EIFFEL TOWER. IT TAKES TIME AND WE'LL GET THERE. AND FINALLY, THIS IS MY LAST SLIDE. PURGING. PURGING FEAR FROM US. THOUSAND, WE'RE ALWAYS GOING TO BE AFRAID. BUT PURGING FEAR MEANS YOU CONQUER IT BY BEING COURAGEOUS. COURAGE IS KNOWING THAT YOU'RE AFRAID BUT DOING WHAT'S RIGHT AND NECESSARY, EVEN CONFRONTING YOUR OWN DEMONS IF NECESSARY. TURN YOUR

TOTAL RECALL CAPTIONING, INC. WWW.YOURCAPTIONER.COM Page 67 NERVOUSNESS IN TO ENERGY. KNOW THE PS, THE NINE PS. AND YOU DON'T HAVE TO KNOW EVERYTHING. IN FACT, YOU DON'T. NONE OF US DO. SO RELEASE YOURSELF! AND PEDAGOGY MUST BE STUDENT AND LEARNER DRIVEN WHEREVER YOU ARE AND IN EVERY CIRCUMSTANCES. WE ARE ALL RESPONSIBLE TO HAVE OUR EYES ON EQUITY. THANK YOU VERY MUCH FOR YOUR TIME. APPRECIATE IT. [ APPLAUSE ]

>>: THANK YOU, DR. WHITAKER FOR THE NINE PS. HELLO, MY NAME IS KAREN WONG, A COORDINATOR OF INSTITUTIONAL EFFECTIVENESS AND PROFESSOR OF ENGLISH HERE AT SKYLINE COLLEGE. I HAVE THE HONOR TODAY OF INTRODUCING OUR NEXT SPEAKER, DR. SHELLEY BROWN-JEFFY WHO IS JOINING US TODAY FROM NORTH CAROLINA WHERE SHE IS THE HEAD AND ASSOCIATE PROFESSOR OF THE SOCIOLOGY DEPARTMENT AT THE UNIVERSITY OF NORTH CAROLINA AT GREENSBORO. DR. BROWN-JEFFY'S RESEARCH IS CENTERED ON RACE AND ETHNIC RELATIONS, THE SOCIOLOGY OF EDUCATION, SOCIAL INEQUALITIES, RACE, CLASS, AND GENDER. SHE HAS AUTHORED MULTIPLE PUBLICATIONS INCLUDING TOUR THE CONCEPTION FRAMEWORK OF PEDAGOGY AND THEORETICAL LITERATURE, PUBLISHED IN THE TEACHER EDUCATION QUARTERLY AND DESEGREGATION VERSUS SEGREGATION, DOES IT HAVE TO BE ONE OR THE OTHER? PUBLISHED IN THE CENTER TORE RESEARCH ON AFRICAN AMERICAN WOMEN JOURNAL. DR. BROWN-JEFFY ALSO RECEIVED THE UNIVERSITY OF TEACHING EXCELLENCE AWARD FROM UNCG. TODAY, DR. BROWN-JEFFY WILL DELIVER A TALK TITLED" INTEGRATING CULTURALLY RELEVANT PEDAGOGY AND BECOMING A CULTURALLY RELEVANT EDUCATOR." LET'S GIVE A WARM WELCOME TO DR. BROWN-JEFFY. DR. SHELLY BROWN-JEFFY: [ NO AUDIO ] -- I BEGAN THIS RESEARCH. IF WE LOOK AT THE RACIAL COMPOSITION OF THE UNITED STATES, SOME WILL LOOK AT THE CHART AND SAY HEY, THE UNITED STATES IS RACIALLY DIVERSE, DEPENDING ON WHERE YOU ARE IN THIS BAR, YOU WILL

TOTAL RECALL CAPTIONING, INC. WWW.YOURCAPTIONER.COM Page 68 HAVE A DISCUSSION OF HOW MUCH MORE DIVERSE THE UNITED STATES IS BECOMING. NOW LET'S LOOK AT THE RACIAL DIVERSITY IN U.S. PUBLIC SCHOOLS. YOU CAN SEE THAT THE U.S. AND THE COMPOSITION OF PUBLIC SCHOOLS AND THIS IS K-12 EDUCATION I'M TALKING ABOUT RIGHT NOW LOOKS DRASTICALLY DIFFERENT. NOW, I THINK ABOUT THIS AND I THIS ABOUT WHEN MY KIDS STARTED SCHOOL. WHEN MY KIDS STARTED SCHOOL, THE POPULATION OF THEIR SCHOOL WAS 15% MINORITY. AND MY KIDS WERE PART OF THAT 15%. IT'S AT THAT MOMENT THAT I ACTUALLY STARTED TO THINK ABOUT CULTURALLY RELEVANT PEDAGOGY. AND IT'S THE STORIES AND EXAMPLES OF WHAT HAPPENED WITH MY CHILDREN THAT ALLOWED ME TO ENGAGE IN THE RESEARCH AND I'M GOING TO FOCUS ON IN A LITTLE BIT. THAT'S A LITTLE BIT DIFFERENT. ALL RIGHT. SO. ALL RIGHT. FIRST, I WANT TO START TALKING ABOUT MY SON. SO WHEN MY SON ENTERED THE THIRD GRADE, HIS TEACHER PULLED ME ASIDE AND SAID, YOU KNOW, YOUR SON MAY HAVE A.D. D. I WENT WHOA! HOW DID I MISS THIS? I'M EDUCATED. SO I SAID ALL RIGHT. I ASKED HIS OTHER TEACHERS, I SPENT SOME TIME, I ASKED MY HUSBAND, I WON'T TELL YOU WHEN HE SAID. I ASKED THE OTHER EDUCATORS WHO KNEW MY SON. I TOOK MY SON TO GET EVALUATED AND EVERYTHING CAME OUT TO BE THAT HEY, HE'S FINE. SO I WENT BACK TO THIS TEACHER AND SAID WELL, WHAT MAKES YOU THINK THAT MY SON HAS A.D.D.? SHE SAID WELL, HE DOESN'T DO HIS MORNING WORK WHEN HE COMES IN. [ NO AUDIO ] -- WHAT HE HAS TO DO. HE'LL DO IT BECAUSE HE'S BEEN TRAINED WELL. MY SON CURRENTLY RIGHT NOW IS DOING ACTUALLY HIGHLY ACADEMIC GIFTED WORK AND THE DOCTOR SAID HE DIDN'T HAVE A.D. D. BUT WHEN I NOTICED IS THAT THIS TEACHER DID NOT IDENTIFY WITH MY SON. SHE DID NOT IDENTIFY WITH AN 8-YEAR-OLD AFRICAN AMERICAN BOY WHO WAS SOCIAL, INTELLIGENT, SMART, AND JUST DID NOT WANT TO DO HIS MORNING WORK. [ LAUGHTER ]. AS CULTURALLY RELEVANT EDUCATORS, WE HAVE TO FIGURE OUT HOW TO IDENTIFY WITH OUR STUDENTS. BUT BEFORE WE ENGAGE IN THE

TOTAL RECALL CAPTIONING, INC. WWW.YOURCAPTIONER.COM Page 69 PROCESS OF IDENTIFYING WITH OUR STUDENTS, WE NEED TO FIGURE OUT WHO WE ARE. WE ACTUALLY NEED TO TAKE SOME TIME AND THINK ABOUT WHO WE ARE, THE HISTORIES THAT WE HAVE BEEN THROUGH, AND HOW THEY HAVE HELPED US LEARN TO VALUE CERTAIN THINGS AND HOW THESE HISTORIES HAVE ALSO HELPED THE SYSTEM TO VALUE CERTAIN THINGS. THAT'S WHO WE FIGURE OUT WHO WE ARE AND WHERE WE'RE COMING FROM, WE NEED TO FIGURE OUT WHO OUR STUDENTS ARE. WE NEED TO ACTUALLY KNOW WHO OUR STUDENTS ARE OUT OF THE AUDIENCE. YOU COULD SAY, HOW WOULD YOU GET TO KNOW THAT IN A CLASSROOM OF 500 STUDENTS IN THE PLACE LIKE THIS? IT'S A LOT EASIER THAN YOU THINK. REMEMBER WHEN THE NOTE CARDS WERE PASSED AROUND? IN LARGE SECTIONS, ALL YOU HAVE TO DO IS PASS OUT A NOTE CARD AND ASK YOUR STUDENTS, GIVE ME THE FIVE THINGS THAT IDENTIFY YOU. NOW, WHAT YOU GET THERE IS THE FIVE THINGS THAT ARE MOST SALIENT TO STUDENTS ABOUT THEIR IDENTITY. BECAUSE SOMETIMES WHAT WE THINK WE SEE IS NOT HOW STUDENTS THINK THOSE SAME THINGS ARE MOST IMPORTANT TO THEM. ANOTHER WAY TO DO THIS IS THAT WE REALLY WANT TO USE THIS AS A TEACHING TOOL, TO ASK OUR STUDENTS VERY SPECIFIC AND ORDERED QUESTIONS. WE MAY NEED TO KNOW THINGS -- ALL YOU HAVE TO DO IS ASK YOUR STUDENTS QUESTIONS THAT WERE IMPORTANT FOR YOUR PEDAGOGICAL STYLE. HOW MANY OF YOU WERE FIRST GENERATION STUDENTS? HOW MANY OF YOU ARE PARENTS? HOW MANY OF YOU WORK FULL-TIME AND PART-TIME JOBS? IT'S UP TO US AS EDUCATORS TO TAKE THIS INFORMATION AND USE THAT INFORMATION TO TRANSFORM OUR PEDAGOGICAL STYLES, OUR ASSESSMENTS AND INTERACTION WITH OUR STUDENTS. BECAUSE KNOWING SOMETHING WITH OUR STUDENTS HELPS US BETTER INTERACT WITH THEM. NORTH CAROLINA,ED THIRD GRADE IS THE YEAR THAT LETTER GRADES START AND FULL ASSESSMENTS. IN THIRD GRADE, MY DAUGHTER WHO HAPPENS TO BE AN AVID READER. IF I SEND HER TO HER ROOM, SHE JUST READS A BOOK.

TOTAL RECALL CAPTIONING, INC. WWW.YOURCAPTIONER.COM Page 70 HAVEN'T FIGURED OUT WHAT TO DO WITH IT YET, SHE'S AN AVID READER. SHE LOVES TO READ. SHE WILL TELL YOU MULTITUDE OF THINGS, ANOTHER PARENT TEACHER CONFERENCE, I LEARNED THAT SHE WAS NOT DOING WELL ON HER ASSESSMENTS. HER READING COMPREHENSION ASSESSMENT SCORES WERE LOW. THIS TEACHER SAID TO ME, I'M NOT GOING TO GIVE YOUR DAUGHTER AN IEP BECAUSE I KNOW SHE CAN DO IT. SHE SAID SHE READS, SHE READS WELL, SHE GETS THE INFORMATION IN THE READING. BUT SHE HAD NOT YET MASTERED THE SKILL TO PICK OUT WHAT WAS NECESSARY TO GET THE GRADE THAT WAS REQUIRED FOR THE STANDARDIZED ASSESSMENT. THIS TEACHER DEVISED A PLAN. WE THOUGHT OF THE STANDARDIZED ASSESSMENT PROGRAM SHE NEEDS TO PASS, AND GRADUATE. WE STILL WORKING THROUGH THOSE SKILLS TO GET HER THROUGH THOSE ASSESSMENTS. WHAT THIS MEANS THEN, WE AS EDUCATORS NEED TO GIVE OUR STUDENTS THE SKILLS THAT THEY NEED TO ABLE TO PASS TO GET THROUGH WITHIN THE STANDARD SYSTEM. WE ALSO FOCUS ON THE WAY WE WERE TAUGHT. MANY OF US AS EDUCATORS WEREN'T TAUGHT HOW TO TEACH, WE WERE TAUGHT A SKILL AND A SUBJECT AND WE KIND OF MIMICKED THE TEACHING WE HAD, WE FOLLOWED ALONG. SOME OF US THOUGH DID PAY ATTENTION, THE LUCKY FEW ACTUALLY PAID ATTENTION AND WENT ON FOR PEDAGOGY BUT IT'S USUALLY THE WAY WE DO IT. WHAT WE HAVE TO DO AS EDUCATORS WE TO IT FIGURE OUT WHAT OUR STUDENTS NEED. WE CAN'T ASSUME THAT EVERYBODY WHO COMES THROUGH KNOWS HOW TO READ, TIME MANAGEMENT. I CAN TELL YOU A LOT ABOUT MY SUBJECT I WAS TRAINED FOR IN MY PH. D, THAT VERY SMALL AREA. AND I KNOW EDUCATORS HATE TO HEAR THE TERM SKILL, BUT I THINK IT IS A SKILL TO LEARN HOW TO READ HOW TO MANAGE YOUR TIME, HOW TO TALK TO YOUR PROFESSORS IN THE SYSTEM THAT EXISTS. ONCE OUR STUDENTS MASTER HOW TO SUCCEED IN THE SYSTEM THAT EXISTS, THEN WE CAN MOVE FORWARD AND START TO CHANGE THE SYSTEM.

TOTAL RECALL CAPTIONING, INC. WWW.YOURCAPTIONER.COM Page 71 BUT AS WE GO THROUGH TEACHING, WE ALSO HAVE TO UNDERSTAND THAT WE SOMETIMES HAVE THAT STYLE BASED UPON DIFFERENCES OF MOTIVATION. MY DAUGHTER IS A BARE MINIMALIST. SHE WILL DO EXACTLY WHAT SHE NEEDS TO DO TO GET THROUGH AND GET HER THE GRADES WHERE SHE NEEDS TO BE. MY SON IS THE ANNOYING LITTLE BROTHER AS HE CALLS HIMSELF. BUT HE'S ALSO THE CHRONIC OVERACHIEVER. HE'LL DO WHATEVER HE NEEDS TO DO TO GET THAT ATTENTION, TO GET NOTICED, AND TO GET THOSE ACCOLADES. THE MOTIVATIONS FOR MY CHILDREN ARE VERY DIFFERENT. BUT AS A PARENT, I STILL HAVE TO FIND WAYS TO GET BOTH OF THEM AND MOTIVATE THEM TO WHERE THEY NEED TO BE. SO AS WE'RE WORKING AS ACADEMICS, WE NEED TO FIGURE OUT WHAT COULD BE THE MOTIVATIONS OF OUR STUDENTS. WHEN I THINK ABOUT WHY I STARTED COLLEGE, IT'S FUNNY I WANTED A PH. D. MY MOTIVATION FOR GOING TO COLLEGE WAS GETTING AWAY FROM MY MOM. I LOVE HER DEARLY, WE TALK EVERY DAY BUT I NEEDED TO GET OUT OF THAT HOUSE. [ LAUGHTER ]. AFTER I GOT MY UNDERGRADUATE DEGREE, MY MOTIVATION FOR GRAD SCHOOL WAS NOT WANTING TO WORK. [ LAUGHTER ]. I WASN'T READY FOR A JOB. SCHOOL WAS KIND OF FUN. FIRST DAY OF MY PH. D PROGRAM, I'M SITTING THERE WITH ALL OF MY COLLEAGUES AND EVERYBODY'S SITTING AROUND AND THIS IS THE BIG MEETING WITH THE PEOPLE THAT WILL EVENTUALLY WORK WITH ME ON MY DISSERTATION. WHY ARE YOU HERE, WHAT DO YOU WANT TO DO? PEOPLE ARE GOING AROUND THE ROOM AND THEY'RE TELLING EVERYBODY IN THE ROOM EXACTLY WHAT THEY WANTED TO RESEARCH FOR THEIR PH. D. AND THEY GET TO ME, AND THEY SAID, SO WHAT DO YOU WANT TO DO? AND I SAYS I WANT TO GET A PH. D. NEXT? AND FOLKS WERE CONFUSED. I HAD NOT DECIDED WHAT I WANTED TO STUDY. I FIGURED OUT AS I WENT ALONG. BUT I KNEW THE END GOAL. MY MOTIVATION FOR COLLEGE WAS DIFFERENT THAN SOMEONE ELSE'S MOTIVATION. PEOPLE'S MOTIVATIONS ARE DIFFERENT. SO WE HAVE TO TAKE THAT MOTIVATION THAT STUDENTS HAVE AND WE HAVE TO DEVELOP IT.

TOTAL RECALL CAPTIONING, INC. WWW.YOURCAPTIONER.COM Page 72 THE MODEL YOU SEE IN FRONT OF YOU IS THE MODEL I DEVELOPED WITH A COLLEAGUE. IT WAS REALLY A MODEL FOR PRE SERVICE TEACHERS. TEACHING THE WHOLE CHILD. WE'RE ALL CHILDREN, WE'RE SOMEBODY'S CHILDREN, WE DID NOT APPEAR FROM GROWN FOLKS UNLESS WE'RE ADAM AND EVE. AND IF YOU ARE HERE, I WANT TO MEET YOU, I HAVE LOTS OF QUESTIONS. BUT WE ARE ALL SOMEONE'S CHILD. AND WHAT WE NEED IS A SUPPORTIVE AND LEARNING COMMUNITY. BUT, WHEN I THINK OF TEACHING THE WHOLE CHILD, I DON'T THINK ABOUT JUST TEACHING STUDENTS. I ALSO THINK ABOUT TEACHING MY COLLEAGUES. AND TEACHING MY COLLEAGUES TO BE MORE CULTURALLY RESPONSIVE IN THEIR CLASSROOMS. ONE OF THE FUNNY THINGS I DO, I CALL IT FUNNY BECAUSE I WORK ON CULTURAL DIVERSITY. AS YOU KNOW, MOST UNIVERSITIES, THE PEOPLE WHO WORK ON CULTURAL DIVERSITY, THEY'RE BROWN. AND I WAS SITTING AT A MEETING WITH A COLLEAGUE WHO TEACHES MATH AND SHE SAID THERE'S NO WAY, ABSOLUTELY NO WAY I COULD BRING CULTURAL DIVERSITY IN TO MY MATH CLASSROOM. MATH IS WHAT IT IS AND I HAVE TO TEACH THE NUMBERS. I THOUGHT ABOUT IT, A CHALLENGE, I THOUGHT ABOUT THIS COLLEAGUE, LET'S TALK ABOUT BRINGING CULTURAL DIVERSITY IN YOUR CLASSROOM. I DON'T KNOW WHAT I'M GOING TO DO, I HAVE TO TEACH MATH. HAVE YOU ACTUALLY DONE THE RESEARCH TO FIGURE OUT WHO ARE THE PIONEERS OF THE MATH THAT YOU'RE TEACHING? PIONEERS OF MATH. I CHALLENGED HER TO LOOK AT THE RACE, ETHNICITY, GENDER, SOCIAL CLASS, REGION OF THE COUNTRY, REGION OF THE WORLD AND RELIGION OF THOSE FOUNDING PIONEERS. I DON'T CALL THEM FOUNDING FATHERS. I CALL THEM PIONEERS OF THE FIELD. IF MOST OF US LOOK AT THE PIONEERS IN OUR FIELDS OF SUBJECTS, WE WILL SEE THAT IT IS VERY WHITE, VERY MALE AND IT IS VERY UPPER CLASS. AND WHEN I CHALLENGED THIS PROFESSOR TO DO, TAKE ONE CLASS, HALF A CLASS, DOESN'T MESS UP YOUR STRUCTURE OF CLASS, WE GET SNOW DAYS, THINGS THROW US OFF, WE GET SICK. AND I SAID IN THIS

TOTAL RECALL CAPTIONING, INC. WWW.YOURCAPTIONER.COM Page 73 ONE CLASS, FOCUS ON THE CONTRIBUTIONS OF WOMEN AND MINORITIES TO MATH. JUST ONE CLASS. YOU COULD SPARE ONE CLASS. AND I SAID, THIS DOES A COUPLE OF THINGS. ONE, AND IT'S VERY IMPORTANT FOR S.T.E.M. WE'VE BEEN TALKING ABOUT S.T.E.M. TODAY. VERY IMPORTANT FOR S.T.E.M. IT SHOWS THE WOMEN AND MINORITIES IN YOUR CLASS THAT THEIR VOICES ARE VALUED, THAT THEY CAN DO SOMETHING, AND THAT THEY CAN CAN CONTRIBUTE TO THE FIELD. BUT IT ALSO SHOWS THE OTHERS IN THE ROOM THAT THE VOICES OF WOMEN, THE VOICES OF MINORITIES ARE ALSO IMPORTANT AND VALUED. IT GOES BOTH WAYS. TO TEACH THOSE THAT AS PEOPLE SAY ARE CULTURALLY DIVERSE, THAT THEY'RE VALUED. BUT WE ALSO HAVE TO TEACH THOSE WHO ARE -- MOST IMPORTANTLY THOUGH, WE HAVE TO CARE. WE HAVE TO CARE ABOUT OUR STUDENTS, WE HAVE TO CARE ABOUT THEIR SUCCESS, WE HAVE TO CARE ABOUT THEIR LEARNING, WE HAVE TO CARE ABOUT OUR PEDAGOGY. WE HAVE TO CARE ABOUT OUR STYLE. WE HAVE TO CARE ABOUT OUR INSTRUCTION. BECAUSE WHEN WE CARE, WE ACTUALLY PUT THE EFFORT IN TO MAKE A DIFFERENCE. MY NAME IS SHELLEY BROWN-JEFFY. I'M STRIVING TO BE A CULTURALLY RELEVANT EDUCATOR AND I TEACH AT THE UNIVERSITY OF NORTH CAROLINA GREENSBORO. THANK YOU. [ APPLAUSE ]

>>: THANK YOU, DR. BROWN-JEFFY. HELLO, MY NAME IS JESSICA LOPEZ. AND I SERVE AS THE COUNSELOR COORDINATOR FOR EOPS. THE EXTENDED OPPORTUNITY PROGRAMS AND SERVICES OFFICE HERE AT SKYLINE COLLEGE. I HAVE THE PRIVILEGE OF INTRODUCING OUR NEXT SPEAKER, MR. SEAN ARCE. MR. ARCE CURRENTLY TEACHES XICANX[] STUDIES CLASSES IN ASOUZA UNIFIED SCHOOL DISTRICT. HE'S ALSO AN EDUCATIONAL CONSULTANT WITH THE XICANX[] INSTITUTE FOR TEACHING AND

TOTAL RECALL CAPTIONING, INC. WWW.YOURCAPTIONER.COM Page 74 ORGANIZING, WORKING WITH URBAN EDUCATORS AND DEVELOPING AND IMPLEMENTING ETHNIC STUDIES CURRICULUM AND PEDAGOGY. HE'S ALSO THE CO FOUNDER AND FORMER DIRECTOR OF THE NATIONALLY RENOWNED AND NOW BANNED K-12 MEXICAN AMERICAN STUDIES DEPARTMENT -- RADIO. MR. ARCE IS CURRENTLY WORKING TOWARDS HIS DOCTORATE IN TEACHING, LEARNING, AND SOCIAL CULTURE STUDIES FROM THE UNIVERSITY OF ARIZONA. TODAY HE WILL DELIVER A TALK ENTITLED "ETHNIC STUDIES MOVEMENT: IMPERATIVES, IMPLICATIONS, AND POSSIBILITIES" LET'S WELCOME MR. SEAN ARCE TO THE STAGE. [ APPLAUSE ] SEAN ARCE: FIRST AND FOREMOST, I'D LIKE TO TAKE A MOMENT TO HONOR THE PEOPLES HERE ON WHOSE LAND WE STAND, THE ALONI AND THE ANTOPOSTADOS, THE SEVEN GENERATIONS THAT CAME BEFORE US AND THE SEVEN GENERATIONS THAT COME AFTER US. THIS IS WHY WE'RE ALL HERE, THIS IS WHY WE DO THE WORK WE DO. IMPLICATIONS, IMPERATIVES, POSSIBILITIES OF ETHNICS STUDIES. NO BETTER TIME TO BE AN ETHNIC STUDIES, A CHICANO STUDIES INSTRUCTOR THAN NOW. I KNOW WE ALL HAD A WEEK OR TWO OF PARALYSIS WITH THE RECENT ELECTORAL NEWS. I'M EXCITED. I'M EXCITED TO WORK AND FOR MY COMMUNITY. WORK TOWARD A DECOLONIZING, LIBERATORY EDUCATION. IN ORDER TO DO THAT, I BELIEVE WE HAVE TO REALLY CONTEXTUALIZE A SITUATION -- WHAT SO MANY PERCEIVE AS A DEMOGRAPHIC THREAT. I USED TO JOKE, SOME OF YOU HAVE SEEN MY PRESENTATIONS BEFORE. I USED TO JOKE ABOUT PEOPLE FREAKING OUT BECAUSE WE'RE GOING TO HAVE A PANADERIA ON EVERY STREET CORNER. I SAID SUE DONALD TRUMP FROM TAKING MY LINE. YES, WE'RE GOING TO HAVE TACO TRUCKS ON EVERY CORNER. BUT AS YOU SEE, THE DEMOGRAPHICS SHOW THERE ARE DISPARITIES WHEREIN YOU HAVE CHICANO LATINO, OUR STUDENT POPULATION IS NOT ON PAR WITH OUR REPRESENTATION IN HIGHER EDUCATION AND YET WE ARE OVERREPRESENTED IN THE PRISON SYSTEM. UNDERREPRESENTED IN HIGHER EDUCATION. FOR OUR AFRICAN AMERICAN

