►
From YouTube: Let's Talk COVID - Mind, Body, and Social Justice
Description
This is a continuation of our Let's Talk public series where we look at how COVID-19 is affecting multiple aspects of our lives, what we should know, and how we can stay healthy in mind, body, and in social justice initiatives.
A
A
A
C
C
A
Okay,
hopefully
it's
I
stay
out
of
the
bunker:
okay,
okay,
so
each
of
you
will
get
about
six
minutes
to
talk
and
then
we'd
like
to
have
two
minutes
to
open
up
or
any
of
the
other
panelists.
To
ask
you
a
question
or
if
there
is
a
chat,
question
that
comes
in
I
would
like
to
just
throw
that
out
just
so
that
we
can
keep
a
little
bit
of
a
dynamic
and
and
open
dialogue.
A
Once
everyone
has
their
68
minutes
of
presentation
plus
comments,
then
we
I'll
throw
some
questions
out
to
all
of
you
all
for
about
eight
minutes
or
so,
and
then
we'll
open
it
up,
and
we
can
all
collectively
respond
to
questions
that
I
will
share,
and
you
know
some
of
them.
I
may
just
direct
depending
on
the
subject
matter,
but
they
are
all
open
for
every
into
response,
and
so
this
is
also
pretty
much
in
parallel
with
what
we
put
together
in
this
last
minute
guide.
So
I
think
we
are
at
one
o'clock.
A
A
Good
afternoon
and
welcome
all
who
are
joining
we're
going
to
give
it
about
two
or
three
minutes
or
others
to
get
on
the
webinar.
We
know
that
there
were
some
technical
issues
with
our
link,
so
want
to
make
sure
that,
as
many
folks
are
able
to
join
the
bulk
of
this
conversation
today
for
a
let's
talk,
mind
and
body
connection
and
social
justice
in
the
time
of
coab,
it.
A
A
So
thanks
for
everyone's
patience
and
thanks
for
all
of
those
who
have
been
able
to
join
today's,
let's
talk
mind-body
and
social
justice
in
a
time
ago.
Vid
today
we
are
joined
by
a
panel
of
esteemed
local
and
really
important
connected
change
agents
and
building
resilience
here
in
Buncombe
County
in
today's
discussion
will
open
up
with
Reverend
can
and
Glenda.
Excuse
me,
Reverend
Deacon
burns
of
McDowell
of
Asheville
North
Carolina
will
be
followed
by
dr.
A
Jenn
Pitts,
who
is
a
longtime
resident
of
Asheville
and
also
a
leading
connector
to
Nami
and
also
has
served
on
the
Buncombe
County
Health
and
Human
Services
Board
will
then
follow
with
Shayne
munceford,
who
is
a
practice
administrator
with
the
mountain
area.
Health
Education
Center,
particularly
within
the
mental
health
and
behavioral
Services
Unit,
and
then
followed
by
Martha
alcohol
Williams,
who
is
a
student
and
parent
coordinator
with
Asheville
City
Schools,
and
she
also
directs
their
equity
programming
and
is
a
regional
director
with
the
race
for
equity,
Institute,
REI
and
then
followed
by
dr.
Thompson.
A
Excuse
me
David
Thompson,
who
is
with
Buncombe
County
Schools,
and
he
directs
student
services
for
County
Schools,
so
I
welcome.
All
of
our
participants
and
a
quick
moment
in
that
during
our
panelist
discussions
towards
the
end
of
their
individual
presentations,
we'll
have
one
or
two
questions
that
will
open
up
a
mock
panel
as
well
as
from
attending
beauty
and
towards
the
second
half
of
our
conversation.
We'll
then
welcome
you
all
our
community
to
share
any
questions
or
any
observations
that
they'd,
like
the
other
chat.
So
thank
you
all
and
let
us
proceed
so.
