Ensuring Equity and Access in a Changing Climate (Michael Haggen, Dr. Walter Gilliam, Dr. Howard Stevenson, Dionne Grayman)

August 31, 2020

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The pandemic has laid bare long-standing inequities, including in education. How can educators work to counteract the digital divide and other disparities?

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00:00King
00:03Good morning from from around the country.
00:07Welcome to Day 2,
00:09the yell collaborative with scholastic,
00:12yell, child study, early child,
00:15study center. For those of you who
00:18are joining us for the first time,
00:22welcome and those who are with
00:24us yesterday welcome back.
00:26What an incredible day we had.
00:28We were able to hear from incredible
00:31speakers, starting with Tim Shriver.
00:33Anan leading into Linda Mezon,
00:36net Kendall and Lauren Torsions,
00:38and then finally wanted to
00:40strongest parent panels I've heard,
00:42and since this pandemic has started.
00:45And Speaking of pandemics,
00:47this symposium is really about two pandemics.
00:51As you know,
00:52COVID-19 has impacted our our planet
00:56in a way that in our lifetime we
01:00haven't seen before and with the
01:03brutal murder of George Floyd.
01:06An the incredible marches and speeches
01:09and protests around the around the
01:12world as well for racial equality.
01:15And more importantly,
01:17how do we talk about Anti racism
01:20as sparked changes in this country
01:23that we've not seen before?
01:26And so this symposium is incredibly
01:29important and to talk about what we can
01:33do to support our teachers and our educators.
01:37Speaker our students are ready.
01:40And all that they can.
01:42I I normally when we do suppose answer,
01:46of course we're all together and
01:48were able to see everyone and
01:51and properly thank everyone,
01:53but unfortunately we weren't able to do that,
01:57but I couldn't let this go on without
02:01recognizing two incredible women who just.
02:04Tirelessly put this together for us all.
02:07Karen Baker and Arlene Lawrence with
02:10scholastic education and these two
02:12women had a vision and they brought
02:14all of these speakers together.
02:17An presenters in our company we
02:19opened yesterday with Linda Mezon,
02:22Greg well well,
02:23our president scholastic education
02:25and they started us off and from
02:28there each presentation.
02:29Each panel was just powerful so
02:32again it's been recorded if you.
02:34Didn't see it the first day.
02:36Please share it and share it with others
02:39and on the same for today it's been recorded.
02:42We've had folk on and they asked about will
02:45we be able to get recognition for doing this?
02:49Yes,
02:49we will have certificates for you.
02:52We know how that sent out to everyone
02:54who participated on the two days,
02:56even if it's just a one day,
02:58will share that with you as well.
03:00But we also would like for you to
03:03participate with us if you look on
03:05your screens or if you want your phone
03:08to however you are watching this.
03:10Whatever device there's a question
03:12and answer chat box,
03:13please feel free to put questions in there.
03:16Ask us throughout the symposium
03:18and we're actually going to have
03:20some time after each presentation,
03:22and in particular for this panel as well.
03:24So we look forward to supporting
03:26you on that today.
03:28I'm particularly honored,
03:29and by the way,
03:30I'm Michael Hagan,
03:31chief academic officer for Scholastic
03:33Education.
03:33I have the honor of working with some of
03:36the greatest colleagues in the business.
03:39It's just assure joy to come to work
03:42and to be at work every single day.
03:45Working with this group of people.
03:47And now with the partnership
03:49to yell child study center,
03:51that joy is just expanded.
03:53And part of that join that work.
03:56I have an honor of hosting this panel
03:59today and I'm going to bring with them.
04:02You're going to show up on
04:04the screen at the moment.
04:07I have three panelists starting with Dion
04:09Graham and geomesa staff developer with
04:11the morning sized Center for teaching
04:14social responsibility and Brooklyn.
04:16This woman is just an
04:18incredible teachers teacher,
04:19staff developer and how she supports.
04:22As all around bringing joy to schools.
04:24And in particular,
04:25those marginalized populations.
04:26And when I hear someone say This
04:29is how you bring joy into school,
04:31everything with me within the change
04:33with him he changes and comes out.
04:36And then we also have joining us.
04:38Doctor Walter Gilliam,
04:39Doctor Walker Gilliam is a
04:41friend in the brother of mine.
04:43He's professor of child psychiatry and
04:45psychology of the yell child study center,
04:47as well as a director of the center in
04:50child development for social policy.
04:52I first came across water with
04:54the work he was doing with.
04:56Research on how African American
05:00voice or suspended and expelled.
05:04Great greater numbers from pre K
05:07and kindergarten and that worked for
05:09me was just powerful when he how he
05:12highlighted it and it changed the
05:14practice I did in the districts that
05:16I work then and looking at what we
05:19were doing and disproportionately
05:21suspending those students and then we
05:23also have joined us doctor Howard Stevenson.
05:26He's a clinical psychologist and
05:28professor at the University of
05:30Pennsylvania and an incredible author.
05:32His insight on how we can confront an
05:35encounter racial trauma is just informing,
05:38and so we're going to be honored to
05:41have him with us this morning as well.
05:45So first of all,
05:47welcome Gian Walter and Howard.
05:49Good morning.
05:52Good morning,
05:53I wanted to get us right into it
05:56because I know we have another
05:5950 minutes but so much I want to
06:01ask and I would love for you to
06:04share with our with our.
06:06Participants we've had a very interesting
06:10and talked a little earlier this morning,
06:15night,
06:16second day of the Democratic
06:19National Convention.
06:20There's history been made for our country,
06:25the first African American Southeast Asian
06:29women nominated for Vice President nominee,
06:33as well as hearing.
06:35What's happening with young folk
06:37like we've never heard before?
06:40I'm sharing how they're feeling and what
06:43they would like to see and what they want.
06:46I had the I have the pleasure
06:48of speaking with students and
06:50districts all over the country.
06:53And what they want to have in their
06:55classrooms when they're coming back,
06:57regardless of the pandemic
06:59moving forward and moving on.
07:01So I'm looking forward to hearing from you.
07:03I want to start off by saying,
07:06asking you this.
07:07What does equity in access mean to
07:09you when we talk about equity
07:11and we talk about access,
07:13what does that mean to you?
07:15Angie, on we want to start
07:17with you and Walter and Howard.
07:18Can you please follow it?
07:20That what does equity
07:21and access mean to you?
07:23Home so. It is in order to
07:27be with you all this morning.
07:30If I'm a student, equity means having
07:34a learning experience that sensors
07:36me and my own lived experience,
07:39it means that that my learning
07:42has been contextualized. Um?
07:44Such that I am placed in a position where.
07:52My highest learning potential is
07:54activated by a teacher who recognizes
07:57that their primary responsibility is to
08:00facilitate my learning process right?
