KCAA: Justice Watch with Attorney Zulu Ali (Sun, 10 Aug, 2025)

KCAA: Justice Watch with Attorney Zulu Ali on Sun, 10 Aug, 2025

Episode Transcript

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I'm Big.

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Yesterday in the Douxico.

Speaker 10 (04:49):
Kca E.

Speaker 4 (04:52):
K c A A. Thank you for tuning in for
this suggestion of Justice Watch with Attorneys Zulu Ali. I
am Attorney Zulu Ali with a Justice Watch crew Rosa Nunez,
Michael Balau Clark and doctor of Kilbashir. This week, like

(05:14):
every week, we'll be discussing critical legal and social justice
issues affecting our communities. This week our topic will be
saving our children from the school the prison Pipeline will
be continuing with that discussion, and also we'll be continuing
and joining us again with is our guests Abraham Warreth Mubashir.
Mister Mubashir has a master's degree in educational counseling. He's

(05:37):
a former Peace Corps volunteer and he taught high school
students in Burkina, Fosso and West Africa. He's actually a
retired public school teacher where he taught midical and high school,
middle and high school students in social studies for twenty
five years. And he's a husband and father of three children.
Thank you for joining us, mister mubashear, thank.

Speaker 3 (05:57):
You for welcoming me back.

Speaker 4 (05:59):
And I want to begin by talking about again this
whole issue of school to prison pipeline and kind of
go back and talk a little bit about how the
saw begins and kind of the foundation of it. Actually,
the school to prison pipeline really goes back to the
Prison Industry Acts of nineteen seventy nine and the War

(06:23):
on Drugs. Now, the Prison Industries Act in nineteen seventy
nine legalize the transportation of prison made goods across the
state lines and allows prison inmates to earn market wages.
In private sector jobs that can go towards tax deductions,
victim compensation, family support room, and board. Allegedly, the Act

(06:45):
was created with the goal of motivating the state and
local governments to create employment opportunities that mimic private sector work.
But during this period, you figure from nineteen seventy nine
and only to nineteen ninety four, the prison industry profits
went from three hundred and ninety two million to one
point three billion just within that short time, within a

(07:08):
fourteen year span. Also during this period, the discipline of
criminal justice administration, which is probably one of the most
popular social science disciplines that could be studied in university
and colleges, is very much sought after, right, I mean,
it's a huge feel. It employs a lot of people.

(07:31):
And in the nineteen seventies, eighties, and nineties, I mean
this feel just skyrocketed. Obviously the jobs actually skyrocketed. Right
Then you have this whole issue of the War on drugs,
where you know, they're funneling money to local agencies, and
during that particular time, during the War on drugs, there

(07:52):
was a lot of money that was given to you know,
local city departments, sheriff's departments, you know, all the across
the country, they were getting all kinds of money. And
that was during the time period in which you saw
in law enforcement many of what they call these task
force so drug task force was like a huge increase

(08:15):
across the country where many of these organizations were hiring
task force directors and individuals. So what you've got is
you've got this huge industry. I mean, the criminal justice
as an industry just skyrocket is probably one of the
biggest industries in the country. Right. So like any industry,

(08:37):
what do you need? You need what people? You either
need product or people, right, and really criminal justice is
an industry of people, right. So in other words, the
only way that the criminal justice system is going to
work is the fact that it has enough individuals in
order to put it into the system. It doesn't work otherwise. Right. So,

(09:01):
now what you have is you're increasing the number of
the need because obviously, what do government agencies do. Government
agencies have to make sure they work in order to
meet their budget demand. In other words, you got a budget, right,
so you create all this in order to make sure,
you know, you meet this budget. And the more people

(09:22):
that you bring into the criminal justice system, the bigger
the budget, the more jobs, the more job security. You know,
So it's an industry on one hand. On the other hand,
we know that prison labor is making you know, products
for you know, who were we talking about the last time.

(09:43):
Who were some of the industries that wouldn't Nike one
of them? If I'm not mistaken, I don't want to
say something that's not right. Was that one of them? Rosa? Yes, yeah,
there were. You know, so you got these huge companies
that are actually using prison labor to make products, right,
I mean, that's cheap labor. I mean, so you know,

(10:05):
let's just go back and let's just call then acenas
and a spade a spade. If you're using cheap prison
labor to make products, that's called what And in many
cases they're not really making I mean, how much are
they making an hour in in in prison? Yeah, so

(10:25):
they're not you know, so they're paying very low prices
to make these products. And the criminal justice system just
make no mistake about it. It is a business, right
And if you don't think it's a business, I mean,
you're not being honest with yourself. There's a lot of
money to be made in the criminal justice system millions
and millions of dollars. Now you need individuals to make

(10:45):
sure that you're making this money. That's a lot of money. So,
now how do you get those individuals? Right? The way
you get those individuals is you funnel people into the system, right.
I mean, now you know the discipline system, and that's
where we go to the school to prison popline pipeline.