D
Well,
greetings
and
blessings
to
you
all
and
thanks,
though,
for
all
the
upgrades,
hopefully
there's
a
check
in
the
mail
Cartman
would
Wenzhou
asked
me
to
be
part
of
this.
I
was
wondering
what
did
I
have
to
offer
so
I'm
gonna
stay
in
my
role.
Is
the
Deacon
deacons
go
out
into
the
world
kind
of
capsulize
what's
happening
and
go
back
to
the
church
and
report?
So
I
can
honestly
say
that
we
are
in
our
Easter
season.
You
know
we
celebrated
Easter
and
we
found
out
the
church
is
not
those
four
walls.
D
We
are
in
fact
the
church
and
to
my
young
people,
I'd
like
to
say
no
man
knows
the
hour
nor
the
time
get
on
with
your
life.
This
ain't
the
end.
You
know
we
always
get
an
awakening
and
when
I
say
that
we're
in
the
Easter
season,
we
know
very
clear
of
the
crucifixion
of
our
Lord
and
Savior,
but
also
we
know
that
whenever
Jesus
appeared
it
was
not
peaceful.
D
In
fact,
he
said,
I
didn't
come
to
be
peaceful,
I
came
to
kind
of
interrupt
to
be
a,
and,
if
you
noticed,
when
Jesus
came
into
cities
into
villages
into
town,
he
did
indeed
disrupt.
He
came
and
remember
when
he
took
all
of
the
fishermen
and
they
left
their
net.
There
was
somebody
waiting
on
fresh
fish
that
evening
that
they
did
not
get
he
disrupted.
There
was
something
to
talk
about.
There
was
change,
so
we're
living
in
a
period
of
disruption,
we're
living
in
a
period
of
recognition
that
we
had
two
Commandments
from
our
Lord.
D
A
A
Recognizing
you,
within
your
capacity
as
a
mediator,
and
so
right
now,
as
we
are
in
a
time,
search,
intense
discussions
that
may
you
know,
disrupt
how
we
feel
and
how
we
act.
Is
there
anything
that
you
may
be
able
to
share
with
our
communities
from
your
lens?
It's
a
mediator
and
how
we
may
go
forth
in
our
day-to-day
well.
D
The
first
thing:
when
I
mentioned
that
we
were
taught
to
love
our
neighbor
first,
you
have
to
have
respect
for
self
before
you
can
respect
that
neighbour
and
know
that
neighbor
doesn't
always
look
like
you
talk
like
do
you
sound
like
you
in
fact
uses
words
that
you
probably
would
not
use,
but
now
that
we
are
coming
out
of
the
darkness
into
the
light,
we
must
be
prepared
to
hear
the
truth.
You
see,
there's
your
truth,
my
truth
and
the
truth
and
the
truth.
D
That's
what
we
always
put
under
the
carpet,
but
now
that
we
say
that
we
are
woke
and
our
eyes
are
truly
open,
then
we
have
to
have
real
dialogue,
rear
dot.
Real
dialogue
brings
conflict.
You
have
to
be
prepared
for
that
conflict,
and
we
know
conflict
is
as
normal
as
breathing
in
and
breathing
out.
It's
a
part
of
everyday
life,
I
would
say
if
you're
going
to
be
open.
Now
is
the
time
to
be
open.
D
D
There
are
all
sorts
of
opportunities.
Now
everybody
wants
to
talk,
they're
talking
on
Facebook
they're,
talking
on
Instagram
they're
talking
everywhere.
So
the
fact
that
we
can
talk
just
start
a
conversation
I,
don't
know
about
most
of
you,
but
some
of
my
best
conversations
have
been
in
the
line
at
Lowe's
buying
flowers,
and
why
did
you
buy
that
one
and
how
can
I
take
care
of
that
one?
You
know
it
also
starts
with
a
smile
when
you
walk
by
somebody
just
acknowledged
them.
D
What
we're
trying
to
get
back
is
to
be
in
human,
each
one
of
us-
and
you
have
to
see
me
as
human,
so
begin
the
dialogue
you
don't
have
people
over.