08:03And that and that the fuel that drives
08:06that is relationship and that that
08:10relationship is based on reciprocity,
08:13that it's not 1 sided that it
08:16does not driven by power,
08:19but that it is fueled by.
08:22The The The The desire to see
08:26Miss Park and come alive.
08:30Anne Anne with with access it's.
08:34I think really planning with the
08:37least of those in mind to borrow a
08:41blip of biblical phrase that it's
08:44thinking about not starting at.
08:47This student,
08:48who has privilege and access to
08:52resources it's it's starting with
08:55the student who may be second
08:59generation immigrant or newly
09:01arrived could be a student who has
09:05is experiencing housing insecurity.
09:07It is thinking about.
09:10Really,
09:10in planning and beginning with planning,
09:12how do we ensure that the least of these
09:16can thrive and flourish inside of our system?
09:19In our schools.
09:22Alright. Hour.
09:30Thank you for that and I would
09:33also very honored to be here and
09:36I appreciate what Dionne just said
09:38and I would just add to that.
09:40I think of equity as being in a space
09:43or in a country or a neighborhood
09:46in which you actually get to start
09:49at the same line as everybody else.
09:51That and if you cannot start at that
09:54same line when you're being judged
09:56that there should be some accounting
09:59of the burdens that you have to.
10:01To carry that challenge,
10:03your ability to be fully present,
10:06whether that's in a classroom or boardroom,
10:09in a in a sort of courtroom
10:12or an emergency room,
10:14we must take some count accounting of
10:17the enormous history of burden and
10:20challenges to just be in that space,
10:23and in many respects our
10:26understanding of universality,
10:27and sometimes our idealism neglects that,
10:30and in many respects and so.
10:33How do we from an equitable stands understand
10:36that our histories are not equitable?
10:39I lived experiences are not equitable,
10:41and in many respects we are starting
10:44at someone else is starting line
10:47where we're using other folks,
10:49language and vocabulary.
10:50We're using other folks atmosphere an.
10:53In that respect,
10:54it's hard to have a discussion
10:57around equity accesses and my
10:59good friend Doctor Danisa Amante,
11:01who's part of deep?
11:03Which is called the disruptive equity
11:05education project.
11:06She's a CEO, her work, I think,
11:09is fantastic on this notion
11:11about the importance of.
11:12Sometimes we're still happy
11:14to invite people to the party.
11:16But we don't give them any
11:18decision making whatsoever,
11:19and so they can't manage how
11:21the part is gonna run.
11:22What's going to be served at the party,
11:25who's gonna come,
11:26and in that sense access
11:27is about power and voiced,
11:29and I would I would think of
11:31that as is important,
11:32not just if you're running a party,
11:34but if you are teaching in a classroom
11:37where if you are a student in that
11:39classroom or on a sports team.
11:41So those are my thoughts.
11:43Thank you, thank you. Water. I
11:47like first I want to express my
11:49appreciation for my good friends,
11:50Dionne and Howard,
11:51and and find what they had to say.
11:54You know what I think about when I
11:56think about access, at least in the
11:58work that I've done in education,
12:00accesses is about getting in
12:01the front door of opportunity.
12:02But it's also about making sure you
12:04don't get pushed out the back door too.
12:06And it's about all the things that happened
12:08between the front door in the back door.
12:10All of those things working
12:12tonight when we think about equity.
12:13It's important also to realize that.
12:15Every child who comes into our schools.
12:17Every family who comes into the
12:19programs that we that we create,
12:21they come in with their own history.
12:24And in some come in with a history
12:27of 250 years behind them,
12:29of being systematically
12:30excluded from education,
12:31followed by another 100 years
12:33of segregated education.
12:34And all of that comes in comes into.
12:37And in that context of that
12:40relationship we bring ourselves into it,
12:42and we bring our bias.
12:44Ease into that we bring our
12:47own privilege into that.
12:49And then when we think about equity,
12:51we have to take all of that into account.
12:54Because equity is about how we
12:56see in view other people an.
12:58It's about how we make sure that
13:00the opportunities that we afford
13:02those people are opportunities based
13:04on that individual persons needs,
13:06not on the basis of my own biases
13:08about them and not skewed by all
13:11the systemic racism of the past.
13:13I mean,
13:14that's a tall order to to to have to fill,
13:17but but I think that's that's the challenge.
13:19So So
13:20what are, what?
13:20Would you tell educators?
13:22How do you ensure that students with
13:23these highest need students with the
13:25highest need that they have this access?
13:27They have this? Actually,
13:28what would you share with educators to do?
13:30How do you do that?
13:32What does that look like?
13:34Gosh, I think at least it.
13:36It means that if we're if we're going
13:37to be if we're going to be folks
13:40that are privileged to serve others,
13:42then we need to get to
13:43know those others we need.
13:45We need to get to know those families
13:47we need to be part of that community.
13:49We need to understand the
13:50background in the history.
13:51We need to understand that some of
13:53the Times that things that we asked
13:55teachers to do is we asked teachers
13:57to form relationships with families.
13:59And some of these families did not
14:00have a good experience with school.
14:03They school might not have been
14:04a place that met their needs.
14:06They didn't maybe enjoy being at school.
14:08That wasn't a good place for them.
14:09And then we have teachers on the
14:11other side of that equation.
14:13Teachers for the most part are people
14:14who had such a great time in school.
14:16They couldn't wait to get back in.
14:18Right now we're trying to find
14:20some kind of a way to be able to
14:22help these people who either see
14:24school is the best thing ever,
14:25try to relate to people who maybe didn't
14:27have a great experience in school.
14:29And the only way I think that we're going
14:31to be able to get very far in that.
14:34Is through sharing our stories and
14:35sharing our experiences in getting
14:37to be known by by each other.
14:38When I was doing a lot of work
14:40on children being expelled from
14:42preschool like you said before,
14:43I heard a lot of stories about
14:45children being expelled from everybody.
14:47But one story that I just never heard is.
14:49I've never heard the story of the child
14:51who was expelled when the parent in
14:53the teacher knew and liked each other.
14:56I just don't hear that you know,
14:58and I think I think that's part of
15:00the answer right now. Absolutely.
15:02John when you talk about bringing joy to
15:04school at what would you say to educate?
15:07Are it's to make sure that students,
15:09students with the highest need
15:10students that normally marginalized
15:12that they receive access that
15:13you're talking about an equity?
15:15How would you say to educators?
15:18I'm gonna echo what what Walter said
15:20that it all begins with relationship.
15:22I think that there are a lot of
15:25unfortunately that there are many
15:27teachers who don't like what they
15:29do and don't like their students.
15:31And I don't. I don't know how you
15:34could be successful in the classroom
15:36when when you don't like your students
15:39and I think that that that that that
15:42that cuts across race and social
15:44economic class like with educators.
15:46When my my first teaching job was
15:49on Rikers Island and I taught.