(11:07):
Is it accidental coincidental that the numbers with regards to
the discipline and the h the juvenile justice system rate
it's skyrocketing at levels that mirror prison incarceration. Right, So

(11:32):
there's there's a couple of things that you can look
at it one or two ways. Either it's just coincidental
or it's by design. But no matter what position you take,
it's still an issue. It's the same way with discrimination
the courts have come down with It's like it's either

(11:53):
the intent or impact, and intent and impact is still
a problem. Discriminatory impact and discriminatory intent have the same
consequences in the court of law. Right, So if coincidentally
you're having this system that's fueling these individuals into this

(12:14):
to this system, and that at the same time you
having this significant number of individuals who are being incarcerated
at record numbers. Something's not ripe, you see, I'm saying.
I mean, you know, I want somebody to tell me
me different, right, you know what I'm saying, Like like
my boy Terns Howard said on Hustling, Flow Flow, come on, Maine,

(12:39):
Come on, Maine, tell me something I want to know, right,
I mean, we're not making anything up. I mean, like
my boy jay Z say, numbers don't lie. People lie.
Numbers don't lie. And that's what the numbers show us. Right.
So obviously what we have is we have these individuals
because when I was in school, the discipline was handled

(13:01):
within the school, the teachers, the paddling. I don't think
they paddling anymore. But whatever they did the suspect, whatever,
they did it in school. But now the school does
not want to deal with it. So now that the
school doesn't deal with it, they've created the what is
the RSO officer's doctors and and all these other individuals

(13:22):
within the school system that basically are referring individuals out.
You know, you got police officers in the schools. They're
trying to say that rso's is a byproduct of school shootings.
But you know, I think that the but but most
of the RSO officers are in schools where that's not
really the issue. I mean, if you go to uh

(13:45):
many of these schools that are in suburban areas, you
see less uh RSO officers where probably more scooted shootings
take place than they do in the inner cities. So
there was really no justification to increase it. Obviously, there's
issues that we have within the schools. There's always been
issues that we've had in schools. When you know, there's

(14:08):
been a you know, an increase in school violence. But
at the same time, the much of the increase in
school violence mirrors the numbers that we talked about earlier, Right,
that we're not dealing with things at an earlier at
an earlier age, Right, we just have this system. It's

(14:29):
a system. And anytime that before, when we dealt with
usually the way that teachers dealt with students was on
a personal level. You dealt with in other words, it's like, look,
if you are a distraction, then I'm going to you know,
I'm done with you. You know, get out of here, your
description your distraction. Right, And so when you start dealing

(14:52):
with kids in a way in which you're just kicking
them out of the classrooms when they become a distraction,
and then you automatically get them, you know, with the
Rso now you're arresting them, and now you're putting them
into the juvenile justice system, and now basically he's just
another byproduct of, you know, of that system. Right, It's

(15:12):
all about culture. You know, you don't have to necessarily
have the intent to actually want to do something to
a child to make that child become part of the
criminal justice system. But if they create that policy and
that culture, it doesn't really matter, right, because that's what

(15:32):
it produces. That's what it was, That's how That's where
we are right now in our society, right And are
we truly going to really start trying to look at
it from a perspective that this is something that is
about we just got bad kids and bad parenting? Huh?
Is that what it is? Rosa? Is it just bad

(15:54):
kids and bad parenting?

Speaker 9 (15:55):
Now?

Speaker 4 (15:56):
I think you know what I'm saying. You know, I
don't think that you can just just count it out
that way. You know what I'm saying, There's there's a
there's a little bit more to that and and and
you know, I know, we get ready to go to
the break, but I just want to leave with this
before we go to the break. My grandmother used to
always tell me something, and this is what reminds me
of this situation. Is she used to say, something in

(16:17):
the milk ain't clean, right, And I'm telling you right now,
as we're talking about this situation about our children and
about our babies, which is an important subject, something in
the milk ain't clean. And we're gonna talk about that
when we get back on the other side of the break.

(16:41):
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Speaker 15 (18:34):
It G I did not feel safe. That's why I
decided to come to California because I didn't feel safe
in Medico.

Speaker 4 (18:40):
Just kind of like the system and if you go
outside the system that it becomes a struggle.

Speaker 14 (18:46):
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(19:07):
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Speaker 4 (19:40):
Com welcome back To Justice watch With Attorney zuluali and
The Justice Watch. Crew, again we'll continue with our discussion
on saving our children from the school to prison. PIPELINE
i have two questions for, You. Roshen the first question

(20:02):
IS i want to ask you what's the numbers? Like
what's the numbers like when it comes to the children
in school and? Discipline how many when we talk about,
suspension those sort of.