You
know
we
can't
visit
right
now
because
of
the
pandemic,
but
call
up
somebody,
you
know,
do
something
right
now.
You
know
when
we
first
started.
This
people
were
saying:
do
something
nice
for
a
friend
do
something
nice
for
people
that
you
don't
know.
Do
something
I
go
to
my
mailbox
every
day,
I
notice,
ain't!
D
E
A
Deacon,
thank
you
for
those
reminders.
I
think
it
I.
There
are
some
great
takeaways
in
terms
of
doing
something,
and
so
we
would
say
that
doing
something.
Obviously,
right
now
is
also
very
powerful
digital
mode
and
the
reminder
for
all
of
us
to
be
human.
Now
it
would
are
there
any
of
our
panelists
who
may
have
a
question
sure
it's
deep
in
the
gal
before
we
welcome
dr.
pit.
D
You
tackle
it.
You've
been
walking
sideways
going
around
there
talking
out
of
both
sides
of
your
mouth.
This
isn't
the
first
time
we
started
to
talk
about
race.
We
talked
about
it,
yet
we
don't
talk
about.
How
is
it
that
you
can't
talk
about
it
when
it's
in
front
of
you
every
day
you
want
to
have
a
conversation,
set
an
agenda,
get
people
together
and
start.
D
The
dialogue
appreciate
that
it's
going
to
be
hard
appreciate
that
you
might
leave
with
your
jaw
a
little
tighter,
but
you
left
a
little
more,
but
the
little
more
knowledge
of
the
other
person.
You
know
this
isn't
hard.
We
have
choices,
we
make
choices
every
day.
Is
our
choice
to
be
in
conflict
constantly
or
as
a
choice
to
have
a
healthy,
thriving
community?
And
you
know
when
we
talk
about
race,
it
brings
up
all
those
other
things
that
we
don't
want
to
talk
about.
We
don't
want
to
talk
about
economics.
D
A
D
E
E
E
E
How
things
were
organized
with
whites
in
high
school
I
had
a
a
teacher
who
told
me
I
ought
to
be
grateful
for
being
born
in
America,
and
that
kind
of
woke
me
up,
because
it
was
very
something
like
7:00
in
the
morning.
We're
at
this
class
and
I
told
her
that
I'm
not
grateful,
but
I'm
gonna
make
the
best
up
I'll
make
the
best
of
it
that
I
can
silence
this.
D
E
By
the
end
of
that
very
day,
this
teacher
spread
around
that
I
was
a
communist
because
I
wasn't
grateful
and
I
realized
that
it
was
kind
of
dangerous,
in
a
way
that
my
mother
had
tried
to
explain
to
me
much
earlier,
but
it
intrigued
me,
things
that
are
dangerous
are
not
necessarily
things
you
ought
to
avoid.
You
just
have
to
try
to
find
out
what's
dangerous.
E
Essentially,
she
was
upset
that
I
had
taken
exception
to
the
notion
that
what
my
ancestors
had
gone
through
in
terms
of
the
violence
being
introduced
into
American
society
for
300
years
and
lynched
and
imprisoned
for
the
next
hundred
years.
It
was
so-called
freedom,
but
there
was
a
tremendous
amount
of
violence
and
I
by
the
age
of
1213,
let
alone
17
I.
Do
that
and
that
was
kind
of
my
introduction
to
college
in
a
way
where
I
could
go
study.
E
What
my
mother
had
prepared
me-
and
here
was
a
teacher
who
was
either
willfully,
ignorant
or
just
uninformed
and
said:
I
ought
to
have
certain
attitudes.
Well,
I
didn't
have
those
attitudes
because
my
mother
had
been
educating
me
and
we've
been
visiting
Louisiana
since
I
was
four
or
five
years
old
I
knew
there
were
certain
places.
I
couldn't
go
that
we
stayed
out
in
the
country
where
our
folks
lived,
but
there's
some
places.