TOTAL RECALL CAPTIONING, INC. WWW.YOURCAPTIONER.COM Page 75 BLACK BROTHERS AND SISTERS, THERE ARE FIVE TIMES OVERREPRESENTED IN THE PRISON SYSTEM. THIS IS NOT LOOKING SOMETHING LIKE AN APARTHEID SYSTEM, THIS IS AN APARTHEID SYSTEM IN WHICH WE'RE OPERATING. [ APPLAUSE ] ALWAYS LOOK TO BROTHER MALCOLM, IN HIS FAMOUS TALK AND HIS TALK OF WHO TAUGHT YOU TO HATE YOURSELF? WELL, THE SCHOOLS TEACH US TO HATE OURSELVES. COMING FROM BLACK, NATIVE, BROWN COMMUNITIES, THE SCHOOLS ARE SET UP TO DO EXACTLY WHAT THEY ARE DOING. AND THAT IS TO HATE OURSELVES. SO WHAT WE'VE BEEN FORTUNATE TO BE THE RECEIVERS OF THIS ANCESTRAL KNOWLEDGE AND WISDOM THESE INDIGENOUS EPISTLEMOLOGIES. IF YOU SEIZE THIS, THIS TEZCATLIPOCA IS LOOKING AT HIMSELF IN THE MIRROR. HOW MANY TIMES DO WE OFFER STUDENTS TO LOOK AT THEMSELVES IN THE MIRROR AND CRITICALLY ANALYZE, COME TO TERMS WITH THE PAINFUL AND BEAUTIFUL PARTS OF OUR HISTORY? WE DON'T DO THAT OFTEN ENOUGH. THUS WE SEE THE HORIZONTAL VIOLENCE IN OUR COMMUNITY. THUS WE SEE THE PATRIARCH IN OUR COMMUNITIES, THE HOMOPHOBIA IN OUR COMMUNITIES. THE ANTIBLACK ATTITUDES IN OUR COMMUNITIES. THE ANTI-BROWN ATTITUDES IN OUR COMMUNITY. IT'S AN NAHUA CONCEPT, MEANING MEMORY, CRITICAL SELF-REFLECTION. IT'S A SMOKING MIRROR IN TO WHICH THE FAMILY, THE CLAN, THE BARRIO MUST GAZE TO OFFER THAT. THAT IS WHAT A BASIC TENANT OF ETHNIC STUDIES IS. THE ABILITY TO HONESTLY AND COURAGEOUSLY SELF-REFLECT. [ NO AUDIO ]. YOU ARE BEAUTIFUL, IT IS A PRIVILEGE TO HAVE A CLASS WITH YOU; RIGHT? WE TELL OUR KIDS THAT. WE NEED TO TELL OUR KIDS THAT BECAUSE YOU KNOW WHAT? OUR KIDS ARE TOLD THEY'RE UGLY, OUR KIDS ARE TOLD THEY'RE CRIMINAL. OUR YOUTH ARE TOLD THAT THEY WILL AMOUNT TO NOTHING. SO IT'S THESE DAILY PEDAGOGICAL PRACTICES THAT WE MUST IMPLEMENT. THESE DAILY PEDAGOGICAL PRACTICES OF

TOTAL RECALL CAPTIONING, INC. WWW.YOURCAPTIONER.COM Page 76 SELF-LOVE TO TELL OUR YOUNG SISTERS AND BROTHERS THAT THEY ARE BEAUTIFUL. TO TELL OUR YOUNG SISTERS AND BROTHERS THAT THEY HAVE THE WORLD OF POSSIBILITIES TO EXERCISE. THE IMPERATIVE OF ETHNIC STUDIES. SO WHAT ARE WE DOING? WHAT ARE WE DOING ON A DAILY? THOSE OF US WHO ARE ADMINISTRATORS, THOSE OF US WHO ARE CLASSROOM PRACTITIONERS, THOSE OF US WHO ARE IN THE STUDENT SERVICES, STUDENT SUPPORT, ARM OF OUR INSTITUTIONS, WHAT ARE WE DOING ON A DAILY? WHAT ARE OUR POLICIES, PROCESSES, AND PRACTICES OF THIS THING WE CALL SCHOOL THAT CONTRIBUTE TO THE EDUCATIONAL TITLE? OR THAT CONTRIBUTE TO THE SCHOOL OF PRIVILEGE? WHAT ARE WE DOING ON A DAILY BASIS AS A CLASSROOM PRACTITIONER? ARE WE GETTING OUT IN TO OUR BARRIOS, IN TO OUR NEIGHBORHOODS, ENGAGING AND SERVING OUR COMMUNITIES? OR ARE WE JUST LAYING BACK IN THIS CONFINED TO THE FLOOR, THE CLASSROOM AND TEACHING. BANKING EDUCATION THAT DR. CAMMAROTO WAS TALKING ABOUT. AND WHAT DO WE DO? WHAT COULD WE DO TO RETAIN, NOT IN THE TRADITIONAL SENSE, HOW DO WE RETAIN, HOW ARE WE EMBRACING AND RETAINING OUR STUDENTS? THOSE THAT ARE MARGINALIZED, CRIMINALIZED, WHAT ARE WE DOING? SO MANY OBJECTIVES, I KNOW THERE ARE DISPARATE OBJECTIVES[] WE ALL HAVE VARIED APPROACHES. I THINK IT'S IMPORTANT WE COME TO SOME BASIC UNDERSTANDINGS, PARTICULAR REPLY FROM A K-12 PERSPECTIVE. WHAT ARE WE DOING? I THINK IT'S IMPORTANT TO DEVELOP THE CRITICAL POLICIES, IN THE FREUDIAN SENSE OF READING THE WORD, BUT MORE IMPORTANTLY, READING THE WORLD. DEVELOP THE ANALYSISES OF THE HISTORICAL, SOCIALLY ECONOMIC EXPERIENCES OF COLONIZED COMMUNITIES. THOSE COMMUNITIES OF COLOR FROM WHICH WE COME. FURTHERMORE, TO DEVELOP CRITICAL THINKING, READING, WRITING. THOSE CRITICAL LYRICES ALL CENTERED ON THE EXPERIENCES, THE HISTORIES OF PEOPLE WITH COLOR. OF COLONIZED COMMUNITIES.

TOTAL RECALL CAPTIONING, INC. WWW.YOURCAPTIONER.COM Page 77 TO DEVELOP IN YOUTH OF COLOR A POSITIVE IMAGE OF SELF [ NO AUDIO ] -- IMAGE OF OURSELVES. AND THEN FINALLY, TO DEVELOP THOSE CRITICAL LITERACIES NECESSARY, THOSE CRITICAL LITERACIES, THE CRITICAL SKILLS NECESSARY, WHICH AFFORD YOUTH OF COLOR TO ARTICULATE, ADDRESS, AND ACT UPON THE ISSUES FACING OUR COMMUNITIES. THE BEAUTIFUL THING ABOUT ETHNIC STUDIES IS THAT IT IS ONE OF THE FEW DISCIPLINES WHERE WE CAN ACTUALLY ENGAGE IN A PRAXIS. WE CAN ENGAGE IN ISSUES THAT ARE AFFECTING OUR COMMUNITIES. PEOPLE TELL ME, WELL, WHAT IS ETHNIC STUDIES, HOW IS IT GOING TO BE RELEVANT? IT IS ONE OF THE MOST RELEVANT, IF NOT THE MOST RELEVANT STUDY SUBJECT IN OUR SCHOOLS. IN WHAT OTHER -- [ APPLAUSE ] IN WHAT OTHER DISCIPLINES CAN WE, IN A HANDS ON APPROACH CAN WE ADDRESS THE ISSUES FACING OUR COMMUNITY? IF YOU'RE CREATIVE, YOU CAN DO IT ON EVERY SUBJECT. AND WE SHOULD BE DOING IT EVERY SUBJECT. BUT ETHNIC STUDIES PROVIDES THAT VEHICLE, IF YOU WILL, ETHNIC STUDIES PROVIDES THE SPACE WHERE WE CAN DO THAT ON A DAILY BASIS. AND NOT ONLY ARE WE BEING RESPONSIVE TO THE NEEDS OF OUR COMMUNITY WE'RE DEVELOPING THE CRITICAL LITERACIES NECESSARY: SO SOME OF THE UNDERSTANDING TO FURTHER UNDERSTAND THE MAINSTREAM VERSUS AN ETHNIC STUDIES CURRICULUM. WE ALL KNOW THE MAINSTREAM CURRICULA AND PEDAGOGY REMAINS A EURO CENTRIC PROJECT AND THAT LEADS TO THE ACADEMIC DISENGAGEMENT. [ NO AUDIO ] [ INDISCERNIBLE ] AND SOCIALLY RESPONSIBLE WITHIN THE PEDAGOGY. THE NEXT ONE WHEREAS, WHEREAS MAINSTREAM CURRICULA AND PEDAGOGY HAS PERPETUATED INEQUALITY BETWEEN WHITE YOUTH AND YOUTH OF COLOR. ETHNIC STUDIES EFFECTIVELY WORKS TO COUNTER THIS INEQUALITY BY FACILITATING THESE PROCESSES, RIGHT? THESE EMPOWERING PROCESSES THAT LEAD TO THE CLOSING OF THE PERVASIVE AND PERSISTENT ACHIEVEMENT GAP.

TOTAL RECALL CAPTIONING, INC. WWW.YOURCAPTIONER.COM Page 78 SERVE TO MARGINALIZE IN MOST CASES ERASE THE IDENTITIES OF YOUTH OF COLOR. RIGHT? THAT PEDAGOGY AND CURRICULUM IS THERE FOR A REASON. MY PARENTS WENT THROUGH THAT EDUCATION SYSTEM. THE KIDS THAT WE SERVE ARE CURRENTLY GOING THROUGH THAT EDUCATION SYSTEM. I WENT THROUGH THAT EDUCATION SYSTEM. WHERE THE SCHOOLS MAIN INTENT AND PURPOSE WAS TO ERASE OUR IDENTITIES. AGAIN, TO TEACH US TO HATE OURSELVES. WHY DID THEY CUT MY MOTHER'S HAIR? AS SHE ENTERED KINDERGARTEN? OR, FIRST GRADE AS A YOUNG MEXICAN CHILD? WHY DID THEY CHANGE MY FATHER'S NAME? AND ANGLICIZE IT? WHY ARE WE OUT OF THE NARRATIVE? THE STUDY? BECAUSE THEY WANT TO SEE THE DEMOGRAPHIC TRENDS CONTINUE WHERE WE'RE OVERREPRESENTED IN THE PRISON SYSTEM AND UNDERREPRESENTED IN SCHOOL AND SYSTEMS OF HIGHER EDUCATION. SO WE SEE THAT WHILE YOUR EURO CENTRIC PEDAGOGICAL SYSTEM PERPETUATES THAT AND MARGINALIZES AN EFFECTIVE ETHNIC STUDIES -- POSSIBILITIES. THIS IS THE EXCITING PART, FOLKS. SO, WE HAVE THE OPPORTUNITY TO ENGAGE EACH OTHER. IT'S GREAT, THESE NETWORKS THAT WE HAVE. I'VE SEEN GENTE FROM ALL OVER THE PLACE, AGAIN, WE WERE STUCK IN THAT PARALYSIS FOR A COUPLE WEEKS BUT NOW WE'RE LIKE, WE'RE READY. LET'S DO THIS. I GOT TO GO BACK TO TEACH ON MONDAY. LET'S DO THIS. SO EFFECTIVE ENGAGEMENT OF CHICANO AND RAZA YOUTH AND CLOSING THAT ACHIEVEMENT GAP. THAT'S NOT WHY I GOT IN TO CHICANO STUDIES, OR ETHNIC STUDIES. I'M GOING TO GO TEACH SO WE COULD CLOSE THE ACHIEVEMENT GAP BETWEEN BROWN AND WHITE YOUTH. NO. NONETHELESS, NONETHELESS, IT IS IMPORTANT. BECAUSE WE ARE A SCHOLARLY PEOPLE. WE ARE A PEOPLE WITH PROFOUND INTELLECT AND TO BE IN THE LIBERATORY EDUCATION FOR CHICANO YOUTH AS WELL AS ALL YOUTH OF COLOR. AND THEN THE THIRD ONE WE HAVE HERE ARE POSSIBILITIES TO DIRECTLY ADDRESS THE PROBLEMS AND ISSUES THAT ARE NEGATIVELY AND ADVERSELY IMPACTING OUR COMMUNITIES.

TOTAL RECALL CAPTIONING, INC. WWW.YOURCAPTIONER.COM Page 79 AND THEN, LIKE WE'RE ALL GATHERING HERE, CONVERGING HERE ON THESE NATIVE ALONI LANDS, POSSIBILITIES TO SHARE WITH ONE ANOTHER. SO I LEAVE YOU WITH THIS. DECEMBER 9, MEETING IN LOS ANGELES. IT WAS A BEAUTIFUL EVENT. A BEAUTIFUL EVENT IN THAT HOW THE BROWN YOUTH, HOW THE BLACK YOUTH RESPONDED AFTER GETTING THE NEWS OF TRUMP; RIGHT? SO I LEAVE YOU WITH THIS, THIS CONCEPT OF RADICAL LOVE, RADICAL HOPE AND THE YOUTH ARE OUR FUTURE. THE YOUTH KNOW WHAT TIME IT IS. THE YOUTH KNOW THAT THEY ARE UNDER ATTACK. THE YOUTH KNOW THAT THE NARRATIVE OUT THERE AND THE DISCOURSE OUT THERE IS DIRECTLY IMPACTING THEM. THANK YOU. [ APPLAUSE ]

>>: SEAN'S TEACHING IS SO RADICAL, IT GOT HIM BANNED IN ARIZONA AND THEY CUT HIS MIKE IN SAN BRUNO. [ LAUGHTER ] THAT'S HOW RADICAL HIS LOVE IS. EVERYWHERE SEAN GOES! LASANA HOTEP: I MET SEAN ARCE SHORTLY AFTER THE SITUATION THAT TOOK PLACE IN TUCSON, ARIZONA, WE HAD HIM AT OUR COLLEGE THAT I WORKED AT IN ARIZONA. AND HE WAS PART OF OUR BANNED BOOKED, BANNED BOOKS LECTURE SERIES. THAT'S HOW I MET SEAN. EVERYWHERE YOU GO, YOU GET BANNED, BROTHER, YOU'RE DOING SOMETHING RIGHT. I SAY THAT IN JEST, BUT IT IS TRUE. IF YOU ARE COUNTERING NARRATIVES, COUNTERING SYSTEMS OF OPPRESSION, THERE WILL BE A RESPONSE. IT'S NOT A PASSIVE KIND OF SYSTEM THAT WE'RE IN. AND WE HAVE TO NOW PREPARE TO ENGAGE IN THE WORK BUT ALSO WE'RE PREPARED TO BE RESPONSIVE TO THE RESPONSE. AND BE ABLE TO FIND COMMUNITIES WHERE WE CAN NURTURE EACH OTHER AND HEAL ONE ANOTHER IN THIS GREAT WORK. ONE OF THE THINGS I'M FINDING THROUGH A LOT OF THE PRESENTATIONS TODAY, IT TAKES ME BACK TO CARTER WOODS AND WHO MAYBE POPULAR TO YOU ALL FOR THE FOUNDING OF HISTORY WEEK WHICH BECAME HISTORY MONTH. BUT IT WROTE A BOOK CALLED THE

TOTAL RECALL CAPTIONING, INC. WWW.YOURCAPTIONER.COM Page 80 MISEDUCATION OF THE NEGRO. AND LAUREN HILL USED IT FOR HER ALBUM, AND PABLO USED IT FOR THE EDUCATION OF KEVIN POWELL BUT IT CAME FROM THE MISEDUCATION OF THE NEGRO. AND CARTER WAS THE SECOND BLACK PERSON TO EVER GET THE PH. D FROM HARVARD UNIVERSITY. NEGROES FROM THAT TIME AS WE WERE CALLED, AFRICAN PEOPLE WERE MISEDUCATED. YOU CAN GO IN TO INSTITUTIONS OF HIGHER LEARNING AND BE SUCCESSFUL AND STILL NOT BE USEFUL TO YOUR PEOPLE. YOU ACTUALLY CAN ACHIEVE ALL YOU CAN ACHIEVE AS FAR AS DEGREES AND CERTIFICATES BUT YOU'RE OF NO VALUE TO THE COMMUNITIES THAT YOU COME FROM. SO IS WHAT YOU'RE HEARING, WHERE IS THE ENGAGEMENT IN THE COMMUNITIES THAT WE COME FROM, NOT JUST BEING ABLE TO HAVE SUMMER PROGRAMS OR YOUTH PROGRAMS BUT ACTUALLY BEING ABLE TO PROVIDE A LEVEL OF EDUCATION WHERE PEOPLE HAVE THE TOOLS THAT ARE ESSENTIAL TO CHALLENGE THE KINDS OF SYSTEMS THAT WE HAVE THAT IS DESTROYING HUMAN LIVES? AND SO GOING BACK TO THE BEGINNING WHERE I TALKED ABOUT OUR SOULS. SO THAT'S KIND OF LIKE WHAT I PICKED UP WHILE SEAN WAS TALKING, YEAH, MAN, YOU'RE RIGHT. THE KIND OF EDUCATION WE'RE GETTING IS NOT GIVING US, WE'RE NOT EQUIPPED TO GO BACK AND CHANGE ANYTHING IN OUR COMMUNITIES, BUT WE CAN GO WORK FOR CORPORATIONS. AND THAT'S A HUGE DISCONNECT. WE'RE ABOUT TO TAKE A BREAK. AFTER WE COME BACK FROM THE BREAK WE'LL HAVE OUR SECOND PLENARY. SO YOU CAN GO DO WHATEVER YOU WANT TO DO. BUT WE'RE GOING TO START BACK AT 1:40 P.M. ON THE DOT. THANK YOU. [ BREAK ]. >>: WE HAVE TWO MINUTES. IF YOU CAN TAKE YOUR SEATS IN TWO MINUTES, PLEASE. >>: GOOD AFTERNOON! LASANA, TAKE THESE, LASANA! GOOD AFTERNOON. I'M STARTING TO FEEL A LITTLE NEGLECTED RIGHT NOW. GOOD AFTERNOON! THANK YOU, THANK YOU, MY FINE PEOPLE.

TOTAL RECALL CAPTIONING, INC. WWW.YOURCAPTIONER.COM Page 81 MY NAME IS ANGELICA GARCIA. I'M THE VICE PRESIDENT OF STUDENT SERVICES HERE AT SKYLINE COLLEGE. AND IT IS MY PLEASURE TO WRAP UP THE FORMAL PART OF OUR PROGRAM BEFORE DR. ANGELA DAVIS JOINS US THIS AFTERNOON. I HAVE THE PRIVILEGE OF FACILITATING OUR SECOND PLENARY SESSION, AND IT'S ON PEDAGOGICAL PRACTICES. GOING TO ADDRESS THE BEST PRACTICES ON CREATING EDUCATIONAL SPACES THAT ARE CONSCIOUS AND EQUITABLE. PANELISTS WILL ADDRESS CRITICAL ISSUES THAT AFFECT OUR DIVERSE STUDENT GROUPS, IN THE CLASSROOM, AND HOW TO SUPPORT THESE STUDENTS IN THE TEACHING AND LEARNING PROCESS. TODAY WE HAVE THE OPPORTUNITY TO HEAR FROM FOLKS, COLLEAGUES, SCHOLARS WHO HAVE A WEALTH OF KNOWLEDGE AND INSIGHT IN THIS AREA OF EXPERTISE. FIRST I WILL INTRODUCE ALL OF THE PANELISTS AND THEN EACH PANELIST WILL HAVE APPROXIMATELY SEVEN TO 10 MINUTES TO EXPOUND ON THE TOPIC, PROVIDE THEIR INTRODUCTORY REMARKS. AFTER EACH PANELIST HAS HAD THE OPPORTUNITY TO SPEAK, I WILL THEN PROVIDE A COUPLE OF QUESTIONS AND IN THE MEANTIME, THAT'S BUYING YOU TIME TO FORMULATE YOUR QUESTIONS ON THE INDEX CARDS. I WILL INVITE YOU TO HAVE THOSE AVAILABLE SO THAT AS YOU'RE LISTENING TO THE PANELISTS PRESENT THEIR PARTICULAR IDEAS TO START GENERATING THOSE QUESTIONS. WE VERY EXCITED AND SO NOW I'D LIKE TO GO AHEAD AND BEGIN BY INTRODUCING OUR FIRST PANELIST JOINING US THIS AFTERNOON, DR. RICK A YERS, A PROFESSOR OF EDUCATION AT THE UNIVERSITY OF SAN FRANCISCO. LET'S WELCOME HIM TO THE STAGE, PLEASE. OUR SECOND PANELIST IS DR. DORINDA CARTER-ANDREWS, TRAVELLING FROM MICHIGAN, HE'S THE OUTREACH INITIATIVES AND PROFESSOR OF EDUCATION AT MICHIGAN STATE UNIVERSITY. LET'S WELCOME DR. CARTER-ANDREWS TO THE STAGE. [ APPLAUSE ]

TOTAL RECALL CAPTIONING, INC. WWW.YOURCAPTIONER.COM Page 82 AND OUR THIRD PANELIST, DR. JIMILIZ VALIENTE-NEIGHBOURS, SHE'S AT POINT LOMA NAZARENE UNIVERSITY. DR. VALIENTE-NEIGHBOURS. [ APPLAUSE ] I MEAN, I REALLY DID THINK THEY WERE COMING OUT DOING CART WHEELS. I GUESS THEY DECIDED AGAINST THAT. WITH THAT, WE'RE GOING TO BEGIN AND DR. AYERS, YOU'RE GOING TO START OUR INTRODUCTORY AND OPENING REMARKS FOR THIS PANEL. >>: OKAY, I'M THANKFUL TO BE HERE AND THANK YOU FOR INVITING ME. WELL, I I GUESS YOU CALLED ME DR. AYERS AND PEOPLE CALL ME PROFESSOR AND I GUESS A PROFESSOR IS SUPPOSED TO PROFESS. BUT ALSO SOMETIMES MY STEP IS TO STEP BACK AND NOT JUST ASSERT CERTAINTIES. THERE'S A CERTAIN KIND OF SPEAKER ON THE CIRCUIT, PEOPLE I APPRECIATE VERY MUCH, CHRIS HEDGES, [CHRISTOPHER|KRISTOPHER] HITCHENS, DEFINITIVE STATEMENT AFTER DEFINITIVE STATEMENT. AND SOMETIMES, I MUST CONFESS, I'M NOT SO CERTAIN. I'M NOT CERTAIN WHAT TO DO, I'M NOT CERTAIN WHAT'S NEXT. I AM HOPEFUL, BUT I, I WILL ALSO WANT TO LISTEN. SO I'M SORT OF CAREFUL ABOUT HOW I THINK ABOUT THAT. WE TALK A LOT ABOUT EQUITY, PEDAGOGY OF EQUITY AND ISSUES OF FAILURE OF STUDENTS. AND I, I WORK ON THAT, I'VE WORKED ON THAT MY WHOLE LIFE AND I DO WANT TO MAKE SURE THAT WE STOP AND SAY THE BODY OF KNOWLEDGE, THE VERY NARROW BODY OF KNOWLEDGE THAT WE CALL BEING EDUCATED OF ALL THE BILLIONS OF THINGS PEOPLE COULD KNOW, THERE'S THIS THIN SLICE CALLED EDUCATED IT'S ESSENTIALLY A WHITE MIDDLE CLASS KNOWLEDGE TAUGHT THROUGH A WHITE MIDDLE CLASS DISCOURSE. AND I THINK WE NEED TO QUESTION THAT. I'M NOT SAYING WE SHOULDN'T HELP STUDENTS THROUGH THE GATE KEEPERS, WE SHOULDN'T TIP THEM OFF TO THE CODES. BUT AT LEAST TO OURSELVES. AT LEAST AMONG OURSELVES. WE HAVE TO BE ABLE TO SAY, YOU KNOW, THIS IS SOME BULL SH * T SOME OF THE STUFF. BUT GENERALLY SOME PIECE WHAT'S VALIDATED AND WHAT'S ON THE STANDARDIZED TESTS.