Speaker 16 (20:15):
Things all, Right, so black youth are six times more
probable to be suspended suspended than their white, counterparts and
black young ladies are three times more likely to be
suspended than their white counterparts as. Well and sixty one
percent of the people that are in prison we know
are people of. Color and also it is not concidential

(20:38):
that while being suspended or expelled increases the odds of
dropping out of school by three hundred and sixteen percent
for both black and white, Students black youth who drop
out of school experience a forty percent increase in the
odds of engaging in criminal behavior in early, adulthood as
opposed to two percent of their white counter.

Speaker 4 (20:57):
Parts, so from your expert opinion political, scientists, POLITICALLY i
want you to tell me what is your opinion with
regards to the correlation between the disciplinary issues as far
as the rise of discipline in schools in comparison to

(21:18):
the rise in prison.

Speaker 16 (21:19):
POPULATION i think that it's definitely not considential, that LIKE
i mentioned, before we have sixty one percent of people
that are both black And latinos in the prison industrial complex.
System AND i think that the, prison the school to
prison pipeline definitely does, exist and we see it in the.
Numbers and ALSO i mean the fact that we have

(21:42):
ten percent of the students going into private schools and
ten percent of the students in private schools are people of,
color and they guarantee an eighty four percent of school
graduation in an eighty two percent of college, enrollment while
public schools only guarantee a seven twenty four percent of
school graduation and a sixty six percent of college. Enrollment

(22:05):
and we know that ninety percent of the people in
there are people of, color you. Know SO i think
that to me is it's evident that the prison the
school to prison pipeline definitely does.

Speaker 4 (22:15):
Exist, NOW i got to go to you by educators
the Movie share we're talking about that you. Did you
had the middle school, students the high school students for
a period of over two. Decades what's going on in the?

Speaker 3 (22:31):
Schools, WELL i would like to start by first letting
your audience know that we're talking about a small population
Of american. Population then we have two point three million
people in. Prison america has three hundred and twenty five
million people, Here so we are identifying a small minority

(22:52):
group that goes into our prison. System so let's keep
that in. Mind, so second of, all what's going on
in the? Schools the. Pipeline if you go to the
prisons and you interview anybody in the prisons or juvenile,
hall they're all going to say they went to. School

(23:13):
if you go outside of those, institutions everyone's gonna say
they went to. School so to say that there's a
pipeline from the school to the, prisons it's picking low hanging.
Fruit of, course they're coming out of the school. System
what's getting left out of this argument is that that

(23:33):
pipeline goes through the. School where did that pipeline? Start
it goes through the.

Speaker 4 (23:40):
School the.

Speaker 3 (23:43):
Schools don't see that, child and to the child is
five or six.

Speaker 4 (23:46):
Years, old.

Speaker 3 (23:48):
And we have evidence that a child coming home from the, hospital.

Speaker 4 (23:56):
It's going to be. Educated not only. That if you
look at our depth.

Speaker 3 (24:00):
Of, education there that has two powerful entities that there
is the process of facilitating and the process of acquiring.
Knowledge the child is acquiring, knowledge the parent is facilitating that.
Knowledge so the child is turned on by nature in
native to learning for. Survival so after that you bring

(24:26):
the child home and then you have the siblings they
become Educateds, see when we say, education we think about mostly.
Institutions we establish those institutions for three. Reasons at the
beginning what they call reading or, writing and what they
used to call. Arithmetic because the population was. Illiterated over,

(24:51):
time we have put a lot on that staff and
teachers at those institutions to do a lot. More And
i'm not saying that's. Wrong i'm saying that's. Correct they
have to do a lot more because of the people
they have coming into the. System has already shown and
according to a report from THE, alu the a c

(25:19):
L U dot or school to prison, system they accept
that theory that it. Is they say the children are
coming in learning, disabilities history of property abuse or, neglect
and could benefit from additional education and. Counseling what we

(25:39):
want the schools to do is correct the problem that
we've already. Created that's what we want them to, do
and we should go ahead and state that out. Front
we're sitting not, everyone a very minority of. People it's
not educating that child as, parents as, siblings as in.

(26:00):
Laws and then you take the child out into the.
Community the child still learning and in the community that's.
Teaching you send them to the you take them to the,
store to the, park they're. Learning you send them to
your religious. Institution they're learning. There that not only that
they're learning the theology that you want them to, learn

(26:22):
but they're also in being indocunated into that theology as
their belief. System they're learning.

Speaker 4 (26:29):
Values, trades.

Speaker 3 (26:30):
Skills it is said that by five years five, years
five years, old it's a child that has had problems
in that first five, years has a disability, already and
he hasn't even stepped, In he has not even stepped

(26:52):
onto the.