We
didn't
go
because
Louisiana
and
it
was
a
very
dangerous
place
and
some
would
say
still
is
so.
E
My
background
is
to
grow
up
black
with
parents
who
came
to
the
north,
because
North
ought
offered
less
violence,
not
none
violence,
but
less
violence
from
whites,
and
they
wanted
us
to
be
educated.
My
mother
would
talk
endlessly
about
the
way
American
society
was
organized
and
my
daddy
would
do
that
as
well.
E
When
we
were
visiting
Louisiana
and
I
was
saved
a
little
bit
less
about
13
or
14
years
old,
I
overheard,
my
father
engaged
in
a
conversation
with
the
they
older
relatives,
and
during
that
conversation
a
friendly
white
man
came
along
the
road
and
stopped.
It
turns
out
that,
after
every
Sunday
at
his
church,
he
loved
to
come
and
really
talk
with
my
relatives
who
lived
out
in
rural,
mrs.
Louise,
II
Anna.
It
was
genuinely
he
enjoyed
the
people,
but
Brown
versus
Board
of
Education
had
upset
southerners
by
saying
desegregation
of
education
ought
to
begin.
E
He
was
not
angry,
but
he
was
this.
This
friend
a
white
man
gentleman
trying
to
figure
it
out
because
he
had
grown
up
under
segregation,
which
is
not
separation.
It
is
white
supremacy
on
top
of
non-whites,
that's
fundamentally
what
it
is,
and
so
in
this
particular
day
as
they
all
sat
out
on
the
porch
and
I
was
just
listening
to
the
folks
talk.
The
friendly,
genuinely
friendly
white
man
said
to
the
group.
He
said
this
Brown
versus
Board
of
Education
thing
is
going
to
be
difficult
to
live
with.
He
said
arm.
E
E
My
father,
just
chuckles
I
mean
openly
Jesus
chuckles
and
he
said
don't
be
surprised
if,
in
order
to
get
to
heaven,
you
might
have
to
look
like
me
now
I
to
offer
this,
not
as
if
we're
dealing
with
truth,
in
a
literal
sense
in
a
factual
sense.
But
what
I
learned
was
that
my
father
was
a
very
perceptive
man
and
he
recognized
the
puzzlement
in
this
very
friendly
white
man
and
but
in
a
friendly
way.
He
just
said:
if
you
turn
that
around
you
might
understand
things
a
little
bit
better.
E
People
often
don't
feel
very
comfortable
admitting
that
either
they
may
have
some
mental
health
problems
or
that
some
member
of
their
family
may
have
mental
health
problems
and
I've
learned
that
stigma
is
the
word
we
use
for
shame
and
when
I
recognize
stigma.
I
said
this
applies
to
race
and
it
also
applies
to
middle
health,
and
so
I
learned
something
about
mental
health.
E
C
A
Well,
dr.
kids,
I
think
everything
that
you
shared
has
been
very
helpful
to
our
audience
and
thank
you
for
helping
us
get
a
look
back
and
I
can
I'm
sure
I'm
not
alone,
and
seeing
a
lot
of
those
similarities
that
you
talked
about
as
someone
who
lives
through
brown
and
everything
that
we're
going
to
do
today.
Is
there
any
parallel
that
you
really
would
like
to
make
before
we
go
to
our
next
portion.
The.
E
It
also
means
that
we
get
into
difficulty
in
either
facing
or
avoiding
talking
about
how
our
society
is
organized
and
what
its
priorities
are
and
with
social
media.
The
way
it
has
become
pervasive
is
becoming
more
and
more
difficult
to
avoid
finding
out
that
we
live
in
a
society
differently,
that
we.
F
A
You
I'm
catching
up
I
think
that
they
space
for
grace
and
that
we
all
have
of
zoom.
