Roberto Germán [00:00:00]:
And Our Classroom is officially in session. Lee and Low is the largest and most trusted multicultural children's book publisher in the US. A family run, independent and certified 100% minority owned business enterprise, Lee and Low produces high quality books about everyone for everyone, along with free educator resources to make meaningful use of each book in today's classroom. Email [email protected] today to start building a custom collection tailored to your unique needs, goals, and budget. Hey, folks, what's good today? I have Lorena Germán with me. She was banned, but I've allowed her back on the platform.
Lorena Germán [00:00:54]:
I'm back.
Roberto Germán [00:00:56]:
Welcome back.
Lorena Germán [00:00:57]:
Thank you for having me. Can you tell them why I was banned?
Roberto Germán [00:01:03]:
You were banned for crossing boundaries, specifically being flirtatious with the hope.
Lorena Germán [00:01:11]:
Yeah, I'm going to do my best. I'm going to do my best today.
Roberto Germán [00:01:16]:
To exercise our guidelines and be fair, ridiculous and consistent.
Lorena Germán [00:01:26]:
This is ridiculous.
Roberto Germán [00:01:28]:
Well, what's ridiculous is this racist school rule in the great state of you kno where, Texas, where we used to live. Quite unfortunate, but you wrote a little bit about this recently, and let's talk about it, because people need to talk about this. And one of the things that strikes me about this rule that is outlawing hair locks in particular, and we know that locks are strongly associated with a particular group of people, Black folks. Unfortunately, we got to talk about this rule, and we got to talk about racism some more. They continue to give us fodder for conversation.
Lorena Germán [00:02:27]:
I know, unfortunately.
Roberto Germán [00:02:28]:
But here we are. Hey, folks, we got to dig it in. This is what's happening. It's happening in real time. It's impacting not just this young man, but it's impacting others, right? Let's get into it. Because one thing that came up for me when I was thinking about this, reading the article and reading the post that you created on Instagram, I started thinking about the notion of one of the pillars of Textured Teaching, flexibility. Now, in your book, Textured Teaching, you didn't necessarily talk about flexibility as it relates to school wide policies necessarily. Right.
Roberto Germán [00:03:16]:
The focus really more was flexibility as it relates to instruction, as it relates to what's happening in the learning environment, specifically in terms of processing information and sharing that information. But it still stands, right? I think this still applies. I think we could take the notion of this pillar from Textured Teaching of flexibility and insert this particular situation, because it strikes me as quite ridiculous. And I'm also speaking as a person that had long hair for a period of time until a couple of years ago.
Lorena Germán [00:03:56]:
And you dealt with some stuff, right? Like you dealt with stuff I did.
Roberto Germán [00:04:00]:
And so I can relate. I understand and I feel for this young man that's going through it and any other of our young people that are experiencing this, that their hair is being outlawed. Right. How is that impacting learning in any way, shape or form?
Lorena Germán [00:04:19]:
Exactly.
Roberto Germán [00:04:20]:
And so let's talk about this.
Lorena Germán [00:04:23]:
In short, the case goes like this. There's this kid, he's an 11th grader or a twelveth grader in a district in Texas, and he's got locks. Now, his locks are actually really neatly braided towards the back and kind of put together back there. So they're not even, like, out calling attention, whatever that would mean. But they are very neatly kind of put together in the back. And so he has been harassed as a result because of their policies, their dress code policies, and their uniform policies around hair and a certain length that it can and cannot be and a certain style, et cetera. And I'm going to come back to that in a second. So then the parents are like, well, what are we doing here? Because now the kid is out of class.
Lorena Germán [00:05:15]:
He's been in. In school suspension, or he goes to an alternative school. So he literally can't go to class in school. And so the parents have reached out to lawyers and they've gone to court about it. And in the process, I think, before they got to court, the superintendent put out a one page ad in the paper talking about how education and schools are about preparing people, of course, always for the real world, quote unquote, and how conformity is a part of that and how people have to learn how to conform to american society and standards. And so they went to court, and the court agreed. They agreed with the implementation of this policy. However, the parents have not given up and the student hasn't given up because this is in direct violation of the Crown Act, is their argument.
Lorena Germán [00:06:13]:
The Crown Act is a law or a policy that is essentially defending hair of all types of textures and lengths and styles. So that's kind of the short of it. What is interesting to me is a couple of things. One, the word that the superintendent chose of conformity and other things, but conformity is an interesting one to me. And then two is that they're making the argument about length, about the lengths of hair. But the length of hair is not a problem for girls, right? Girls can have long hair. It's just that the boys can't, which seems so arbitrary and fully, fully about cultural values and not pedagogical benefits. Cognitive ability.