Speaker 4 (26:53):
CAMPUS i, said you came. Up i'm, Sorry i'm gonna
get back with, you BUT i think the doctor's gonna
eat that microphone. Up come, on you gonna have to
come on up to that Mic you get way close to.

Speaker 12 (27:10):
Us, well all due respect to what has been, said but.

Speaker 4 (27:18):
You, know we have to realize.

Speaker 12 (27:20):
The school systems keep the young adults for an average
of eight ten hours a. Day and what happens is
when education is not a catalyst to teach the individual
greatness that that individual child can reflect upon and reflect,
with the educational system really does a. Disservice and then
when you come into the school environment and you bring

(27:44):
people that are diametrically opposed to the ideologies that that
school system is, fostering what happens is that child becomes
very defensive about the educational. Process when we look at,
statistics most black boys drop out of the school system
in the eighth grade because the school system is not

(28:05):
giving the proper the proper components that that young child.
NEEDS i, know we're getting ready to go to a,
break SO i THINK i better hold off and finish
up after that, break Brother.

Speaker 4 (28:16):
Hali, okay all, Right so one of the THINGS i
GUESS i want to say BEFORE i go to break
is when we come out of the, BREAK i want
to get back with you With doc and then go
back to movie. Share and you're getting really close to
your mic, too. Blouse but, anyway the only THING i
wanted to say about it IS i just kind of
want to think ABOUT i think that's where the problem.

(28:38):
LIES i, MEAN i threw out a lot of. Numbers
we throw out a lot of, numbers AND i think
the numbers are. Important BUT i think that's where the
problem lines BECAUSE i think that what happens is is
that when we say the numbers are, low then does
that mean that we do not give those individuals the

(29:00):
type of attention they deserve because we feel, like you,
know we're not gonna deal with it because when we
talk about numbers right in, general it fails to recognize
certain social economic political, groups social economic. Groups that's why
we lose those kids because they're looking at, numbers but

(29:21):
we're not looking at individuals. Anymore but we'll hit that
when we come back on the other side of the.
Break then a man got to get. Back need some Diff.

Speaker 14 (29:46):
There's a new nationally syndicated radio program that's sweeping the
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(30:08):
working class and socially disadvantaged perspective and to motivate listeners
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Speaker 10 (30:13):
And part of the.

Speaker 14 (30:14):
Solution zuluali is joined by The Justice crew consisting Of Rosa,
Nunez Michael, clark Doctor Akil, bashir And Charido ali to
tackle the most pressing issues Post Attorney zuluali is a
former police, OFFICER Us Marine corps veteran and an award
winning trial lawyer who focuses on representing persons accused of, crimes,

(30:34):
immigrants victims of, discrimination and person seeking civil.

Speaker 10 (30:37):
Justice find out how to listen.

Speaker 14 (30:39):
To Justice watch With Attorney zuluali At justicewatchradio dot. Com
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And Freedom Keep Your hand on The. Plow this emotional
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(31:00):
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(31:22):
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Speaker 7 (31:35):
G i did not feel.

Speaker 15 (31:37):
Safe that's WHY i decided to come To california BECAUSE
i didn't feel safe In.

Speaker 4 (31:41):
Nico just kind of like the. System and if you
go outside the, system then it becomes a.

Speaker 14 (31:46):
Struggle are you an immigrant seeking defense representation and are
looking to protect your rights or maybe someone who is
experiencing an injustice or discrimination and need a lawyer you can. Trust,
well that's exactly why you need the help of award
winning trial Lawyer Zulu. Ali The Law offices Of zuluali
provides immigration defense representation for those seeking justice and looking

(32:09):
to protect their.

Speaker 10 (32:10):
Rights if you or a.

Speaker 14 (32:11):
Loved one needs professional legal advice and, representation then Contact Zulu.
Aali zuluali's firm focuses on criminal, law family, law civil
and personal, injury and international. Law zuluali is a former
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Hands serving all Of california and immigration cases. Nationwide representing

(32:32):
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Speaker 5 (32:41):
Dot com welcome Back To justice watch And The justice,
watch crew where we continue with our discussion on the
school to.

Speaker 4 (32:54):
Prison pipeline right before, THE break I, think doc you
were kind of in.

Speaker 16 (33:01):
On.

Speaker 4 (33:01):
A note i think you want to finish on.

Speaker 12 (33:03):
That, NOTE yeah i just want to go back TO
what i. Would saying i'm gona make a few quick
points and all due respect to our guests brought some
excellent points to. The table but let's, be honest the
narrative of the school system. Has changed it's changed back
in the, late fifties it went from an educational component
to a carporate. Empowerment component as the Structure of american

(33:26):
change and we became more, corporate driven the systematic structure
within the school system is training our kids within that
system to become.

Speaker 10 (33:35):
Corporate followers they are not.