You
know
some
of
us
speak
zu
better
than
others,
and
that
is
very
much
in
line
with
what
Shane
munceford
is
gonna
share
with
us
and
how
so
much
of
how
we
can
connect
and
how
we
may
actually
have
that
dialogue
internally
and
also
with
someone
else,
is
right
now
happening
in
what
we
call
telehealth
or
telemedicine
the
chain.
If
you
can,
please
introduce
yourself
to
our
participants
today
and
then
this
new.
C
C
Different
avenues,
but
it
wasn't
something
we
really
engaged
and
now
most
people,
if
they're
engaging
with
a
healthcare
provider
in
today's
day
and
age.
You
know
sensitive
instruct
are
doing
that
for
telehealth
in
one
form
or
another
telehealth,
really
open
doors
or
continuing
to
provide
healthcare
to
population,
especially
in
rural
areas
such
as
ours.
C
During
these
times,
where
people
just
clearly
can't
maintain
face
to
face
or
go
see
their
provider
face
to
face
yeah,
this
is
given
an
opportunity
for
them
to
be
able
to
continue
to
healthcare,
and
you
know
actually
be
honest
with
you.
A
lot
of
books
find
an
easier
to
engage
with
their
provider,
whether
that
means
mental
health
or
primary
care,
or
one
of
those
specialty
cares
through
telehealth
leave.
We
find
what
our
patients
really
enjoy.
C
You
know
they
get
on
with
the
provider
and
that's
where
they
have
to
leave
their
home
or
their
job
and
be
able
to
connect
in
a
meaningful
way
through
their
healthcare
for
work.
Just
to
kind
of
give
me
perspective,
you
know
we
went
from
doing
just
a
few
hundred
telehealth
appointments
of
the
month.
To
now,
where
we
do.
You
know
several
hundred
to
over
a
thousand
a
day
which
is
always
exciting.
C
We
can
engage
our
patients
in
that
manner
and
provide
more
access
yeah.
So
before
we
had
situations
where
folks,
you
have
to
make
into
the
opposite
of
the
transportation
form
or
other
barriers
to
care
and
down
on
the
barriers
of
being
overcome
thanks
to
telehealth,
so
we're
excited
to
have
you
as
we
move
forward.
You
know,
telehealth
is
going
to
look.
You
have
different
depending
on
how
things
shake
out
right
now.
C
The
federal
government
has
given
a
lot
of
leniency,
then
how
telehealth
is
delivered
so,
if
you're
connecting
with
your
healthcare
provider
and
it
needs
our
baseline
or
resume
like
we're
on
today
or
through
telehealth
application-
and
you
know
we
expect
some
of
that
over
the
coming
months.
I
think
continue
on
with
soap
it
to
subside
and
things
to
tighten
back
up
a
little
bit.
But
it's
also
given
a
great
opportunity
for
some
of
these
applications
that
weren't
necessarily
in
the
telehealth
space
team,
becomes
applying
from
a
security
standpoint
to
a
lot
of
patients.
C
Those
who
really
connected
what
they
provide
and
I
have
to
worry
about
others
making
into
the
phone
call
or
somebody
as
they
have
heard
things
with
soly
meeting
platforms
being
invaded
by
hands.
There
are
other
things
and
yeah.
You
know
we
want
to
make
sure
that
bottle
of
patient
visits
are
securely
work.
You
know
those
not
being
shared
with
anybody.
Nobody
can
break
into
those.
So
it's
really
important
for
the
security
scan
for
us
yeah.
C
That
kind
of
leads
me
into
thinking
about
you
know
when
we
saw
myths-
and
you
know
things
like
that
within
telehealth,
you
know
kind
of
went
online.
Thank
you
came
into
play,
yeah
well,
I
want
to
thank
you
came
into
play.
A
lot
of
folks
were
really
leery
about
online
banking.
They
didn't
want
to
enter
their
information,
and
now
almost
everybody
has
to
have
on
the
phone
where
they
can
see
their
money
and
trance
burgers
whatever
they
need.
You
know,
help
is
much
the
same
way.