Lorena Germán [00:07:04]:
Right? Like has nothing to do with teaching and learning and gaining any skills. It has everything to do with culture and cultural values that they are seeing as good practice. And so that's the first issue, right. In terms of just to debunk how this is. In fact, then, you know, what I talked about in that Instagram post is the issue with conformity and assimilation. I mean, you saw the post. So what do you want to say before I break it down a little more?
Roberto Germán [00:07:41]:
Well, I think it's terrible that the student has been subjected to in house or alternative school because the school has a policy that outlaws hair. I, as a parent, have a lot of questions, and I would love to interview the student. I'd love to interview his family. But one of the questions that surfaces for me is, why is he still there? Why is he still there? I think you can still fight this legally and not subject your child to being in that environment. I don't even want my child in an environment like that. I'll still fight you legally because now this is not even just about my child. I mean, it is. He's the one being impacted the most right now, but this is bigger than him.
Roberto Germán [00:08:34]:
Right. This is about a policy that impacts, affects, by and large, a particular people group.
Lorena Germán [00:08:45]:
Yeah.
Roberto Germán [00:08:47]:
So we got to take it there. We got to address that. And that's worth fighting for.
Lorena Germán [00:08:52]:
Yeah.
Roberto Germán [00:08:53]:
I mean, different people would have to discern that, right. Some people, I would imagine, have experienced this along the way and determined, you know what? This is actually not worth fighting for. I'm just going to. So I could get myself through. And I get that, especially if it's costing you money. I understand.
Lorena Germán [00:09:11]:
Time, attention. Right. Harassment.
Roberto Germán [00:09:14]:
Yet as someone who's experienced this and has had to conform and felt that pressure of not just as a student, but as an adult, I remember when I was in high school, the catholic high school I attended, we used to have to shave. And in high school I didn't have a lot of facial, so it wasn't a big problem for me. But I could think about one of my friends who used to get a lot of pink slips, a lot of detentions. The dean of students determined that he wasn't shaved enough. Now, right? Sticking with the notion of cultural values. So one thing that was completely missed, not just in that student situation, but even me, as I was getting in eigth grade and my body's maturing and whatnot, I'm like, well, I don't want to be shaving like that or even with cutting my hair. You got to be watchful, mindful, careful when you're talking about Black men who are of african descent and the way their skin reacts to razor blades. And so if I'm being impacted, I'm having breakouts, right? My skin is having breakouts.
Roberto Germán [00:10:36]:
I'm having bumps. Then, yeah, I don't want to shave because I don't want to not just deal with the irritation, but deal with the breakouts that are impacting my skin, the bumps that are impacting my skin, whether on my face or on my head or my neck or whatever, the dean of student who was not a brother, who was not Black, he's not Hispanic Latino, he didn't have that context, nor did he bother to ask. And so that's why students voice needs to be valued, right?
Lorena Germán [00:11:17]:
Students need to be at the table.
Roberto Germán [00:11:18]:
In terms of giving them, empowering them to help think through policies and decision making. And parents need to be welcome into that process because there are things that sometimes we miss. I know there are things that when I was leading schools, I definitely miss. You got to learn and grow from these experiences. And so even as an adult, there were plenty of moments in which I felt like, oh, I'm transitioning from one environment to another. And especially if I was going to a predominantly white environment, I always had to kind of think about how I'm showing up in those spaces. I'm already coming in with tension, being a tall, very visible present Black face. So there were plenty of moments where I'm like, you know what? Let me just cut my hair and come in in a manner that's going to feel less threatening to these folks.
Lorena Germán [00:12:22]:
Right?
Roberto Germán [00:12:23]:
But I got to a certain point in my career when I said, you know what? I've arrived. I've put in all the work. I got all the credentials. Yeah, got my bachelor's, I got my master's. I've worked public private, charter, pre k three through twelve. I've done it all. So you can't tell me nothing, right? When I got to that point, then I was like, yeah, you're going to have to take me as I am, whether my hair is in twist, whether it's braided, whether it's locks. And I did all of that in some of these different environments.
Roberto Germán [00:13:04]:
But I just got to the place where I'm like, if you can't accept what my hair looks like, then you're definitely not going to accept the way.
