How Wokeism and Antisemitism Are Hijacking Our Schools: Dr. Brandy Shufutinsky on Fighting Back

Join Ericka Redic and Steve Rosenberg as they welcome Director of Education and Community Engagement at the Jewish Institute for Liberal Values (JILV), Dr. Brandy Shufutinsky.

Together, they discuss how wokeism and antisemitism have infiltrated America’s education system and what we can do to fight back. 

Brash, irreverent, and mostly peaceful! Stay in contact with us!

Ericka Redic
X - @ErickaRedic
FB - @GenerallyIrritable
IG - @generally_irritable

Steve Rosenberg:
X - @TheGSDGroup
GSD Group: https://theteamgsd.com/
Purchase Steven’s Book, MAKE BOLD THINGS HAPPEN: https://www.amazon.com/dp/B0BQ5DRJZ3
MAKE BOLD THINGS HAPPEN
Website: https://makeboldthingshappen.com/

Dr. Brandy Shufutinsky
X - @76brandy76
FB - @brandy.hayesshufutinsky
IG - @76brandy76
Purchase Jew Jitsu: Turning Our Enemies’ Arguments Against Them: https://www.amazon.com/Jew-Jitsu-Turning-Enemies-Arguments/dp/B0DJBVGTFF

The American Coalition: https://coalition4america.com/ 

American Coalition Merch: https://coalition-4-america-llc.revv.co/storefront/

Israel Appreciation Day: https://www.israelappreciationday.com/

Israel Appreciation Day Merch: https://israel-appreciation-day.launchcart.store/shop

American Center for Education and Knowledge: https://acekfund.org/

ACEK Merch: https://american-center-for-education-and-knowledge.revv.co/storefront/

About Ericka:

Ericka L. Redic is a Vermont and Texas-based Chief Financial Officer, author, entrepreneur, and former Republican/Libertarian Congressional candidate. She strongly advocates from an originalist constitutional position for conservative values focusing on the culture war on her show Generally Irritable.

About Steve:

Steve Rosenberg is a seasoned executive with a diverse background in leadership, strategic planning, and philanthropy. Currently serving as the Principal of the GSD Group, Mr. Rosenberg collaborates with various NGOs in Israel

Episode Transcript

Speaker 1 (00:00):
B Steve Rosenberg hosting OKA. Hello, Hello, Hello everyone, Welcome
to other people. We've got a special host. Guest host,
mister Steve Rosenberg is here taking over Robert's place, and nobody.

Speaker 2 (00:18):
Could ever take Roberts place there trying to fill those
wildly big shoes.

Speaker 1 (00:24):
You can definitely give him a run for his money.
I'm excited. What have you got for us to share
with the audience today.

Speaker 2 (00:32):
Well, we have I think we're going to spend a
lot of time tonight, Erica, talking about education, or maybe
perhaps the lack of education that's going on in K
through twelve schools around the country, and the illiberal education
that's taking place, and why our kids can't read or
write or do basic math, you know, just basic chilly

(00:55):
stuff like that.

Speaker 1 (00:56):
Yeah, I mean, who needs to read anyway? Right, that's
what spell checks for.

Speaker 2 (01:01):
I think that I never I always thought that reading
was sort of important and you know, learning how to
add ten plus ten or ten plus twelve or but
in today's world, you would think that maybe not, I
don't know, I mean I kind of wish maybe I
was a kid now and not you know, a long
long time ago, but this seems easier now.

Speaker 3 (01:20):
It is, you don't have to. What is it so
they don't use phonics.

Speaker 1 (01:24):
We had a guest on not that long ago, and
they were talking about how they don't use phonics to
help kids learn to read anymore. It's some weird thing
about associations and like feelings about letters.

Speaker 3 (01:37):
And I was like, I don't, I don't. I don't
understand that. I don't. How does your feelings about spelling matter?
I think you did.

Speaker 2 (01:46):
Unless I learned to balphabet forward. I learned it backward,
and it was important. Education mattered. And you know, I
always tell this story, and it's a true story, but
I'm going to change the names just to protect maybe
not so innocent, but you know, we have adopted this
no child left behind mentality, right, which I get it's

(02:08):
reasonable when I mean we left kids behind. When I
was in seventh grade, there was an eighth grader by
the name of Kevin. I'm not going to use his
last name, Okay, Kevin was in eighth grade. I was
in seventh grade. When I was in eighth grade, Kevin
was still in eighth grade. And when I was in
ninth grade, guess where Kevin was eighth grade? He was

(02:28):
still in eighth grade. Oh my god, I know Kevin
might still be in eighth grade. You know why, because
Kevin couldn't read, or ad or do anything else. And
Kevin was in eighth grade. You know why, because he
deserved to be in eighth grade.

Speaker 1 (02:41):
Oh man, Well, I'm really excited for our guest. Uh,
doctor Brandy Schufatinski. I hope I did that right?

Speaker 2 (02:48):
Did I get it right? Right?

Speaker 1 (02:50):
We're going to be talking about the education system and
how broken it is, how we can fix it, and uh,
you know, you know what I'm I'm interested and her
opinion on is school vouchers and school choice because one
of the things I've learned, especially during my congressional campaign,
was that if families had that money tied to the

(03:12):
kid instead of the school district, Kevin could have gotten
the help he needed because he was probably dyslexic or
something and just needed a different educational environment, you.

Speaker 3 (03:22):
Know, without question with that, And so I love it. Okay,
So you guys you got to stay with us.

Speaker 1 (03:28):
Uh, We're gonna be talking about a bunch of stuff
with doctor Shufutinsky. Yes, and uh, you guys, you know
how bad I am with pronouncing things. It's I'm so
I am like the whitest person from the whitest state ever,
and it's so embarrassing. Okay, so hang on with us,
you guys, We're gonna we're gonna roll the theme music

(03:52):
and then uh, mister Rosenberg is gonna give us some monologue.

Speaker 3 (03:56):
So hang on.