TOTAL RECALL CAPTIONING, INC. WWW.YOURCAPTIONER.COM Page 83 SO AS I THINK ABOUT THAT, I WANT TO THINK, I WANT TO THINK AGAIN, I'M AMONG THE SPEAKERS, I'M WHITE AND I'M THINKING ABOUT WHITE PRIVILEGE AND WHITENESS AND MY RESPONSIBILITY. AND I THINK BACK TO, IMAGINE IF I WERE ALIVE IN 1850. I'M FROM ILLINOIS. IF I WERE IN ILLINOIS IN 1850, I'M SURE I'D BE AN ABOLITIONIST. WOULDN'T YOU? SCREW THAT, WE'RE AGAINST SLAVERY. I'D BE AN ABOLITIONIST. BUT IF YOU WERE AN ABOLITIONIST, YOU'D BE GOING AGAINST THE CHURCH, AGAINST YOUR SCHOOL, YOU'D BE GOING AGAINST YOUR PARENTS, AND YOU'D BE GOING AGAINST THE LAW. SO YOU THINK YOU WOULD BE, BUT MAYBE YOU'D BE THE PERSON, THAT'S HOW IT IS, I DON'T REALLY LIKE IT, BUT THAT'S WHAT WE'VE GOT. SO YOU HAVE TO QUESTION WHAT WOULD YOU DO? BUT MORE IMPORTANTLY, I THINK YOU HAVE TO ASK, WHAT IS THERE NOW THAT I TAKE AS THE COMMON SENSE? THAT I THINK, IT'S JUST THE WAY THINGS ARE, WHAT CAN I DO ABOUT IT? AND THAT YOUR GRANDCHILDREN ARE GOING TO SAY, REALLY? REALLY, YOU DROVE AROUND IN ONE OF THOSE CARS THAT DESTROYED THE ATMOSPHERE? THAT WASN'T VERY GOOD. AND REALLY, YOU WERE IN THE UNIVERSITY, THERE WERE 15,000 BLACK MEN IN CAGES, BEING RAPED AS PUNISHMENT AND YOU JUST, LIKE, WHATEVER? NO, YOU SHOULD BE BOTHERED BY THAT. YOU SHOULD WONDER WHAT WE'RE NOT DOING AND WHAT HAS BECOME THE COMMON SENSE IN OUR WORLD. [ APPLAUSE ] AND AS FAR AS EDUCATION, NOW, LET'S JUST SAY THAT TEACHERS ARE GENERALLY SET UP AS GATE KEEPERS. GATE KEEPERS FOR THIS WHITE MINORITY WHICH IS BECOMING MINORITY, WHITE MIDDLE CLASS POWER. AND WE'RE THE ONES TO JUDGE. HAVE YOU ACHIEVED YOUR ABILITY TO PLEASE THE WHITE MIDDLE CLASS POWER? BUT, THIS IS THE, THIS IS A GROUP THAT IS, AND I'M AMONG THEM -- WHICH IS BECOMING THE MINORITY. AND WE WILL BE THE MINORITY, WE'RE GREATLY THE MINORITY IN THE WORLD, WE WILL BE MINORITY IN THE U.S. THERE'S A WHITE PANIC GOING ON, WHICH I THINK IS BEHIND THE TRUMP PHENOMENON.

TOTAL RECALL CAPTIONING, INC. WWW.YOURCAPTIONER.COM Page 84 RIGHT NOW WE'RE LIVING IN A PERIOD OF PANIC AND FEAR. I THINK THE BIGGEST FEAR, PEOPLE OF COLOR WHEN THEY BECOME THE MAJORITY MIGHT TREAT US A LITTLE BIT THE WAY WE'VE BEEN TREATING THEM. WHITE PEOPLE WORRY ABOUT THAT. BUT ACTUALLY, I THINK THE FUTURE, THE FUTURE IS BRIGHT. THE FUTURE IS EXCITING. I SEE A FUTURE WHERE THE UNITED STATES IS NOT THE CENTER OF A WORLDWIDE GLOBAL EMPIRE AND WHERE WE'RE NOT LIVING IN A PARASITIC ECONOMY, OFF OF OTHER PEOPLE'S LABOR. BUT WE'RE ACTUALLY UNITED WITH THE PEOPLE OF THE WORLD. I THINK WE, WE WOULD REALLY LIKE TO SEE THAT WORLD COME AND WE NEED TO WORK FOR THAT WORLD TO BE HERE. THANK YOU. [ APPLAUSE ]

>>: THANK YOU. DR. DORINDA CARTER-ANDREWS: SO GOOD AFTERNOON, THANK YOU FOR HAVING ME. AT FIRST I'LL START, THE TITLE EQUITABLE PEDAGOGICAL PRACTICES IS A MOUTHFUL. AND I THINK THERE ARE LOTS OF WAYS TO DECONSTRUCT THAT, WHAT IS EQUITY, WHAT IS PEDAGOGY, WHAT IS PRACTICE. AND HOW DO I AS AN EDUCATOR, AS A LEARNER AS ONE WHO EDUCATES EVEN NAME AND DEFINE THOSE THREE TERMS THAT ARE SEPARATE IN THEIR OWN RIGHT BUT IN A RELATED FOR MYSELF. SO I'LL TRY TO DO SOME OF THAT IN THE COMMENTS I HAVE. AND I THINK FOR ME, STARTING OUT, YOU KNOW, I'M A TEACHER, EDUCATOR, I USED TO BE AT K-12 TEACHER AND NOW I TEACH FUTURE TEACHERS. I THINK THERE'S A CERTAIN MINDSET THAT ONE HAS TO HAVE GOING IN TO A CLASSROOM. SO BEFORE WE COULD TALK ABOUT BEST PRACTICES FOR STUDENTS WHO LIVE TRADITIONALLY AND HISTORICALLY BEEN MARGINALIZED WE HAVE TO TURN THAT MIRROR BACK ON OURSELVES. THERE'S AN ASSUMPTION ANYONE STANDING IN FRONT OF A GROUP OF STUDENTS TO TEACH THEM HAS EQUITY AT THE FOREFRONT OF THEIR MIND. AND WE CAN'T MAKE THAT ASSUMPTION, WHETHER YOU ARE A PERSON OF

TOTAL RECALL CAPTIONING, INC. WWW.YOURCAPTIONER.COM Page 85 COLOR OR A WHITE PERSON OR A PERSON WHO HAS OTHER MARGINALIZED IDENTITIES OR DOMINANT IDENTITIES. SO MY MINDSET GOING IN TO MY WORK AS AN EDUCATOR IS THAT I'M OPERATING, I'M TEACHING, I'M LEARNING AT INSTITUTIONS THAT WERE NEVER DESIGNED FOR PEOPLE THAT LOOK LIKE ME; RIGHT? SO IT'S AN UPHILL BATTLE FROM THE JUMP. IF YOU UNDERSTAND THAT YOU'RE TEACHING AT INSTITUTIONS THAT ARE WHITE SUPREMACIST, SEXIST, SEX GENDERED, COLONIALIST BY NATURE AND THAT YOU'RE LEARNING IN THOSE SAME KINDS OF INSTITUTIONS, THERE NEVER REALLY CAN BE BEST PRACTICES FOR HOW TO EDUCATE YOUTH. BECAUSE THE EDUCATION THAT THEY WANT YOU TO ACQUIRE IS ONE THAT AS SEAN SAYS, REQUIRES THAT YOU NOT KNOW WHO YOU ARE. SO, I JUST HAVE TO START WITH THAT PREMISE AND I TRY TO HELP OTHER EDUCATORS START FROM THAT PLACE AS WELL. AND FOR ME, THAT MEANS THAT MY PEDAGOGY IS NOT NECESSARILY JUST EQUITABLE, BUT IT'S HUMANIZING. BECAUSE CLASSROOMS, LEARNING SPACES ARE INHERENTLY SPACES THAT ARE DESIGNED TO DEHUMANIZE. AND SO WHEN I'M THINKING ABOUT BEST PRACTICES FOR MY STUDENTS OF COLOR AND STUDENTS WITHIN OTHER MARGINALIZED IDENTITIES, I'M THINKING ABOUT THE PROCESS OF HUMANIZATION FOR THEM AND FOR ME. BECAUSE I RECOGNIZE THAT I TEACH AND I OPERATE IN A SYSTEM IN WHICH I'M TRYING NOT TO PERPETUATE THE COLONIST PROJECT. EVERY DAY; RIGHT? THE, WITH MY BEST INTENTIONS TO DO RIGHT BY STUDENTS, I MIGHT ACTUALLY STILL BE PARTICIPATING IN THE COLONIST PROJECT; RIGHT? AND SO HOW DO I THINK ABOUT THIS IS THAT CRITICAL SELF-REFLECTION PIECE. HOW DO I ACTUALLY TURN THE LENS BACK ON MYSELF TO THINK ABOUT MY OWN POSITIONALITIES, LIVED EXPERIENCES AND THE WAYS IN WHICH I'VE BEEN SOCIALIZED IN A WHITE SUPREMACIST CONTEXT THAT MAY ACTUALLY ENGAGE, HAVE ME ENGAGING IN NEGATIVE RELATIONSHIPS WITH MY STUDENTS. EVEN WHEN I AIM TO DO GOOD BY THEM.

TOTAL RECALL CAPTIONING, INC. WWW.YOURCAPTIONER.COM Page 86 SO, THIS HUMANIZING PEDAGOGY THAT I THINK EDUCATORS SHOULD HAVE IS ONE IN WHICH THE ORIENTATION TOWARD TEACHING AND LEARNING FOSTERS THIS ENVIRONMENT WHERE THE CLASSROOM IS SET UP TO EDUCATE THE WHOLE STUDENT. IT'S A LITTLE DIFFERENT FROM THE CRITICAL PEDAGOGY PROJECT. BECAUSE SOMETIMES WHAT IS CRITICAL CAN ACTUALLY BE HARMFUL. IT ACTUALLY CAN BE DEHUMANIZING. AND WE LIKE TO THROW THAT WORD, I'M A CRITICAL PEDAGOGY, I'M DOING WORK, WE LIKE TO THROW THAT AROUND BUT WE HAVE TO BE CAUTIOUS ABOUT THE FRAME WE BRING TO THE CRITICAL PROJECT AS WELL. AND MAKE SURE THAT THE CRITICAL IS FOSTERING HUMANIZATION. ESPECIALLY IN THIS POST ELECTION CLIMATE WHERE THE DISCOURSE PEOPLE'S ACTIONS, WHAT'S HAPPENING IN SCHOOLS AND WHAT'S HAPPENING IN OTHER INSTITUTIONS AND SOCIETY CONTINUES TO FURTHER DEHUMANIZE. SO WHEN WE THINK ABOUT BEST PRACTICES FOR MARGINALIZED STUDENTS, HOW DO WE THINK ABOUT BEST PRACTICES THAT ACTUALLY LET THEM LIVE THEIR FULL HUMANITY, IN THE LIVING SPACE AND IN THE LARGER WORLD. AND SO FOR THAT I THINK THERE ARE A COUPLE OF SELF-REFLECTIVE QUESTIONS THAT EDUCATORS NEED TO BE CONSTANTLY ASKING THEMSELVES: HOW DO ISSUES OF POWER AFFECT MY RELATIONSHIPS WITH STUDENTS, THE ASSUMED, THE HIDDEN AUTHORITY THAT COMES WITH CERTAIN IDENTITY MARKERS THAT I HAVE AS THE TEACHER IN THAT LEARNING SPACE, MY PROFESSIONAL POSITION, MY GENDER, MY AGE, MY RELIGION, HOW AM I THINKING ABOUT MY IDENTITY MARKERS AND POSITIONS OF PRIVILEGE AND POWER THAT MAY POSITIVELY BUT ALSO NEGATIVELY AFFECT MY RELATIONSHIPS WITH STUDENTS? AND SECONDLY, WHAT ARE MY UNEXAMINED STEREOTYPES AND BIASES OF CULTURALLY DIVERSE STUDENTS? HOW DO I ENACT THEM IN MY DAILY WORK, HOW AM I COMPLICIT IN THE COLONIALIST PROJECT AND BY BIASES AND DISCRIMINATORY PROJECTS THAT I DON'T ACTUALLY MEAN TO PERPETUATE. SO IF I'M CONSTANTLY ENGAGING IN THAT KIND OF CRITICAL SELF-REFLECTION, THEN I DO THINK THERE ARE WAYS IN WHICH I THINK

TOTAL RECALL CAPTIONING, INC. WWW.YOURCAPTIONER.COM Page 87 ABOUT THE CLASSROOM SPACE AS A SPACE OF BEST PRACTICES FOR STUDENTS, WHO ARE NONDOMINANT. AND ONE IS THAT MY CLASSROOM NEEDS TO BE AN IDENTITY AFFIRMING COUNTER SPACE. WHAT DO I MEAN BY IDENTITY AFFIRMING? IT NEEDS TO BE A SPACE IN WHICH TEACHING AND LEARNING AFFIRMS, CELEBRATES, BUT ALSO HELPS STUDENTS RECLAIM LOST IDENTITIES THAT THEY DIDN'T KNOW WERE A PART OF THEIR VERY SOUL, THEY VERY BEING; RIGHT? BECAUSE AS WHAT WAS SAID EARLIER, PERHAPS UP UNTIL THE POINT THEY ENCOUNTER YOU, THEY HAVE BEEN MISEDUCATED. SO WHAT'S YOUR RESPONSIBILITY IN THE REEDUCATION OF THE, TO THE FULL IDENTITY? SO HOW IS MY CLASSROOM SPACE AN IDENTITY AFFIRMING COUNTERSPACE, WHAT DO I MEAN BY COUNTER? THAT THERE IS TEACHING AND LEARNING HAPPENING THAT RESISTS THE HETERONORMATIVE OPPRESSIVE COLONIALIST PROJECT. THAT THE LEARNING THAT'S HAPPENING IN MY CLASSROOM RUNS COUNTER TO THAT KIND OF OPPRESSION. AND SO HOW DO I CREATE SPACES FOR THAT? THE SECOND THING I WOULD SAY IS SEEING YOUR STUDENTS AS KNOWLEDGE BEARERS BUT ALSO KNOWLEDGE PRODUCERS IS YOUR CLASSROOM SPACE A SPACE WHERE THE KNOWLEDGE IS CO CONSTRUCTED? SO THAT YOUR EPISTLOMOLOGICAL ORIENTATION IS NOT THE ONLY ONE THAT'S RECOGNIZED. YOU SEE WAYS OF KNOWING AND UNDERSTANDING THE WORLD THAT ENHANCE YOUR POSITION AS THE TEACHER AND ALSO EVERYONE ELSE IN THE ROOM AS THE LEARNER. COUPLE MORE THINGS AS I WRAP UP. ALSO HELPING STUDENTS TO NAME THEIR REALITIES AND THEN CHANGE FOR THOSE REALITIES IF THEY'RE NOT AS STUDENTS WOULD NOT LIKE THEM TO BE. THAT'S MY RESPONSIBILITY; RIGHT? BECAUSE THEN THEY CAN TAKE THOSE SKILLS TO GO BACK AND CHANGE THEIR COMMUNITIES FOR THE BETTER.

TOTAL RECALL CAPTIONING, INC. WWW.YOURCAPTIONER.COM Page 88 THE LAST THING I WOULD SAY WE MOVE ON IS UNDERSTANDING THAT IN THE CLASSROOM SPACE, THE MERITOCRATIC PROJECT IS A [ INDISCERNIBLE ] PROJECT. HOW DOES IT GET ROOTED IN THE MERITOCRACY WHEN THEY COME TO HIGHER EDUCATION SPACES, WE INCULCATE THEM WITH THIS IDEA THAT IF YOU JUST WORK HARD ENOUGH, AND PUT FORTH EFFORT, YOU'LL GET YOUR PIECE OF THE AMERICAN DREAM. AND THAT FOR ME IS ANOTHER PART OF THE COLONIZATION PROJECT. SO OTHER I'M GOING TO ENACT EQUITABLE PEDAGOGICAL EXCESSES, THAT BEHAVIOR HAS TO BE ONE IN WHICH I ACTUALLY DECONSTRUCT THIS IDEA THAT MERITOCRACY IS ALL THAT'S AT PLAY FOR ACHIEVING WHATEVER KIND OF SUCCESS ONE DESIRES TO ACHIEVE. [ APPLAUSE ]

>>: THANK YOU. DR. JIMILIZ VALIENTE-NEIGHBOURS: HELLO, EVERYBODY. I AM SO GLAD TO BE HERE. I FIRST OF ALL WANT TO THANK ALL THE ORGANIZERS AND ALL THE PEOPLE INVOLVED IN THIS WONDERFUL SUMMIT. I WANT TO THANK KATRINA'S INVITATION. SHE WAS A FORMER STUDENT AND SO THAT MEANS A LOT TO BE INVITED IN TO SOMETHING THIS WONDERFUL. I WANT TO SHARE THAT I CAME WITH A LIST OF THINGS THAT I'D LIKE TO TALK ABOUT BUT AS THE DAY WAS GOING CHECK, SOMEONE SAID THAT. CHECK, SOMEONE SAID THAT ALREADY. WHICH IS GREAT, YOU KNOW, I'M HERE IN A ROOM FULL OF KINDRED SOULS, RIGHT? TALKED ABOUT EARLIER, KINDRED SOULS. AND SO I JUST WANT TO SHARE A COUPLE OF THINGS THAT I HAVE BEEN DOING IN MY OWN PRACTICE I WAS A STUDENT AT UC SANTA CRUZ AND I ALSO WAS A PROFESSOR AT SORRY, TEACHING FELLOW AT UC SANTA CRUZ AND THEN I WAS AN ADJUNCT FACULTY AT SAN MARCOS AND AT THE UNIVERSITY OF SAN DIEGO. AND I JUST STARTED A TENURE TRACK FACULTY AT POINT LOMA NAZARENE UNIVERSITY. SO I HAVE SUCH A WIDE RANGE OF STUDENTS. AND I CAN SEE THEM COMING FROM A LOT OF BACKGROUNDS. AND SO ONE OF

TOTAL RECALL CAPTIONING, INC. WWW.YOURCAPTIONER.COM Page 89 THE THINGS THAT I WANT TO DO IN THE PRACTICE OF HUMANIZING MY STUDENTS IS TO ASK THEM TO WRITE INTRODUCTION PAPERS ABOUT THEMSELVES AT THE BEGINNING OF THE SEMESTER. I WANT TO KNOW THEIR FAMILY BACKGROUND, THEIR EDUCATIONAL BACKGROUND, THEIR WORK BACKGROUND, ANYTHING ELSE THAT WOULD HELP ME TEACH TO WHOM MY STUDENTS ARE. AND THE OTHER THING I DO WHEN I WANT TO KNOW MY AUDIENCE, AS I GO THROUGHOUT THE SEMESTER, I ASK THEM TO WERE FREE WRITE PAPERS, ESPECIALLY IN DISCUSSIONS ABOUT RACE, INTENSE DISCUSSIONS ABOUT MERITOCRACY, INTENSE DISCUSSIONS ABOUT THE AMERICAN DREAM. I ALSO HAVE THEM WRITE REFLECTION PAPERS WHEN THEY'RE READING CHAPTERS AND THEN THEY GET A CHANCE TO RESPOND TO THEM. THE OTHER TECHNIQUE THAT I TRY TO DO IS ALSO, EARLY THROUGHOUT THE SEMESTER, EARLY IN THE SEMESTER, WE COME UP, NOT WITH GROUND RULES, I DON'T LIKE CALLING THEM GROUND RULES, I LIKE CALLING IT COMMITMENTS TO DISCUSSION. WE'RE GOING TO HAVE A LOT OF HARD DISCUSSIONS. THEY DON'T KNOW IT YET. BUT I KNOW THIS, YOU KNOW, I KNOW WHAT I'M GOING TO TEACH. AND WE'RE GOING TO HAVE SOME HARD DISCUSSIONS. AND SO, THAT COMMITMENT TO DISCUSSION, I TELL THEM IT'S A LIVE DOCUMENT, WE CAN CHANGE IT AS WE NEED TO THROUGHOUT THE SEMESTER AND IT ALSO MEANS THAT THEY CAN CONTRIBUTE WHAT THEY WOULD LIKE TO EXPECT FROM THEIR PEERS AND WHAT THEY CAN ALSO EXPECT OF THEMSELVES. SO WE TAKE A LOT OF TIME TO DO THAT AT THE BEGINNING. AND THEN IN ORDER TO HAVE EQUITABLE PRACTICES AS WELL, I HAVE DIFFERENT ASSESSMENT STRATEGIES, NOT JUST EXAMS, NOT JUST MULTIPLE CHOICE EXAMS, RIGHT? BUT I HAVE PAPERS AND AGAIN, THOSE REFLECTION PAPERS, THEY ALSO ARE GRADED ON DISCUSSION FACILITATION, ALSO GRADED ON CONTRIBUTING MATERIALS TO LECTURE BECAUSE I SEE THEM AS CO FACILITATORS OF LEARNING IN THE CLASSROOM. AND A COUPLE OF THINGS I JUST WANT TO NOTE TOO, AND I'D BE HAPPY TO TALK MORE ABOUT IT LATER IS MY GOALS IN CLASS IS TO CHANGE

TOTAL RECALL CAPTIONING, INC. WWW.YOURCAPTIONER.COM Page 90 THE LANGUAGE THAT WE USE. SO WE TRY NOT TO USE THE WORDS "THAT'S SO GAY" "THAT'S SO LAME" EVEN SUCH WORDS LIKE "HEY, GUYS" AND I CHALLENGE THEM TO SEE WHY IS "GUYS" BUT WE CAN'T WALK IN TO A ROOM AND SAY "HEY, GIRLS" RIGHT? OR WHY NOT EVEN PEACE POINTS, THAT'S NOT FROM ME, DON'T QUOTE ME ON THAT. YOU KNOW, I WANT TO CITE THE PERSON WHO SAID THAT. BUT, AND SO, I THINK IT'S JUST GETTING PEOPLE TO CHALLENGE AND CHANGE THE LANGUAGE THAT WE'RE USING. ANOTHER THING IS HOW TO VALUE MY STUDENTS. I TALK ABOUT CULTURAL CAPITAL, HOW VERDUE SAYS IT TALKS ABOUT WHERE WE ARE, AND I KNOW THE FRENCH ALPHABET AND I KNOW THE FILIPINO ALPHABET. BUT THE SCHOOL VALUES THE FRENCH ALPHABET AND NOT THE FILIPINO ALPHABET. AND SO BUT I TELL THEM THAT WE ALL HAVE CAPITAL, RIGHT? AND SO, IN A SENSE, I SEE STUDENTS NODDING LIKE, YEAH, THAT'S TRUE. LIKE, I DO HAVE CAPITAL. AND I WANT STUDENTS TO KNOW THAT EVEN THOUGH THEY'RE NOT VALUED BY INSTITUTION, THEY CAN THEN BE CRITICAL OF THE INSTITUTION WHILE STILL HOLDING TO THE VALUE THAT THEY HAVE. AND THEN I ALSO DEMONSTRATE VULNERABILITY. I WANT THEM TO UNDERSTAND THAT THEY CAN SPEAK FROM THEIR VULNERABILITY BECAUSE IT JUST MEANS THAT THEY'RE BEING AUTHENTIC. AND SO WHEN I TALK ABOUT THE SOCIOLOGICAL IMAGINATION, I TALK STUDENTS ABOUT MY IMMIGRATION BACKGROUND AND HOW IN HIGH SCHOOL I HAD SUICIDAL IDEATIONS, I'M NOT ALONE WHERE AT LEAST 90% OF FILIPINA IMMIGRANTS HAVE SUICIDAL IDEATIONS. I'M CONNECTING MY STORY WITH A HISTORICAL AND SOCIAL -- [ NO AUDIO ] -- THEY WOULD SAY TO THEIR PARENTS. I TRY TO THINK ABOUT WHAT THEY WOULD SAY TO THEIR PEERS, WHAT THEY WOULD SAY TO THEIR FRIENDS, THEIR ROOMMATES. AND SO WHEN I'M TEACHING, I TRY TO MAKE IT IN A WAY THAT'S APPLICABLE AND RELATABLE SO THAT THE TEACHING CAN CONTINUE BEYOND OUR TIME TOGETHER. AND SO, MY CLASS IS NOT JUST A DIALOGUE AMONG MYSELF AND MY STUDENTS