Speaker 12 (33:36):
Looking for the independent thinking process that that child brings to.
The table what they want is a remote. Psychological process
and you see it in the way they school the
children and the way they move forward as it relates
to the prison. Industrial complex let's, go BACK and i
think the point was. Well said i'll leave the school
has become a safe haveent for the prison industrial complex

(33:58):
when you start, thinking about Especially, in california when the
bulk of the prisons are moving into private, prison systems
and those private, prison systems the only way they maintain
their doors to be open is to make sure they
have people within. That system you look at the structure
of the school and how it has changed with the school,
resource officers with the fact that the no, tolerance policies

(34:20):
all you have to do is basically break one rule
and you're going to be put into the, justice system
which is going to follow you through the rest of
your life from adolescents to, high. Schools etc so you
have to look, at processing you have to look at
really what's. Going on, AND lastly i POINT that i
have to make here when you start thinking about the
story that the school is supposed, to power is it's

(34:41):
supposed to develop the thory thinking process with the children
to get them to see the vision, of greatness to
see how they can move themselves forward through. A system
and you've got individuals within that system that can't relate
to the children.

Speaker 7 (34:53):
That are in.

Speaker 12 (34:53):
That system when when you got people of non color
coming into urbanized schools and tea their perspective on what
that child or those children, should do you're going to
get a break in. That system then when the children
rebelled against a lack of a proper education to move,
themselves forward they are thrust into the justice system because
they don't comply with the school system which is not

(35:16):
doing a dang thing for him in the.

Speaker 4 (35:17):
First place that's. The, reality okay and that WAS pretty
i got. That point, but anyway WHAT before i get back,
To you mter movie shar one of THE things i
wanted TO before i forget about IT because i probably
will because in MY intro i really didn't get to
a couple. Of things and one Was The corrections Corporation,

(35:40):
of america which was developed in nineteen which was started
in nineteen eighty three By a, nashville businessman and now
it's a billion. Dollar industry you Have The. Waking hut
we All Remember, wacking hut the. Security company they now
have A developed geo group which is ACTUALLY doing. Us

(36:03):
corrections they have over seventy correctional facilities and they also
are making over a. Billion dollars now we talk about
Our current. Attorney, general now in nineteen, Ninety Two. William
barr he authored a report and the name of that
report Was the Case For, more incarceration which argued for

(36:25):
Increasing The united states. Incarceration rate and then we talk
about the mandatory minimum sentencing had a disproportionate effect on
the Number Of african americans and other minority inmates in these.
Detention facilities so in, other words, you know the sentencing
kind of went along the lines of the social economic

(36:48):
group based upon the type of drug. You had drugs
that were typically found in the lower, economic groups such as,
crack it, you know required a much higher, minimum sentence whereas,
powder cocaine which is typically something that is found with
individuals with, you know in the upper, economic class had

(37:12):
a lesser. Minimum sentence so just to just kind of
getting that, out THERE because i know that we start
talking about the issues about. The resources but now, SAYING
that i want to go to, you again, mister movieshit
And then i'll come back to.

Speaker 3 (37:26):
My point from my experience for twenty five years, of
teaching the majority of the teachers can relate as. Human
beings they might not be relating at the different cultures
or ethnicity, and race but they relate as. Human beings
and many of them are there because they believe it's.

(37:46):
A calling many of them they have gone to the
university and trained or how to deliver, that curriculum and
many of them want to make. A difference they really
have a passion for. Their, students however we have sent
them students that starts disrupting.

Speaker 4 (38:06):
The classroom a minority, of.

Speaker 3 (38:08):
Them those are the ones you're really. Talking about we're
kind of, blanking everybody but it's only a minority, of
students maybe two or three in a classroom out of
the five classes you have that's gonna disrupt the. Class
intentionally why they have their own problems that they brought to.

(38:29):
The school you asking the teachers to. Correct problems that's
all that that you allowed to happen under your watch as.
An educator because you are responsible for.

Speaker 4 (38:48):
That child when that.

Speaker 3 (38:49):
Nurse give you, that child anything else in your life
have to be. Put secondary that child is your primary responsibility,
by nature and.

Speaker 4 (39:00):
If you, on drugs you have to put. Them on
put those.

Speaker 3 (39:03):
Drugs aside if you have a criminal. Ability activity you
Need to you got to put. That aside you have
to for. That child that's. Your responsibility that child depends
on you. For it the future depends on you.

Speaker 4 (39:15):
For it and if you.

Speaker 3 (39:20):
Do that and do your, education right the people who
come around, your child you.

Speaker 4 (39:25):
Monitor that you should be.

Speaker 3 (39:27):
Monitoring that i'm monitored who came around my child and
how they was communicating with.

Speaker 4 (39:32):
My child.