Speaker 2 (04:15):
Welcome back, everybody, and thank you again, Erica for having
me Steve Rosenberg here. I do miss my friend Robert Churnin,
but he'll be back with us, and if not next week,
then the week after. So I had the honor of
being in the White House as an invited guest by
President Trump two weeks ago, witnessing history unfold the signing

(04:37):
of the Executive Order to abolish the United States Department
of Education. Now I understand that for many people this
may sound radical, even dangerous, But let me tell you
why this moment matters, why it's long overdue, and why
the critics, those crime foul and clinging to a broken
system are missing the point entirely. The United States is

(05:00):
a republic, and in a republic, the power belongs not
to Washington, but to we the people. The Tenth Amendment
to our Constitution is not just some dusty footnote. It's
a foundational principle. Powers not delegated to the federal government
are reserved for the states and for the people. And

(05:22):
nowhere is that principle more necessary, in my opinion, than
in the education of our children. For over forty years,
the Federal Department of Education has failed our youngest citizens.
It has ballooned into a top heavy bureaucracy, spending billions,
issuing mandates, churning out standards. And yet after four decades,

(05:45):
what do we have to show for falling test scores,
widening achievement gaps, and tragically, millions of students graduating if
they even make it that far, without the basic skills
to read, write, or reason. Erica and friends, here's the
sad irony of all. Most students in America today would

(06:06):
not have been able to actually read the executive order
that President Trump signed if it was handed to them.
That's not hyperbole, that's the hard truth. We have poured
as a country more money per student than any nation
on earth, and yet we sit at or near the
bottom of the rankings. This is not a funding issue.

(06:26):
This is a failure of structure, a failure of leadership,
and a failure of Will Einstein once said, and I
think we've all heard this before, that insanity is doing
the same thing over and over and expecting different results.
And that's exactly what we've been doing in American education.
Year after year, administration after administration, both parties have promised reform,

(06:51):
and year after year our kids fall further behind. The
system isn't broken. It's designed this way, designed to serve
bureaucrats and unions, not children and families. Now, let me
be clear, this is not about abandoning the essential work
that needs to be done. Critically important functions like the

(07:12):
Office for Civil Rights, which fights for all sorts of
marginalized students like Jewish students on campuses or in K
through twelve who are experiencing anti Semitism, or like pelgrants
that help low income students access higher education. Those responsibilities
will be moved, not eliminated. They'll live in agencies that

(07:33):
are better equipped and more accountable. This is about returning
education to its rightful place, the states, the communities, the parents,
and yes, even the students themselves. It's about local control,
local innovation, and local accountability. Because the closer education decisions
are to the people they affect the more effective those

(07:56):
decisions will be. So to those who are outraged by
this move, I ask you this, where was your outrage
and where is it now? While kids can't read, where's
your outrage? While math scores have plummeted, Where's your outrage?
When parents have been locked out of the classroom and
told to sit down and shut up? This marks the

(08:16):
end of a failed era and the beginning of a
new one, one where states take the lead, where families
have a voice, and where students finally get the education
they deserve, not dictated by Washington, but shaped by the
people who know them best. This is not the end
of education. It's the start of an educational revolution. Now,

(08:37):
if I could sing, I would start to sing you
say you want a revolution? But Eric, if I started
to do that, we would lose all of our viewers
and people would go somewhere. So that's where I have
to say. I was in the White House a couple
of weeks ago. I sat right behind Senator DeSantis, Senator
I'm sorry, Governor DeSantis, Governor Abbott, Governor de Wine, many
other people. It was the thrill of a lifetime to

(08:59):
be in that port to the White House, and good
Britain's Education department. Hello, new way of thinking about education.

Speaker 1 (09:13):
I love it, Steve. That was fantastic. That was that
was so good that.

Speaker 3 (09:19):
You know, I wasn't sure.

Speaker 1 (09:20):
I wasn't sure if you'd be able to hang with
a monologue like Robert does.

Speaker 3 (09:24):
But that was very legit. Uh, it's so true.

Speaker 1 (09:27):
You know, it's everyone out there hyperventilating about what's happening.
It's like a lot of those things you're saying are
going away aren't. They're just being moved. But they have
to drum up this hysteria and this and these lies.
It's so it's just unproductive, you know.

Speaker 2 (09:47):
It's just just duc to become more efficient. And look,
there are some potential downsides. Right when you give power
to the states. The typical blue states may not take
care of yeah, like New York and California. Yeah, you
still may see a lot of issues at places like

(10:07):
UCLA and Columbia. So they're still going to be federal oversight.
The OCR Office of Civil Rights will probably end up
in the Department of Justice. That's a better place for
the OCR to be than in the Department of Education.
So it will always be federal oversight, just not with
an overbloated Department of Education which has failed our children.

(10:31):
Kids cannot read. They are graduating at a third grade level,
if they graduate at all. How anybody does not see
this as a positive. This to me was a layup.
This was a no brainer.

Speaker 1 (10:42):
Yeah, let's hear what our guest, doctor Shufatinski, has to
say about it. She told me to call her Brandy.
She told me to call her Brandy. But you know,
I was raised all formal and stuff. You know, you
got to address people by their highest rank, and so
I'm gonna try.

Speaker 3 (10:58):
Can I call you doctor Brandy? No, just Brandy?

Speaker 4 (11:01):
Okay, I was not raised so formally.

Speaker 3 (11:07):
Thank you, Thank you for joining us this evening.

Speaker 2 (11:10):
Thanks thanks for Brandy and I have had the pleasure
of working together fairly closely for more than a year now.
And Brandy's a board member with the North American Values
Institute or Navvy and ABI for sure, formerly the Jewish
Institute for Liberal Values. And in my opinion, and again,
Brandy doesn't like when I build her up, but she's

(11:31):
the foremost expert on these types of issues. So I
guess I would start Erica by asking Brandy to just
sort of give our audience sort of a state of
affairs about let's drill down into public education in the
K through twelve space. What you've seen, what you're seeing,
and what you think this elimination of the Department of

(11:54):
Education means based on all that you've seen.

Speaker 3 (11:57):
Yeah, good question.

Speaker 4 (11:59):
To be short winded. What I've seen is kids kind
of taken out of the picture. K. The the interest
of children and the purpose of them going to school
has kind of been brushed aside for special interests, and
a lot of those special interests are led by teachers, unions,
activist groups, community organizations, and those interests are really taking

(12:22):
center stage in a lot of education policy, not just
with curriculum and what's being taught, but all kind of
the add ons what do they what do they call it? Uh?
In in in legislatures when people are kind of adding
pork to the legislation.

Speaker 3 (12:35):
Yeah.

Speaker 4 (12:37):
Back, what we're seeing in education with a bunch of
other stuff kind of being put in and the essentials
being taken out. And essentials I don't just mean reading
in math, I mean essentials of what a kids go
to school to learn, you know, they hopefully to graduate
and become productive members of society. Citizens. Those things are
being being replaced with pet projects.