TOTAL RECALL CAPTIONING, INC. WWW.YOURCAPTIONER.COM Page 91 AND AMONG THE STUDENTS AND THEIR FELLOW STUDENTS, BUT ALSO OUTSIDE OF OUR CLASSROOM. THANK YOU. [ APPLAUSE ]

>>: SO I'D LIKE TO THANK EACH OF MY COLLEAGUES HERE FOR YOUR STATEMENTS, YOUR OPENING STATEMENTS AND JUST REMIND AUDIENCE MEMBERS THAT NOW IS THE TIME TO UTILIZE THE INDEX CARDS IF YOU NEED ONE RAISE YOUR RIGHT HAND AND OUR STUDENT VOLUNTEERS WILL PROVIDE THEM TO YOU. OUR PANEL IS HERE, YOU'VE PROVIDED SUCH A RICH FOUNDATION FROM WHICH TO CHALLENGE THOSE OF US IN THIS ROOM. EDUCATORS, TEACHERS, STUDENTS, COLLABORATORS, COMMUNITY ORGANIZERS. HOW, TO THINK ABOUT WHAT IT MEANS TO INTENTIONALLY EXAMINE OUR OWN CULTURAL LENSES AND HOW THEY IMPACT HOW WE INTERACT WITH ONE ANOTHER, HOW WE INTERACT WITH OUR STUDENTS. CALLING UPON OURSELVES TO EXAMINE OUR CRITICAL CONSCIOUSNESS AND OUR UNDERSTANDING OF THE POLITICAL ECONOMIC AND EDUCATIONAL SYSTEMS THAT REALLY ARE GROUNDED IN POWER, GROUNDED IN OPPRESSION AND ULTIMATELY BUILD UPON WHITE SUPREMACY. I THINK THAT'S SOMETHING WE'VE HEARD AS A THEME. DUBOIS ONCE SAID A SYSTEM CANNOT FAIL THOSE IT WAS NEVER DESIGNED TO PROTECT. I THINK WE'VE REALLY HEARD THAT THROUGHOUT MULTIPLE SPEAKERS THROUGHOUT THE DAY. SO WHEN WE SAY THAT THE EDUCATIONAL SYSTEM IS FAILING OUR STUDENTS, IS IT REALLY FAILING OUR STUDENTS IF IT WAS NEVER DESIGNED TO REALLY EMPOWER, ENRICH, AND TEACH THE COLLECTIVE GROUP OF STUDENTS? FREIRE AS MANY OF YOU KNOW AND HAS BEEN QUOTED, DID A LOT OF WORK AROUND LITERACY AND IT'S THIS IDEA THAT THOSE IN MY CIRCLE, WE SAY YOU KNOW, THEY DON'T WANT TO TEACH US HOW WE READ BECAUSE ONCE WE KNOW HOW TO READ, I KNOW WHAT YOU'RE WRITING ABOUT, I KNOW WHAT YOU'RE THINKING ABOUT, I KNOW THE HIDDEN CODE. SO WITH

TOTAL RECALL CAPTIONING, INC. WWW.YOURCAPTIONER.COM Page 92 THAT, I'D LIKE TO THANK YOU FOR YOUR COMMENTS BECAUSE ONE OF THE THREADS THAT THE THREE OF YOU PROVIDED, IN THAT ROLE OF BEING IN THE CLASSROOM, TAKING THE MOMENT TO ACKNOWLEDGE WHO AM I AS A PERSON, AS TEACHER, AS EDUCATOR. SO HOW, HERE'S THE QUESTION: HOW SHOULD WE EXAMINATION OF RACE AND RACISM AND HOW IT IMPACTS OUR CLASSROOM PRACTICES AND RELATIONSHIPS THAT WE BUILD WITH STUDENTS? WHAT DOES THAT LOOK LIKE? WHAT STRATEGIES DO YOU USE? AND YOU ALL SHARED A LITTLE BIT. BUT IF ONE IS TO DO THIS WORK, WHAT STRATEGIES DO YOU USE TO REALLY COMBAT THE RACE AND RACISM AND HOW DOES THAT LOOK IN YOUR CLASSROOMS? IT'S OPEN TO WHOEVER WOULD LIKE TO START. DR. RICHARD AYERS: FIRST OF ALL, I WANT TO MAKE SURE WE DON'T PUT OURSELVES IN A POSITION OF SAYING SCHOOL IS OUR AUTOMATICALLY FAILING AND WILL ALWAYS FAIL AND IT'S A USELESS PROJECT BECAUSE THE MAN CONTROLS EVERYTHING. I ACTUALLY THINK SCHOOLS ARE ONE OF THE ONLY -- [ NO AUDIO ] -- AND VERY FEW INSTITUTIONS ALLOW THAT. THEY'RE LIVELY PLACES. I THINK A LOT OF STUDENTS MARGINALIZED AND KICKED OUT BY THE SYSTEM EXPRESS THAT DEBATE BY WITHDRAWING. NOT TURNING IN THEIR HOMEWORK. OR JUST RESISTING IN MANY WAYS. AND WE HAVE TO READ THAT AS SOMEONE WHO GETS IT THAT THE GAME IS FIXED AND IS FIGHTING -- SO, YEAH, I WORK AT USF NOW BUT FOR MOST OF MY CAREER I WAS A HIGH SCHOOL TEACHER. AND, YOU KNOW, THAT'S HARD, THAT'S COMPLICATED, I ALWAYS FELT LIKE YOU'RE WORKING IN THE PUBLIC SCHOOLS, YOU'RE AN AGENT OF THE STATE. I DID A LOT OF THINGS I FELT MORALLY COMPROMISED BY, 38% AN AGENT OF LIBERATION, AND THE OTHER 10% WAS CONFUSED. [ LAUGHTER ] BUT EVEN THE 38%, THEY APPRECIATE IT SO MUCH. I JUST THINK IT'S PARTLY, A MATTER OF ALLOWING THOSE CONTRADICTIONS WHICH EXIST IN THE ROOM AND AS DORINDA SAID, THE ASSETS AND THE KNOWLEDGE THAT STUDENTS BRING, ALLOWING THAT TO COME TO THE FORE AND THAT IS FREIRIAN. I DON'T TEACH RACE. I SEE

TOTAL RECALL CAPTIONING, INC. WWW.YOURCAPTIONER.COM Page 93 WHITE RADICAL TEACHERS UP THERE TELLING THEIR BLACK KIDS THAT THEY'RE OPPRESSED. THAT'S NOT COOL. [ INDISCERNIBLE ] . DR. DORINDA CARTER-ANDREWS: I'D LIKE TO ADD TO THAT. I THINK RICK MADE A GOOD POINT, LET'S NOT ASSUME WE'RE ALL DOOMED FOR FAILURE BY ENTERING THE SCHOOL SYSTEM. I DO THINK THERE'S A NUANCE THOUGH BETWEEN P-12 EDUCATION AND HIGHER ED AND WHAT WE KNOW TO BE TRUE IS THAT FEWER THAN SHOULD BE STUDENTS OF COLOR ARE ABLE TO GET IN THE HIGHER ED PLACES WHEN THIS CRITICAL COURSE IS TAKING PLACE. I USE MYSELF AS AN EXAMPLE. I THINK MY P-12 EDUCATION WAS TOTALLY ABOUT JUST DO WHAT YOU'RE TOLD TO DO, JUMP THROUGH THE HOOPS, MEET THE STANDARDS AS THEY ARE. IT REALLY WASN'T UNTIL I WENT TO GRADUATE SCHOOL, NOT EVEN UNDERGRAD, GRADUATE SCHOOL WHERE I WAS ABLE TO REALLY, ENHANCE MY CRITICAL CONSCIOUSNESS ABOUT ISSUES OF POWER, PRIVILEGE, AND OPPRESSION. THAT IS A MISEDUCATION. I THINK A PRIMARY QUESTION THAT WE AS EDUCATORS, AS STUDENTS HAVE TO HAVE IS HOW DO WE ENSURE THIS HAPPENS THROUGH PRESCHOOL TO 12TH GRADE SO I DON'T HAVE FRESHMEN WHO HAVE HAD A NONWHITE TEACHER, WHAT ARE THEY GOING TO BE CRITICAL ABOUT RACISM, GENDER -- [ NO AUDIO ] -- MARKERS. THEY DON'T FULLY UNDERSTAND THEMSELVES AND THEY DON'T FULLY UNDERSTAND HOW TO HAVE THESE DIALOGUES. THE OTHER THING I WOULD SAY ABOUT THAT, I THINK NOW IN OUR CLIMATE THE WAYS IN WHICH WE TALK ABOUT RACISM CAN BE LIKE WE'VE TALKED ABOUT IT IN THE DAYS OF OLD. RIGHT, SO EARLIER SOMEONE MENTIONED ANTI-BLACK RACISM. ANTI-BROWN RACISM. AND SO WE HAVE TO NUANCE THE RACIST PROJECT AND THE MYRIAD FACES THAT IT HAS. UNDERSTANDING THAT THIS COUNTRY, HISTORICALLY, RACISM IS CONSTRUCTED ON A BLACK WHITE BINARY. BECAUSE IT'S SO ETHICALLY DIVERSE, WE CANNOT CONTINUE TO TALK ABOUT RACISM IN THE BLACK WHITE BINARY. [ APPLAUSE ]

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>>: I ALLOW MYSELF TO BE SQUARE PEOPLE CAN ASK QUESTIONS. AND -- DR. JIMILIZ VALIENTE-NEIGHBOURS: JUST THIS FALL, A WHITE STUDENT ASKED WHY IS WEARING A HEADDRESS OFFENSIVE? I WAS LIKE, THAT IS A GOOD QUESTION, AND I'M GLAD YOU ARE ASKING IT HERE; RIGHT? BECAUSE OFTEN THEY HAVE QUESTIONS THAT THEY DON'T KNOW WHO TO ASK AND WHERE TO GO AND THEN THAT WHOLE FEAR THAT DR. SARAH RODRIGUEZ WAS SAYING, ABOUT HOW STUDENTS FEEL LIKE THEY'RE, LIKE OH, I'M JUST GOING TO BE OFFENDING SOMEONE, I BETTER NOT. AND SO I DO -- [ NO AUDIO ] -- WE ARE POST RACE. I JUST BRING UP, LIKE, EXAMPLES LIKE, HELLO! IN FALL 2013 I WAS TEACHING SOCIAL INEQUALITY AT UC SANTA CRUZ. PEOPLE DIDN'T THINK WE HAD RACISM ANYMORE. LET'S TALK ABOUT THIS CAL POLY SLOW PARTY CALLED COLONIAL BROS AND NAVAJOS. LIKE, WHAT IS THAT ALL ABOUT? AND SO WE BRING UP CURRENT EVENTS. AND AGAIN, THE OTHER, THERE WAS THE RECENT KKK DEMONSTRATION IN ANAHEIM JUST THIS SPRING. AND SO, I JUST TRIED TO BRING IN CURRENT EVENTS AND BE LIKE OKAY, IS THIS LIKE, HOW IS THIS RACE, HOW IS THIS NOT POST-RACE. SO, YEAH. >>: THANK YOU, WELL GIVEN THAT YOU'VE OPENED KIND OF THE CONVERSATION IN TO POST RACIAL SOCIETY, I'M GOING TO PAUSE THERE FOR A MOMENT AND JUST SAY THAT IF YOU DO HAVE A QUESTION THAT YOU WANT TO ASK, PLEASE MAKE SURE YOU RAISE YOUR HAND SO OUR STUDENT VOLUNTEERS CAN GET YOUR QUESTIONS TO THE PANELISTS. I'M WONDERING IF I CAN ADD A SLIGHTLY NUANCED LAYER TO THAT QUESTION. EACH OF YOU SHARED A LITTLE BIT ABOUT REALLY ACKNOWLEDGING AND SEEING STUDENTS, THEIR OWN CULTURAL CAPITAL, THE WHAT THEY BRING IN TO THE CLASSROOM. THE COMMUNITY CULTURAL WEALTH, ACTUALLY, THE TERRY LLOSO TALKS ABOUT. I'M WONDERING, IF IN THE CLASSROOM, AND SO, THIS QUESTION IS SPECIFIC TO THE TEACHING ENVIRONMENT. IF IN THE CLASSROOM THERE'S THIS ENERGY TO FOCUS ON THE COMMUNITY

TOTAL RECALL CAPTIONING, INC. WWW.YOURCAPTIONER.COM Page 95 CULTURAL WEALTH THAT STUDENTS BRING IN TO THAT KNOWLEDGE SPACE IN TO THAT SHARED SPACE, HOW DOES ONE DO THAT WHEN THE NARRATIVE IS THAT WE ARE IN A POST RACIAL SOCIETY? AND SO THEREFORE, THAT WE SHOULDN'T LOOK AT EITHER ISSUES OF RACISM OR IN THIS CASE I WOULD EXPAND, SEXISM, THE INTERSECTIONALITY. HOW DOES ONE RECONCILE THAT, I POSE THAT FOR WHOEVER WOULD LIKE TO BEGIN. DR. DORINDA CARTER-ANDREWS: WELL, I'LL BEGIN, THE FIRST WEEK OF ACTIVITIES WE DO, THE SUITCASE ACTIVITY. AND IT'S LITERALLY A PICTURE OF A SUITCASE ON A HANDOUT. AND I START AT THE PLACE OF HAVING THEM, CHALLENGING THEM TO WRITE DOWN WHAT DO YOU BRING TO THIS CLASS? RIGHT? MANY OF THEM ARE LIKE, OH, I NEVER -- WELL, THEY'RE NOT EVEN THINKING OF THEMSELVES AS KNOWLEDGE BEARERS, RIGHT? BUT I WANT YOU TO COME UP WITH SOME SKILLS, SOME ATTRIBUTES THAT YOU'RE BRINGING TO THIS LEARNING SPACE. AND IT'S A HARD PROJECT. I THINK FOR MANY OF MY UNDERGRADUATES, I DON'T DO THIS EXERCISE IN THE SAME WAY WITH MY GRADUATE STUDENTS. BUT I'M QUITE TRANSPARENT IN THE WAY IN WHICH I TEACH ANY ACTIVITY I DO AFTER WE'RE DONE AND WE'VE DEBRIEFED IT. I'VE THEN EXPLAINED TO THEM WHY WAS IT OR ASKED THEM WHY WAS IT IMPORTANT FOR US TO DO THIS? WHY DO YOU THINK I CHOSE THIS? AND SO I'M TRYING TO MODEL FOR THEM BECAUSE THEY'RE GOING TO BE FUTURE TEACHERS, WHAT I HOPE THEY DO IN THEIR CLASSROOMS. RIGHT? BUT THE SENSE OF WHAT DO YOU BRING, I NEED YOU TO START FROM AN ASSET-BASED PERSPECTIVE OF YOURSELF. THE SECOND WORK AND WHAT THAT ACTIVITY DOES IS ALLOWS STUDENTS TO THINK ABOUT HOW A NAME MAY BE REALLY IMPORTANT TO ONE PERSON WHERE YOU MAY GIVE UP YOUR NAME AS A FIRST IDENTITY MARKER. NOW WE'RE ABLE TO BEGIN HAVING CONVERSATIONS ACROSS DIFFERENCES; RIGHT? WHY WOULD I NOT WANT TO GIVE UP MY NAME IF SOMEONE WAS TRYING TO FORCE ME BECAUSE I'M THE THIRD DORINDA AND THE FIRST DORINDA WAS AN ENSLAVED AFRICAN. WHILE FOR OTHERS, TOSSING OUT THE NAME IS NOT PART OF THEIR IDENTITY. HOW DO WE GET

TOTAL RECALL CAPTIONING, INC. WWW.YOURCAPTIONER.COM Page 96 THIS ACROSS THE DIFFERENCES USING THESE SIMULATIVE ACTIVITIES? I ENCOURAGE YOU TO LOOK AT SONIA NIETO'S WORK FOR THAT. [ APPLAUSE ]

DR. RICHARD AYERS: JUST A QUICK THING. YOU KNOW, THE MYTH OF COLOR BLIND OR THE MYTH OF BEING POST RACIAL, IT MIGHT HAVE HAD A LITTLE POWER ABOUT THREE MONTHS AGO. BUT, NOW WITH THIS ELECTION, COME ON. WE HAVE SOMEONE WHO IS, YOU KNOW, EXPLICITLY RACIST, HAS PUT EXPLICIT RACIST WORDS OUT AND RALLIED A LOT OF SUPPORT. AND I'M ALL ABOUT UNDERSTANDING THE ANGER AND ALIENATION OF THOSE WHO VOTED FOR HIM. BUT IF YOU JUST JOINED A LUNCH MOB I'M NOT -- [ NO AUDIO ] -- STRUGGLE ON THAT. BUT JUST I WANT TO BE CLEAR THAT WE'VE ALWAYS HAD THIS GOTCHA CULTURE OF PEOPLE WHO SAY SOMETHING RACIST, YOU KNOW, WHO COME ACROSS RACIST. A SPORTS CASTER, A NEWS PERSON, SOMEONE LEFT THE MIKE ON AND THEY LET THEIR INSIDE ID THAT'S SO ICKY. BUT, YOU KNOW, THERE'S MORE IMPORTANT THINGS, DEEPER THINGS. THE GUY NAMED STERLING, THE OWNER OF THE CLIPPERS. HE SAID SOME TERRIBLE THINGS AND NOW, GET RID OF THAT GUY, HE'S A RACIST. BUT HE RAN HOUSING THAT KEPT BLACK PEOPLE OUT AND BROWN PEOPLE OUT FOR DECADES. AND TO ME, THAT'S MUCH MORE IMPORTANT THAN THAT LITTLE GOTCHA MOMENT. SO WE HAVE TO LOOK AT THE STRUCTURAL DEEPER ASPECTS OF RACISM, BESIDES JUST THE WORDS. >>: ALONG THE LINE NOW OF COMMUNITY OF PRACTICE, SO LASANA SHARED EARLIER THAT ONE OF THE THINGS THAT WE'RE HOPING COMES OF THIS IS WHETHER YOU CAME ALONE OR COLLECTIVELY AS A GROUP THAT THE, WHAT NEXT PART OF THE CONVERSATION. SO IN THIS PARTICULAR ELEMENT, I'D LIKE TO THINK ABOUT WHERE YOU SIT AT YOUR RESPECTIVE INSTITUTIONS, WHERE YOU SIT AMONGST COLLEAGUES, FELLOW DEPARTMENT MEMBERS OR ADMINISTRATION OR IF YOU'RE IN A PARTICULAR COMMITTEE AND TAKING, TAKING THE SAME KIND OF QUESTION ABOUT HOW THE EQUITABLE PEDAGOGICAL PRACTICES. SO IN A LOT OF WAYS WE'VE

TOTAL RECALL CAPTIONING, INC. WWW.YOURCAPTIONER.COM Page 97 DESCRIBED THAT AS CLASSROOM INTERFACE. BUT IF I'M TO CHALLENGE YOU TO THINK ABOUT THIS IN TERMS OF THE PROFESSIONAL AND COMMUNITY CIRCLES AT YOUR EDUCATIONAL INSTITUTIONS, WHAT ABOUT YOUR STRATEGIES MIGHT SHIFT IF NOW THESE CONVERSATIONS ARE TAKING PLACE WITH COLLEAGUES, HOW MIGHT THOSE SHIFT DEPENDING ON YOUR POSITION OF POWER, EITHER WITHIN YOUR RESPECTIVE DEPARTMENT OR ON A COMMITTEE OR INITIATIVE OR A TASK FORCE THAT YOU'RE ON. DR. RICHARD AYERS: REAL QUICK, I'M SORRY. I DON'T WANT TO HOLD THE FLOOR. BUT, I'M AT THE UNIVERSITY OF SAN FRANCISCO, WE HAVE A VERY GOOD EDUCATION DEPARTMENT, WE HAD EIGHT HIRES IN THE LAST FEW YEARS, ALL FACULTY OF COLOR. BUT THERE'S A LOT OF PROBLEMS FOR YOUNG FACULTY WHO DON'T HAVE TENURE WHO ARE PATRONIZED OR MICRO-AGRESSED BY OLDER WHITE FACULTY. AND THEY CREATED THE FACULTY ORGANIZATION TO SPEAK TO THAT AND WE CREATED A WHITE FACULTY AGAINST RACISM GROUP TO SPEAK AGAINST THAT, WITHOUT ALWAYS HAVING TO ASK FACULTY OF COLOR WHAT TO DO, WHAT SHOULD WE DO NEXT. BUT TO ACTUALLY TAKE IT ON. SO I THINK SOMETIMES THERE'S A SORT OF WHITE DISCOMFORT AND DISCOMFORT'S OKAY, ESPECIALLY CRITICAL DISCOMFORT. BUT SOMETIMES WE HAVE TO MEET TOGETHER TO TALK TO EACH OTHER AND CONFRONT IT. DR. JIMILIZ VALIENTE-NEIGHBOURS: I AM NEW, LIKE BRAND SPANKING NEW TO THE INSTITUTION. AND SO, THAT MADE ME PAUSE. THE WHITE FACULTY AGAINST RACISM CONVERSATION HMM, I WILL BRING THAT BACK TO MY INSTITUTION. [ LAUGHTER ]. SOCIAL PROBLEMS, AND SO, SO AS A YOUNG-LOOKING, YOU KNOW. WOMAN OF COLOR FACULTY, YOU KNOW, IT'S, IT'S A CHALLENGE. IT'S A CHALLENGE BECAUSE I HAVE TO EXPECT LOWER EVALUATION SCORES, I HAVE TO EXPECT SOME DISRESPECT, AND SO THAT IS A CHALLENGE. I AM LEARNING. SO I WILL, I WILL REPORT BACK ANOTHER TIME WHAT I'M LEARNING. DR. DORINDA CARTER-ANDREWS: I'LL JUST QUICKLY SAY AT MICHIGAN STATE, WE'RE NOT PERFECT BUT I THINK WE'RE FAIRLY FAR ALONG IN THIS

TOTAL RECALL CAPTIONING, INC. WWW.YOURCAPTIONER.COM Page 98 AREA. I THINK THERE ARE A LOT OF INSTITUTIONAL MECHANISM IN PLACE TO HELP FACULTY, STAFF, STUDENTS, THE COMMUNITY ENGAGE AROUND ISSUES OF BIAS, VARIOUS FORMS OF DISCRIMINATION. I DO MICRO-AGGRESSION WORKSHOPS WITH VARIOUS UNITS ON CAMPUS, RIGHT? THESE ARE NOT REQUIRED, UNITS ARE ASKING FOR THESE WORKSHOPS. NOT JUST ABOUT RACIAL MICRO-AGGRESSIONS. PEOPLE ARE UNDERSTANDING THAT THEY'RE BEING AGRESSED ALONG MULTIPLE IDENTITY MARKERS. AND SO, I'M ENCOURAGED THAT THERE'S A WILLINGNESS TO WANT TO UNDERSTAND VARIOUS FORMS OF DISCRIMINATION BETTER AND UNDERSTAND THEM AS ASSAULTIVE, INSULTIVE AND MAKING WORKPLACE AND LEARNING ENVIRONMENTS HOSTILE, QUITE FRANKLY. YOUR UNITS, YOUR DEPARTMENTS FOR THOSE CONVERSATIONS TO OCCUR, AND YOU HAVE TO HAVE SKILLED PEOPLE WHO CAN LEAD THOSE CONVERSATIONS. >>: THANK YOU. THERE ARE A LOT OF QUESTIONS HERE. AND, THERE IS ONE THAT I'M GOING TO, I'M GOING TO START OFF READING WITH THIS ONE JUST BECAUSE WE HAVE HAD, THROUGHOUT DATE, REFERENCES TO THE POLITICAL CLIMATE THAT OUR COUNTRY IS FACING RIGHT NOW AND THERE ARE ACTUAL SEVERAL QUESTIONS BUT I THINK THIS ONE CATCHES THE SENTIMENT OF THE FEW QUESTIONS HERE. SO IN LIGHT OF CREATING A SPACE WHERE YOU'RE ESSENTIALLY MEETING STUDENTS WHERE THEY ARE AND IN MUCH OF THE DISCOURSE TODAY HAS BEEN INTENTIONAL, LANGUAGE AROUND WORKING WITH AND FOR AND TO SUPPORT THE ENHANCED EDUCATIONAL AND PEDAGOGICAL PRACTICES FOR MARGINALIZED COMMUNITIES, AND WE'VE BEEN TALKING ABOUT IT A LOT IN TERMS OF COMMUNITIES OF COLOR, WHAT DOES IT LOOK LIKE TO CREATE A SPACE WHERE AN EDUCATIONAL INSTITUTIONS FOR THOSE WHO MIGHT IDENTIFY WITH THE POLITICS AND THE CULTURE OF THE PRESIDENT ELECT?