15:51Young men who were in the Castle
15:54system who were 1618 years old and
15:57I had no experience with with with
16:00Jalen and no knowledge of the of
16:03of education in the jail system
16:05and very painfully realized that in
16:08order for me to be affective like
16:10I had to build relationships with
16:12people that I initially thought I
16:16didn't have a lot in common with.
16:19But then through being vulnerable and.
16:21Being open,
16:22I think that created a pathway for
16:25my students to also be vulnerable and
16:28it can be open and then and then we
16:32created Co created this environment
16:35inside of this hostile experience
16:37that they were having that for five
16:40hours of their day was joyful.
16:43And I think it just comes with the
16:46willingness through see power,
16:48a willingness to see, really see and hear.
16:52Young people and to be excited and
16:54and to be comfortable with what I
16:57don't know and to be comfortable with.
17:00What I didn't know is an educator.
17:03And to allow for the possibility
17:05that my students would not even the
17:08possibility the reality that they
17:10were teaching me things about myself
17:12every single day and to really have
17:15A to beat like I'm looking back now
17:18and like just really using my my
17:21my commute home.
17:22To Reflekt and unpacked and think
17:25about what is it that that went well?
17:28What do I need to continue to work
17:30on and then what my I need to do to
17:34make learning inside of this hostile
17:37environment joyous an pleasurable and
17:39meaningful and relevant and valid and
17:42affirming for five hours of the day?
17:45It just it's it's.
17:46It's the teacher mindset that that
17:49changes everything that happens in
17:51the classroom. Absolutely. How?
17:53How are 80% of teachers in America
17:56and public education or white an as
17:59of 2018 fifty 1% of all students
18:02in public education are minorities,
18:04so the actually the majority.
18:06Do you think we have to?
18:08Would you share with educators?
18:10Why is important to make sure
18:12that they have equity and access?
18:15Is that important is shared
18:17given that data just shared?
18:19I think the data is instructive,
18:21but it may not be remedial
18:23if that makes any sense,
18:25so we can get a lot of information
18:28but not know what to do with it.
18:31And I would argue what Walter and
18:33Deanna stayed around. Joy Ann.
18:34Story matters not only if we're
18:36going to bring equity and access,
18:39which are sort of larger scale
18:40notions of how systems treat people.
18:43The relational notions, I think,
18:44relate riford too.
18:45You know, when I walk into a
18:48classroom when I go into a school,
18:50when I go into community.
18:52If I'm working with the family,
18:54we're looking.
18:54Before things like protection,
18:56affection,
18:56correction and connection and protection
18:58is do I walk into a classroom or
19:01working with the family in the
19:03neighborhood or group of young people?
19:06Do I see a sense between the
19:08elders and the young people
19:10between the teachers and learners?
19:12A sense that they're gonna watch
19:14out for those children they're gonna
19:16look out for them emotionally,
19:18physically, and culturally, right?
19:20I want to look for affection.
19:22Or they gonna firm these folks
19:24about who they are emotionally,
19:26physically, and culturally.
19:27And I look for accountability or correction.
19:30Are they going to step two young
19:32people when they are not so
19:35much wrong or punish them?
19:36But if they are not fitting in with the
19:39understanding of what we're here about,
19:41is the Relational Enterprise,
19:43and in some respects people take
19:45that as a chance to abuse power and
19:48not to sort of hold accountable,
19:50Ann,
19:50are the are the leaders and the
19:52educators also held accountable?
19:54Can young people hold them accountable?
19:56And then finally,
19:57are these leaders connecting?
19:58Are young people to other places that
20:01are protective affirming and accountable,
20:02and in that sense I think we have a
20:05lot to do and because in those spaces,
20:08if I feel my culture is affirmed,
20:10I can look into the teacher's eyes and
20:13see that she or he or they get me.
20:16That is a safer space.
20:18That's where I can develop my voice,
20:20and I say that is what leads
20:22to equity and access.
20:24So, so how are I'm in my classroom?
20:26I'm a student. I feel comfortable now.
20:29I'm learning from my teacher.
20:31She's created this culture that we
20:33can share and then I go to select
20:36a book from my classroom library.
20:38Is it important?
20:39Do you think for a child to see
20:42themselves in text to see themselves
20:45in those both emperor other children
20:48to see other cultures another?
20:51Another study showed that 75% of the
20:54books and classroom libraries in New
20:56York City were written by white women.
20:59Kamala Harris talked about
21:01little girls around the world,
21:03seeing her girls of color
21:04and celebrating stand.
21:06This something was possible for them.
21:08Do you think it's important for children
21:10to see themselves in other children,
21:12see other children in text?
21:14Besides that, 75% of book
21:16text men written by white women?
21:18Absolutely yes. So so back again,
21:20to the underground joy and Walter.
21:23Around story. So in many respects,
21:25I think young people need to see
21:27themselves in what they're engaged with.
21:29And you know, we have a proverb
21:31and I worked at the lion story
21:34will never be known unless if the
21:36Hunter is the only one to tell it.
21:39And so when I when I'm at expected
21:41to expand my psychological resources,
21:43bring up my family history,
21:44talk about the struggles
21:46that I've gone through,
21:47and then figure out math
21:49and science and reading,
21:50and I don't see myself when other people
21:52can see themselves through every page.
21:55You know, when I was in the 4th Grade,
21:58I wrote a poem on seahorses and Mrs rust.
22:00She sent it to the Sussex
22:02County newspaper in Georgetown,
22:04DE and it got in print and
22:06you couldn't tell me nothing.
22:08I owned the I own this the neighborhood
22:10I own the school on the classroom
22:12and in that sense mind narrative,
22:14my story was apart of the pedagogy,
22:16not on the periphery,
22:18and I think that's why we need
22:20to see ourselves in the text.
22:23Thank you and water share several
22:25thoughts on that. Sure, I
22:26mean, of course children need to be able
22:29to see themselves and in text and in books.
22:32And if we can find room to make sure that
22:35oversized red dogs are represented in books,
22:37we can certainly find room to make sure
22:40everybody else is represented in these books.
22:42To you know. But it's not just about books,
22:45it's about movies.
22:46It's about all the stuff that's
22:48going on in that classroom.
22:50It's about who is in our elected offices.
22:53It's about who gets to sit behind or on
22:55top of that big desk in the classroom.
22:58And it's not just about the
23:00check box of it either.
23:02It's not just about you know.
23:04Making sure that we have simply.
23:06Teaching workforce that looks
23:07like the children that we serve,
23:09it's beyond that, you know,
23:11if we end up with a teaching workforce
23:14within buildings that look like the
23:16children that are served by by,
23:18that's cool,
23:19but but the teaching staff interact
23:21differently among themselves and that some
23:24teachers are given this level of position,
23:26and some teachers are given
23:28this other level of position.