Speaker 1 (12:58):
Well, and that that's one of the things that you know,
I talk about all the time with friends and family.
You know, when I was going to school, I remember
we got to middle school and I got to take
a shop class and I learned how to take an
engine apart and put it back together. I took home
ech and I learned how to cook and stuff. I
took a wood shop class where I learned how to

(13:21):
use saws and stuff. I had an art class and
a music class. Like, we weren't just learning to read
and write. We were being cultivated in a way that
we're just not seeing today. Why do you think those
things were taken out of the curriculum.

Speaker 4 (13:36):
I mean, there are multiple things I think that have
led to that, not just one. Some of them are
really this idea that every in order to be successful,
that everyone needs to go to a four year college
and get a liberal arts degree, and not anything's against that.
I'm a history in polypcy major my undergrad But I
think that there was less emphasis on what we need

(13:57):
as a whole as a country. We need people who
know how to weld stuff. We need people who know
how to fix engines and build bridges and work in
a lab and hopefully find cure for you know, cures
for cancer. We need all of those things to function
as a society. And the idea that well, if everybody
needs to graduate and go get a four year liberal

(14:18):
arts degree, then those other things get pushed aside, you know,
they get they get de emphasized in school. And also
you look at the focus becomes more on something that
is more elitist versus thing that's actually practical. What do
you need to be to be a functioning citizen?

Speaker 3 (14:36):
Yeah, you know what.

Speaker 2 (14:37):
Happened is what are my generation and I'm probably older
than both of you, is our parents and grandparents were laborers,
were hard, They didn't have the benefit necessarily of college,
and we were pushed to not have that quote unquote
hard life, to not learn trade. And by the way,
I took wood shop and metal shop and print shop

(14:59):
and I loved all of that, but we were pushed
brandy into those sort of go to college, you got
to go to college. Like I was probably the first
in my family to graduate from college, and I didn't
even really want to go. But I was raised by
my grandparents and my grandmother, who was the only one
to let my grandfather died when I was in high school.
She wanted me to go to college. Ours. I'm going

(15:19):
to go to college. But that's why there is a
shortage now of really skilled laborers. And sometimes that term
laborer is it sounds maybe like.

Speaker 1 (15:31):
You're diminished, but yeah, like if you work with out hands,
you're not a human being or something.

Speaker 2 (15:36):
Mark I begged my one son, who was very talented.
I said, go, if you want to go to school,
learn accounting and so so you can run your own
business and learn how to be an electrician, build an
electrical shop. You will have a job for the rest
of your life. And it's hard work, but you will
make hundreds and hundreds of thousands of dollars if you

(15:57):
show up on to the job and do good work.
You will never not have a job. But that went away.

Speaker 1 (16:03):
Okay, so here's my question. Okay, this is my way,
my tinfoil hat. Where's my tinfoil hat? This is my
tin foil hat. Theory, okay, is that basically this is
all a giant Ponzi scheme. It's all the federal government
is a predatory lender and they start funneling people in
elementary school, diminishing working with your hands, and all these

(16:26):
things to basically get people to take out loans that
they'll never be able to pay back.

Speaker 2 (16:31):
Well, that's it real. It reminds me of It reminds
me of this famous quote that I always refer to.
Hard times creates strong men. Strong men create good times.
Good times create weak men, and weak men create hard times.
And it really dives into what we're talking about here.

(16:53):
But I think the other thing, Erica, is that, and
I think Brandy is the perfect person to help us
articulate this store our audience is that this indoctrination in
schools around equity versus equality and how that plays in
and the lack of a no more dependence on a

(17:13):
meritocracy and if you're great at something, that's not okay
anymore so. But Brandy, give the audience sort of your
perspective on equity versus equality and why those two words
are so different.

Speaker 3 (17:26):
Good question.

Speaker 4 (17:28):
In school especially, one of the things that we're seeing
is equity has replaced equality, and equity is focused on
outcomes and an ideology that holds that if outcomes are
not the same, that's an indicator of some form of discrimination, racism, homophobia, sexism.
Something must have occurred, some ism must have occurred for

(17:49):
the outcomes to be different. And so the move towards
the equity in school, what it's led to is the
elimination of access to say honors classes or AP classes.
Those things have been eliminated from students who are are
high achievers or students who maybe need something to reach

(18:10):
for in the name of equity because some other kids
may struggle. So I wasn't the strongest math student, but
I was fantastic at reading. What we see now is
because I wasn't so great at math than the kids
who were, their access to higher levels of math would
have been eliminated. And we're seeing this happen across the country.

(18:30):
I mean, it's happening in blue states, that's happening in
red states. We're seeing honors classes, Gift and Talented programs,
AP classes eliminated in that of equity.

Speaker 3 (18:40):
Oh my god, that's my husband.

Speaker 1 (18:43):
You know what's you know what is really funny about that, Brandy,
those same programs being eliminated. They'll say it's related to
like race or whatever. My husband is black and he
was in he was in the TAG program Talented and Gifted,
he was given special access. He is by far one
of the smartest people I know, with the biggest vocabulary literally,

(19:05):
and the idea that he would be punished for the
sake of someone else in the name of equity's that's
mind boggling.

Speaker 4 (19:15):
But this is exactly the point I mean I meant
when I said earlier kids are being taken out of
the center of school. So for kids who grew up
like I did, dependent on a public school education because
we're very poor. I was in the GATE program, the
Gift and Talented education program, but I was grade levels
ahead of my classmates and reading in a few grades ahead.

(19:36):
In math, math was harder for me. If I didn't
have access to that in my public school, I wouldn't
have had access to it. So when you look at
who's really harmed by it, it's kids who are the
most underresourced or underserved. Wow.

Speaker 1 (19:50):
Okay, So I'm as I'm listening to you talk, I'm
hearing how the oppressor oppressed stuff is coming in with
the Israel Palestinian conflict. That basically, if Jewish people are

(20:13):
hyper focused on success and education and they and the
families put resources and the kids do better.

Speaker 3 (20:21):
Now you are in the you are no longer in
the oppressed class, apparently, right? Is that? Is that essentially
what kids are being like what we're seeing in the universities.

Speaker 4 (20:33):
I think were. I think that that's pretty spot on.
What we're seeing is one, when we talk about successful
Jewish people, it plays into a trope of Jewish power
and success. So it's real or perceived success and the idea,
the ideology holds that anyone with real or perceived success
only got that success through the exploitation of others. So

(20:53):
they're automatically labeled oppressors. I just when we put that on,
when we put that on an intro national conflict like
Israel and the Palestinian Arabs, well there's also a color
issue that gets put on it, because in America people
label Jews as white and Arabs as brown or people
of color or whatever the term it's, which again automatically

(21:15):
puts this group of people as oppressors and this other
group of people as oppressed simply based on skin color.