Lorena Germán [00:13:14]:
What I got to say, what I.
Roberto Germán [00:13:15]:
Got to say, the things I'm going to implement, the way I'm going to implement the tone of voice that I use when I speak right, like, I'm from the north. We're from, you know, we have a particular way. So if you're not ready to embrace my hair, then you're not ready to embrace all the other aspects of what I bring to the table. And that's fine. You do. You institute, operate as you. But we're not going to be in relationship if you can't accept my physical presence about this young man. And I feel for him.
Roberto Germán [00:14:00]:
It just makes me think about not just how urgently we got to push back and we got to talk about these topics. And even me, oftentimes, I don't even want to talk about this because I know there's enough negativity to go around, but it can't be ignored. So it makes me think about the need to address these matters. Yeah, but it also makes me think about the urgent need that we have in our communities to develop some alternative educational routes, some alternative educational experiences. Like this ain't working. We already know that. Right. And there's been talk about reform for years, but it moves at a snail's pace.
Roberto Germán [00:14:49]:
And we don't have enough power and influence. There's not enough at the table. So we can't just sit back and watch this system crush our kids. It's happening at the expense of our kids. We have to think out the box. We have to think of some alternatives. Home school pods or straight homeschooling for your own kids and your own family, those that are able to do it. I understand that it is a privilege for many, but there are ways to make these things happen.
Roberto Germán [00:15:22]:
Yeah. And for folks who want to go out there and open up their own schools and this particular mission, particular focus that empowers our young people. Wonderful. But we really have to drive this thing. We have to drive this thing and not be okay with allowing our kids to be in these environments to the point that they are getting destroyed.
Lorena Germán [00:15:49]:
Yes. So much. I think that what I want to bring up is one of your points around, if these institutions don't want to welcome your hair, then can they really welcome you? Right. In other words, and I think that that's what this young man is experiencing is a crushing reality, that this school does not want to welcome him, that this school is saying, you do not belong here with your hair in the way that it grows naturally out of your. So that's why the word conformity is so important to me, because one of the things that I talk about, and I explained this in that video, is how assimilation schools started in the United States. And how they were designed for indigenous people in this country. And these assimilation schools are how schooling in the United States began for indigenous people in the United States in what was this nation, right? So they had their own educational processes, of course, and their own learning and their own systems of knowledge. And then they were demanded, kidnapped, told, taken to go to school in these, quote unquote, american schools.
Lorena Germán [00:17:06]:
So I point to that because they were called assimilation schools. And that word assimilation is a synonym of conformity. To conform, to assimilate, to, are fancy words for saying, to fit in. And unfortunately, in this country, the main culture, the main group, the dominant group who sets the tone and the quote unquote standard for professionalism, for success, for doing things correctly, quote unquote, is white american culture. And so when he says conformity, he means you need to be act and sound as close to white as possible in order to succeed and therefore be welcomed here and belong here. And that's a really powerful, powerfully racist statement. I don't know if he knows that that's what he's saying, but that's what he's saying, right? And so then I think about immediately flexibility. That's how I ended that quick reel, because I was like, this is exactly what I was talking about, right? Like that chapter where I focus on flexibility.
Lorena Germán [00:18:09]:
This is exactly what I meant. There are so many things that we do in schools that are about culture, but that have nothing to do with pedagogy. This has nothing to do with pedagogy. The teacher can teach if he has locks, and he can learn if he has locks, and the kids in that room can learn if he has locks. It has nothing to do. It impacts nothing of teaching and learning. It has everything to do with conformity and assimilation and white supremacy in schools. That's really the bottom line.
Lorena Germán [00:18:37]:
That's just the easiest way to try to understand this. I think that some arguments might be, well, what about professionalism? Same argument, right? Like, who has determined that locks braided to the back in a bun are not professional? Oh, well, what about having to follow rules? He follows every other rule. This is actually a pretty decent student academically. So there really is no substantive argument that anybody could raise for why this is even a valid problem, why this inhibits or prohibits the purpose of schooling, which is teaching and learning, right? Like academic gains. Nothing to do with it. Nothing to do with it. And so I think it's just another example of how our inflexibility in schools are often tied to White supremacy and or racism and or other isms and how they're actually not about supporting students, ensuring that students belong, or making schools do well. Right.