Speaker 3 (39:34):
When you take them mind into, the community you monitor
where you take them and how you respond to things
that happen in. The community and then when that child goes,
to school you have prepared that child to go and accept.

Speaker 4 (39:49):
The curriculum one of THE things i WANT to i
want to, talk about mister, movie SHIT and i think
your point is, well TAKEN but i think that what
happens is IS that i think that's where we missed
the point is that there's a difference between the issues
that we may have with parenting in addition to as
well as a difference, as well is there a school
to prison pipeline at least in, My OPINION and i

(40:12):
do believe that basically the parents that you're, talking about
the ones that do that obviously may or may have,
you know a situation where their children may not be.
The ISSUE and i don't really think it's necessarily. The
teachers it's almost LIKE saying i was a, police officer
and it would be almost like me sitting here, saying,
THAT well i don't THINK that i think it was

(40:34):
okay for police officers to shoot innocent. Black men that.
IT'S not, i mean you Know what. I'm saying and
does that mean that every police officer is a bad.
Police officer of. Course not there's some great police officers,
out there but that doesn't change the issue with. The
systems it's not really. A SITUATION when i was a
police OFFICER and i spent almost ten years in, LAW

(40:56):
enforcement i didn't shoot any. INNOCENCE people I think i
treated everyone exactly. The, same however that is that does
not negate and that's usually the argument that we use
when we talk about whether the law enforcement in, police
officers whether, you know we have. A system every time
we talk about and have a discussion about the way

(41:19):
that These and i'm talking about innocent black men that
are being shot in cold blood. On video that doesn't
mean that there's bad. Police officers you Know what, I'm
saying it doesn't mean that there's actually individuals that maybe,
even uh there's officers lives that are at risk and
sometimes lethal force and deadly force, is is, you know.

(41:42):
Is appropriate but we also know that there, are situations
systematic problems that allow for those things to, you know
to and it's an epidemic in our in. Our communities
and the reason why we're not really able to address
the issue appropriately is because we talk about every time
you make, the statement then everybody feels like you're trying

(42:05):
to castigate all. Police OFFICERS and i don't think that
the school to prison pipeline is a castigation, of teachers,
you know. IT isn't i think there's definitely excellent teachers,
out there but there's things beyond. Their control it's a.
Systematic problem and the same problem in our educational system
is the same problem we have in our law, enforcement

(42:27):
system is that we don't police up our. Own ranks
and when we don't begin to start putting our own
people and educators, to task and it might not be
the teachers in, the classroom but the system itself. Creates
that the second thing IS that, i understand, you know
it's a. Sad situation we have TO make i make
a decision as to what we need to do about

(42:49):
our parents, as WELL because i think your point is
well taken that parenting is a separate problem that we
need to, deal WITH because i believe that's IMPORTANT and
i believe that that's something that we need to. Deal
WITH but i also believe that we're losing children because
the type of children that you're talking about. And parenting
what about the kids that don't have the right parenting

(43:10):
are not being, you know what do we do? About
them do?

Speaker 3 (43:12):
We see those are the ones we're really, talking, About
right and the majority of the students make it through and,
gratuate properly but don't go. Into prison well that's, The
majority well, The majority but we also have to look at.
At that we have a that there is a significant
number of black men who are part of the criminal.

(43:32):
Justice system it is it, is Huge and i'm talking about.
The majority i'm talking about the Average average black men
between the ages of eighteen and thirty. Years old probably
the number of them, on probation parolea incarceration is an extremely. High,
number now if we're in, that system then we have
to figure out what causes that what's. THE issue i

(43:55):
know some great parents that we're losing our children at,
record number and we're losing our children because we're not
paying attention to the ones that need to be paying
that we need to pay attention.

Speaker 4 (44:05):
To exactly we kind of gloss over that in. Many
ways but your point is WELL to i understand exactly
what you're. TALKING about i think that you've made, as
docs that you've made some excellent points and points that
are my audience needs. To Hear and i'm glad that
you're here because we wouldn't be able to talk about it.
This way but at, any rate we'll continue with what,

(44:26):
you got mister movie sharl on the other side of,
the break and we'll talk about the kids and. The
discipline would? You bellow, i'm mad.

Speaker 3 (44:37):
Try to.

Speaker 10 (44:37):
Get better.

Speaker 4 (44:39):
We need. Some gift.

Speaker 14 (44:46):
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Speaker 10 (47:41):
Law dot, com uh, er of.

Speaker 4 (47:49):
Course Welcome Back to Justice Watch With, justice watch crew
where we'll continue with our discussion on the school. To Prison,
Pipeline and uh i'm not gonna let you Get up at.
Mike no more they're about, to. GET it man i
want you to chime in a little bit, ON you
know i know that you, operate a motivatium which is

(48:14):
an organization that's responsible for dealing with at risk youth,
and keeping, them you know dealing with them and trying
to keep children. Out of trouble so what's your take
on it as far as our discussion of the school?
To prison, pipeline ALL right, if.