Speaker 1 (21:22):
Which it do they not know that they all come
from the Middle East?

Speaker 4 (21:28):
We laugh, But no, they don't. And I mean that's
the part of the problem.

Speaker 2 (21:34):
But even more importantly, you're teaching young people that the
color of their skin, not the content of their character
or what's in their brain, is what matters. And I
don't know that I believe that everybody grows up thinking this.
I do think they're starting to get some real pushback here.

(21:55):
But if you're going to start to teach young people,
and this is why I think, and I know Brandy
agrees with this, the battle for kids in K through twelve,
let's call it K through six right is far more
important than what's going on on college campuses right now,
because if we don't get we've already lost a generation.
If we don't get these kids back into a different

(22:18):
type of educational environment, we're going to lose another generation
or two. So, you know, isn't it? Isn't this Probably
the greatest issue that we face as a country right
now is the education or lack thereof the illiberal wisdom
that's going on in schools.

Speaker 4 (22:34):
I mean, I believe it does. I don't see how
we function as a society in ten, fifteen, twenty years
if only a third of kids are you know, illiterate
or to do math at proficiency, and the other part
of it is really that if we're brainwashing kids into
thinking that achievement and success are things that are bad

(22:57):
and the only things that oppressors do, then we're actually
teaching kids that they should strive for mediocrity.

Speaker 3 (23:03):
That is crazy.

Speaker 1 (23:04):
Oh my brain hurts you guys, I I don't, okay,
make this make sense to me? Why would you encourage
people to fail like I?

Speaker 2 (23:17):
Because the system will bring along? The system brings them along.
If if you listen to what Brandy said, if when
equity everybody starts and ends at the same place, why
be a high achiever? Yes, it's and be a person
that sits around and with a tin cup and goes
like this, and you're going to end up with the
same piece of the pie as the person that spends

(23:37):
a lot of money and time going to a graduate
school and working hard and making a lot of money.
They don't want you to make anybody. They want everybody
to have the same piece of the pie. That is
so the foundational principle of this country.

Speaker 1 (23:52):
It is because it's okay, I have this argument with
my husband a lot about some of our family members.

Speaker 3 (24:01):
We'll say we.

Speaker 1 (24:02):
Won't name names, but it's I don't understand people who
lack ambition.

Speaker 3 (24:08):
It is a it is a thing that I don't get.

Speaker 1 (24:12):
I can understand people being fine with like, hey, you know,
I'm I'm cool with just having like a normal job
and like a normal house or whatever. But usually people
have at least some ambition to have things, to have
a family too, to work harder, to create something.

Speaker 3 (24:32):
To leave a legacy. Is I guess I didn't really realize.

Speaker 1 (24:36):
Is that something that is taught or used to be
taught in the school system or is that really.

Speaker 3 (24:42):
Just inculcated in your from your parents.

Speaker 4 (24:45):
I think, I mean, and probably it's probably taught from
multiple places home, outside environment. But but if in order
to actually strive for something, you also have to take
responsibility and and lean into your own agency, because you
will fail. There's that that that uh that's saying, you know,

(25:06):
a fall fall seven times, get up eight. So in
order to actually have ambition, you have to be willing
to fail, and be willing to fail because maybe you
didn't do enough, not because of some ideological boogeyman that
caused you to fail because of something else.

Speaker 2 (25:24):
Yeah, and that's look, it goes back to also the
way that people have parented our generation. You know, if
you got an F, you got an ass woman. Now
if you get an F, they go to the teacher
and say, why my kid get an S.

Speaker 3 (25:41):
Wait, they don't even give letter grades anymore.

Speaker 2 (25:44):
There are no rept they don't even give.

Speaker 3 (25:46):
Letter grades anymore. Now it's like, how do you feel
about how Oh my gosh, it's it is. It is
so crazy to me.

Speaker 2 (25:54):
But there's no there's no disincentive in some homes for
when you or if you do poorly. And that's been
over the last I don't know, twenty years. You know,
Brandy doesn't know this, and she knows me better than
you do, Erica. But I back in two thousand and five,
so almost twenty years ago, I was, if not the
earliest and early adopter to rid the world of participation trophies.

(26:18):
I was running a very large little league in southeast Pennsylvania,
one of the largest in the state, and for me,
it was a budget issue. I was watching my own son.
He got a participation trophy basically through in the trash.
I was like, why are we giving kids trophies? When
you start to keep score? I get when they're three
years old, you want to give them something great. But
when you start to keep score, if your team didn't win,

(26:39):
there's one winner, okay. And if you didn't win, why
are we spending money to give them trophies? And then
with my you know, technically conservative leaning hat, I was like,
there's a moral issue here too. I don't want kids
to think they've won something when they didn't win. That's
not the way life works. The Wall Street General ends
up picking this up front page story. At the time
I was coaching. I don't if you guys know Michael Smerconish,

(27:02):
who is now on CNN nationally known guy. He had
just written a book called he was writing a book
called Muzzled. There's an entire chapter on me called trophy Mania,
starts on page sixty seven about why participation trophies are
bad and participation trophies are syptomatic and emblematic of where
we shit today because everybody wants something for doing nothing.

Speaker 1 (27:26):
Yep, okay, So Brandy, before we take a quick break,
and here from our sponsor, American Center for Education and Knowledge,
thumbs up or thumbs down to dismantling the Department of Education.

Speaker 4 (27:40):
Thumbs sideways because I don't know.

Speaker 1 (27:42):
Yeah, Okay, fair, I'm going to give you that, and
I want you to tell us why when we come
back socialism.

Speaker 5 (27:51):
The goal of socialism is communism. The world is quite
familiar with socialism and the horrors socialism has.

Speaker 4 (27:59):
Brought with it.

Speaker 5 (28:00):
It wasn't that long ago. Actually it's still with us.
Socialism creeps into government slowly until it's too late. Socialism
the big lie. Yes, it could happen anywhere. This educational
video was brought to you by the American Center for

(28:22):
Education and Knowledge and paid for by people like you
who care about the future of our democracy. Please help
us continue our work educating the American public and consider
supporting ASIK by making a tax deductible donation at asikfund
dot org.

Speaker 1 (28:40):
Okay, all right, doctor Brandy Schufatinski, tell us about your
sideways thumb on.

Speaker 4 (28:49):
The side, wavering hand. Yes, I'm going to say something
that is not a popular opinion in my position and
k through twelve education shocker.

Speaker 3 (28:59):
Okay.

Speaker 4 (28:59):
I think one of the problems that we're seeing is
the lack of standards. I think if we look through
the if we look at the history of education, we
look at certain countries that had high standards of education.
One of the things they had was in national curriculum,
and that it wasn't that you couldn't customize things locally.