TOTAL RECALL CAPTIONING, INC. WWW.YOURCAPTIONER.COM Page 99 AND SO, WHAT DOES THAT LOOK LIKE AND HOW DOES ONE NAVIGATE THAT CONVERSATION AND I WILL SAY THERE WERE SEVERAL QUESTIONS RELATED TO THIS. I THINK THIS ONE JUST KIND OF CAPTURES IN A MORE BENIGN WAY, I THINK THE SENTIMENT IN THE QUESTIONS. NOT SURE WHO WANTS TO TAKE THAT ONE. [ LAUGHTER ]. DR. JIMILIZ VALIENTE-NEIGHBOURS: I AM -- [ NO AUDIO ] -- AND I HAVE STUDENTS WHO MAKE AMERICA GREAT AGAIN, HATS IN CLASS. AND SO I TOLD THEM, WHEN THEY WRITE THEIR FREE WRITE RESPONSES, SOME STUDENTS SAID I DON'T THINK A WOMAN SHOULD RUN THE NATION BECAUSE I DON'T BELIEVE IN GENDER EQUALITY. AND I HAVE STUDENTS ON BOTH SIDES OF THE SPECTRUM. SO YEAH, I'M TREADING VERY CAREFULLY AND BEING VERY INTENTIONAL ABOUT WHICH BOOKS I WILL TEACH NEXT SEMESTER AND HOW I WILL GO ABOUT IT. I'M EXCITED BUT ALSO I'M NERVOUS BUT I'M EXCITED. I WAS BASING, BECAUSE I WAS SUPPOSED TO TEACH AT THIS SEMESTER BUT I HAD TO TEACH A SESSION OF ANOTHER CLASS, I WAS LIKE YOU KNOW WHAT, I'M GLAD BECAUSE I DON'T KNOW HOW I WOULD'VE BEEN TEACHING IN AN UNCERTAIN PERIOD. AND SO FOR THOSE OF YOU WHO HAD STRATEGIES, YOU KNOW, TO DO THAT, I WOULD LOVE TO SPEAK WITH YOU AND HEAR YOU OUT TOO. [ LAUGHTER ]. [ APPLAUSE ]

DR. RICHARD AYERS: THANK YOU, THAT'S HELPFUL. I GOT NOTHING. NO, BUT, THE MYTH OF THE NEUTRAL PROFESSOR OR NEUTRAL KNOWLEDGE OR AUTONOMOUS KNOWLEDGE AS SEPEHR WAS TALKING ABOUT IS A MYTH. WE'RE FULL PEOPLE, WE SHOULD BE WHO WE ARE. I DON'T BELIEVE IN, YOU KNOW, TALKED ABOUT EARLIER IN THE DAY, I DON'T BELIEVE THAT IF YOU'RE, SORT OF, PROGRESSIVE MINDED EDUCATOR, YOU SHOULDN'T BE PUNISHING PEOPLE FOR GRADES FOR DISAGREEING WITH YOU.

TOTAL RECALL CAPTIONING, INC. WWW.YOURCAPTIONER.COM Page 100 THAT'S OKAY. BUT YOU COULD, YOU CAN ENGAGE IN PASSIONATE BACK AND FORTH DISCOURSE. IF SOMEONE IS A HOMOPHOBE, I'M NOT JUST GOING TO SAY WELL, THAT'S ONE IDEA. [ LAUGHTER ]. SO, YOU HAVE TO BE ABLE TO DO IT AND I THINK IT CAN BE, I MEAN, WHEN I TAUGHT HIGH SCHOOL, I ALWAYS ARGUED WITH MY STUDENTS ABOUT LORD OF THE FLIES. BECAUSE I LIKED TEACHING IT BUT I THINK IT'S A RACIST BOOK. IT WAS A FUN DEBATE, YOU KNOW! AND SO, I FEEL LIKE YOU COULD DO IT IN A PROFESSIONAL WAY, BUT THERE'S NO NEUTRALITY. PEOPLE KNOW WHO YOU ARE, DON'T FAKE IT. DR. DORINDA CARTER-ANDREWS: AND I'LL JUST ADD TO THAT. I THINK WE'RE LIVING IN A TIME WHERE OPINION IS NOW FACT. OR TRUTH. DO YOU KNOW WHAT I MEAN? AND SO, AND SO PEOPLE JUST GIVE THEIR OPINION AND THAT'S MY TRUTH AND YOU SHOULD ACCEPT IT AND THIS IS A LEARNING SPACE AND LET'S AFFIRM MY VOICE. BUT I THINK WHAT WE HAVE TO, I MEAN, SERIOUSLY, WE HAVE TO GET PEOPLE TO UNDERSTAND THAT IF YOU'RE GOING TO HAVE AN OPINION, IT NEEDS TO BE AN INFORMED ONE. DO YOU HAVE ALL THE, DONE ALL THE NECESSARY KIND OF NECESSARY LEG WORK TO MAKE THE STATEMENT THAT YOU'RE GOING TO MAKE? BECAUSE I CAN'T HEAR IT, I CAN'T EXTRAPOLATE FROM IT IF IT'S UNINFORMED. AND SO I'M TRYING TO THINK ABOUT STUDENTS MAKE THESE HOMOPHOBIC MARKS, REMARKS AND SUCH. HOW DO I MAKE THAT A TEACHABLE MOMENT TO ASK THEM ABOUT. WHAT'S INFORMING THAT STATEMENT? WHAT EVIDENCE DO YOU HAVE? ARE YOU BASING THAT IN THE INDIVIDUAL OR THE SYSTEMIC AND STRUCTURAL? AND SO, HOW DO WE PUSH PEOPLE TO HAVE INFORMED OPINIONS AND NOT TO PUSH THEIR OPINIONS ON US AS FACT. [ APPLAUSE ]

DR. JIMILIZ VALIENTE-NEIGHBOURS: OH, OF COURSE! AND JUST SO YOU DON'T THINK I'M NOT PREPPING FOR NEXT SEMESTER! BECAUSE, I THINK I MADE IT SOUND LIKE I'M NOT PREPPING BUT I AM PREPPING. AND ONE OF THE STRATEGIES --

TOTAL RECALL CAPTIONING, INC. WWW.YOURCAPTIONER.COM Page 101 >>: WE UNDERSTAND YOU'RE PREPPING RIGHT NOW, IT'S ALL GOOD. DR. JIMILIZ VALIENTE-NEIGHBOURS: AND ONE OF THE STRATEGIES I ACTUALLY -- [ NO AUDIO ] -- TEXTBOOKS NEXT SEMESTER IS WHITENESS OF A DIFFERENT COLOR. SO TO THINK, TO LOOK AT THE PROCESS OF BECOMING WHITE, AND WHO IS NOT, YOU KNOW, WHO IS NOT INCLUDED BEFORE AND HOW THEY BECAME INCLUDED SO THAT IT BECOMES A WHITE AND NONWHITE DISCOURSE. AND THAT'S ALL. >>: THANK YOU. THANK YOU. WELL, WE HAVE ABOUT 10 MINUTES STILL LEFT IN THIS PARTICULAR SESSION AND SO I'M GOING TO, I'M GOING TO CHANGE GEARS JUST SLIGHTLY IN TERMS OF EXPOUNDING THE CONVERSATION PAST THE PROVERBIAL FOUR WALLS OF THE CLASSROOM. WE TALKED ABOUT THE STUDENT, INTERSECTIONALITY AND THE FACT THAT OUR STUDENTS REALLY DO HAVE THESE MULTIPLE IDENTITY MARKERS. THEY COME IN TO OUR CLASSROOM, THEY'RE NOT JUST WHAT WE SEE. THEY'RE WHAT WE SEE, WHAT WE HEAR, WHAT WE ALLOW THEM TO SHARE. AND SO, IN THAT SAME SPIRIT, WHEN YOU THINK OF THE WORK AND TRYING TO ADDRESS AND WORK WITH A WHOLE STUDENT, AND RECOGNIZING THAT WE DO HAVE EDUCATORS IN THE ROOM THAT ARE NOT CLASSROOM TEACHERS, BUT RATHER THEY MIGHT BE STUDENTS SUPPORT SERVICES, SPECIALISTS, THEY MIGHT BE PROGRAM MANAGERS, WHAT DOES IT LOOK LIKE AGAIN IN WANTING TO EMBODY AN EQUITABLE APPROACH TO WORKING WITH STUDENTS AND REALLY LOOKING AT THE WHOLISTIC STUDENTS, WHAT HAVE YOU WORKED WITH YOUR COLLEAGUES IN YOUR RESPECTIVE CAMPUSES IN WORKING WITH AND SUPPORTING THE WHOLE STUDENT FOR THEIR ACADEMIC SUCCESS? [ LAUGHTER ]. DR. DORINDA CARTER-ANDREWS: I DON'T WANT TO TALK TOO MUCH! >>: THEY'RE SO NICE, NO, YOU GO FIRST! DR. DORINDA CARTER-ANDREWS: THERE ARE A COUPLE THINGS, SO I'LL RAISE A QUESTION FOR THAT. HOW DO YOU THINK ABOUT P-21 INSTITUTIONS AS INSTITUTIONS THAT ARE TRAUMATIC? THAT INCITE TRAUMA FOR STUDENTS; RIGHT?

TOTAL RECALL CAPTIONING, INC. WWW.YOURCAPTIONER.COM Page 102 I'M NOT SAYING THAT'S THEIR OBJECTIVE, BUT THAT IT HAPPENS UNINTENTIONALLY. IT'S AN UNINTENDED CONSEQUENCE, THAT STUDENTS EXPERIENCE VIOLENCE AND TRAUMA IN EDUCATIONAL SPACES. AND THAT I'M NOT JUST TALKING ABOUT PHYSICAL VIOLENCE, BUT ALSO EMOTIONAL AND PSYCHOLOGICAL. AND SO, I THINK WE'RE IN AN ERA NOW WHERE PERHAPS MORE THAN FOR A LONG TIME, WE NEED THOSE SOCIAL EMOTIONAL SUPPORTS IN PLACE. THE COUNSELING. WITHIN UNITS AT THE UNIVERSITY LEVEL, P-12 INSTITUTIONS STRUGGLE WITH THIS A LOT. YOU KNOW, IN MY OWN CHILDREN'S SCHOOL DISTRICT, YOU MIGHT SHARE A PSYCHOLOGIST ACROSS THREE BUILDINGS. I MEAN, COME ON, WE GOT TO DO BETTER THAN THAT. ESPECIALLY WITH WHAT'S GOING ON NOW. HOW CAN THAT ONE PSYCHOLOGIST MEET THE NEEDS OF THE VARIOUS STUDENTS WHO ARE SUFFERING FROM THE TRAUMA OF WHAT'S HAPPENING IN SCHOOL, AND WHAT'S HAPPENING IN THE SOCIETY? SO, I THINK WE HAVE TO HAVE THOSE FORMAL AND ALSO INFORMAL MECHANISM WHERE WE'RE ABLE TO RESPOND TO THE TRAUMA AND VIOLENCE THAT'S HAPPENING AT THE PSYCHO SOCIAL AND EMOTIONAL LEVELS IN SCHOOLS. [ APPLAUSE ]

DR. RICHARD AYERS: I ALSO THINK AS A K-12 EDUCATOR, IT'S IMPORTANT WHEN YOU LOOK OUT AT YOUR STUDENTS TO LOOK AT, TO REMIND YOURSELF, YOU HAVE THE MASS OUT THERE AND A LOT OF THIS BEING IN SCHOOL IS MOVING THE MASS OF STUDENTS AROUND AND KEEPING ORDER. BUT TO REMEMBER THAT EACH STUDENT IS A UNIQUE, MEANING MAKING ORGANISM. ONE THAT HAS NEVER EXISTED BEFORE, WILL NEVER EXIST AGAIN AND THAT THIS IS A PERSON WHO MAKES CULTURE BY BEING IN CULTURE. EVERYONE WHO PARTICIPATES IN CULTURE CREATES CULTURE. AND THAT THEY HAVE A RIGHT TO INTERROGATE THE UNIVERSE. EVERY CHILD DOES.

TOTAL RECALL CAPTIONING, INC. WWW.YOURCAPTIONER.COM Page 103 SO THAT'S YOUR SORT OF INDIVIDUAL EYE. ANOTHER THING, THOUGH, AND I'M TAKING IN TO ACCOUNT WHAT DR. ARCE WAS TALKING ABOUT IN TERMS OF QUESTIONING THE EPISTEMOLOGICAL SANCTIONS IN THE LIBERALISM IN OUR CULTURE AND RECOGNIZING STUDENTS AS PART OF A COMMUNITY AND PART OF A GROUP AND PART OF A DESIRE TO HAVE SORT OF COMMUNAL CONNECTION. SO THE ANSWER ISN'T ONLY LIKE ME AND YOU, THE ANSWER IS BUILDING THAT COMMUNITY AND RECOGNIZING COMMUNITY STUDENTS COME FROM BUT THEN BUILDING CLASSROOM COMMUNITY IS SO IMPORTANT AND IT BECOMES A CLICHE BUT I REALLY THINK THAT CAN GO A LONG WAY TOWARDS DEALING WITH THE WHOLE CHILD AND THE WHOLE COMMUNITY. [ APPLAUSE ]

DR. JIMILIZ VALIENTE-NEIGHBOURS: I THINK THERE IS SOMETHING TO SAY ABOUT WHEN STUDENTS DO SOMETHING TERRIBLE LIKE TERRIBLY HURTFUL LIKE WEARING BLACK FACE TO CLASS IN SCHOOL OR PUTTING UP THE CONFEDERATE FLAG OR JUST THINGS LIKE THAT. THERE IS SOMETHING TO SAY ABOUT THE DIFFERENCE BETWEEN OKAY, WE CAN DO THE STRATEGY OF LET'S KICK THEM OUT. THAT'S NOT WELCOME HERE AND THEN THERE'S ALSO THE STRATEGY OF, AND A HARDER ONE, I THINK TOO IS WHAT IF THEY SAY AND WHAT IF WE USE IT AS A LEARNING OPPORTUNITY FOR EVERYONE INCLUDING THE PERSON WHO COMMITTED THAT ACT AND INSTEAD WORK TOWARDS WHAT DR. LU SAID EARLIER ABOUT RECONCILIATION. BECAUSE WHEN WE PUSH SOMEONE OUT OF THE INSTITUTION IT'S KIND OF LIKE AN ERAISURE, ISN'T IT? LIKE IF WE SEE SOMETHING THAT WE DON'T LIKE AND THEN WE JUST ERASE IT, THEN IT'S NOT REALLY ADDRESSING THE PROBLEM. AND SO I KNOW THAT THAT'S, THAT'S THE HARDER STRATEGY IS TO, HOW DO WE LEARN FROM IT, HOW DO WE HAVE CONVERSATIONS AROUND IT. BUT THAT'S SOMETHING THAT I THINK IS REALLY IMPORTANT TO THINK ABOUT. ESPECIALLY IN LIKE THE COMING SEASON, RIGHT? [ APPLAUSE ]

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>>: OUR LAST QUESTION IN THIS, WE'LL ALLOW AN OPPORTUNITY FOR EACH OF THE THREE OF YOU BECAUSE I ESSENTIALLY HAVE MULTIPLE QUESTIONS DIRECTED FOR EACH OF YOU ESSENTIALLY ASKING THIS SAME QUESTION. AND THAT IS WHAT IS THE INDIVIDUAL WORK THAT AND REFLECTIVE WORK THAT YOU DID YOURSELF TO COME TO THE PLACE WHERE YOU VIEW EDUCATION AND TEACHING FROM THE LENS WITH WHICH YOU USE? AND THE WAY THE QUESTIONS WERE REALLY ASKING IT WAS ALMOST LESS ABOUT WHICH WORKSHOPS OR WHICH BOOKS BUT MORE ABOUT WHAT'S THE WORK THAT YOU INDIVIDUALLY DID AS A PERSON TO COME TO DO THE WORK AND THE TYPE OF TEACHING AND THE TYPE OF INTERACTION AT YOUR RESPECTIVE INSTITUTIONS? AND THIS WILL BE OUR LAST QUESTION FOR THIS PARTICULAR PANEL. DR. RICHARD AYERS: AS THE OLDEST, I HAVE A VERY LONG ANSWER. >>: GREAT! [ LAUGHTER ]. DR. RICHARD AYERS: BUT I ACTUALLY I WAS A COOK FOR 12 YEARS IN THE KITCHEN, I LEARNED ALL MY SPANISH WORDS, BAD WORDS, ALL THE MALAS PALABRAS. AND IT'S WHAT GIVES YOU THE COMMITMENT AND IDENTITY. DR. DORINDA CARTER-ANDREWS: I THINK ABOUT THREE WAYS IN WHICH I'VE DONE THAT. THE FIRST IS, YOU KNOW, I'VE HAD TO SPEND TIME REFLECTING ON MY UPBRINGING. I MEAN, I'M FROM THE SOUTH, I WAS RAISED IN GEORGIA, BOTH OF MY PARENTS WERE GREW UP IN THE JIM CROW SOUTH, THEY'RE SOUTHERNERS. AND THERE'S A WAY IN WHICH THEY SOCIALIZED ME, RACIALLY SOCIALIZED ME AND MY SISTERS. SOME INTENTIONALLY AND SOME UNINTENTIONALLY, RIGHT? I THINK AS AN ADULT, I THINK I HAD TO DO SOME UNLEARNING OF THINGS. BECAUSE THESE THINGS DO HAPPEN IN A CERTAIN TIME, PLACE, AND SPACE AND WHILE SOME OF IT HAPPENED TO MY ANCESTORS, IT HAPPENED TO ME BUT IT MIGHT HAVE LOOKED DIFFERENTLY. SO THERE'S SOME

TOTAL RECALL CAPTIONING, INC. WWW.YOURCAPTIONER.COM Page 105 REFLECTING I HAD TO DO TO THEN GET TO THE PEDAGOGICAL STANCE THAT I HAVE TODAY. SECONDLY, I SURROUND MYSELF WITH PEOPLE WHO ARE CULTURALLY DIFFERENT FROM ME. LIKE I KNOW MY PRIVILEGED IDENTITIES BUT I HAVE FRIENDS WHO HAVE SUBORDINATE IDENTITIES ALONG THOSE SAME MARKERS. AND WE ENGAGE IN TOUGH CONVERSATIONS, WE DON'T ALWAYS AGREE BUT THAT'S HOW WE'RE LEARNING ACROSS DIFFERENCE. AND IT ACTUALLY SHARPENS MY INSTRUCTIONAL SKILLS, IT MAKES ME MORE VULNERABLE, AND IT ALLOWS ME TO BE BETTER AT PRACTICING A HUMANIZING PEDAGOGY. AND THEN THIRDLY, I TRY TO ENGAGE IN STREET LEVEL, YOU KNOW, COMMUNITY ORGANIZING WHEN I CAN. BECAUSE I UNDERSTAND THAT BEING IN THE ACADEMY, WE CAN INTELLECTUALIZE, REVOLUTION AND, YOU KNOW, YOU KNOW, ALL THIS STUFF WE TALK ABOUT BUT WE NEED TO BE ON THE GROUNDS WITH THE PEOPLE WHO ARE OUT THERE DOING IT EVERY DAY. AND SO, I REALLY TRY TO HAVE THAT BALANCE IN MY OWN LIFE TO AGAIN, SHARPEN MY OWN TEACHING SKILLS. [ APPLAUSE ]

>>: AND WE HAVE JUST A FEW MINUTES IF YOU WOULDN'T MIND CLOSING OUT WITH YOURS. DR. JIMILIZ VALIENTE-NEIGHBOURS: SAME HERE. ABOUT BEING SOCIALIZED CERTAIN WAY, BEING AN IMMIGRANT 1.5 -- [ LOST AUDIO ] -- NEXT TO MY DAD WHO DOESN'T HAVE GREAT ENGLISH SPEAKING SKILLS, HOW THAT MIGHT HAVE HURT HIM WHEN I WAS, YOU KNOW, IN SIXTH GRADE, RIGHT? AND SO, A LOT OF THE REFLECTIVE WORK IS HARD AND IT CAN BE VERY CHALLENGING BUT IT IS IMPORTANT. SO, AND MY REFLECTIVE WORK IS HOW DO I INCLUDE PEOPLE IN THE CONVERSATIONS THAT I WANT TO HAVE, AND THE PEOPLE THAT I WANT INCLUDED ARE THE ONES WHO I USED TO ACTUALLY REALLY HAVE THE SAME IDEOLOGIES WITH. SO YEAH. >>: THANK YOU!