Lorena Germán [00:19:42]:
And so that's kind of the gist. That's what I said about it. I really wonder how this case is going to go because I think he has a really good argument. I'm surprised at how they lost that case. I just wonder how those arguments went. What evidence was proposed and then to make this about length, that's so weak. So then all girls need to cut.
Roberto Germán [00:20:04]:
Their hair, too, then if they're going to be consistent.
Lorena Germán [00:20:09]:
And if not, they're saying it's about boys.
Roberto Germán [00:20:11]:
Why then.
Lorena Germán [00:20:14]:
Why is it that only boys can have to have short hair? Because that really echoes the military. Right. And those types of requirements. But this is a school, not a military base, not a military program, not a military recruitment center like, this is a school. So the whole thing is really just weak and confusing in terms of the value that they're placing on this kid's hair. And then to go and pay for and write a full page ad in the newspaper, right, on this matter.
Roberto Germán [00:20:47]:
That was Greg Poole, the superintendent of Barbers Hill ISD, and this is in the Houston, Texas area. And the student, for those that don't know, his name is Darryl George. He's an 18 year old senior. What's interesting is, well, there's a number of interesting things that you could point to. But from this rudders article, the ACLU pointed to a report it published earlier this month that says it showed that 80% of Texas schools have vague hair policies that may be used disproportionately to punish Black students. Shocker, right?
Lorena Germán [00:21:28]:
Well, and that goes back to your point around that fighting this case is important not just for that individual student, but for the domino effect that it can cause for so many other people.
Roberto Germán [00:21:38]:
Yeah. And the superintendent, Greg Poole, Barbara Hill ISD, in his full page ad in the Houston Chronicle, said that the policy is legal and teaches students to conform. There it is as a sacrifice benefiting everyone.
Lorena Germán [00:22:00]:
Yeah, that word. Yeah.
Roberto Germán [00:22:03]:
Wow. A sacrifice benefiting everyone. Make it make sense.
Lorena Germán [00:22:11]:
No, I can't. Yeah, that word. Sacrifice, too. Right? Because then we start to think, okay, well, who has to sacrifice and who doesn't?
Roberto Germán [00:22:18]:
And who's benefiting from this?
Lorena Germán [00:22:20]:
Whom does it matter that my locks are now cut off? Who benefits from that? But again, he is arguing an idea. He is arguing a value. He is not concerned about sound pedagogical practice. I don't know how else to say it. My teachers clearly is off.
Roberto Germán [00:22:47]:
Yeah, I got to do some more digging in and research how things developed in court when this went to trial.
Lorena Germán [00:22:59]:
It don't make no sense. It don't make no sense.
Roberto Germán [00:23:02]:
I don't understand how they lost this, right?
Lorena Germán [00:23:05]:
Because I think that the crown, from the little bit I've read, it sounds to me like the Crown bill protects hair styles, and this thing goes against hair lengths. I think it's some type of ridiculous technicality like that.
Roberto Germán [00:23:21]:
Interesting.
Lorena Germán [00:23:23]:
I think I could be wrong. Obviously, I'm not a lawyer, so I play one.
Roberto Germán [00:23:29]:
The Reuters article stated that Texas is one of 24 states to have passed a law banning such discrimination. And Texas passed this law in May 2023. So, again, if they passed this law banning this type of discrimination, how did they case? I don't get it correct.
Lorena Germán [00:23:49]:
And when I think about. I'm in the thick of restructuring, reframing, redesigning the antiracist teacher course, and I'm spending a little bit more time now, or having participants spend a little bit more time now thinking about joy. And one of the things that I think about, too, in terms of this case, is how this Black joy, him having his hair right as he see, fits in a way that is conducive to whatever it is, whatever conducive to maintenance and style, whatever this rule and this policy that they are enacting against him is countering directly countering his joy. One of the quotes that I shared in that post on Instagram was how he talks about, like, I haven't even been able to go to class, right.
Roberto Germán [00:24:44]:
He talked about that it feels lonely. Like, this semester has felt lonely.
Lorena Germán [00:24:52]:
His expression of himself, which is historically what Black folks have been fighting for. Real basic right. Like, in this nation. I mean, right specifically, this idea is an expression of Black joy. And these policies are directly contradicting that. And I think, too, about just how beautiful locks are. And I remember when you had yours. Okay.
Lorena Germán [00:25:19]:
And how.
Roberto Germán [00:25:21]:
Don't get yourself banned again.
Lorena Germán [00:25:23]:
Oh, man. All I'm saying is I'm not anti locks.