23:30Then all in the end that we will have
23:32ever served is to give children an
23:35opportunity to see racially defined
23:37social hierarchies at an even younger age.
23:40It's not just about the the representation,
23:43it's about how that representation is
23:45made and can we provide opportunities
23:48for children to be able to see
23:51representations of themselves in positions
23:53that are respected in positions that
23:56have power in positions that have an
23:59equal relationship to other people?
24:02That's the goal
24:03and watch us interesting.
24:05I can't remember the stats on it,
24:08but there are more books.
24:10With characters than they are with.
24:13African Americans,
24:15Latino and native and
24:18indigenous people combined.
24:20So what she said it was just,
24:23you know we can put a book
24:25about trucks and dogs,
24:26why not and nothing against Clifford.
24:29I love Clifford. I left paper.
24:31My background here.
24:32Do you know what do you want to add?
24:35Anything to that?
24:37Yeah, the same.
24:38I was just thinking Howard reminded
24:40me when I was in second grade.
24:42My favorite teacher, Miss Cohen,
24:43who became married and came as it can
24:46at the end of the year gave everyone
24:48a book and the book that she gave me
24:51was was title play with me and she
24:53inscribed it and I I still have it.
24:56I'm sure I was a voracious reader and
24:58getting that book from her was just.
25:00It just felt it just made me feel so special.
25:03The little girl on the cover
25:05of the book was blonde hair and
25:07blue eyes so look nothing.
25:09Like me at home though my parents
25:11made sure that my sister and I had
25:14books and toys that looked like us.
25:16So like even when the first
25:18baby alive doll came out.
25:19Not that I'm dating myself but we
25:21couldn't have the baby alive doll
25:23when she first came out because they
25:25didn't have any African American ones,
25:28though they weren't enough.
25:29So while all of my friends were
25:31playing with their baby alive dolls,
25:33my sister not had to wait a
25:35whole year because my parents
25:37just refuse to buy us anything.
25:39That did not look like us,
25:41and that extended to the books that we read.
25:44I grew up on Stephen Stepto
25:46visit Stephen or John.
25:47I think John is the sun,
25:49but the step to books that was so eilish,
25:51beautifully illustrated and looked
25:53like me and look like my family.
25:55And that's a teacher like
25:56continuing that practice.
25:57So recognizing that the state wanted
25:59my students to read Shakespeare.
26:01So we read hamlet.
26:02But we read Hamlet alongside Malcolm
26:04X an manchild in the promised land,
26:06right?
26:06Like so so you're gonna you know,
26:08there might be some.
26:10Themes in this text that show
26:12up in your life.
26:13But then here at people who actually
26:15share a life lived experience that that
26:17you have that they're talking sound
26:20like your mother like your uncle Tommy,
26:22right?
26:22So you can see yourself in these
26:24texts and then pull these themes
26:27of life from this other xtext
26:29and apply them to your life and
26:31like that was actually one of
26:33the best lessons that I ever had.
26:35When my students read Hamlet alongside
26:37Malcolm acts like one of my students said.
26:40Like this was if I was going to write a
26:43book of teach their quotes like it was.
26:46One student said Miss G Hamlet
26:47is a thug and want one of my
26:50other schools like Hamlet,
26:52ain't no Doug and that was
26:54like the best conversation.
26:55The best debate about Hamlets,
26:56thuggery that like that ever
26:58happened happened because.
27:00I knew that it was important to for my
27:02students to be able to see themselves in
27:04the text. You know,
27:05I always want to be in your class.
27:07Always that's brilliant, brilliant.
27:09You know the conference we were
27:11doing now it's about resilience
27:13and so we had incredible speakers
27:15yesterday and what I wanted to hear.
27:17I'm so happy we're starting off today with
27:20the three of you is what is resilience?
27:23You know? How do you see resilience?
27:26And in particular what does it
27:28mean for black and Brown children?
27:31So you want to share your thoughts on that?
27:35What do we mean by resilience?
27:37True.
27:41Go. Oh
27:44yeah. Well, I think about.
27:48Thank you, Dion. You know,
27:50as if you define resilience as
27:52the capacity to recover quickly
27:54from difficulties or challenges
27:56and and I think other definitions
27:58are the ability to spring back.
28:00I think sometimes social emotional
28:03learning has taken that to be more of a
28:06goal then I think it should be that it
28:09is technically stop on in larger journey.
28:11I think of thriving and that
28:14resilience is around challenges.
28:15I think in May respects that we
28:18don't often understand that are
28:19very different for some people.
28:21Right, that is some of us can
28:24have challenges and get back up,
28:26but if you don't take into consideration
28:28what we've been saying around the
28:30long history of burden that in many
28:32respects some of us are talking,
28:34you know,
28:35in the SCO World as developmental challenges
28:37as part of that sense of resilience.
28:39Like can I get through childhood?
28:41Can I get through adolescence
28:43as particularly not easy times?
28:44But if you compound that with its systemic
28:47racism and the oppressions that happened,
28:49what we're really talking about our
28:51challenges will talk about adversaries,
28:53will talk about.
28:54Enemies there are people and
28:56experience is really designed to
28:57attack your very being at your
28:59very existence and your soul,
29:01and in that sense I think you know,
29:04by staying on resilience we may be
29:07winning the battle and losing the
29:09war be cause you know it's more
29:11than just getting through childhood
29:13that we're talking about that.
29:15Some people cannot bounce back
29:17from so easily as a statement that
29:19you are prepared and ready.
29:23I would I would love to hear more
29:26about that because I think we should
29:28just sharing for me now is adding
29:31to what where I'm not ready to.
29:34I had experienced been blessed to work in
29:37New Orleans after Katrina and reopening
29:39the schools and we were expected to be.
29:42You know, this New Orleans were
29:45resilient and we're going to come
29:47back and we were expected and it was
29:50so much more difficult than that.
29:52The trauma that they encounter
29:54an we were confusing social,
29:56emotional learning with trauma.
29:57And but we were expected to be resilient.
30:00And then you're defining that for us and
30:03is making me think about what are we
30:06expecting our children coming back now.
30:08So not just our students, the adults as well.
30:10So do you want to add a little
30:13more about that?
30:14Our expectations?
30:15And what should we be thinking about?
30:17How can we be
30:19supported? Yeah, I would just simply say,
30:22you know, I think you're not
30:24culture for very good reasons,
30:25understandable reasons,
30:26but that we are in love with
30:28the idea of love, right? We?
30:30But actual loving is another ball game
30:32we're in love with the idea of democracy,
30:35an equitable education.
30:36But pulling that off when others
30:38have started other places when
30:40children are being challenging
30:41to us and testing us to see,
30:43are we really serious about teaching them?
30:45Or we just playing around?