TOTAL RECALL CAPTIONING, INC. WWW.YOURCAPTIONER.COM Page 106 [ APPLAUSE ] AS WE ROUND OUT THIS PART OF THE PANEL, I'D LIKE TO THANK EACH AND EVERY ONE OF YOU FOR SHARING VERY PERSONAL AND PROFESSIONAL STORIES. -- [ LOST AUDIO ] -- LASANA HOTEP: SO, WE'VE HAD A FULL DAY OF CONVERSATION AND DIALOGUE. AND AS WE WERE PLANNING THIS SUMMIT, WE STARTED OFF WITH THE END IN MIND. WE STARTED WITH OUR KEYNOTE SPEAKER. AND THEN WE STARTED BUILDING THIS ROSTER OF PHENOMENAL, INTELLIGENT, TALENTED, GIFTED, SERVANT-LEADER SPEAKERS AND PRESENTERS. AND WE WERE, YOU KNOW, REALLY EXCITED ABOUT, YOU KNOW, THE BREADTH AND THE DEPTH OF THE KNOWLEDGE. BUT EVERY TIME PEOPLE E-MAILED OR CALLED US, THEY WERE LIKE, WHEN IS ANGELA DAVIS SPEAKING? [ LAUGHTER ] YEAH, I SEE ALL THESE OTHER PEOPLE. I SEE YOU'VE GOT AN ALL-STAR LINE UP OVER HERE. BUT WHEN IS ANGELA DAVIS SPEAKING? AND WE WERE INTENTIONAL ABOUT NOT TELLING YOU WHEN ANGELA DAVIS WAS SPEAKING. BECAUSE SOMETIMES YOU HAVE TO GET PEOPLE IN THE ROOM TO GET AN APPRECIATION FOR WHAT THEY PROBABLY WOULD'VE SAID NO TO. AND EVERYBODY WOULD'VE COME AT THE END OF THE DAY AND WOULDN'T HAVE HAD THIS WONDERFUL EXPERIENCE THEY HAD, WOULDN'T YOU AGREE? [ APPLAUSE ] AND SO, THAT'S WHY PART OF THE REASON WHY SOME OF Y'ALL DIDN'T GET A PROGRAM IN ADVANCE, BECAUSE WE KNOW Y'ALL WOULD'VE WAITED UNTIL THE AFTERNOON AND IN MY WORK IN HIGHER ED, ONE OF THE INTERESTING THINGS IS WE WORK WITH STUDENTS AND ONE OF THE THINGS I TELL WHEN I'M DOING PROFESSIONAL DEVELOPMENT TRAINING, STUDENTS DON'T KNOW WHAT THEY'RE SAYING NO TO SOMETIMES. SO WE MAKE A, YOU KNOW, AN OFFER OF ASSISTANCE OR SUPPORT AND THEY'RE LIKE NO. BUT THEY DON'T KNOW WHAT THEY'RE SAYING NO TO. SOMETIMES IT'S LIKE THAT WHEN YOU'RE PUTTING ON THESE KINDS OF

TOTAL RECALL CAPTIONING, INC. WWW.YOURCAPTIONER.COM Page 107 EVENTS. THE PEOPLE, I MEAN THESE PEOPLE, MAN! HAVING 15 MINUTES AND 10 MINUTES TO TALK! [ APPLAUSE ] INCREDIBLE. SO, WITHOUT FURTHER ADIEU, I'M GOING TO BRING UP A VISIONARY SERVANT-LEADER, COMMITTED HUMAN BEING TO THE WORK OF IMPROVING THE LIVES OF HUMANITY, BEING NURTURING BUT DELIBERATE, NOT WISHY WASHY AND HOLDING THE LINE AND HAVING A REPUTATION NOT JUST LOCALLY BUT THROUGHOUT THE NATION AS BEING ONE OF THE MOST SOCIAL JUSTICE, EQUITY MINDED EDUCATORS THAT WE HAVE IN THE COUNTRY TODAY. THE PRESIDENT OF SKYLINE COLLEGE, DR. REGINA STANBACK STROUD. [ APPLAUSE ] THANK YOU. YOU KNOW, A SISTER COULD GET USED TO THESE INTRODUCTIONS. THANK YOU. DR. REGINA STANBACK STROUD: I WANT TO TAKE THIS, I WAS RAISED IN THE SEGREGATED SOUTH. AND I WAS AN ADULT BEFORE I SAW AFRICAN AMERICANS IN ANY, IN MANY POSITIONS. AND WHEN I SAY MANY POSITIONS, I SAY LIKE POLICE OFFICERS, DOCTORS, DENTISTS. I MEAN, YOU KNOW, PEOPLE WHO WERE IN LEADERSHIP POSITIONS, PEOPLE WHO WERE PROFESSORS, PEOPLE WHO WERE TEACHERS. AND I AM PERSONALLY JUST HUMBLED, APPRECIATIVE, AND BLOWN AWAY BY THE LEVEL AND SUBSTANCE AND DEPTH AND THE CONTRIBUTION OF THE TALENT, THE INTELLECTUAL FULFILLMENT AND THE RICHNESS OF THE PRESENTATIONS TODAY. [ APPLAUSE ] IT'S EASY TO GET FUNDAMENTALLY BLOWN AWAY BY THAT. BUT IT'S ALSO EASY TO REMIND OURSELVES THAT THIS IS THE KIND OF MAJESTY THAT EXISTS IN OUR COMMUNITIES. THAT THIS IS THE KIND OF RICHNESS THAT WE HAVE TO CONTRIBUTE ON A REGULAR BASIS AND THAT INDEED THE STUDENTS WHEN WE TALK ABOUT MAINTAINING THE STANDARDS OF THE ACADEMY THAT IT IS STUDENTS THAT DESERVE TO HAVE ACCESS TO PEOPLE LIKE THE PEOPLE YOU SEE BEFORE YOU.

TOTAL RECALL CAPTIONING, INC. WWW.YOURCAPTIONER.COM Page 108 AS A MATTER OF FACT, I DO A LOT OF WORK WITH REGARD TO MAKING SURE THAT WE ARE AS CULTURALLY COMPETENT AND RACIALLY LITERAL AS WE CAN BE IN ORDER TO BEST SERVE OUR STUDENTS AND OUR COMMUNITY AND INDEED, THE, INDEED THE PEOPLE THAT WE BRING TO THIS INSTITUTION HAVE BEEN PHENOMENAL PEOPLE THAT HAVE BEEN ABLE TO DEVISE AND DESIGN PROGRAMS AND SERVICES THAT SUFFICIENTLY AND EFFECTIVELY SERVE THE STUDENTS. BUT WE DON'T TAKE IT FOR GRANTED. AND THE REALITY IS THAT WE'RE NOT SATISFIED WITH OUR SUCCESSES AS WE ARE NOW. WE KNOW WE HAVE WORK TO DO, WE'RE GOING TO DO IT. NOW, THE OTHER THING THAT YOU SEE, BECAUSE YOU'RE SAYING OKAY, GET TO THE PART WHERE YOU INTRODUCE ANGELA DAVIS [ LAUGHTER ] AND I'M WORKING ON THAT. BUT THEY'RE HOLDING A BUNCH OF SIGNS DOWN HERE THAT I CAN'T READ, OKAY! SO I HAVE NO IDEA WHAT THOSE SIGNS ARE SAYING. BUT WHAT I THINK THAT THEY'RE TRYING TO TELL ME IS WE WANT TO GIVE DR. DAVIS A CHANCE TO GET TO THE BACK OF THE STAGE. SHE'S HERE AND SHE'S STOPPED OFF AT A ROOM UPSTAIRS AND SHE'S ON HER WAY DOWN RIGHT NOW. SO WE'RE GOING TO GIVE HER A CHANCE TO GET DOWN HERE. AND WITH THAT, I'LL TAKE A MOMENT TO TALK TO YOU ABOUT WHAT THIS WORK IS A PART OF. ABOUT THREE YEARS AGO, WE ENGAGED IN SOME WORK THAT WAS CALLED A COMPREHENSIVE DIVERSITY FRAMEWORK. AND ONE OF THE THINGS THAT YOU MIGHT HAVE SEEN IS DURING THE COURSE OF THIS PRESENTATION, SOME OF US DOWN HERE ON THIS ROW HAVE BEEN NODDING AND LOOKING AT EACH OTHER AND, YOU KNOW, THUMBS UP AND THOSE TYPES OF THINGS BECAUSE PEOPLE ARE SAYING THINGS THAT WERE RESONATING WITH US BECAUSE WE LOOKED AT OUR COMPREHENSIVE DIVERSITY FRAMEWORK TO SAY THAT THIS IS NOT A REGULAR CONVERSATION ABOUT DIVERSITY AND EQUITY. A TRADITIONAL CONVERSATION ABOUT DIVERSITY AND EQUITY LOOKS UP THE STUDENTS, WHY AREN'T THEY BEING SUCCESSFUL? WHY AREN'T

TOTAL RECALL CAPTIONING, INC. WWW.YOURCAPTIONER.COM Page 109 OUR STUDENTS SUCCESSFUL? AND WE COME UP WITH A NARRATIVE THAT INFLUENCES THINGS LIKE THEY'RE NOT MOTIVATED, THEY MAY HAVE NOBODY IN THEIR FAMILY WHO IS EVER GONE TO COLLEGE OR THEY MAY NOT HAVE TO, YOU KNOW, THEY HAVE TO WORK. ALL THESE DIFFERENT TYPES OF THINGS THAT USUALLY IMPLY SOME TYPE OF DEFICIENCY ON THE STUDENTS. AND ONE OF THE THINGS WE WERE TELLING YOU ABOUT, WE WERE CONSCIOUS ABOUT, WE DECIDED SOME OF THOSE THINGS MIGHT BE TRUE FOR OUR STUDENTS, BUT WE ALSO HAVE TO TAKE A MOMENT AND LOOK AT OURSELVES AND SO WE ASKED THE QUESTION, WHAT IS IT ABOUT OUR PRACTICES, PROCESSES, AND PROCEDURES THAT IMPACT A STUDENTS' ABILITY TO GET IN, GET THROUGH GET OUT OF OUR DECISIONAL INSTITUTION ON TIME? AND AS WE DECONSTRUCTED MULTIPLE DOMAINS AND LOOKED AT IT FROM AN EQUITY PERSPECTIVE, WE LOOKED AT COMMUNICATION, WE LOOKED AT TIMING, WE LOOKED AT CURRICULUM, WE LOOKED AT RECRUITMENT AND OUTREACH AND WE IDENTIFIED CERTAIN THINGS THAT WE HAD TO DO IN ORDER TO REMOVE UNNECESSARY BARRIERS IN ORDER TO CHANGE THE WAYS IN WHICH STUDENTS CAN NAVIGATE OUR INSTITUTIONS. SO FOR AN EXAMPLE, WE ASKED THE REAL QUESTIONS ABOUT THE PLACEMENT TESTS AND WHETHER THEY WERE REALLY CONNECTED TO THE COURSES. WERE THIS HE RELEGATING PEOPLE TO LONG SEQUENCE OF SKILLS SO THEY COULDN'T GET TO COLLEGE LEVEL COURSES? WE ASKED THE QUESTIONS, WAIT A MINUTE, THE STUDENT REALLY TRYING TO GET IN THE COURSES THAT ARE IN HIGH DEMAND, IF THE REGISTRATION DAY STARTS LET'S SAY REGISTRATION DAY STARTS ON A PARTICULAR DAY AND IT, FOR SOMEBODY WHO HAS BROADBAND AND CAN AFFORD THAT AND HAS THE TECHNOLOGY IN THEIR HOME, THAT MEANS IT STARTS AT 12:01. SOMEBODY WHO DOES NOT HAS TO COME TO THE COUNTER, THAT MEANS THE COUNTER OPENS AT 8:00. ONE OF THE THINGS WE SAID, WE NEED TO MAKE SURE THERE'S EQUITY, PEOPLE HAVE

TOTAL RECALL CAPTIONING, INC. WWW.YOURCAPTIONER.COM Page 110 EQUITABLE CLASSES, EITHER THE TECHNOLOGY STARTS AT 8:00 OR THE COUNTER OPENS AT 12:00. IT DIDN'T MAKE ANY DIFFERENCE. NOBODY WAS TRYING TO DO ANYTHING. BUT EVEN IN THAT, WE HAD PRACTICES THAT LED TO INEQUALITIES. THAT LED TO US DOING A LOT OF GOOD WORK, AROUND THE SKYLINE PROMISE AND A LOT OF WORK GROUNDED IN OUR OWN CONSCIOUSNESS, AROUND EQUITY. SO WHAT YOU SEE HERE TODAY IS THE CULMINATION OF THAT. AND WHAT YOU'RE ABOUT TO EXPERIENCE IS THE CULMINATION OF THIS CONVERSATION TODAY AND THAT IS TO BE ABLE TO HEAR FROM DR. DAVIS. DR. ANGELA Y. DAVIS. SHE IS KNOWN WORLDWIDE FOR HER WORK TO CONFRONT OPPRESSION, EXCLUSION, AND MARGINALIZATION OF PEOPLE. SHE AS ENJOYED FAME AND NOTORIETY, OFTEN EITHER CELEBRATED OR SHE'S BEEN REVILED BECAUSE OF HER WILLINGNESS TO EXERCISE HER POLITICAL BELIEFS AND TO SPEAK THE TRUTH TO POWER BEFORE THAT WAS EVEN A SOCIAL JUSTICE CLICHE. HER EXPERIENCES AND HER SCHOLARSHIP INFORMED HER DEDICATION TO DISMANTLING THE PRISON INDUSTRIAL COMPLEX. AS THIS NATION CONTINUES TO BE WILLING TO DEVELOP MORE RESOURCES TO THE PRISON INDUSTRIAL COMPLEX THAN IT DOES TO EDUCATION. IT RESULTS IN THE NATION HAVING THE DUBIOUS DISTINCTION OF INCARCERATING PEOPLE AT A HIGHER RATE THAN ANY OTHER COUNTRY IN THE WORLD. AS A MATTER OF FACT, OUR RATE IS ABOUT 716 PER 100,000 PEOPLE. AND THEN MORE THAN HALF OF THE 22 COUNTRIES IN THE WORLD THAT ARE ALL IN THE PRISON POPULATION IN THE LIST MAINTAINED BY THE INTERNATIONAL CENTER FOR PRISON STUDIES, UK BASED CENTER HAVE LESS THAN 150 PER 100,000. SO YOU CAN SEE THE SIGNIFICANT DIFFERENCE IN THE U.S. IN OTHER WORDS, THE U.S. HAS 5% OF THE WORLD'S POPULATION BUT 25% OF THE PRISON POPULATION. AND THE MAJORITY OF THAT PRISON POPULATION IS BLACK AND BROWN.

TOTAL RECALL CAPTIONING, INC. WWW.YOURCAPTIONER.COM Page 111 SHE HAS LECTURED IN ALL 50 STATES. IT MIGHT BE A LITTLE BIT OF A CHALLENGE RIGHT NOW. BUT [ LAUGHTER ]. BUT, SHE'S LECTURED IN ALL 50 STATES, AFRICA, EUROPE, THE CARIBBEAN, AND THE FORMER SOVIET UNION. SHE'S AUTHORED SEVERAL BOOKS INCLUDING HER SEMINOLE PIECE ON WOMEN, RACE, AND CLASS. AND YOUNG PEOPLE IN COLLEGES AND UNIVERSITIES ADMIRED HER AS AN INTELLECTUAL REVOLUTIONARY. I CAN TELL YOU THAT THERE'S THIS ONE YOUNG GIRL WHO ADMIRED HER FOR HER SHEER PERSONAL POWER, HER CONVICTION, HER COURAGE, AND HER AMAZING AFRO. [ APPLAUSE ] I TOLD HER JUST A FEW MINUTES AGO AS I GOT TO MEET HER, AS I JUMPED UP IN FRONT OF EVERYBODY WHO WAS THERE TO RECEIVE HER, SORRY. YOU COULD NOT TELL ME I WAS NOT ANGELA DAVIS WHAT I WAS GROWING UP. OKAY? WHEN YOU SPEAK THE TRUTH TO POWER AND WHEN YOU CHALLENGE THE VERY IDEAS THAT MAINTAIN OR PERPETUATE A SYSTEM OF POWER AND PRIVILEGE, THE POWERFUL WILL COME AFTER YOU. AND -- [ LOST AUDIO ] -- THAT RESULTED IN A MASSIVE INTERNATIONAL FREE ANGELA DAVIS MOVEMENT. THE FORMER CALIFORNIA GOVERNOR AND FORMER U.S. PRESIDENT RONALD REAGAN ONCE VOWED SHE WOULD NEVER TEACH IN THE UC SYSTEM. YET, TODAY, SHE IS A DISTINGUISHED PROFESSOR EMIRITA OF THE HUMAN CONSCIOUSNESS AND HISTORIES DEPARTMENT AT UC SANTA CRUZ. PLEASE JOIN ME IN WELCOMING DR. ANGELA DAVIS. DR. ANGELA DAVIS: THANK YOU, THANK YOU SO MUCH. [ APPLAUSE ]

LASANA HOTEP: ALL YOURS. DR. ANGELA DAVIS: THANK YOU, THANK YOU. THANK YOU. [ APPLAUSE ] THANK YOU VERY MUCH, DR. STROUD. AND THANK YOU ALL FOR THE ENTHUSIASTIC WELCOME.

TOTAL RECALL CAPTIONING, INC. WWW.YOURCAPTIONER.COM Page 112 I AM REALLY HAPPY TO BE ABLE TO PARTICIPATE IN THESE DELIBERATIONS ON EQUITY AND EDUCATION WITHIN THE LARGEST SOCIETY. AND I AM NOT SURE WHEN THIS SUMMIT WAS FIRST ORGANIZED, WHEN IT WAS FIRST CONCEIVED. BUT I THINK I CAN BE CERTAIN THAT THE ORGANIZERS DID NOT IMAGINE THAT THE CURRENT EVOLVING POLITICAL CONTEXT WOULD BE EVEN MORE DEMANDING OF SUCH A GATHERING AS YOU'VE HAD TODAY. SO THANK YOU SO MUCH FOR ORGANIZING THIS SUMMIT. WHICH WE NEED NOW MORE THAN EVER. [ APPLAUSE ]

AND I UNDERSTAND THAT YOU'VE HAD A FULL DAY OF ENLIGHTENING TALKS AND DISCUSSIONS, I LOOKED AT THE SCHEDULE, I'M REALLY SORRY THAT MY OWN SCHEDULE PREVENTED ME FROM PARTICIPATING IN THE EARLIER SESSIONS. ESPECIALLY SINCE I KNOW SOME OF THE PRESENTERS, I KNOW MELINA ABDULLAH AND RICHARD AYERS, BOTH OF WHOM HAVE ASSISTED US GENERALLY TO THINK MORE DEEPLY ABOUT THE TRANSFORMATIVE IMPACT OF EDUCATION. I ALSO LOOKED AT THE STUDENT EQUITY PLAN FOR SKYLINE COLLEGE AND WAS VERY MUCH IMPRESSED BY YOUR EFFORTS HERE. THIS IS MY FIRST TIME ON THIS CAMPUS. [ APPLAUSE ] AND I HAD NO IDEA THAT THIS REALLY BEAUTIFUL CAMPUS, PERCHED IN SUCH A WAY AS TO HAVE A VIEW BOTH OF THE PACIFIC AND THE BAY WAS HERE. MAYBE I'LL VISIT MORE FREQUENTLY NOW THAT I KNOW THAT IS HERE. [ APPLAUSE ] WHEN WE SPEAK ABOUT EDUCATION AND SOCIAL ACTIVISM, IT'S INTERESTING THAT THAT WE ALWAYS FEEL COMPELLED TO CREATE A RELATIONSHIP BETWEEN EDUCATION AND SOCIAL ACTIVISM AS IF WE WERE SPEAKING ABOUT TWO ENTIRELY SEPARATE SPHERES THAT HAVE TO BE

TOTAL RECALL CAPTIONING, INC. WWW.YOURCAPTIONER.COM Page 113 BROUGHT TOGETHER, IF EDUCATION IS TO HAVE ANY BEARING ON SOCIAL CHANGE. BUT I WOULD LIKE TO BEGIN FROM THE ASSUMPTION THAT THERE CAN BE NO SOCIAL TRANSFORMATION WITHOUT EDUCATION. AND THAT THE OVERARCHING PURPOSE OF KNOWLEDGE, THE OVERARCHING PURPOSE OF KNOWLEDGE IS INDEED TO MAKE A DIFFERENCE IN THE SOCIAL WORLD. NO MATTER WHAT WE'RE TALKING ABOUT, WHETHER WE'RE SPEAKING ABOUT THE SCIENCES OR THE HUMANITIES OR THE ARTS, ULTIMATELY, IT SEEMS TO ME THAT -- [ LOST AUDIO ] -- IN A BETTER WORLD, CREATING A MORE HABITABLE UNIVERSE. THE FACT THAT ACTIVISM IS SO OFTEN CONSIDERED TO BE A PROCESS THAT UNFOLDS OUTSIDE OF THE VENUES WHERE KNOWLEDGE IS PRODUCED IS A CONSEQUENCE OF IDEOLOGY. AND WE MIGHT SEE OF THE IDEOLOGICAL DISARTICULATION, PULLING APART OF THE PROCESSES THAT, OF PROCESSES THAT ARE ACTUALLY ORGANICALLY CONNECTED, ORGANICALLY RELATED. AND ONE OF HENRY GIROUX'S ARTICLE WHICH GOES ALONG WITH PAULO FREIRE'S PAPERS, ALL ASPECTS OF THE PUBLIC GOOD, ONE CONSEQUENCE HAS BEEN THAT THE EDUCATIONAL CONCERN WITH EXCELLENCE HAS BEEN REMOVED FROM MATTERS OF EQUITY WHILE THE NOTION OF SCHOOLING AS A PUBLIC GOOD HAS BEEN LARGELY REDUCED TO A PRIVATE GOOD. BOTH PUBLIC AND I'M CONTINUING THE QUOTE, BOTH PUBLIC AND HIGHER EDUCATION ARE LARGELY DEFINED THROUGH THE CORPORATE DEMAND THAT THEY PROVIDE SKILLS, KNOWLEDGE, AND CREDENTIALS THAT WILL PROVIDE THE WORK FORCE NECESSARY FOR THE UNITED STATES -- [ LOST AUDIO ] -- AND MOST IMPORTANTLY IN MANY SCHOOLS OF EDUCATION FOR UNDERSTANDING PEDAGOGY AS A DEEPLY CIVIC, POLITICAL, AND MORAL PRACTICE. THAT IS TO SAY, PEDAGOGY AS A PRACTICE FOR FREEDOM. PEDAGOGY AS A PRACTICE FOR FREEDOM. PEDAGOGY AS A PRACTICE OF FREEDOM. IF PEDAGOGY CAN BE SEEN AS A PRACTICE FOR AND OF FREEDOM, AND IF IT IT IS TRUE AS TONY MORRISON ONCE SAID THAT THE FUNCTION OF FREEDOM IS TO FREE SOMEONE ELSE THAT IS TO SAY,

TOTAL RECALL CAPTIONING, INC. WWW.YOURCAPTIONER.COM Page 114 FREEDOM CAN NEVER BE UNDERSTOOD AS SIMPLY A QUALITY OF THE INDIVIDUAL, BUT IT IS ALWAYS DEEPLY COLLECTED. IT IS ALWAYS DEEPLY COLLECTIVE. THEN WE CAN ASK, HOW CAN OUR WORK IN THE CLASSROOM IMPEL THOSE WE TEACH TO EXTEND THAT PRACTICE OF FREEDOM TO OTHER REALMS? IF WE THINK AS THE CLASSROOM AS TUNDRA MOJANTE, THE FEMINIST SCHOLAR, WRITES IT'S A CLASSROOM FOR, THE CLASSROOM SHOULD BE SEEN AS A REHEARSAL FOR CITIZENSHIP. NOT THE CITIZENSHIP THAT REQUIRES PAPERS AND AND EXCLUDES MORE PEOPLE THAN IT INCLUDES, BUT A NOTION OF CITIZENSHIP THAT EXTENDS TO THE ENTIRE PLANET. GLOBAL CITIZENSHIP AND IF WE'RE ABLE TO DO THIS, THEN OUR STUDENTS WILL ABLE TO IMAGINE THEMSELVES AS AGENTS OF PROGRESSIVE AND RADICAL TRANSFORMATION IN THE WORLD. I WANTED TODAY, THERE WERE A NUMBER OF THINGS THAT SHOULD BE ACKNOWLEDGED. BUT I DO WANT TO THE ACKNOWLEDGE THE PASSING OF FIDEL CASTRO. AND WHEN HE DIED, I THOUGHT ABOUT THE EARLY PERIOD OF THE REVOLUTION IN CUBA. AND THE PRIMARY FOCUS WAS ON LITERACY. WAS ON EDUCATION. AND SO I FOUND A SPEECH THAT FIDEL MADE IN 1961 WHICH WOULD'VE BEEN SHORTLY AFTER THE TRIUMPH OF THE CUBAN REVOLUTION. AND HE SAID PRIOR TO THE REVOLUTION, THE WORKER WAS TOLD TO BELIEVE. HE HAD NO ACCESS TO BOOKS. THE REVOLUTION TELLS THE PEOPLE READ, READ BECAUSE THIS IS THE ROAD OF THE TRUTH.