Roberto Germán [00:25:30]:
Listen, you started the section on flexibility and textured teaching with a quote from bell hooks. You're going to quote the following so that we can think and rethink, so that we can create new visions. I celebrate teaching that enables transgressions.
Lorena Germán [00:25:51]:
Yes.
Roberto Germán [00:25:51]:
Movement against and beyond boundaries. It is that movement which makes education the practice of freedom. bell hooks.
Lorena Germán [00:26:07]:
Yeah.
Roberto Germán [00:26:08]:
Teaching, fire, transgress, fireworks. Where's the freedom in this situation?
Lorena Germán [00:26:17]:
No, but look at how the Black joy would be the freedom, right? Like, his joy to practice his hair, his joy to walk through the halls. That is the freedom. That is the resistance. This is really an interesting case study.
Roberto Germán [00:26:36]:
Yeah. We're going to keep following this situation.
Lorena Germán [00:26:39]:
Yeah.
Roberto Germán [00:26:41]:
Again, sending our love to Darryl George and his family. That in this classroom you got space to be you.
Lorena Germán [00:26:53]:
Yes. You're welcome.
Roberto Germán [00:26:54]:
Rock your head away to talk about it, to love it and to express how it represents you and why it's meaningful to you.
Lorena Germán [00:27:06]:
Yeah. And to just be. Bro, we don't even got to talk about just you're fine as you are, right.
Roberto Germán [00:27:14]:
Yeah. Hopeful to have Darryl George on the platform and his parents, if they're so if you're listening, know you got an open invitation. I will proactively reach out. Would love to chop it up some more with you.
Lorena Germán [00:27:36]:
Yeah. Are you going to ask me the question you ask all your guests at the end? Who do I want to eat with?
Roberto Germán [00:27:44]:
No. This episode.
Lorena Germán [00:27:46]:
Guys, come on.
Roberto Germán [00:27:47]:
I don't know. I don't know if I'm going to mad. I'm a little bit mad.
Lorena Germán [00:27:52]:
Okay. But I'm going to tell you who I want to eat with. Okay.
Roberto Germán [00:27:58]:
It seems like if I don't ask, you're just going to put it out there anyways.
Lorena Germán [00:28:02]:
Yes, I'm going to say it. I want to have dinner, a very nice dinner at a great tasty restaurant with the author of Blue Ink Tears. He's my favorite author.
Roberto Germán [00:28:16]:
That would be a dream come true for you.
Lorena Germán [00:28:20]:
Yes. Well, and maybe. Oh my goodness. I mean, I would tell him so many things and maybe it could even end with a good night kiss.
Roberto Germán [00:28:32]:
Oh, lord. Listen, I told you, don't get yourself banned.
Lorena Germán [00:28:38]:
I'm not. You asked me a question.
Roberto Germán [00:28:41]:
Trying to backdoor the situation here.
Lorena Germán [00:28:45]:
I'm done.
Roberto Germán [00:28:46]:
Thank you. Listen, folks, glad that you could join us for this episode of Our Classroom. And you might be fired up right now. We get it. If so, move those emotions to.
Lorena Germán [00:29:02]:
Yeah.
Roberto Germán [00:29:03]:
Share this episode share the articles about what's going on with is Barbers Hill High School and let's keep this conversation going. Keep an eye on the case for yourselves, too, but we'll definitely keep you updated as we receive updates. But again, this is bigger. This whole situation is bigger than just one student, one child. This is something we have to stop. And this is part of the work that we do over here. And this is part of what this platform is about, exposing some of the issues that we see in the world of education, K through twelve schools and beyond, and offering some practical solutions for how to move forward. Certainly in this case, we believe one practical solution is to implement the pillar of Textured Teaching, which is flexibility.
Roberto Germán [00:30:11]:
Allow flexibility for the students to wear hairstyles the way they want to wear them. Allow them to express themselves in that manner. And certainly when you do have these types of policies, and I'm not advocating for these types of policies, but one of the issues that I'm seeing in this particular case is you're not even really explaining the why behind your policy.
Lorena Germán [00:30:38]:
He said it. Conformity. He said it. Conformity.
Roberto Germán [00:30:41]:
Yeah, but you still have to unpack that. Right. Because he said conformity. But conforming to what?
Lorena Germán [00:30:51]:
Listen, he is the person in power.
Roberto Germán [00:30:54]:
We know what it is. But what I'm saying is stand on what you're saying. Just say it straight up.