(29:21):
There was a baseline that the nation that kids across
the nation, whether they're living in Tennessee or Nevada or Oregon,
that they would be learning the same thing. I think
we used to see that more. I mean, for most
of us, in third grade, you learn your multiplication tables,
and you learn how to read an analog clock, and
you start learning cursive. That used to happen a little
bit more across the states. That got less and less.

(29:45):
Things became more localized as the decades went on, and
I think that the lack of national standards has negatively
impacted our education. You look at some places and kids
are learning civics and they're learning how to read an
executive order. And you look at other places there are
these specialty, elite pet projects being enforced, like ethnic studies,

(30:07):
which does not teach kids how to be citizens, their
rights and responsibilities of citizenship. So I mean, I think
that we could I don't like the big bureaucracy that
the DOE has been. I think we've thrown wasted trillions
of dollars. I think it could function differently. And you know,
if I could wave a magic wand I would have
it function to at least have national standards for a

(30:29):
national curriculum.

Speaker 2 (30:32):
Great answer. And there you have to different with that. Well,
that's a great answer, not just you know eric what
I was talking about. There are people just say, I
don't know, we have to have a doe. But that's
a thoughtful, smart, good answer. And I think Brandy's right though,
even when I said at the beginning that I'm for it.

(30:52):
But the reality is is we have to see what
comes next. We have to see what the plan is.
It sounds good in theory, but plans without actual action
and tactics. You know, hope is not a plan. So
we need to see real action and real activity. And
then I think if it all works out and there
are standards and o c R works out, and hell

(31:14):
grants work and there's opportunities for underprivileged children to be
able to actually get real educations, I think people smart,
people like Brandy, would go from sideways thumb to thumbs up.
But we still have work to do well.

Speaker 1 (31:29):
And so Brandy, this is this is my real question,
This is my this is the hardest question of the night. Okay,
how did you make it through the educational You are
a you have a doctorate in education, you're a doctor
of education. And we know that the education of our
educators is rife with the DEI my sister is an educator,

(31:55):
and the stuff that she's told me that they put
her through in the school, and that if you don't
include all this stuff in your portfolio when you're going
through school, if you don't toe the line like you're
not going to get a degree, they're not going to teach.
So how how do you what do you see as
a solution for that the pipeline of the people teaching

(32:17):
our kids.

Speaker 4 (32:18):
So I think that what I mentioned before, as far
as the function of THEDE, could also potentially offer a solution.
So we don't just need standards for K through twelve.
We need standards for what our educators are learning. If
I know dozens of brilliant, dedicated, hard working teachers who
are themselves frustrated that they never learned how to recognize

(32:42):
a kid who's struggling with a learning challenge. They never
learned how to teach a kid to read using phonics,
They never learned that. So I'm not expecting them to
be able to solve a problem when they've been made
part of the problem through their education. So I think
that they're you know, again, if I were in charge
of certain things, I have ideas and see what works.

(33:04):
Part of that, you have a DOE that standardizes what
teachers are learning. Again, a kid, whether kid lives in
Tennessee or lives in Nevada, they shouldn't suffer because they
have a teacher that went through a different education program.

Speaker 1 (33:18):
I like that interesting, and that's what I think. You know,
it's so hard, right, be good to have standards, but
also if there's too much power and just a small
handful of people, that's how they also get away with
the nonsense.

Speaker 2 (33:32):
I'm want to shift gears a minute, Eric, it's the
same topic. But so you know, Brandy does a lot
of work at the intersection of policy and grassroots activism,
and NAVE is doing a lot of work helping to
educate and promote and inspire parent advocates. And we need

(33:55):
parent advocates because they're at the forefront of the fight.
So I guess for Brandy, really for our audience, you know,
what are the most effective strategies for parents and educators
that are on our side who want to push back
against the status quo. How do how do we help
them help themselves?

Speaker 4 (34:15):
One, if possible, to figure out who else is on
your side as a parent, other teachers, administrators, other parents,
o their community members, and then look at what specific
things are you looking to achieve. So, if your kid
is going to a school and they're being presented with
the material homework lessons in the classroom that you know

(34:36):
are discriminatory, that you know go against education standards, education codes,
Being able to speak up in an effective manner at
a school board meeting, run for school board, identify somebody
in your group that you can support who runs for
school board, and being able to make our voices heard
as parents, as citizens, as taxpayers, as community members, and

(34:58):
people who are actually paying for our failing education system.

Speaker 2 (35:03):
That's a great Erica. You don't know this, but Brandy does.
In an area right outside of Philadelphia. I'm not going
to be specific in the names, but a very affluent suburb,
Novee has helped work with parents. We've helped identify regular
people who have chosen to run for school board to
help they want to change the narrative. And we know

(35:26):
that the only way to change the curriculum is at
the top. Right, teachers are doing teachings and they're teaching
whatever they want, but the administrative level, the boards are
the way to get this done. So we have people
that are running as d's running as ours, people that
have cross filed. We were actually, believe it or not,

(35:47):
just yesterday, we were able to challenge the legitimates the
legitimacy of the current school board president in that district.
She misfiled all of her paperwork five different times, and
the judge set aside her candidacy. She is now not
able to run. This is the school resident.

Speaker 3 (36:07):
We don't need that person running anything.

Speaker 1 (36:09):
If you can't file paperwork correctly, Bro, you're not in charge.

Speaker 2 (36:13):
That's a major victory for NAVE and for our assorting
associated people who are these parent at advocates. So to
Brandy's point, don't you can make a difference. Don't just
sit on the sideline. It's easy to sit on the sideline,
but if you want to, you can get involved. It
takes some guts and it takes some you know, Uh,

(36:34):
I'm not going to be scared here, but what I've
talked to a number of people today who called me
specifically to say thank you. We see that somebody's actually
starting to fight back. We want to get involved too.

Speaker 1 (36:47):
Can you say, Brandy, can you say a little bit
about that process? What you like, What do you guys
do to find the candidates that you support?

Speaker 3 (36:55):
How do you go about that process?

Speaker 4 (36:59):
A lot of it really is just meeting people. What
I what has happened over the past few years is
something happens at a school. A parent, a teacher, a
student reaches out to us and it just so happens
that we've heard very similar instances at the same school

(37:19):
from different people. So we get people together and plan strategize.

Speaker 3 (37:27):
All right, there you go. I love it.

Speaker 2 (37:29):
So speaking of that, So, what role, Brandy does law
fair play in education reform? What role should it play?
And what should parents know about their legal rights as
it relates to K through twelve?