AND AS A RESULT OF THE CLINTON ADMINISTRATION OMNIBUS CRIME ACT WHICH WITHDREW FUNDING, FUNDING FOR PRISONERS UNDER THE ACT AND THEREFORE LED TO THE DISMANTLING OF ALL THE INSTITUTIONS BEHIND BARS. PRISONERS HAVE A GREAT DEAL TO TEACH US ABOUT THE LEARNING, EDUCATION, AS THE PRACTICE OF FREEDOM. BECAUSE, IN THOSE SPACES, THE LIFE OF THE MIND IS THE ONLY POSSIBILITY OF EXPERIENCING FREEDOM IN A PLACE WHERE VIRTUALLY EVERY ASPECT OF ONE'S LIFE IS REGULATED

TOTAL RECALL CAPTIONING, INC. WWW.YOURCAPTIONER.COM Page 115 WHERE WITH YOU'RE TOLD WHAT TIME TO GET UP AND WHAT TIME TO GO TO SLEEP AND WHAT TIME TO EAT AND HOW MANY MINUTES TO SPEND EATING, WHEN YOU CAN GO TO THE LIBRARY AND HOW MANY MINUTES, ET CETERA, ET CETERA. IT IS, YOU KNOW, THROUGH READING AND CRITICAL THINKING THAT PRISONERS ARE ABLE TO DISCOVER SOMETHING OTHER THAN THE UNFREEDOM TO WHICH THEY HAVE DELEGATED, TO WHICH THEY HAVE BEEN RELEGATED. THE LIFE OF THE MIND IS INDEED UNDER THOSE CONDITIONS, THE ONLY ACCESS TO A LIFE OF FREEDOM. AND IT'S QUITE INTERESTING THAT AS MANY COLLEGE AND UNIVERSITY INSTRUCTORS HAVE DECIDED TO PARTICIPATE IN THE EFFORT TO ADDRESS THE ISSUE OF OVER-INCARCERATION AND THE PRISON COMPLEX, THEY HAVE DECIDED, SOME OF THEM HAVE DECIDED TO TEACH COURSES IN VARIOUS PRISONS ACROSS THE COUNTRY. AND I THINK THAT FOR THE MOST PART, INITIALLY, THEY SEE THEMSELVES AS OFFERING THEIR SKILLS; AS PROVIDING PRISONERS WITH SOMETHING THAT THEY OTHERWISE WOULD NOT HAVE THE OPPORTUNITY TO ACCESS. THEY DON'T NECESSARILY THINK ABOUT HOW THEY THEMSELVES ARE GOING TO BE CHANGED BY THAT EXPERIENCE. AND EVERYONE I KNOW WHO HAS HAD THE OPPORTUNITY TO MOVE FROM THE SPACE OF, YOU KNOW, A COLLEGE OR A UNIVERSITY IN TO A PRISON COURSE HAS TALKED ABOUT HOW RADICALLY THEIR LIVES HAVE BEEN CHANGED BY THAT PROCESS YOU KNOW, ONE FRIEND OF MINE YOU KNOW, SPOKE ABOUT GOING IN TO TEACH A COURSE IN WHICH HE USED ONE OF THE BOOKS HE HIMSELF HAD WRITTEN. AND SO IN THE SYLLABUS THEY WERE TO DISCUSS THIS PARTICULAR BOOK AND AS IT TURNS OUT THE, QUITE A NUMBER OF THE STUDENTS, THE PRISONERS IN THE CLASS HAVE READ ALL OF HIS OTHER BOOKS AS WELL. AND SO WHEN THE TIME CAME TO DISCUSS THIS PARTICULAR BOOK THEY SAID WELL, PROFESSOR IN SUCH AND SUCH A BOOK, YOU MADE THIS ARGUMENT. AND IN THIS BOOK, AND HE SAID HE WAS

TOTAL RECALL CAPTIONING, INC. WWW.YOURCAPTIONER.COM Page 116 JUST TOTALLY BLOWN AWAY BY THE INTENSITY OF THEIR DESIRE FOR KNOWLEDGE. HE SAID IT WAS FAR MORE DIFFICULT TO TEACH THEM THAN IT WAS TO TEACH HIS UNIVERSITY STUDENTS BECAUSE THEY HAD DONE MUCH, MUCH MORE WORK. BUT OF COURSE, THE WORK THAT THEY WERE DOING, THE KNOWLEDGE THAT THEY WERE EXPLORING WAS FOR THEM THE ONLY ACCESS TO A HUMAN WORLD. NOW, I DON'T THINK I CAN CONTINUE WITHOUT MAKING MORE EXPLICIT REFERENCE TO THE PARTICULAR POLITICAL CONTEXT. BECAUSE WHEN THIS CONFERENCE WAS ORGANIZED MANY OF US WERE STILL ENSCONCED IN THE NORMALITY OF BARACK OBAMA'S PRESIDENCY. AND I REMEMBER WHEN WE WERE NOT TAKING DONALD TRUMP'S CANDIDACY SERIOUSLY, DO YOU REMEMBER? [ LAUGHTER ] I MEAN, WE MAY HAVE TAKEN SERIOUSLY THE APPEAL TO RACISM AND XENOPHOBIA AND MISOGYNY. WOULD BE ELECTED. AND I DIDN'T THINK HE WOULD BE ELECTED EITHER. AND AND THEN CAME THE CONSEQUENCES OF THE LAST PRESIDENTIAL ELECTION. YOU KNOW, JUST AS WE'VE GROWN COMFORTABLE WITH A NEW PRESIDENT, MANY OF US HAVE GROWN COMFORTABLE WITH HIS POLICIES, A PRESIDENT WHO GARNERED RESPECT IN THE WORLD FOR HIS INTELLIGENCE AND HIS WAS OFTEN CRITICIZED FOR HIS PROFESSORIAL POSTURE AND THIS CAME EIGHT YEARS AFTER THE PRESIDENCY OF GEORGE W. BUSH. BUT NOW WE HAVE A PRESIDENT WHO SAD TO SAY CAUSES US TO THINK A LITTLE BIT BETTER OF BUSH [ LAUGHTER ] WHO WOULD HAVE EVER THOUGHT THAT WAS POSSIBLE! AND THIS FOLLOWED THE PRESIDENT OF THE FIRST BLACK PRESIDENT OF THE UNITED STATES MANY PEOPLE TALK ABOUT RECOVERING THE SHOCK. I DON'T THINK WE SHOULD RECOVER FROM THE SHOCK. [ APPLAUSE ] BUT IT MEANS THAT, AND THIS IS A ROLE THAT STUDENTS AND FACULTY NEED TO PLAY, WE NEED TO BUILD AND REBUILD AND CONSOLIDATE COMMUNITY. WE HAVE TO RECOGNIZE THAT OVER THE COMING PERIOD, WE NEED TO STRUGGLE AS WE HAVE NEVER STRUGGLED

TOTAL RECALL CAPTIONING, INC. WWW.YOURCAPTIONER.COM Page 117 BEFORE. THE TITLE OF MY MOST RECENT BOOK IS TAKEN FROM A FREEDOM SONG THAT USED TO BE SUNG FREQUENTLY DURING THE ERA OF THE MID 20TH CENTURY BLACK FREEDOM MOVEMENT, SOMETIMES WE REFER TO AS THE CIVIL RIGHTS MOVEMENT. AND THE NAME OF THAT SONG AND THE NAME OF MY BOOK IS "FREEDOM IS A CONSTANT STRUGGLE" FREEDOM IS A CONSTANT STRUGGLE. SO I WANT TO TALK A LITTLE BIT ABOUT LESSONS THAT WE LEARN, KNOWLEDGE THAT WE GLEANED FROM THE MOST RECENT ELECTION. FIRST OF ALL, THAT WE UNDERESTIMATED THE EXTENT OF THE IDEOLOGICAL APPEAL OF RACISM, XENOPHOBIA, ANTI-SEMITISM, HOMOPHOBIA, HETEROPATRIARCHY, XENOPHOBIA, ESPECIALLY WITH RESPECT TO MEXICAN AND CENTRAL PEOPLE. THE LESSONS FROM OUR ELECTION CAUSES ME TO REFLECT ON WHAT IS HAPPENING IN OTHER PARTS OF THE WORLD AS WELL. YOU KNOW, OFTEN TIMES WE HERE IN THE U.S. TEND TO SUCCUMB TO AMERICAN EXCEPTIONALISM. AND EVEN THOSE WHO CONSIDER OURSELVES PROGRESSIVE AND RADICAL FAIL TO RECOGNIZE THAT WE'RE JUST REALLY A SMALL PART OF AN ENORMOUS PLANET AND WE HAVE TO LEARN HOW TO THINK OF OURSELVES NOT ONLY IN TERMS OF THE HUMAN POPULATIONS OF THIS PLANET BUT ALSO IN TERMS OF THE ANIMAL, OTHER ANIMAL AND PLANTS OF THE PLANET I JUST RECENTLY RETURNED FROM EUROPE. I DID SOME LECTURES IN FLORENCE, ITALY AND PARIS, FRANCE. AND THEY HAD BEEN ORGANIZED LONG BEFORE THE ELECTION. AND WHEN I WENT TO FRANCE, I REMEMBER HOW THAT COUNTRY, I MAJORED IN FRENCH LITERATURE, INCIDENTALLY WHEN I WAS AN UNDERGRADUATE. THAT COUNTRY ALWAYS REPRESENTED FOR ME THE MOST ADVANCED EXPRESSION OF DEMOCRATIC VALUES. I WAS SOMEWHAT NAIVE IN THOSE DAYS. BUT I SAW MY OWN TRAJECTORY FROM THE DEEP SOUTH, I GREW UP IN THE MOST SEGREGATED CITY IN THE COUNTRY OF BIRMINGHAM, ALABAMA. AND I MOVED TO THE PUNITIVELY NONRACIST NORTHERN CITY OF NEW YORK WHERE I WENT TO HIGH SCHOOL. AND I ASSUMED WHEN I WENT THERE I WOULD BE LIVING A LIFE UNENCUMBERED BY RACISM. BUT I DISCOVERED OTHERWISE. I DIDN'T HAVE THE LANGUAGE TO EXPLAIN WHAT I

TOTAL RECALL CAPTIONING, INC. WWW.YOURCAPTIONER.COM Page 118 WAS EXPERIENCING. BUT I KNEW THAT SOMETHING WAS JUST NOT RIGHT. ESPECIALLY WHEN I WENT TO A HIGH SCHOOL, A WONDERFUL HIGH SCHOOL, ELIZABETH IRWIN HIGH SCHOOL, ASSOCIATED WITH THE LITTLE RED SCHOOL HOUSE. AND IT WAS ALMOST ALL WHITE. TWO OTHER BLACK STUDENTS IN MY GRADE, I THINK. AND QUITE A NUMBER OF THE QUITE STUDENTS WERE WEALTHY. I WAS CONSTANTLY GETTING INVITATIONS TO VISIT MY CLASSMATES' HOMES AND THEIR COUNTRY HOUSES AND I SOMETIMES FOUND THAT THEY HAD BLACK MAIDS AND WHEN I WAS THERE, THEY WOULD INVITE THE MAID TO SIT DOWN. SO THEY WERE TRYING TO DO WHAT THEY THOUGHT WAS BEST AND IN THOSE DAYS, I DIDN'T HAVE THE LANGUAGE THAT ALLOWS ME TO EXPLAIN THE KIND OF RACISM THAT EXISTED. BUT I SENSED IT. AND SO MY TRAJECTORY CONTINUES TO FRANCE WHICH I SAW AS THE TRUE LAND OF LIBERTY, EQUALITY, FRATERNITY. YOU KNOW. BUT MY FIRST VISIT TO FRANCE TOOK PLACE AT THE HEIGHT OF THE ALGERIAN REVOLUTION. AND I WAS ACTUALLY QUITE QUICKLY WARNED BY SOME WOMEN I MET FROM THE AN TILLES THAT I SHOULD WATCH OUT BECAUSE I COULD BE MISTAKEN AS ALGERIAN SO I HAD TO BE AWARE OF THE POLICE AND BEWARE OF THE MILITARY. SO THIS IS HOW I WAS INTRODUCED TO THE WAYS IN WHICH THE VIOLENT AND EXCLUSIONARY PRACTICES OF RACISM COULD BE CONCEALED BY RAINING THEORIES AND IDEOLOGIES OF FREEDOM AND EQUALITY. AND I THINK THAT IT IS OUR JOB AS TEACHERS TO GIVE OUR STUDENTS THE TOOLS OF CRITICAL THINKING THAT ALLOW THEM TO RECOGNIZE THROUGH THE PROCESSES THAT THESE PRACTICES ARE OFTEN CONCEALED BY THEORIES AND IDEOLOGIES OF FREEDOM AND INEQUALITY BUT WHEN I WAS IN FRANCE, ALTHOUGH I WAS VERY QUICKLY DISILLUSIONED, I WAS SIMULTANEOUSLY INTRODUCED TO SOLIDARITY. AND INTERNATIONALISM. WHICH MADE ME THINK IN MORE COMPLICATED TERMS ABOUT THE VERY NATURE OF DEMOCRACY. AND OF COURSE, WHEN YOU USE THE TERM DEMOCRACY IN THIS COUNTRY, PEOPLE REFER TO THE

TOTAL RECALL CAPTIONING, INC. WWW.YOURCAPTIONER.COM Page 119 INSTITUTION, YOU KNOW, ALL MEN ARE CREATED EQUAL. BUT IT'S NOT EVEN ABOUT ALL MEN. THE TIME OF THE CONSTITUTION. IT WAS ALL WHITE MEN. BUT NOT EVEN ALL WHITE MEN; RIGHT? IT WAS WHITE MEN WITH PROPERTY, AFFLUENT WHITE MEN SO WE, THE DEMOCRACY THAT WE HAIL AS THE FIRST DEMOCRACY IN THE WORLD IS A DEMOCRACY OF THE ELITE! AN ELITIST DEMOCRACY. IN FRANCE, OF COURSE, THE PROCLAMATION OF THE RIGHTS OF MEN LED TO [ INDISCERNIBLE ] NOT LONG AFTER THE PROCLAMATION OF THE RIGHTS OF MEN, IT BECAME NECESSARY TO GIVE THE NEW PROCLAMATION, THE RIGHTS OF WOMEN AND THE [ INDISCERNIBLE ] BECAUSE OF THE GENDERING, [ SPEAKING FRENCH ] BUT NEITHER OF THESE ACCOUNTED FOR THOSE WHO DON'T NECESSARILY FALL UNDER THE CATEGORIES MEN AND WOMEN. AND CENTURIES LATER, WE'VE NOW DEVELOPED A DISCOURSE THAT ALLOW CRITIQUES OF THE BINARY STRUCTURE OF GENDER AND I WAS SPEAKING ABOUT FRANCE AND THE U.S. AND THE OLDEST DEMOCRACY AND FRANCE FOLLOWS SHORTLY THEREAFTER WHAT, 1776, 1789. BUT YOU KNOW, NO ONE EVER TALKS ABOUT THE REVOLUTION IN HAITI. AND THE FACT THAT THE REVOLUTION THERE SURPASSED BOTH THE U.S. AND FRANCE IN CREATING THE WORLD'S FIRST NONRACIAL DEMOCRACY. AND WHY IS IT THAT THE STUDENTS WE TEACH HAVE NO SENSE OF THE MONUMENTAL ACCOMPLISHMENT OF THE HAITIAN REVOLUTION? YOU KNOW, WHY IS IT THAT WHEN HAITI IS EVOKED, ALMOST INEVITABLY PEOPLE THINK OH, IT'S THE POOREST COUNTRY IN THE WORLD. OH, YOU KNOW, HOW TERRIBLE IT IS THAT PEOPLE HAVE TO LIVE UNDER SUCH CONDITIONS. AND THEY'RE TOTALLY UNAWARE OF THE EXTENT TO WHICH THE REVOLUTION IN HAITI DEEPLY INFLUENCED THE STRUGGLE OF SLAVERY. AS A MATTER OF FACT, I DON'T THINK THAT ABOLITION WOULD'VE BEEN POSSIBLE, AND ABOLITION, I SHOULD USE AIR QUOTES BECAUSE IN MANY WAYS, THE THE INSTITUTIONS ASSOCIATED WITH SLAVERY, THE IDEOLOGICAL INSTITUTIONS, THE PUNISHMENT STRUCTURES ARE STILL WITH US TODAY, SO WE HAVE NOT MANAGED TO ABOLISH SLAVERY. BUT PEOPLE

TOTAL RECALL CAPTIONING, INC. WWW.YOURCAPTIONER.COM Page 120 AREN'T AWARE OF THE FACT THAT FRANCE, YOU KNOW, THE COUNTRY OF [SPEAKING ANOTHER LANGUAGE] FORCED THE HAITIANS TO COMPENSATE FRANCE FOR THE FACT THAT PEOPLE, WOMEN AND MEN ACHIEVED THEIR FREEDOM THROUGH REVOLUTIONARY STRUGGLE. AND SO THEY WERE FORCED TO PAY 90 MILLION GOLD FRANCS TO FRANCE AS PROPERTY FOR HUMAN BEINGS. AND IF IT'S TRUE THAT HAITI IS ONE OF THE, IF NOT THE MOST IMPOVERISHED COUNTRY IN THE WORLD, IT'S LARGELY A RESULT OF THE FACT THAT FRANCE INSISTED ON BEING COMPENSATED FOR PROPERTY IN HUMAN BEINGS WHICH MEANT THAT THEY RECOGNIZED THE LEGITIMACY OF SLAVERY. AND PEOPLE ARE STILL CALLING ON FRANCE TO PAY THAT DEBT, WHICH AMOUNTS TO $21 MILLION IN TODAY'S CURRENCY. BUT I GIVE THIS AS AN EXAMPLE OF HOW IMPORTANT IT IS TO INCLUDE CRITICAL THINKING AT THE VERY CENTER OF ONE'S INSTRUCTION SO HOW WOULD WE THINK ABOUT THE ELECTION OF DONALD TRUMP IN 2016? AND SOMETIMES IT'S IMPORTANT TO TRY TO IMAGINE HOW THIS PARTICULAR MOMENT WILL BE REPRESENTED IN HISTORY. AND SO I OFTEN ASK MY STUDENTS TO ENGAGE IN THE PRACTICE OF IMAGINING THEMSELVES, 20, 30, 40 YEARS FROM NOW. HOW WILL THEY THINK OF THIS MOMENT? HOW WILL THEY NARRATE IT? WHY NOT, FIRST OF ALL, ALTHOUGH I SAID WE UNDERESTIMATED THE APPEAL OF MISOGYNY AND XENOPHOBIA AND ISLAMOPHOBIA AND -- I DIDN'T MEAN TO IMPLY THAT THERE IS A MAJORITY THAT EXPLICITLY EMBRACES THESE IDEOLOGIES. AS A MATTER OF FACT, I THINK IT'S SO IMPORTANT FOR US TO REMIND OURSELVES THAT ONLY 25% OF THE ELIGIBLE VOTERS VOTED FOR DONALD TRUMP. AND THERE'S ALWAYS BEEN ABOUT 25% OF THE COUNTRY THAT'S REALLY CONSERVATIVE. NEARLY HALF OF ELIGIBLE VOTERS. SOMETHING LIKE 231,556 VOTERS IN THE ELECTION. ACCORDING TO THE DATA THAT WAS RELEASED, 25 -- 46.6% DIDN'T VOTE. 25.6% VOTED FOR HILLARY CLINTON. AND 25.5% VOTED FOR DONALD TRUMP.

TOTAL RECALL CAPTIONING, INC. WWW.YOURCAPTIONER.COM Page 121 AND IF WE LOOK AT THE SWING STATES WHICH WERE RESPONSIBLE FOR THE VICTORY AND THE WELL, THE ELECTORAL COLLEGE HASN'T YET MET. BUT SOMETHING LIKE 36.5% OF PEOPLE IN THOSE STATES DIDN'T VOTE. AND 1% MORE VOTED FOR TRUMP THAN VOTED FOR CLINTON. I GUESS THE ELECTORAL COLLEGE IS SOMETHING ELSE WE SHOULD SPEAK ABOUT. AND WE NEED TO REMIND OURSELVES -- I WAS SPEAKING ABOUT THE VESTIGES OF SLAVERY, THE INSTITUTIONS THAT ARE ROOTED, ANCHORED IN SLAVERY, WELL OF COURSE THE ELECTORAL COLLEGE IS ONE SUCH INSTITUTION. IT WAS AN INSTITUTION DESIGNED TO GUARANTEE THAT THOSE STATES, WITH LARGE BLACK POPULATIONS AND RELATIVELY SMALL WHITE POPULATIONS WOULD BE ABLE TO DEVELOP THE LEVERAGE THAT WOULD ALLOW THEM TO ACHIEVE POWER. YEAH. SO, SLAVERY ONCE AGAIN THAT IS RESPONSIBLE FOR OUR PREDICAMENT. AND WE CAN SAY THE ELECTORAL COLLEGE FUNCTION PRECISELY IN THE WAY IT WAS DESIGNED TO FUNCTION. WE HAVE SO MANY RELICS OF SLAVERY THAT WE DO NOT QUESTION. AND THIS IS, THIS IS WHY IT'S SO IMPORTANT TO DEVELOP THE TOOLS OF CRITICAL THINKING IN OUR STUDENTS. WE INHABIT A COUNTRY THAT HAS LONG SUFFERED FROM HISTORICAL AMNESIA. AND HISTORY SHAPES US. WE INHABIT HISTORY, HISTORY INHABITS US EVEN WHEN WE DO NOT REALIZE IT. AND THE IF THE ELECTORAL COLLEGE IS AN INSTITUTION ANCHORED IN SLAVERY, SO IS THE DEATH PENALTY. THE FACT THAT THE U.S. IS THE ONLY INDUSTRIAL DEMOCRACY IN THE ENTIRE WORLD THAT CONTINUES TO USE THE DEATH PENALTY AS A ROUTINE PUNISHMENT CAN ONLY BE ATTRIBUTED TO SLAVERY. AND I COULD DO A MORE EXTENDED ANALYSIS OF THAT, BUT LET ME SAY THAT THE DEATH PENALTY PROBABLY WOULD'VE BEEN ABOLISHED AROUND THE TIME OF THE AMERICAN REVOLUTION IF ONE LOOKS AT ALL THE DEBATES THAT HAPPENED AROUND THE DEATH PENALTY AS AN UNDEMOCRATIC INSTITUTION. AND ALL THE RELATED FORMS OF PUNISHMENT WERE DISESTABLISHED AT THAT TIME. THE FORMS OF CORPORAL PUNISHMENT, THE PILLARIES AND YOU KNOW, THE WHOLE RANGE

TOTAL RECALL CAPTIONING, INC. WWW.YOURCAPTIONER.COM Page 122 OF PUNISHMENT TO THE BODY, CORPORAL TORTURE THAT WAS LINKED TO THE DEATH PENALTY AS THE HIGHEST FORM OF CORPORAL PUNISHMENT. ALL THOSE WERE DISESTABLISHED. THE DEATH PENALTY, HOWEVER, WAS RETAINED AND CONTINUED TO BE USED AGAINST BLACK PEOPLE, AGAINST SLAVES. IT WAS ABOLISHED FOR WHILE PEOPLE, WITH THE EXCEPTION OF MURDER AND SOMETIMES WITH RAPE BUT AND SLAVE LAW, IT CONTINUED TO BE USED FOR SCORES AND SCORES OF OFFENSES. SO THE FACT THAT WE HAVE THE DEATH PENALTY WITH US TODAY AS A ROUTINE FORM OF PUNISHMENT IS VERY CLEARLY CONNECTED TO THE FACT THAT WE HAVE NEVER BEEN ABLE TO TRULY ABOLISH SLAVERY AND ALL OF ITS VESTIGES AND OF COURSE, AS WE TEACH OUR STUDENTS, IT IS IMPORTANT THAT THEY RECOGNIZE THE HISTORICAL FOUNDATION OF THE U.S. AS A NATION ON SETTLER COLONIALISM. ON SETTLER COLONIALISM. AND CERTAINLY THE PROTESTERS THE STANDING ROCK SIOUX AND THE PROTESTERS WORKING WITH THEM IN SOLIDARITY REMIND US OF THE SETTLER COLONIALISM ON WHICH THIS NATION WAS GROUNDED. WHAT IS SO IMPORTANT TO BEGIN TO ACKNOWLEDGE THAT SETTLER COLONIALISM AND [ INDISCERNIBLE ] WERE NOT TWO ENTIRELY SEPARATE PRACTICES. THAT ANTI-INDIGENOUS AND ANTI-BLACK PRACTICES SUPPORTED AND SUSTAINED EACH OTHER. WE THINK ABOUT BLACK HISTORY AS SEPARATE FROM THE HISTORY OF INDIGENOUS PEOPLE IN THIS COUNTRY THE HISTORY OF MEXICAN PEOPLE AND LATINOS IN THIS COUNTRY YOU KNOW, I SAY THAT HISTORY AS A WAY OF BRINGING US TO THE PAST IF WE'RE NOT AWARE OF IT. A PAST OF GENOCIDE AGAINST INDIGENOUS PEOPLE, A PAST IN WHICH THE SOUTHERN UNITED STATES RELIED ON RACISM AND ANTI-SEMITISM, THE BURNING OF CHURCHES AND THE BURNING OF SYNAGOGUES, THROUGH OUR STRUGGLES WE TRY TO EXTRICATE OURSELVES THROUGH THIS BACKWARD PULL OF HISTORY. MANY OF US ARE TRYING TO COUNTER HOW TO MAKE THIS AMERICA WHITE SUPREMACIST AGAIN. WHICH IS MY TRANSLATION. [ LAUGHTER ]