30:47That's a kind of resilience to
30:49could I interpret my child got
30:51my students sassiness An attitude
30:52as a statement of resilience,
30:54which is different than the regular
30:57definition of resilience where you got it.
30:59Got your stuff together when we all know
31:02nobody has that against prolong depression,
31:04I would say you know that's what I
31:08would add more of.
31:09How do we interpret the the coping
31:12behaviors of children who are
31:14different as also resilient and
31:16then try to remove those other
31:18oppressions to allow that resilience to
31:20take hold in learning?
31:21Gianna, come back to you but what
31:23are you and I were talking the other
31:25day about what resilience means?
31:26Do you have love for you to
31:28share with with everyone? Raya
31:31You know I'll be up front with it.
31:34I have a bit of a conflicted relationship
31:36with the term resilience, and I'll
31:39tell you a little bit about an an eye.
31:42In a way, it's it's.
31:43It's similar to my conflicted
31:45relationship with the term grid and.
31:47So here's here's where my
31:49where my confliction comes in.
31:51On the one hand,
31:52I can appreciate that we want people to
31:55be bouncy like Howard was talking about,
31:57to be able to.
31:58See add versity to be able
32:00to bounce back from it.
32:02I mean, that's a great attribute for
32:04people to have and at the same time it's
32:07very easy for us to if we're not careful.
32:10Frame that in such a way,
32:12and I've heard people say this it's alright.
32:14Children are resilient.
32:16It's OK.
32:17Those people are resilient,
32:19you know,
32:20and basically can easily become
32:21away for those in power within any
32:24kind of social hierarchy to absolve
32:26themselves of any responsibility for
32:28the harmless caused because after all,
32:30the victim is resilient.
32:32You know,
32:33and I think another thing that it does too.
32:36Is it?
32:37It shifts the narrative away from
32:39systemic issues to individual issues,
32:41individual issues that are
32:42posed specifically within the
32:43person who's the most depressed.
32:45They are now responsible for being
32:47able to overcome all the systemic
32:50bias that I have put into that system
32:52that's harmed him in the 1st place.
32:55And if they can't overcome all of the
32:57bias that's been put into that system,
33:00then obviously it's their fault
33:02for their lack of resilience.
33:04Or their lack of grit, you know, and so on.
33:07The one hand,
33:08I I appreciate the term and I and I
33:11and I appreciate the importance of it.
33:13At the same time,
33:14layout awful lot of that term and
33:17how we use that is going to be in
33:19the marketing of it in the marketing
33:21of it and how we understand that and
33:24how that impacts our daily thinking
33:26about not only children and individuals,
33:28but the systems that
33:29were wanting them to be resilient in.
33:31Absolutely gian we talked a couple weeks ago.
33:34Unfortunately, our sister,
33:35Andrea Pinkney, couldn't join us.
33:37She was supposed to be with us
33:39on this panel as well and we were
33:42talking about resilience and you
33:44share with us what that meant to you.
33:47An something watcher said it sparked my
33:50memory of it when you said what we expect
33:53for black and Brown children to be.
33:55We expect him to be resilient.
33:58What does that mean to you and?
34:01How does that differ and how
34:04our expectations of students?
34:06And
34:08families. I'm hearing so as in New York
34:12School is 2 weeks away and there's still
34:17a lot of uncertainty and an an angst
34:21over the reopening of schools and this
34:25notion that children are resilient,
34:28right and will bounce back from having been.
34:32In in remote learning in March
34:35through June and then possibly
34:37returning to to remotely the children,
34:40the children are resilient.
34:42Children will bounce back the ability
34:45to be resilient and your bounced
34:48back of ability is easier if your
34:51family has been toughing out the
34:53pandemics from your second home in
34:56the Hamptons or in Massachusetts.
34:58If you have been in,
35:00I lived in in Brownsville in Brooklyn,
35:04which is.
35:05A community.
35:06We have the distinction of
35:09having the highest number of.
35:13Public housing residents in the country,
35:15so we have the most number of public
35:19resident public housing buildings in
35:21in the country in in my neighborhood,
35:24and so the ability to bounce back from
35:27having been in a virtual learning system,
35:31possibly without reliable Wi-Fi,
35:33possibly without,
35:33and it a device, right?
35:36'cause a lot of folk in my neighborhood
35:39didn't get devices from the New York
35:42City Department of Education until May.
35:45In school was over in June,
35:47right that there is that there is.
35:50There's a strong distinction between
35:52black children having to be resilient.
35:54Black and Brown children have
35:56been to be resilient,
35:58black,
35:58Brown and First Nations children having to
36:01be resilient as opposed to white children,
36:03and 'cause the burden is greater
36:06right on on Black Children.
36:08And there was something that that Howard
36:11said that sparked a thought in me.
36:13And it's it's the when.
36:15When behaviors are called out for
36:18being acting out behaviors right
36:21that that says that attitude,
36:23that that that often gets described so to
36:27black girls ascribed to black girls, right?
36:31I remix that to be resistance, right?
36:35So I think that.
36:37That that that Joy Ann
36:39resistance are side by side,
36:41so that if I'm in a classroom and on
36:44teaching and I'm bringing joy and
36:47I'm making sure that joy is centered,
36:49that that in that there's a resistance,
36:52there is resistance to
36:54this system of oppression.
36:55There's this system is resistance of
36:57this system of Anti black racism that
37:00Anne Anne Anne young children know.
37:02It students know it.
37:04Children know when adults don't
37:06have a favorable view about them.
37:08Or don't like them or are not by being
37:11with them. Young people know this.
37:13I can walk into any school in
37:16this city an within 510 minutes.
37:18No?
37:18The teachers who don't like the
37:20students because the students know
37:22who those who don't like them.
37:24And so there's,
37:25I think we we need to remix
37:27resilience and for black and Brown
37:30students include the ability to
37:32be resistant to systems they know
37:34are not meant for their good.
37:36That don't mean them well,
37:38that are just as violent.
37:39In their application,
37:41as as police brutality is like,
37:43there's a violence in the
37:46system of Education where black
37:48children in this country country
37:50literally have needs on their next.
37:53Because because the system
37:55does not want them to be.
37:58And that's a full stop like
38:00doesn't want them to be,
38:02and so the system is much more
38:04comfortable with talking about
38:05resilience than resistance to the system.
38:08So I think I want to move
38:10away from resilience.
38:11I really want to celebrate the ability
38:13of young people to be resistant.
38:16OK, yesterday we had some
38:18family leaders on a panel,
38:20an one of the parents she
38:22talked about having a multi
38:23generational home an on one floor.
38:26She lived with her children on another floor,
38:29mother on another floor,
38:30a tenant and they were sharing Wi-Fi
38:33an at times it could be difficult and
38:36she says in listen we're in middle
38:38class family and so we have access
38:40to others may not have and so when
38:43I think about that and I think about
38:46what we're talking about today.