Speaker 4 (37:48):
So sorry, I'm getting over a cough. I want to
preface this. I'm not an attorney, but I think what
parents need to know, what a lot of community members
need to know. What we've seen in education is civil
rights applies to all of us, to all Americans. People
falsely believe that civil rights violations can only occur if
a person is a quote unquote person of color, ethnic minority.

(38:11):
What we've seen unfortunately in the KG through twelve system
and higher it also is the violation of civil rights.
So students civil rights have been violated. We can I
can point to a case in UCLA where it seems
like the administration was also involved, but students actively barred

(38:32):
Jewish students from accessing part of the campus because that
they were Jewish. That's illegal, You're that's discrimination against somebody
because of the racial, ethnic, religious identity. That violates the
civil rights of those students who have every right to
access their campus library, their campus lawn, any of the
buildings that have been that have been occupied by these

(38:54):
violent pro terrorist demonstrators. So knowing that law fair plays
a role there and we've we've been our side has
been really successful connecting people with very brilliant, smart, brave, courageous,
hard working attorneys that are really doing the work of
the people. Santa Annie and Fed School District just had

(39:17):
to settle a lawsuit that was brought against them because
the school district administrators said that they were holding meetings
when they knew Jewish parents would not attend because it
was during Jewish high holidays. They said this on the read.

Speaker 3 (39:30):
Wow, this is.

Speaker 4 (39:32):
What we're seeing. We're seeing civil rights violations in pretty
explicit violations targeting and specific Americans because.

Speaker 1 (39:41):
Luckily they're stupid enough to make that public and write
it down and that way you can come back after them.
I mean, that is just absolutely wild. Brandy, what would
you say is the thing that you are most proud

(40:02):
of that you've been working on with Nomi? Like, can
you are there any cases or any particular legislation or
anything that you that you're most proud of.

Speaker 4 (40:11):
Honestly, the thing I'm most proud of, or just the parents,
the people that we've been working with that have really
stepped up and taken arrows to the back and the front.
I mean they have taken arrows and had the courage
to do to do what's right for their children, for
the community, for our country.

Speaker 3 (40:30):
I love it.

Speaker 1 (40:30):
Okay, So we actually have a question from one of
our listeners, and I'm curious if you have anything you
want to add.

Speaker 3 (40:37):
What is your opinion on what.

Speaker 1 (40:39):
Policy changes should be made to education at the federal
level after the elimination of the Department of Education. So
you mentioned the standard standardizations for teachers and for students.
Is there anything else you want to add to that,
anything else that you think is the most important.

Speaker 4 (40:58):
Yes, we hear a lot about well, we need more funding,
we need more funding, we need more money. There is
a lot of I will just say, seemingly fraud, waste,
and abuse, money being thrown at a problem that money
is not the solution for. And so a lot of
districts have gotten hundreds of thousands of dollars, especially when

(41:20):
we think of things like COVID COVID funds, and they've
wasted them on all types of ideological problems. Hayward Unified
School District got a quarter of a million dollars of
COVID funds, so this was federal funds, not State of
California local funds, and they spent it bringing in a
community activist organization called Woke Kindergarten. They brought that. Yes,

(41:44):
it's just as ridiculous as it sounds. This program was
supposed to bring in I mean, it was supposed to
address literacy, numeracy, achievement gap stuff. Surprise surprise for kindergarten
was involved in the school district to their literacy and
numeracy rates actually got worse. But I mean really taking

(42:09):
a stronger stance on tracking where our tax dollars are going, yeah,
and then measuring how effective those programs are, because we've
seen a lot of ways. You could have brought in
how many reading specialists for kids with that money?

Speaker 1 (42:23):
I mean literally you could have had a tutor for
everybody alone.

Speaker 2 (42:27):
You know, it's crazy, you know you're laughing at the
woke kindergarten. But this isn't our country. But you know,
in the UK, I think yesterday the news came out
that a toddler got kicked out of nursery school for
being transphobic. A toddler.

Speaker 5 (42:45):
How is it?

Speaker 3 (42:47):
How can a toddler be transphobic?

Speaker 1 (42:49):
They don't even know what they're talking about half the time,
kicked out of school.

Speaker 2 (42:54):
But by the way, the UK is also parents. And
I sent this to Brandy earlier. I want to make
sure I get this headline right. The UK police arrested
parents over complaining about their daughter's school in a watchapp group. Now,
I got to tell you, I'm in about nine hundred
and seventy four different watch app groups okay, and they're

(43:17):
all with parents, and they're all complained. If we in
this country started to arrest parents who are complaining about
their schools, there'd be nobody left. Everybody would be in jail, everybody,
and I would be in every jail possible and I
don't even have kids in school. But so the UK
has clearly fallen obviously, But like, what are we talking

(43:37):
about here?

Speaker 4 (43:40):
You know that that actually raises a really good point here.
There seems to be this pressure to discourage parents and
community members from asking questions, especially about a lot of
programming they're seeing. So we'll have parents ask, well, wait
a minute, I understand you have this DEI program, but

(44:01):
you're not allowing Jewish kids to participate. That sounds like
it's not really inclusive. It sounds like it's exclusionary, and
those the people that are asking questions then get labeled racist.
So we're seeing, i mean, not the way it is
in the UK, but we're seeing a trend that seems
to kind of be moving in that direction in some districts.

Speaker 3 (44:23):
Okay, hang on, you guys, we have.

Speaker 2 (44:25):
A there's another question from one of.

Speaker 1 (44:27):
The Yeah, so it says the whatever county in Pennsylvania.

Speaker 2 (44:33):
That's Montgomery, Montgomery.

Speaker 3 (44:35):
Montgomery County.

Speaker 1 (44:36):
Okay, they they created an unelected group enforcing DEI regulations.

Speaker 3 (44:42):
What bro like, How is that? How is that a thing?
How is that a thing?

Speaker 4 (44:50):
This is again I think, I think it's not This
isn't so unique. We see it happening in schools. We
see de I committees coming in and really being the
ones that are the arbiters of which books can be
allowed in the library, and books that aren't deemed diverse
enough or to meet whatever DEI standard are rejected. Same
with curricula. I mean, so this is where the local

(45:12):
stuff is really important.

Speaker 3 (45:13):
It is it is so important.

Speaker 4 (45:16):
That this, this DEI committee Montgomery County, Pennsylvania, didn't pop
out out of nowhere. Somebody presented it as an idea
and allowed it to take the power that it's taking
over the county.