TOTAL RECALL CAPTIONING, INC. WWW.YOURCAPTIONER.COM Page 123 IT'S IMPORTANT NOT TO BE MYOPIC IN VISION, BUT TO THINK ABOUT THE BROADER CONTEXT AND TO RECOGNIZE THIS IS NO LONGER A COUNTRY CONTROLLED BY WHITE MEN. AND THE SAME THING IS HAPPENING IN OTHER PARTS OF THE GLOBAL NORTH, IN EUROPE AND THAT'S A GOOD THING. I THINK A LOT OF WHITE MEN THINK IT'S A GOOD THING. BECAUSE I'M NOT ASSUMING THAT ONE'S BODY NECESSARILY IS RESPONSIBLE FOR THE IDEAS AND THE IDENTITIES AND THE IDENTIFICATIONS ONE DEVELOPS. BUT, YEAH. THIS IS SOMETHING, YOU KNOW, WE SHOULD, WE NEED TO CELEBRATE THIS AND PROGRESSIVE WHITE MEN NEED TO CELEBRATE THIS. THIS IS A COUNTRY THAT IS NO LONGER RULED BY WHITE MEN, ALTHOUGH ONE WOULD NOT KNOW IT BY LOOKING AT TRUMP'S CANDIDATE PLACE. BUT SOMETIMES WE HAVE TO STEP BACK AND ASK OURSELVES YOU KNOW, WHAT IS THIS REACTING TO? THERE WAS A LOT OF TALK ABOUT WOMEN IN THE ELECTION. THIS IS SOMETHING THAT WE SHOULD FIGURE OUT HOW TO TALK ABOUT IN THE CLASSROOM, FEMINISM, WHICH HAS BEEN WITH US FOR A LONG TIME. AND THERE WAS A KIND OF EVOCATION OF FEMINISM IN THE ELECTION THAT DID NOT NECESSARILY REPRESENT THE MOST PROGRESSIVE DIRECTIONS THAT FEMINISM HAS TAKEN OR MAYBE I SHOULD SAY FEMINISMS HAVE TAKEN. AND THERE ARE THOSE OF THE CAMPS THAT SAY THAT THE MAJORITY OF WOMEN VOTED FOR CLINTON. BUT WHAT'S THE REAL STORY BEHIND THESE STATISTICS? STATISTICS ARE IMPORTANT, BUT STATISTICS CAN ALSO MASK AND CAN OFTEN ECLIPSE THE KNOWLEDGE THAT THEY PURPORT TO PRESENT. BECAUSE IN FACT, 53% OF WHITE WOMEN, WHITE WOMEN VOTED FOR TRUMP. BUT 94% OF BLACK WOMEN AND 68% OF LATINA WOMEN VOTED AGAINST TRUMP. AND LET ME SAY THAT BLACK AND LATINO WOMEN WHO VOTED FOR HILLARY CLINTON DID NOT NECESSARILY BELIEVE THAT HILLARY CLINTON, YOU KNOW, WAS OUR BEST POSSIBILITY BUT THEY THOUGHT POLITICALLY, EXAMINED THE ELECTION AND RECOGNIZED THAT THE ELECTION WAS ALSO ALSO A QUESTION OF WHAT WOULD HAPPEN WITH SUPREME COURT APPOINTEES, YOU KNOW, WHAT THE FUTURE OF THIS COUNTRY WOULD TURN OUT TO BE.

TOTAL RECALL CAPTIONING, INC. WWW.YOURCAPTIONER.COM Page 124 AND LET ME SAY THAT HILLARY CLINTON WAS DEEPLY MISTAKEN ASK THINKING SHE COULD CALL UP AN OBSOLETE NOTION OF FEMINISM THAT FOCUSES ON WHAT YOU MIGHT CALL THE CATEGORICAL WOMEN, THE CATEGORICAL WOMAN. THE VERY FACT THAT SHE CONSTANTLY EVOKED THIS IMAGE OF THE GLASS CEILING AND EXPECT THE VERY PEOPLE TO SUPPORT THAT. YOU KNOW. I DON'T REALLY CARE ABOUT GLASS CEILINGS, BECAUSE IF THEY'RE GOING TO PENETRATE A GLASS CEILING, IT MEANS YOU SHOULD BE UP AT THE TOP ANYWAY AND SO WHAT HAPPENS TO THOSE WHO ARE AT THE BOTTOM? AND MY SENSES HAVE ALWAYS BEEN THAT YOU SHOULD TAKE THOSE AT THE TOP OF THE HIERARCHY AND PUSH THEM UP, RATHER YOU TAKE THOSE WHO ARE AT THE BOTTOM AND WHEN YOU PUSH THEM TO UPWARDS, THE ENTIRE STRUCTURE MOVES IN AN UPWARDS DIRECTION AND THERE ARE QUITE A NUMBER OF THINGS I WAS PLANNING TO SAY. BUT, BUT LET ME JUST POINT TO A COUPLE OF THINGS AND ONE IS THE THE APPEAL OF BERNIE SANDERS, IT MEANS THAT PEOPLE WANT A CRITIQUE OF CAPITALISM. OF GLOBAL CAPITALISM. AND WE HAVE TO GIVE OUR STUDENTS THE CAPACITY TO ENGAGE IN THOSE CRITIQUES BUT OF COURSE, WITH SANDERS, HE DIDN'T QUITE FIGURE OUT HOW TO DRAW FROM THE WAYS IN WHICH WHAT YOU MIGHT CALL INTERSECTIONAL FEMINISM HAS DEVELOPED A DISCOURSE THAT ALLOWS US TO UNDERSTAND THE INTERRELATIONS, THE INTERCONNECTEDNESS THE RELATIONALITY OF GENDER AND CLASS AND RACE, ET CETERA. AND ANOTHER POINT BY THE WORK FORCE. WHEN PEOPLE SPEAK ABOUT THE WORKING CLASSES AND THEY'RE STILL THE ASSUMPTION THAT IT'S A MALE WORKING CLASS. PEOPLE WALK AROUND IN THEIR HEADS WITH, INCLUDING WORKING IN CLASSES WITH WHITE MALE WORKING CLASS AND THOSE DAYS ARE GONE FOREVER. FOREVER. IT'S A GLOBAL WORK FORCE, MANUFACTURING IS INCREASINGLY IN THE HANDS OF WOMEN. REPRODUCTIVE LABOR, DOMESTIC WORK CARE WORK IN GENERAL. AND SO YEAH. THIS MEANS THAT IF WE TALK ABOUT SOCIAL JUSTICE, IT HAS TO BE JUSTICE FOR ALL. JUSTICE FOR THOSE WHO ARE THE TARGET OF RACISM,

TOTAL RECALL CAPTIONING, INC. WWW.YOURCAPTIONER.COM Page 125 JUSTICE FOR ALL WORKERS, FOR WOMEN WHETHER THEY'RE TRANS OR SIS-GENDERED. JUSTICE FOR THE ENTIRE LGBTQ COMMUNITY, JUSTICE FOR DISABLED, FOR ANIMALS AND FOR THE ENVIRONMENT. AND I DON'T THINK ANY OF CANDIDATES REFLECTED A SENSE OF THE INTERRELATIONSHIP, THE INTERCONNECTEDNESS, THE INTERSECTIONALITIES OF OUR STRUGGLES. NOR THE GLOBAL REACH OF OUR STRUGGLES. I AM IMPRESSED BY THE WAY IN WHICH THE YOUTH MOVEMENT OF TODAY, THE BLACK LIVES MATTER MOVEMENT, THE MOVEMENT FOR BLACK LIVES AND ALL THE MOVEMENTS THAT YOUNG PEOPLE HAVE DEVELOPED, I AM IMPRESSED WITH THE INTERNATIONALISM OF THAT MOVEMENT, AND ESPECIALLY WITH THE CONNECTIONS, WITH THE CAMPAIGN FOR JUSTICE IN PALESTINE. AND SO, LET ME SAY THAT THE EXTENT TO WHICH ISLAM HAS BEEN TARGETED, GLOBALLY IS AN ISSUE THAT WE HAVE TO DEAL WITH IN OUR CLASSROOMS AND IN OUR EFFORT TO CREATE POPULAR EDUCATION. NOW, I WILL BE FOREVER HAUNTED BY THE PHOTOGRAPHIC IMAGE OF THE ARMED POLICEMAN ON THE BEACH OF NICE FOR A WOMAN IN A BURKINI TO TAKE OFF HER CLOTHES AND THIS WAS AFTER THE TERRIBLE ATTACK IN NICE. I AM RUNNING OUT OF TIME. AND I HAD PLANNED TO TALK A LITTLE BIT ABOLITION, POLICING AS WE KNOW IT. NEW FORMS OF SECURITY, BEING SECURITY, NOT GROUNDED IN VIOLENCE AND INCARCERATION, BUT SECURITY MEANING BEING SECURE IN OUR LIVES AND FOR THIS WE NEED HEALTHCARE. FREE HEALTHCARE. WE NEED EDUCATION [ APPLAUSE ] WE NEED FREE EDUCATION! FREE EDUCATION! [ APPLAUSE ] JOBS AND HOUSING, SECURITY MEANS SAFETY FROM GENDER VIOLENCE, FROM HOMOPHOBIC AND TRANSPHOBIC VIOLENCE, IT MEANS GIVERING YOUNG -- MEANS GIVING YOUNG PEOPLE THE OPPORTUNITY TO DREAM NEW FUTURES. AND I THINK THIS IS AT BOTTOM, THE FUNCTION OF EDUCATION. AND SO IT MEANS THAT IN THE COMING PERIOD, WE HAVE TO STAND WITH UNDOCUMENTED IMMIGRANTS. WE HAVE TO -- [ APPLAUSE ] AND

TOTAL RECALL CAPTIONING, INC. WWW.YOURCAPTIONER.COM Page 126 OF COURSE, EVERY CITY WITH THEIR PROGRESSIVE MOVEMENT SHOULD BE A SANCTUARY CITY. BUT WE HAVE TO LEARN HOW TO PROTECT UNDOCUMENTED IMMIGRANTS WITH OUR VOICES AND OUR HEARTS AND OUR BODIES AND WE HAVE TO DEMAND THAT THE RIGHTS OF MUSLIMS ARE RESPECTED. WE HAVE TO VOW TO STAND WITH MUSLIM WOMEN WHO ARE OFTEN THE VERY FIRST TARGETS. I WANT TO CONCLUDE WITH A PASSAGE THAT, FROM AN OPEN LETTER THAT WAS WRITTEN TO ME WHEN I WAS IN JAIL IN 1970. AND THIS WAS A LETTER WRITTEN BY JAMES BALDWIN. AND I THINK IT, YOU KNOW, I WAS READING IT RECENTLY AND I WAS SAYING THAT HIS WORDS RESONATE TODAY AS MUCH AS THEY RESONATED THEN. THIS IS JUST, YOU CAN GOOGLE IT AND FIND IT AND READ THE WHOLE LETTER. IT'S ABSOLUTELY AMAZING. JIMMY BALDWIN WAS. HE WROTE "THE WILL OF THE PEOPLE IN THE WORLD OF AMERICA HAS ALWAYS BEEN AT THE MERCY OF AN IGNORANCE NOT MERELY PHENOMENAL BUT SACRED. AND SACREDLY CULTIVATED. THE BETTER TO BE USED BY A CARNIVOROUS ECONOMY. BUT MOST AMERICANS DARE NOT ADMIT THIS, ALTHOUGH THEY SUSPECT IT. AND THIS FACT CONTAINS MORTAL DANGER[] FOR THE BLACKS AND TRAGEDIES FOR THE NATION. IF WE KNOW AND DO NOTHING", HE WROTE, "WE ARE WORST THAN THE MURDERERS HIRED IN OUR NAME. IF WE KNOW, THEN WE MUST FIGHT FOR YOUR LIFE" AND I WAS FACING THE DEATH PENALTY THREE TIMES "WE MUST RENDER IMPASSABLE WITH OUR BODIES THE CORRIDOR TO THE GAS CHAMBER. FOR IF THEY TAKE YOU IN THE MORNING THEY WILL BE COMING FOR US THAT NIGHT. THEREFORE, PEACE BROTHER JAMES." THANK YOU. [ APPLAUSE ]. SORRY I WENT OVER A LITTLE BIT! [ APPLAUSE ]

LASANA HOTEP: SO DR. DAVIS THIS IS HER FIRST TIME IN SKYLINE COLLEGE. SHE SAID SHE WOULD LIKE TO VISIT, YOU HAVE OPEN ACCESS TO THE COLLEGE WHENEVER YOU WANT TO, YOU JUST, YOU KNOW, COME ON

TOTAL RECALL CAPTIONING, INC. WWW.YOURCAPTIONER.COM Page 127 UP. BRING A BLANKET, YOU KNOW, WE CAN HANG OUT LIKE AT THE PACIFIC OCEAN OR THE BAY. BUT WE WANT TO LEAVE YOU WITH SOME REMNANTS OF SKYLINE COLLEGE IN HERE, YOU HAVE A NICE SWEATSHIRT YOU'LL BE COZY WHEN YOU'RE DOING READING AND WRITING OR TRAVELLING THROUGH THE AIRPORT AND A NICE LITTLE WATER BOTTLE FOR US GOING GREEN AS WELL. SO HERE'S SOME NICE SKYLINE SWAG. >>: THANK YOU ALL SO MUCH. THANK YOU. DR. ANGELA DAVIS: THANK YOU VERY MUCH! LASANA HOTEP: THANK YOU VERY MUCH. GIVE HER A ROUND OF APPLAUSE. [ APPLAUSE ]. DO NOT LEAVE YET. DO NOT LEAVE. IS THAT A WAY TO CAP OFF THE EQUITY SUMMIT? PEOPLE ARE SAYING THEY WANT TO DO THIS EVERY YEAR, THEY HAVE NO IDEA HOW -- [ LOST AUDIO ] -- ALL THE WORK THAT WENT IN TO THIS. I GOT A COUPLE THINGS TO SAY, I'M GOING TO LET YOU OUT OF HERE. ONE THING I'LL BE REMISS TO SAY THIS, WE HAVE SOME WONDERFUL SIGN LANGUAGE INTERPRETERS HERE, RIGHT? THEY'RE GREAT. [ APPLAUSE ] AND I JUST WANT TO KNOW WHAT THEY DID WHEN JEREMIAH SAID TRANSMOGRIFIED! [ LAUGHTER ] I HAVE TO KNOW THE SIGN FOR THAT. WHAT IS THE SIGN FOR TRANSMOGRIFIED? [ LAUGHTER ]. YEAH, BECAUSE IF IT'S A WORD, THEY TRY TO SPELL IT, YEAH, TRANSMOGRIFIED. YOU'LL SKIP THAT ONE. THERE'S NO SIGN YET, THERE'S ONE COMING THANKS TO JEREMIAH AND HIS LEXICON. SO A COUPLE OF THINGS IN CLOSING. WE DIDN'T JUST BRING TOGETHER TO LISTEN TO ANGELA DAVIS, AND THE WONDERFUL SPEAKERS, WE WANT TO GIVE CHARGE FOR ALL OF US AND ALL WHO COORDINATE THIS. WE WANT TO TALK ABOUT COORDINATING OPPORTUNITIES FOR EQUALITY, AND FOR THOSE, WE'VE HEARD THE TERM BUT NOT REALLY, A BASIC DEFINITION, A GROUP OF PEOPLE WHO SHARE A CONCERN OR A PASSION FOR SOMETHING THEY DO AND LEARN HOW TO DO IT BETTER AS THEY INTERACT REGULARLY.

TOTAL RECALL CAPTIONING, INC. WWW.YOURCAPTIONER.COM Page 128 SO WHAT WE WANT TO DO IS NOT ONLY COME IN TO THESE SPACES, GET THE KNOWLEDGE BECAUSE WHAT HAPPENS IS NORMALLY AFTER SOME KIND OF KEYNOTE ADDRESS OR NORMALLY AFTER SOME KIND OF CONFERENCE OR SUMMIT OR FORUM, PEOPLE SAY NOW WHAT? AND THE NOW WHAT IS YOU GET TO GO BACK AND FIND THE PEOPLE IN YOUR COMMUNITIES, SCHOOLS WHETHER THOSE ARE PARTICULAR SUBSETS OF THE SCHOOLS, DIVISIONS OR WHAT HAVE YOU. AND YOU FIND THOSE PEOPLE WHETHER THEY'RE THREE PEOPLE, OR 30 PEOPLE. AND YOU SAY OKAY. NOW WE HAVE THIS FOUNDATIONAL INFORMATION, YOU KNOW. WE'RE GOING TO ACCESS THE WEBSITE WHEN WE PUT THIS STUFF ON THE EQUITY WEBSITE IN A COUPLE DAYS, THE VIDEO SHOULD BE AVAILABLE WITHIN A COUPLE OF WEEKS. WE'RE GOING TO ACCESS THESE TOOLS. HOW DO WE GET TOGETHER, STUDY THESE TOOLS AND START TO SEE HOW WE CAN FIND WAYS TO IMPLEMENT THIS INFORMATION AND THIS KNOWLEDGE ON OUR VARIOUS CAMPUSES. WE'RE STRONGLY ENCOURAGED IN COMMUNITIES OF PRACTICE. WE'RE ALSO ASKING YOU TAKE TIME, THOSE OF YOU IN CALIFORNIA COMMUNITY COLLEGES TO USE SOME OF THIS INFORMATION TO FORM YOUR STUDENT EQUITY PLAN. NOW YOU HAVE A VARIETY OF DIFFERENT APPROACHES, A VARIETY OF DIFFERENT EMPIRICAL DATA AND STUDIES TO NOW, YOU HAVE SOME THINGS IF YOU WERE HAVING CHALLENGES ON WHAT DO I DO WITH THE EQUITY PLAN, NOW YOU HAVE A FOUNDATION. AND ALSO, INFORM YOUR PROFESSIONAL DEVELOPMENT. RIGHT? WE'RE TALKING ABOUT HOW DO WE IMPROVE CONSISTENTLY WHAT WE'RE DOING. AND IN THAT SPIRIT, SKYLINE COLLEGE WILL BE LAUNCHING IN THE SPRING SOMETHING CALLED THE EQUITY TRAINING SERIES. AND THAT WILL BE, YOU GET MORE INFORMATION ON FLEX DAY IN JANUARY, BUT IT WILL BE AN OPPORTUNITY, GOING TO BE MULTIPLE WEEKS WHERE WE'RE GOING TO HAVE PEOPLE COME IN AND GUIDE US THROUGH WORKSHOPS DEALING WITH THE SAME TOPICS WE'RE TALKING ABOUT HERE. AND SOME OF THESE PEOPLE MAY ACTUALLY BE PEOPLE WHO HAVE BEEN HERE TODAY. BUT IT'S GOING TO BE A VARIETY OF DIFFERENT

TOTAL RECALL CAPTIONING, INC. WWW.YOURCAPTIONER.COM Page 129 FACILITATING OPPORTUNITIES AND ENGAGEMENT WHERE WE CAN HAVE THE COMMUNITY OF PRACTICE, BUT NOT ONLY OURS, OTHER THINGS AS COORDINATED WITH CTTL. BUT THIS WAS DESIGNED TO KICK OFF OUR EQUITY TRAINING SERIES WHICH WILL BE HAVING IN THE SPRING AND YOU'LL HAVE MORE INFORMATION ABOUT THAT ON THE EQUITY WEBSITE AS WELL. THIS IS WHERE WE COME, GET THE INFORMATION, GET PUMPED UP AND THEN WE GO AND DO THE WORK. BEFORE I LEAVE, I WANT TO GO IN TO SOME ACKNOWLEDGEMENTS. FIRST OF ALL, THESE ARE ACKNOWLEDGEMENTS ON THE BACK OF THE PROGRAM, ALL THESE WONDERFUL PEOPLE. LET'S GIVE THEM ANOTHER ROUND OF APPLAUSE. [ APPLAUSE ] AND BELIEVE YOU ME, A LOT OF PEOPLE INVOLVED IN PUTTING THIS PROGRAM ON BUT TWO PEOPLE I WANT TO ACKNOWLEDGE TODAY. KATRINA AND MONIQUE COME UP STAGE, PLEASE. [ APPLAUSE ] NOW THEY'RE BEING SHY. NOW THEY WANT TO WALK ARM IN ARM. COME ON, GIVE IT UP TO THEM. [ APPLAUSE ] BEFORE WE GIVE THEM THIS GIFT, I HAVE TO SAY THIS. SOMETIMES WHEN YOU'RE COORDINATING ONE SPEAKER OR ONE WORKSHOP, THERE'S A WHOLE LOT THAT GOES IN TO THAT. COORDINATING 12 PEOPLE FROM ALL OVER THE COUNTRY AND A KEYNOTE LIKE ANGELA DAVIS! -- [ LOST AUDIO ] -- [ APPLAUSE ] THAT'S 13 DIFFERENT CONTRACTS! 13 DIFFERENT I-9, W-2S AND THEN TO COORDINATE BREAKFAST, LUNCH, A RECEPTION WHICH WE'RE GOING TO BE HAVING AFTER THAT TO COORDINATE ALL THE VOLUNTEERS, THAT'S A LOT OF WORK. AND THESE TWO WOMEN HANDLED THE VAST MAJORITY OF THAT WORK. LET'S GIVE THEM A ROUND OF APPLAUSE. [ APPLAUSE ]. >>: SO HERE'S THE GIFT. >>: THANK YOU SO MUCH! LASANA HOTEP: THANK YOU, THANK YOU, THANK YOU! THANK YOU. SO, THEY'RE SIMPLY JUST DOPE. THEY'RE REALLY DOPE. [ LAUGHTER ] JUST AS YOU WANT TO TALK TO THE SPEAKERS AFTERWARDS, I RECOMMEND YOU TALK TO THEM TOO. THEY'VE GOT SKILLS. AND SO, WE'RE GOING TO CONCLUDE BY ALLOWING YOU ALL TO ENGAGE EACH OTHER IN CONVERSATION AND DIALOGUE OVER IN BUILDING 6

TOTAL RECALL CAPTIONING, INC. WWW.YOURCAPTIONER.COM Page 130 IN THE COMMUNITY CONNECTION. IT'S GOING TO GO JUST FOR AN HOUR, HOUR AND A HALF, IT'S A FULL SPREAD OF FINGER FOODS AND VARIETY OF THINGS, THEY'VE GOT A FOUNTAIN GOING ON. EVEN IF YOU JUST GOT TO LEAVE, WALK THROUGH THERE. THE WALK THROUGH IS AN EXPERIENCE. IN AND OF ITSELF, RIGHT? I SAW THE SET UP, IT'S SOMETHING ELSE. BUT TRY TO CONNECT, EXCHANGE BUSINESS CARDS, YOU KNOW, DO WHATEVER YOU DO ON YOUR PHONE, GET THE IG, WHATEVER. BUT LET'S STAY CONNECTED, LET'S BUILD THE COMMUNITIES FROM OUR LOCAL COMMUNITIES TO GLOBAL COMMUNITIES. THANK YOU FOR COMING. [ APPLAUSE ] [MEETING ENDS AT 4:00 P.M.]

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