38:48How does equity and access look for
38:50families who don't have that and
38:52we have educators have a couple 100
38:54participants right now listening to you.
38:57What would you suggest to them?
38:59Because as you said,
39:00some places school is already started
39:03an other places in the largest district
39:05in the country in a couple weeks.
39:07And what's happening that we're
39:09finding out is children have to go
39:12back home because of unfortunately
39:14been tested positive in classrooms
39:16and so they have to go back.
39:18What do you say to parents who may
39:20not have that middle class support?
39:23How do they get access?
39:25What do you advise for educators
39:26to do and make it to think about
39:29when thinking about their students
39:31were going back home,
39:33or when they're learning remote,
39:34or when they coming to them?
39:36And I really want to hear from all three
39:39of you in particular about access.
39:42And what you want to share,
39:43do you
39:44know? Let's start with you.
39:45So I know that I was a random
39:48times a few weeks of last week.
39:50A few weeks back that families are
39:53affluent families are middle class and
39:56affluent plan families are planning these.
39:59These these group pies so so families
40:02will have tutors work with a small
40:05group of children that are in the
40:08bubble and they will hire tutors right?
40:11And so I was thinking I'm talking to
40:14my aunt who's the former principle
40:17an superintended about like like.
40:20This could be a time when we reimagine.
40:24School, and so instead of insisting
40:27that that that third graders learn or
40:298 year olds learning with other eight
40:32year olds right in a community like,
40:34especially in my neighborhood,
40:36most most children attend schools
40:37within the community.
40:39We could be more creative and
40:41thinking about how we ensure access
40:43and so it maybe it means that 8
40:45year olds are learning alongside.
40:4810 year olds are learning alongside Middle
40:50School is alerting along side high schoolers.
40:53You know, in a in, in, in,
40:55in a staples way as possible,
40:57so like a lot of the public housing
41:00developments in my neighborhood have sensors,
41:02so maybe there are five or ten children
41:05that are in a center at any given time.
41:08If active remote access is a problem,
41:10then there's just one teacher
41:12that is serving these.
41:13These number of children,
41:14but they would not.
41:16Doing it in the traditional way because
41:18we don't have to write like we have
41:20this whole opportunity to really
41:22rethink and re imagine schooling.
41:24And the fact that that that.
41:27The powers that be have it really reimagined
41:30how we can serve our students with
41:33equity and ensure access in different ways,
41:36instead of insisting that we return
41:38to this way that could be potentially
41:42harmful for students and educators,
41:44right?
41:44Like just rethinking how we can
41:47provide educational opportunities
41:48within communities and have them
41:50housed locally instead of having
41:52children return to buildings.
41:54However,
41:55love to
41:55hear from you and I.
41:58Also wanted to think about a rural
42:00communities I was speaking with
42:02administrators in several of our
42:05southern states an the lack of access.
42:07The students are so far apart and
42:10that they don't even have hotspot
42:13capabilities and so Howard when
42:15you think about that and you
42:17think about as Gian just talked
42:20about children not having access
42:22in housing development process,
42:23how do we would you share with
42:26educators to consider about?
42:28Making sure they have access and equity.
42:35I think you might be
42:36on this, sorry I said it is
42:38quite a different world.
42:40I grew up in the country and in the Woods,
42:43and so when I said I own the neighborhood,
42:46I actually owned the trees in the Woods
42:48when I was full of joy from that text,
42:51but I honestly think you know we're
42:53saying resources matter, right?
42:54This is an example of why in a
42:57pandemic some people don't get
42:59hit hit harder and you know,
43:01in a hurricane, and we see who's
43:03going to catch more the hell.
43:05And that's a function of not having.
43:07Resource so resources matter and yet we have
43:10had communities like the one I grew up in.
43:12You know, my mother paid money
43:14just to get encyclopedias, right?
43:16World book encyclopedias for us to.
43:17My brother and sister and I and
43:19she went into debt in order to do
43:22that and I think in addition to the
43:24recommendations that have been true,
43:26we also in communities that have had
43:28to use old time kind of resources.
43:30Where, you know,
43:31I may have to call up people
43:34in a world that's, you know,
43:35very individualistic and isolated.
43:37I'd like to do it on my own.
43:39I might have to call up some neighbors
43:42and some other parents and use the phone
43:45to catch up on what my child did not get,
43:48and that's a certain humbling,
43:50right?
43:50'cause we all like to be able to stay.
43:54I provide for mine,
43:55right?
43:55But these resources are variable and so
43:58how do we develop more communities to see
44:01that we can still combat these kinds of,
44:03you know,
44:04resource challenges by coming back
44:06to a sort of different definition of
44:08community where I need your help.
44:11And I depend on you,
44:12and so does my children.
44:14And that's not a That's an older
44:16intergenerational notion of
44:17how we think about learning.
44:18But I I see that is just one
44:21other thing to add to what's
44:23already been said. Thank you, launcher. You
44:26know so much of what we're
44:28talking about right now.
44:29It is really about privilege.
44:30That's what we're talking about.
44:32Were talking about privilege,
44:33and we're talking about the fact
44:35that privilege itself is mostly the
44:37things I have that I take for granted
44:39because I take it for granted.
44:41I'm going to assume that you have it,
44:43too, and if you don't have it,
44:46then there's probably something wrong
44:47with you, but you don't have it.
44:49You know, that's that's that's what
44:51we're talking about when we talk about,
44:53sort of like the privilege of expecting that.
44:56Other children and other families are
44:57going to have the same experience.
44:59Is that the teacher would have
45:01at their own home.
45:02I remember hearing about this one,
45:04this one teacher who was working
45:06with a young group of children.
45:08It was at circle time and she was going
45:10around and it was after Thanksgiving
45:12and she said tell me what you had
45:15for Thanksgiving at your family
45:17and one child said we had Turkey.
45:19Oh that's wonderful as terrific and
45:20somebody else that we had cranberry sauce.
45:23And oh, that's terrific.
45:24That's great. And another child said.
45:26We had hot dogs and the teacher said no,
45:28you didn't have hotdogs.
45:30Tell me what you really have.
45:32You know,
45:33that's that's privilege an and taking for.
45:35Granted that the digital experience
45:37that I have at my house is going to
45:40be the same as the digital experience
45:42that other people have in their homes.
45:45You know,
45:46that's that's another form of privilege,
45:48and at the very least, we can do.
45:50At the very least,
45:52is to,
45:53as educators realize that our
45:54children have experiences that
45:56may be very different than the
45:58experiences that I have at my home,
46:00or that the experiences that
46:02somebody else has at their home.
46:04And that if a child comes
46:06to the learning experience.
46:08Differently in different
46:09prepared that it might not be,
46:11it might not be a function
46:13of that child's desire.