Speaker 7 (48:31):
I may let me try to bring a correlation or
try to make it, a you, know you know try
to put two things together to kind Of simplify. What
i'm saying whenever you're, dealing with capitalism in order for,
capitalism to survive it, needs a host it needs it
needs to. Continue to survive and so there why therefore
they colonize these different countries and so forth and so.

(48:53):
On for survival the prison system is. The same way
what it has to do it is has to. Find
the host that host, is the school and so. Therefore
it feeds the school feeds the prison just as well
as all these other, countries feed capitalism if that makes
any sense to. You and so AND the reason i

(49:16):
say that is because, many years ago if we trace
the history of the school, educational curriculum back we'll find
that a lot of our children that went to junior
high school, and high school they were they were able
to take, on a, trade a skill whether it, be
would work whether it, be auto, mechanics so forth, and
so on because it taught them viable skills to go

(49:38):
out and, not only work but to, run their business
so forth. And so on that has been totally eliminated.
In some schools they eliminated. The music class they won't
eliminate the sports due to the fact that the sports
is feeding. Another big industry but those those other entities
in which they, used to have such as, teaching them skins.

(50:00):
They eliminated that the other thing is. The disciplinary factor
when the kids went to school and they was disciplined,
by the teacher they knew that if they, got in
school not only was they disciplined, by the teacher that
when they get home they're gonna get a double discipline.
From their parents and so they thought twice about acting.
Up in school it's somewhat kept. Them, in line nowadays instead,

(50:21):
a disciplinary factor what happens is this they call. In
the police they want to. Cite the kid they want
to get a. Kid a ticket they want to, suspend
the kid which takes them away. From the education they
want to, expel the kid not knowing that all the
time that this kid might have some type of mental
disabilities at home where they, might be, encountering you know
just so much. In their life but then when, they

(50:43):
go back if the parent, is not there like, we
talked about because the parent might have two and three
jobs in order to keep a roof over head and food.
In the house then what happens is this is where
the school must pick up at because they used to
have counselors that would be able to talk. To the
kid but now they're eliminating a lot of the counselors
and the mental health workers out of the school and putting.
Police into school this is.

Speaker 4 (51:04):
Feeding the prison.

Speaker 15 (51:06):
It.

Speaker 7 (51:06):
Makes no sense this is.

Speaker 9 (51:07):
Feeding.

Speaker 7 (51:08):
THE prison look i got a call last week from
a vice principal in my, Child school said cher got.

Speaker 4 (51:15):
INTO a fight, i.

Speaker 7 (51:17):
Told her okay she explained the. DETAILS to, me, I
said well i'd rather for him to, choose that option
because kids nowaday only. Have four options that option is
they can, accept a billion they can stand up, to
the billion they can find, a way out whether they
drop out or whether they, take their life which is
a lot of them is. Doing right now or they

(51:38):
can come back with a gun and. Shoot everything up
so the fact that he stood up for himself and,
HE fought back i choose that option over the other three.
All day long and the thing about IT is when
i explained, that to, HER she said i have. To
follow policy she might, have believed me she might have went,
along with me but because, of the system tell her
that she has, to cite him because she has to give.

(51:59):
Him a ticket, after the ticket she's he's going. To
get arrested you can't tell me that's not feeding. The,
prison pipeline.

Speaker 4 (52:05):
Well, you know what THIS is what i would. Like
to say let's let's. Just say this we could end it.
Just right away let's just say that they the profits
made from prison labor, was completely eliminated and that private prisons,
WERE completely eliminated i would almost guarantee you would see

(52:26):
a decrease in prison population. At school discipline let's, change
out questions.

Speaker 3 (52:33):
Let's change the name of the theory from school to
prison pipeline to early development through prison through school, to
prison pipeline because it's misrepresented, the other way and everybody
goes through.

Speaker 4 (52:51):
The school system so that's not that's not that's not
the reason that it's. Termed that way the reason we're
saying that school the prison pipeline is because it boils
down to the fact that that the disciplinary function of
the schools, it turns kids is funneling children through, the prison.
SYSTEM not, not i, mean you know regardless of word,

(53:11):
it comes from the Schools, are turning well why don't the,
schools stop, getting you know, Using resource officers why don't
the school start stop turning kids over to the. Juvenile
justice system they're not, gonna do. That you know and
the reason why they're not going to do that is
because we have to we, have to understand we have
to come to terms and come to the grip that.

(53:32):
We've been hoodwinked we. We've been bamboozled.

Speaker 3 (53:39):
They got, hold of course Like my, boy michael says.
Class will run, in my class a student jumped up
and started beating on three or four students, before ANYBODY
recognized and.