Speaker 1 (45:29):
Well, and this is you know, this is why we
talk a lot about the unelected fourth branch of government.
And it's you know, it's the administrative bureaucracy where you
and and it happens on the state level, it can
happen on the city level.

Speaker 3 (45:45):
The people I.

Speaker 1 (45:46):
Think that you, I know you already I'm pretty sure
you already just said this, But like the boards and
committees are where, even in your town, even in your county,
even in your state, it's those people who are appointed
kid to come up with the rules on behalf of
the legislative body whatever it is, city council or whatever,

(46:07):
and so people, normal, real people, actually have the When
I lived in Burlington, Vermont, there were dozens of seats
available and only like a bunch of college kids showed
up and applied for those positions. We were literally being
run by college age kids who know nothing about anything,

(46:31):
and it was because nobody else showed up and even
volunteered their time. So if we it's it's very easy
to become complacent and an obfuscate responsibility to whoever is
going to show up.

Speaker 2 (46:49):
There's another question, Brandy, about your opinion on homeschooling and
if we need more of that.

Speaker 3 (46:54):
Oh good question.

Speaker 4 (46:56):
I mean, I've homeschooled my kids off and on throughout.
I'm a mom of four, two grown kids, two school
age kids, and we've homeschooled them before. We're actually homeschooling
our daughter now, she's in seventh grade. I think that
that's should always be an option for parents, and I
know that there are states that are trying to make

(47:17):
it harder because a lot of parents are just opting
out of the public school system. We are seeing that
attendance has not rebounded post COVID, and so school districts
are losing a lot of money because kids aren't parents
are opting out. Whether that's true and see which I'm
sure in a lot of cases, is it is and
that's bad, or it's micro schools or kids putting their
kids in private schools or religious schools or homeschooling. We're

(47:39):
seeing an increase in that across demographics because really just
you have a dissatisfied customer. Parents are not happy with
what's happening in their schools, saying that though we homeschool
our daughter, we still pay school taxes in the districts
we live in.

Speaker 2 (47:55):
Mom's for Liberty has been a leader in that. That's
a very if you don't know Moms for Liberty, they're
doing very interesting and good work in many key places,
and in fact, in Pennsylvania, right outside of Philadelphia, a
mom who sued the school for DEI records was told
that they're a trade secret. She shoed in a pellet

(48:17):
court in Pennsylvania and won. And this is a great result.
But she was part of Moms for Liberty, and I
believe that her children are I'm not sure about this,
so don't quote me, but I think her kids are homeschooled.
But Brandy's write more and more. When I was at
the White House a couple of weeks ago, I met
probably a dozen different parents who've had their kids there.

(48:41):
Every single one of these children or being homeschooled. Everyone. Yeah,
I couldn't believe.

Speaker 4 (48:48):
I mean, I do want to say part of that.
So our kids have gone mostly to private schools for
their entire schooling. Our oldest one year went to public school.
My hope then he's twenty nine, now this was his
what was the in second grade? My hope then was
that we wouldn't have to. I want public schools to
be as good and as competitive as private schools, as

(49:10):
the most elite academic schools that you can find. They
should be for the money we're spending.

Speaker 1 (49:15):
And I think, you know what, and I think they
can be, Brandy, if I can be, you know where
put my rose colored glasses on. If we do what
you said a little while ago, you said, we need
to know where the money is going. It needs to
be tracked, it needs what is the efficacy all of
those things, because if our school systems were run like

(49:37):
a business, that is why private schools are succeeding, because
they're run like businesses, and the public education system we
just keep get throwing more money onto a pile of
burning rubbish and it just doesn't work.

Speaker 4 (49:54):
So it's one of the only systems in our country
that can fail and get more money for failing.

Speaker 3 (50:03):
Hurts my soul, Brandy. That hurts me.

Speaker 2 (50:06):
And now we only have a few minutes left, but
I want to There was an article I shared with
both of you, came out as an op ed in
the Wall Street Journal this morning about Sean Faine. I
never heard of Sean Fane before, but he's the president
of the United Auto Workers, who is not has never
been a fan of President Trump. He was a Harror supporter,

(50:27):
is a Harror supporter, and he is now going to
benefit from the auto tariffs. He is also as the
head of the UAW. And I just learned this. I
was today years old, as they say, when I learned this,
the UAW is organizing. I going to say this slowly
college students who are Hamas protesters, anti Israel zealous. The

(50:51):
UAW is trying to bring them into the fold as
revenue generating for the UAW. They're representing them in their lawsuit,
they are helping them organize. The United Auto Workers is
now working on campuses with anti Israel protesters. Brandy, what
am I missing here?

Speaker 4 (51:13):
So if looking at the all of the anti Jewish
bigotry that's happening on campuses, we can look at to
the Islamist stream. So all of the people, you know,
wrapping their faces in Kaffea's hot cause, playing as baby
terrorists in America. And what we can't ignore is the
pro like the neo Marxist labor movement that also has

(51:35):
joined forces, so you know, the Red Green Alliance, and
I suspect that might be what we're seeing with the
ua W supporting the pro Hamasu demonstrations on campuses.

Speaker 2 (51:49):
I read that article three times because I thought it
was Today's April First. I said, this is just like
the Wall Street Journal was having an April Fools moment,
like what am I do you remember?

Speaker 4 (52:00):
Did you do you remember? I mean when when after
the October seventh terrorist attack in Israel. Do you remember
all of the block the docs movements, those illustrations. So
if you looked at some of those protest graphic flyers,
there were a number of union like unions that had
co sponsored label that joined in some of them. I

(52:25):
don't know for sure the U a W issue, but
I suspector you know, maybe it's it's it's maybe again,
it's a suspicion that maybe that's why it's part of
this labor alliance with Islamus groups.

Speaker 2 (52:39):
It reminds me of the song which is my mantra
right now every day. I'm sure you both feel as well,
you know, Clowns to the left of me, jokers to
the right. Here I am right. Has there ever been
a truer song? Maybe or the joker? I don't know,
but I feel like everywhere. So I look at the

(53:01):
two of you, I'm like a normalcy but I got
in the real world. I need to put on a
Groucho March mustache because I don't want anybody to recognize me.

Speaker 1 (53:10):
There's a lot of weirdness going on. Okay, so hang on,
before we get too far. We got to tell people
about that book behind you. Jiu jitsu.

Speaker 3 (53:20):
Oh yes, yes, so tell us a little bit about that.