46:15It might be a function more of
46:17that child circumstances and the
46:19circumstances that are around them
46:21and and what I would hope that
46:23that does is at the least make us
46:26a little bit more understanding
46:28at the individual level.
46:29But what I would really hope is
46:31that that makes us a lot more
46:34strategic at the systemic level.
46:36To realize that schools
46:37are funded collectively,
46:38and if we can find schools
46:40collectively within a community.
46:42We could find hotspots
46:43collectively within a community.
46:44We could find other ways in which
46:46to be able to make information
46:48available to children and families
46:50other than just the school that
46:53there are other ways that communities
46:55could pool resources in order
46:56to be able to provide a greater
46:59blanket of opportunity and not a
47:01safety for all of its residents.
47:03So
47:03water yesterday, one of the
47:05questions on us on a question,
47:07answer boxes when it participants
47:09said could she wanted to have the
47:11panel to describe the difference
47:13between equity and equality.
47:14And so you know, I learned that the
47:17hard way in New Orleans I wanted to
47:19give all the schools exact same thing,
47:22and so that was equality and so equity
47:25was based on what the needs were,
47:27and so that doesn't mean that you
47:29careful just group or the school or
47:31the students more than the others.
47:33I mean there needs what their needs
47:36are based on their needs and so we're
47:38having to as a country come together
47:41and say we have small rule districts in
47:43Mississippi that need to have access.
47:45And we have to do a better job of saying,
47:49well, we need to put more resources
47:51to make sure that those students
47:53get those same as those students
47:55that live in my community.
47:57That may not have access
47:58in the housing development.
48:00That right behind me.
48:01So that was a hard lesson for me to learn,
48:05and I'm hoping that we as
48:07a country as educators,
48:08are doing a better job with making
48:10sure that we have access and
48:12this equitable for our children,
48:14and particularly during this time so.
48:16I'm noticing that we have many questions.
48:19From our participants.
48:21So I'm,
48:22I'm ask Karen.
48:23But you help me looking at a couple
48:26of those questions and so if you all
48:29don't mind will love to take some
48:32questions now from this from the
48:34field. Hi everybody,
48:36thank you so much for that rich
48:39conversation to all our panelists.
48:42I know that each of you conversations
48:44and having open dialogue about difficult
48:47issues such as the racial justice,
48:49movement and equity are at the center of all.
48:53Each one of your work.
48:55And I know that this conversation
48:58has resonated because we've gotten
49:00more questions in the chat box
49:03during this conversation then for any
49:05other panel we've had so far, so.
49:08A lot of people are educators
49:10who are listening today,
49:11have a lot of questions,
49:13and want your insights from highly going
49:15to highlight a few of the questions.
49:18One of them comes from Alina.
49:20And she wants to know what advice
49:23you would give to educators and
49:25parents who have children and
49:27students who are experiencing the
49:29same thing that the teacher or the
49:32parents themselves experienced,
49:33such as being bullied or a victim of some
49:37sort of racial trauma or other trauma.
49:39And so I think the heart of that
49:42question is that many of these issues
49:44have a multi generational aspect to
49:47them or a secondary traumatic stress
49:49where these issues can trigger something.
49:52In the parents and teachers.
49:54So how in your work do you
49:56address that issue,
49:57and what advice do you have for Lena?
50:02Sure.
50:11I mean, if I I I think I hear if I
50:14hear the question clearly what we've
50:16been finding a lot of our research
50:19for educators and young people who
50:21don't feel that they have a voice
50:24and particularly around raises that
50:25there is this fear that somehow if
50:27I share what I'm really feeling,
50:30if I be my true self like I am at home
50:33where I where I feel fully comfortable
50:35that somehow people will judge me or
50:38they will stereotype me in a particular way.
50:41Anne, what we've learned over time
50:43is that we're trying to challenge
50:45people to the the shape shifting
50:47of oneself to make other people
50:49comfortable is not a healthy thing,
50:51and specially in the
50:52context of racial politics,
50:54where the very mentioning of voice
50:56and attitude from a racial lens can
50:58trigger violence from other people.
51:00Write that when my voice is stronger and I
51:03stayed with a little style and attitude,
51:06then people could have the
51:07right to dehumanize that.
51:09And I think we need to practice
51:11with people who we care about.
51:13Even as educators in adults
51:15and for our children,
51:16how to share our voice and our style
51:18in a way that is is part of our
51:21learning experience as opposed to
51:23separate and that takes practice.
51:25It doesn't happen overnight, but I do.
51:28I will say swallowing and trying
51:30to shape shift yourself so other
51:32people finally get it.
51:33It's not gonna work in the long run and
51:36that conflict can be a healthy thing
51:38when we are ready and prepared for it.
51:41So I rather prepare people for how to.
51:44Engage about as opposed to hope.
51:45A battle ever never ever shows up.
51:50Yeah, I think I think along with
51:53that Dad as as adults right knowing.
51:57Right one what are triggers are and.
52:03You know, throughout the throughout
52:05the time that we've been home
52:07that only have 5 in supporting my
52:09children through managing, you know,
52:11not being able to be with their friends
52:14and and and having to be in the house.
52:17We've also had to.
52:19Process our our,
52:21our our wounds and Anna Heartbreak
52:23at the at the murders and the
52:27brutalization of black bodies.
52:29Since we've been home so.
52:32George Floyd,
52:33Andreana Taylor Animada bring it
52:35just in the middle of a pandemic
52:39and so making space to have those
52:42conversations in the work that I do,
52:45we do those inside of restorative circles.
52:49But making space?
52:50To have those conversations to process
52:53those emotions to answer questions.
52:56To to share your own difficulty to share
52:59your own anguish, your own anxiety?
53:02To share your own fears,
53:04I think is really important
53:06when right before the pandemic.
53:08Um,
53:08one of an up and coming rapper in
53:12Brooklyn was shot and then right after
53:14he was shot and killed Kobe Bryant,
53:18we know died in that accident and so
53:21I spent a few days in circle with
53:24about 16 young black men processing.
53:27That experience, and it was.
53:29It was a difficult conversation.
53:30It was difficult to sit in their pain,
53:34but I had to make the space for it.
53:37And I think that that's that's
53:39the responsibility of adults,
53:41even when it's difficult,
53:42there is no such thing as safe
53:45space as Mickey Scott pages
53:47owned reminds us in her poem.
53:49Invitation to brave space.
53:50So intentional creation of
53:52brave spaces to have these
53:54conversations to process these
53:55emotions to acknowledge triggers,
53:57I think are really important tools.
53:59That educators can use.
54:00Yes,
54:01I'm really
54:01struck by what Young was saying
54:04about sitting in their pain.
54:06You know I, I can't believe I'm
54:08getting ready to save this number.