Speaker 4 (53:57):
I grabbed him you know why he said.

Speaker 3 (53:59):
He did it he wanted, to change schools but they
wouldn't let, him do it so he violently attacked these
other people's children sitting in school doing that work because
he wanted to go to another school and felt that
was a legitimate action to.

Speaker 4 (54:17):
Get that job we have to we have to do
something that is.

Speaker 12 (54:22):
Not the norm and if you're not dealing, with the
norm the norm is that the schools are a cassetic
destructive force for children of color and they're not doing
them any advantage. By the process and just Back to
our lee's, point real quick the fact that, that Teacher said,
in belail's case, what she said that's because policy is,
dictating her moves and that policy is being aligned with

(54:46):
the prison industrial conferts to those kids that are deemed what,
they call unwarranted they're gonna funnel them right into.

Speaker 6 (54:53):
That, Justice system.

Speaker 4 (54:54):
Well i'm gonna TELL you what. I know Something and
then i'm gonna Go back to i'm gonna go BACK
to what, I, talked right yeah like co and tail pro.
That's a conspiracy but let me go back to the
whole idea of, MY my, involvement i mean being, in
the military understanding what our country is. Capable of doing
are we suggesting that the most powerful country in the

(55:17):
world cannot effectively lower school disciplinary issues and lower the.
Prison and cars they created. It the problem they. Created
the problem let's just not just look when they began
to start trying to criminalize drug addiction and the. And,

(55:38):
and funneled now this is. Not a conspiracy this is
a known fact that THE c i a funneled drugs into.
The black community why didn't they funnel them into. The,
suburban community no that's, not the, love that's yeah. What
you do but this. Is the ISSUE this is i Understand,

(56:00):
that you okay what about what about what? About human
rights why don't?

Speaker 7 (56:08):
You, educate you however whenever you before.

Speaker 4 (56:13):
You start the, full, will okay.

Speaker 7 (56:14):
Listen, before you start before you start, in the business
you must write out a business pan and in that
business depend there's.

Speaker 3 (56:20):
A marketing strategy and tell you that you have wherever
they want to.

Speaker 7 (56:25):
Get, their product right people get their product from they
get their product from, from bogus laws and they get
their product from.

Speaker 4 (56:32):
The school system let's just let's. Just keep it let's just.
Keep it attack the issue is hypocrisy, And, human. Rights.
Yes sir right so, in other words when you talk about,
breaking the law who are? YOU talking to i think
people will start breaking the law when our government starts
stops violating. People's human rights so with the same intensity

(56:53):
that we're telling our telling our children to stop, breaking
the law we should put that same energy and intensity
and keep making sure that our government does not. Violate
human rights people are, running into stores robbing the store.
Because civil right yeah, WHAT about, okay, i understand okay

(57:14):
well there is no. Conspiracy our children. It's our fault but,
at any rate thank you for. That's cut off as
thank you for Tuning In for Justice Watch With. Attorney
zulu ali i'll see, you next, week same, time same,
place same channel and On Behalf, Of Michael. Clark doctor
ker we'll See your.

Speaker 14 (57:36):
Next there's a new nationally syndicated radio program that's, sweeping
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Watch With, attorney zulu ali The voice of justice.

Speaker 10 (57:49):
For the people The Focus of.

Speaker 14 (57:51):
Justice watch is to provide an honest analysis and viable
solutions to the criminal and social Justice crisis in america
and the world, from, a black brown working class and,
socially disadvantaged perspective and to motivate listeners to be informed
and part. Of the solution zuluali is Joined By the
justice Crew Consisting, Of Rosa, nunez Michael Clark, doctor Akil

(58:13):
Bashir and charido ali to tackle the most Pressing Issues
post attorney zuluali is a, FORMER Police Officer us marine
corps veteran and an award winning trial lawyer who focuses
on representing persons, accused, of crimes immigrants, victims of discrimination
and person. Seeking Civil justice find out how To Listen
to Justice Watch with Attorney zuluali at, JUSTICEWATCHRADIO Dot com.

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Speaker 17 (58:59):
I'm rob bartier a news conference set to Be Held
by president trump tomorrow will be on. Crime and beautification
in a truth, social Post today the president said the
news conference will not only involve, ending the crime murder
and death in, our nation's capital but will also be
about cleanliness and the general physical renovation and conditions of
our once beautiful and. Well Maintained Capital Texas governor greg

(59:21):
abbott is ramping Up pressure on democrats who. Fled the
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the threat of arrest for the lawmakers will remain for as.
Long as necessary.

Speaker 9 (59:30):
If they show back up in The, state of texas
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Speaker 17 (59:33):
To the capitol the governor also said it's within his
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Were lifted early Saturday after cal fire reported the blaze
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