Speaker 4 (53:23):
So I'm pulling it down. Hold on off of my shelf.
This is my oldest son, Dmitri wrote and published this book.
Dmitri was a lone soldier in the IDF. He made
Ali on twenty nineteen. He's back in the United States now,
but he wrote this. Its turning our enemies arguments against
them because we had been writing and doing a lot

(53:46):
of research. He's a brilliant kid doing a lot of
research on fighting anti Zionist anti Semites. And his position
has been what we've been doing hasn't been working, which
I think is pretty pretty obvious. And so he really
just sat down and wrote a book about it. Wick

(54:07):
and Son published it.

Speaker 3 (54:08):
So I love it. I love it, okay, so hold
on you guys.

Speaker 4 (54:12):
Though.

Speaker 1 (54:12):
We had a funny moment when before the show I
saw the book up there and I was like, Oh,
tell me about that book, and so then I googled
it and this was what came up.

Speaker 3 (54:22):
Jiu Jitsu The Hebrew Hands of Fury. It is no joke.
A kung fu book.

Speaker 2 (54:29):
By Dmitri's book, It's much better.

Speaker 1 (54:31):
Don't buy that one, by this one. Dmitri Truefatinski, this
guy right here, you guys.

Speaker 2 (54:37):
Actually, yeah, I think just like saying your name, Brandy.

Speaker 1 (54:41):
I'm just so proud of myself. I'm so excited. I'm like,
I'm acing it today. Okay, I'm going to add a
link to the book in the comments, you guys, so
go check it out.

Speaker 2 (54:53):
All right, all right, any last words from Brandy.

Speaker 3 (54:58):
You tell us, Brandy, what what do we need to know?
What is if.

Speaker 1 (55:04):
There's one SoundBite that can come out of your guest
appearance here, what do you want it to be?

Speaker 3 (55:10):
What is like the most important thing we need to
know right now?

Speaker 4 (55:13):
Get involved? Stay involved. My aunt Charlotte always says democracy
is a participatory sport. Participate.

Speaker 3 (55:21):
Boom, your aunt is correct, Mike drop moment.

Speaker 2 (55:25):
Absolutely, this was great, Brandy. Thank you for being here,
Thank you for your wisdom, Thank you for doing what
you do. You inspire me. I'm proud to call you
my friend. This has been an incredible show. Will I
just I'm a loss for words. This was such so great,
way better than I ever thought it would even be.

Speaker 1 (55:47):
Yes, Doctor Brandy Schufatinski, thank you so much for coming
on the show today. Everybody watching, If you appreciated this
this content, Go ahead and leave a like on the video,
share it with your friends who and use it, and uh,
most importantly, subscribe to the channel so you never.

Speaker 3 (56:04):
Missed an episode.

Speaker 1 (56:05):
Uh and just so you guys know, we're making some
changes around here and the live streams are only available
when they're live now unless you're a member. So more
to come on that in the future. If you want
to get great content like this with Brandy, uh to
you know, get yourself up and running, well, you're gonna
have to support the content, y'all. You're gonna have to

(56:26):
or show up live. Oh and we've got uh, we've
got Robert excuse me, Steve and I are wearing our
sponsors merch.

Speaker 2 (56:35):
Is real Appreciation Dayppciation Day? I want say it. Independence
Day is real appreciation Day. Uh.

Speaker 1 (56:42):
So you guys make sure to go and check out
our sponsor.

Speaker 3 (56:46):
Is real appreciation Day by some merch. I'm sure I'm
forgetting something.

Speaker 2 (56:53):
Uh, thank you? Are? I think this? You did great?
As all?

Speaker 3 (56:56):
Okay, all right, and join us next week.

Speaker 1 (56:58):
Join us next week, you guys for guest ned Ryan
and guest host Jay the Shepherd. So we're gonna have
a lot of fun next week and we will see
you guys on the flip side.

Speaker 2 (57:12):
Hello, and thank you for being here. This is the
first ever Israel Appreciation Day.

Speaker 6 (57:19):
I believe in the words of Israel's first leader, David Bengurian,
who said one does not write history, one makes history.

Speaker 2 (57:31):
The history of the Jewish people is one of rising
and flourishing despite thousands of years of being attacked, exiled
and scapegoat.

Speaker 7 (57:39):
Here and I'm honored to join all of you in
celebrating the first annual Israel Appreciation Day. And there are
many reasons to appreciate Israel in front of America's closest
allies in the world. It's a sat han to persecuted
people and it's a well sprint of innovation at the.

Speaker 2 (57:53):
Land of Visual was given to the Jewish people, not
by the United States Nations, but by God himself.

Speaker 6 (58:00):
Well roone wants.

Speaker 4 (58:01):
To find that love, not to have this weapon.

Speaker 2 (58:03):
To be in a bullet group, best to serve in
the idea. We cannot allow the worst instincts in our society.
Twenty We must stand proud, or we must stand tall.

Speaker 8 (58:12):
This is the Jewish moment when the Jewish people stands
for life over death and shows the lost and confused
West how to survive.

Speaker 2 (58:24):
From the hollow.

Speaker 5 (58:25):
See the Pioneers, the original and early inhabitants of the land, even.

Speaker 6 (58:30):
Before the official creation of the State of Israel in
nineteen forty eight.

Speaker 7 (58:35):
In my mind, one does not have to be Jewish
to support Israel in the battle against the evil that
is Hamas.

Speaker 4 (58:41):
One only has to be human.

Speaker 5 (58:43):
Our Jewish community is stronger than ever.

Speaker 3 (58:47):
In Israel's two days. It's not just a place, it's
also a.

Speaker 4 (58:52):
Keypall only generation away from a Holocaust.

Speaker 2 (58:55):
And understanding yes, it can happen again. My daughter came
home and said, is there going to be in a Holocaust?

Speaker 1 (59:01):
I couldn't live with myself if I didn't stand with
Israel and the Jewish people at this moment in time
when they most need us.

Speaker 7 (59:09):
A pre press during the Israel Hama's conflict has provided
real time updates on terror at text.

Speaker 4 (59:16):
And if we don't learn from those conflicts and wars, we're.

Speaker 8 (59:19):
Doing to repeat the same mistake all and.

Speaker 9 (59:21):
It takes a lot of courage and a lot of
strength to come out and be a voice of one Sometime, what.

Speaker 2 (59:28):
Did you do professionally prior to October seventh.

Speaker 4 (59:33):
It is your duty ever due to shine the last.

Speaker 2 (59:37):
Go on to social media.

Speaker 9 (59:38):
Why would you flourish under persecution and the answers. That's
our nature, That's always been our nature. When our enemies
terrorize us and they come after us, what you see
is a direct correlation to innovation.

Speaker 6 (59:51):
The nation of Israel lives and