Lorena Germán [00:31:01]:
Right.
Roberto Germán [00:31:01]:
Just be straight up with the people. At least I could appreciate you a little bit more if you just tell me straight what it is. Yeah, you know what?
Lorena Germán [00:31:13]:
I don't appreciate you.
Roberto Germán [00:31:14]:
I don't appreciate you. I don't value you or your culture.
Lorena Germán [00:31:18]:
Right.
Roberto Germán [00:31:19]:
We believe that folks should conform to White European standards and values. Just say that. Yeah, because that's what it is.
Lorena Germán [00:31:34]:
That is what it is. I'm not sure that them saying it directly would make anything better. I think it would simply. I mean, I guess it would for me. Well, but I guess, legally speaking, yes. If they want to say that that's discrimination, fine. Yeah, it would for me.
Roberto Germán [00:31:49]:
Just say it.
Lorena Germán [00:31:52]:
Right. We could go from there.
Roberto Germán [00:31:55]:
Yeah. But it just seems in a lot of our schools throughout the country, there's a lot of ways of basically expressing that we don't value certain people groups.
Lorena Germán [00:32:10]:
Yeah.
Roberto Germán [00:32:12]:
And so again, I'm just like, yo, just tell me straight up. I don't know. It doesn't mean it makes things easier for anybody, but I think for some people, maybe it would push them to think more deeply about the next steps that need to be implemented. And that might not include being part of your institution.
Lorena Germán [00:32:43]:
Yeah. I mean, I'm sure that their parents are thinking through that, et cetera.
Roberto Germán [00:32:48]:
But I'm not even just talking about Darryl George's parents.
Lorena Germán [00:32:51]:
Oh, I see.
Roberto Germán [00:32:52]:
I'm talking about for a lot of people that are impacted by this in general.
Lorena Germán [00:32:56]:
Right. What does the line for you, for.
Roberto Germán [00:33:00]:
Us as a collective?
Lorena Germán [00:33:02]:
Yeah.
Roberto Germán [00:33:03]:
And how do we implement a collectivist approach dealing with these types of situations? And not just right now I'm thinking about the Oscars and the Grammys and Emmys. Be like, yo, when are we going to get tired about trying to get a seat at that table and trying to knock down this door? I'm like, not. And this is not shade for anybody who's doing that, because I've been a person that try to get a seat at the table, knocked in a door in certain situations.
Lorena Germán [00:33:36]:
Yeah.
Roberto Germán [00:33:36]:
But I've also been a person to be like, you know what? I got to start my own thing.
Lorena Germán [00:33:45]:
Right?
Roberto Germán [00:33:45]:
These tables are not welcoming, and I don't have the energy to keep to fight.
Lorena Germán [00:33:51]:
Right.
Roberto Germán [00:33:53]:
I'm going to go problem solve over here. And we're doing something new.
Lorena Germán [00:33:58]:
Yeah.
Roberto Germán [00:34:00]:
So listen, folks, thanks for engaging with us. We know this was a little bit of a shift in the typical approach. Why classroom? Why what?
Lorena Germán [00:34:12]:
It's not a shift. This was good. We've done this before. You just banned me.
Roberto Germán [00:34:16]:
I didn't say it wasn't good. I did ban you. And now you're back. So there's been a shift. I've allowed you back.
Lorena Germán [00:34:21]:
All right, fine.
Roberto Germán [00:34:22]:
That's one shift.
Lorena Germán [00:34:24]:
All right, go ahead, wrap it up.
Roberto Germán [00:34:26]:
But also, we've allowed a little more room to deviate a bit from the structure, especially given the nature of the situation that we're talking about.
Lorena Germán [00:34:39]:
Right.
Roberto Germán [00:34:40]:
Okay. It feels very close to my heart. Not that the other topics.
Lorena Germán [00:34:45]:
Yeah.
Roberto Germán [00:34:46]:
Meaningful to me, but, man, this one got me fired up.
Lorena Germán [00:34:52]:
It's okay. I'll help you.
Roberto Germán [00:34:54]:
Oh, Lord. All right, folks, we're signing off. Peace. As always, your engagement in Our Classroom is greatly appreciated. Be sure to subscribe, rate the show, and write a review. Finally, for resources to help you understand the intersection of race bias, education, and society, go to multiculturalclassroom.com. Peace and love from your host, Roberto Germán. Close.