54:09But 30 years ago I used to be a
54:12public school teacher and I taught in
54:14the public schools and if you have,
54:16if you have a genuine relationships
54:18with students who will hear
54:19all kinds of stories from,
54:21you'll hear stories that'll bewilder you,
54:22and you'll hear stories
54:24that will make you laugh.
54:25And you'll hear stories
54:26that will make you cry.
54:28You'll never forget it, you know.
54:29And and it's because these children have
54:31a lot of stories they need to tell,
54:34and they'll tell it to anybody
54:36they feel like they can relate to.
54:38And it's the price you pay for having
54:42genuine relationships with children
54:43is that sometimes you're gonna cry.
54:46And that there's value in the children,
54:48seeing that you care enough to listen
54:51to their story and cry along with them,
54:53you know.
54:54But you have to.
54:55You have to get inside of the
54:57lives of your children that you're
54:59serving enough to be able to
55:02realize that you're sitting in.
55:03Their pain was saying and not.
55:06Just see that pain as.
55:08Anger or acting out?
55:09Or being defiant that it might look like
55:12that if you don't understand their feelings.
55:15But if you understand
55:16where they're coming from,
55:17then you realize it's not anger
55:19and acting out and being defiant.
55:21As their pain.
55:22You know,
55:23and and there's a price that you'll
55:25have to pay.
55:25I mean,
55:26if you want to be that connected to children,
55:28I'm not going to tell you that
55:29it's going to come for free.
55:30You know you're going to have
55:31to pay price and the price is
55:33that you're going to feel a
55:34little bit about paying yourself.
55:36And I think we have time
55:37for one more question.
55:42OK, thank you I. I would say
55:45that just summarizing several
55:46questions that have come in
55:48have to do with the challenge of
55:51addressing these same issues that
55:53you're all discussing virtually
55:55and what sort of shifts you would
55:58recommend to have the same processes.
56:00And let's you know,
56:02assuming people have the hot spots and
56:05Internet connections to to address it,
56:07how would you recommend educators
56:09work with children and families
56:11virtually around these issues?
56:13So I have a resource educators adults
56:16families can go to Morningside
56:19Sensor for teaching responsibility.
56:22Our website is rich with resources
56:25for how to have these kinds of
56:29conversations on tools videos like
56:32that's the that's a gift that I can give
56:36I'm really proud of the work that we
56:40do. Thank you,
56:42thank you. I will post that
56:44in the chat box in a minute.
56:46New email. Right? Walter you
56:54have. I'm trying to think.
56:58I'll let you go.
56:59I'm trying to I'm still forming
57:01my thoughts. I mean it's
57:02it's such a big question I'm not
57:04yeah I'm I'm kind of with you Howard.
57:07In terms of like sort of forming the
57:09thoughts because there's so much to it.
57:11I mean part of what it is is that you
57:13know on the one hand it may feel 2
57:15dimensional because it is 2 dimensional
57:18is not freedom Mitchell anymore.
57:19But on the other hand,
57:21you're also in many cases getting
57:23inside of somebody's home.
57:24And you gotta be prepared for that.
57:26And you might see all kinds
57:28of different things that might
57:29be a little surprising to you,
57:31and it might be a little surprising in
57:33a little offsetting or a little fence
57:35building for the child to let you
57:38see inside their own home and outside
57:40their own private spaces and areas.
57:41And two you know.
57:42So I think part of the answer in that,
57:45too, is to realize that that you
57:47might be trading 3 dimensions for a
57:49more flat 2 dimensional experience,
57:51but at the same time you're also
57:52getting into some really private.
57:54Areas in spaces with children so
57:56tread lightly. Please tread lightly.
57:59Yeah
58:00I would. I I thank you.
58:01Welcome for triggering for me
58:03I I think what is important.
58:05We just finished a weeklong racial
58:07literacy Institute and install
58:08virtual and one of the things I
58:10was worried about because we like
58:12being face to face with folk is
58:14that will lose a sense of of you.
58:16Know the connections,
58:17both distressed but also how to manage
58:19the stress in real in real time.
58:21But what we've learned is humanity
58:23crosses even these spaces.
58:24So where Walter was saying this is you
58:26are still human in these moments and I
58:29don't know if part of the question is.
58:31Are you worried that we're
58:33not going to be able to?
58:34Neck, I found it powerful in many
58:37different ways that folks connect and
58:39look long for Connection and I would
58:41say that's true for young people.
58:43So to the point of being,
58:45you know,
58:46this is holy ground as a sense just as much
58:49as if we're in the space and presence.
58:52That's a funny thing about the spirituality.
58:54I think of humanity.
58:57Alright, wonderful point, thank you, thank
59:02you, Karen. What are the on Howard
59:04I again I'm taking notes as well.
59:08I can't begin to thank you for the
59:10incredible conversation that we've had
59:12and were able to share with everyone.
59:14All of the participants I do want to
59:17say to everyone that it is recorded
59:19and if you want to be able to show
59:22it or share with your schools,
59:24share with the other teachers.
59:26In your colleagues, you're able to do that.
59:29I notice that there were many
59:31questions around.
59:31Could we recommend content?
59:33Could we recommend?
59:34Books could be wrecking another
59:35questions you're asking.
59:36We will answer those questions
59:38in for those to you in the chat
59:40box is so thank you for that.
59:42Unfortunately,
59:42I wasn't able to answer as many as I
59:45would like to add while we were doing this,
59:48but I will say.
59:49The questions that I saw I
59:51would love to also make sure the
59:54panel to see those as well,
59:56because there's just think
59:57they're incredible questions.
59:58I want you all.
59:59Just in case you want to
01:00:01respond back as well.
01:00:03Thank you all again for coming on
01:00:05this morning and some of you on
01:00:08the West Coast very early this
01:00:10morning and signing on with us.
01:00:12If we can give you all the hands virtually
01:00:15I'll do it for everyone to our panel.
01:00:19Thank you so much for being apart of this.
01:00:22For those of you that are able
01:00:24to stay with us this morning,
01:00:27we're going to come back to you at
01:00:3011:15 on education and anxious child.
01:00:32And I'm I'm very.
01:00:34I'm looking forward to hearing this
01:00:36as well and we wanted to make sure
01:00:38that you had a well rounded day.
01:00:40So we started today out.
01:00:41And if you notice the question
01:00:43is we had the panel talk to you
01:00:45about what is resilience,
01:00:46I think,
01:00:47given what we just learned and
01:00:49what we've heard,
01:00:50we can take that and add to the next session.
01:00:53And then we're going to come back at the
01:00:55end of the day with coping with Kovit,
01:00:58and so there will be another
01:00:59panel discussion were here from
01:01:01educators from around the country.
01:01:02And we're going to welcome you and ask
01:01:04you to stay with the rest of the day,
01:01:06and we look forward to seeing you.
01:01:08And when we come back.
01:01:09So again,
01:01:10thank you to the panel and
01:01:12will talk to you all soon.