C
Yeah
and
you
know
telescope
and
we've
have
a
long
time
to
really
perfect
the
security
around
telehealth.
So
you
made
me
afraid
that
your
session
is
going
to
some
kind
of
be
leaked
out
there
or
there's
only
give
you
know,
people
like
into
the
session
and
everything
like
that.
You
know
with
the
level
of
security
that
this
was
not
the
case
in
today's
day
and
age.
You
know,
which
is
great.
C
That
that's
all
right
so
tie
my
microphone
gets
tucked
behind
my
power
inside
down.
It
becomes
a
little
muffled,
so
yeah
so
outside
of
that
telehealth.
That's
our
peak
right
now!
He
in
that
you
connected
your
milonov
provider
in
basic
your
way
in
the
time
that
you
need
it
most
of
the
products
out
there
in
the
session
hope
we're
doing
safe
in
a
throw
a
little
deeper
therapy,
you're
telling
them.
You
know
one
piece
of
advice
that
I
would
give
those
that
are
out
there
that
are
dealing
with
issues
related
to
pull.
C
A
So
Shane
I
have
two
questions
for
you
number
one
in
terms
of
that
being
able
to
connect.
So
you
know
it's
great
to
hear
that
you
know
many
of
there
are.
There
are
some
tools
to
make
this
affordable
for
many
different
folks,
I
think,
what's
also
very
key
is
special
connection.
So
can
you
speak
to
how
folks
may
be
able
to
connect
with
someone
that
may
have
a
similar
lived
experience
or
ethnicity
or
race,
and
how
telehealth
is
really
a
way
that
mental
health
and
wellness
support
can
be
available
to
more.
C
Yeah
another
way
that
doesn't
necessarily
engaged
in
the
health
care,
but
it
definitely
helps
your
mental
health
is
you're
using
different
other
than
color
options,
yeah,
so
there's
different
Facebook
groups
or
different
other
groups
with
them
at
community.
If
you
search
online
a
little
bit
a
lot
of
times,
you
can
find
that
work
in.
C
A
B
Thank
you.
So
thank
you
for
inviting
me
thank
you,
Steve
deacon,
dr.
pitz,
for
all
of
your
words
and
everything
that
we
have
said
thus
far
so
because
our
talk
is
about.
Let's
talk
about
mind-body
in
social
justice
in
the
time
of
kovat
I
would
need
so
much
more
time
that
what
is
allotted
so
I
would
just
try
to
do
my
best
and
say
that
I
would
want
this.
B
My
part
to
start
by
saying
that
I've
recognized
that
covet
has
impacted
us
so
differently
right
depending
on
your
race,
and
it
was
fascinating
because
at
the
beginning
several
black
and
brown
people
were
saying.
Cove
is
not
for
us,
we're
neither
we're
not
even
gonna
get
it,
because
that's
not
that's
not
our
thing
right
and
then
recognizing
very
quickly
that
it's
like.
Oh,
it's
not
hitting
us
as
hard,
because
we've
had
to
practice
social
distancing.
B
All
of
our
lives
right
like
where
am
I
allowed
to
go
in.
Where
am
I
invited?
Where
can
I
be
a
part
of
something?
So
it
wasn't
as
shocking
or
devastating
as
it
was
for
folks
living
in
white
bodies
right
that
it
was
like.
Oh,
my
gosh
I
have
anxiety,
I,
can't
sleep,
I
forget
to
eat,
I,
don't
know
what
to
do
with
my
kids.
B
Oh
this
is
so
hard
right
and
black
bodies
who
still
be
we're
being
shot,
but
it
hit
us
differently
with
George
Floyd,
because
we
also
have
a
pandemic
that
can
affect
all
of
us
right.
Blackness
does
not
affect
all
of
us,
it
does
in
the
long
run,
but
we
don't
have
to
think
of
it
that
way
right.
So
it's
been
really
interesting
to
watch
and
listen
to
the
stories
of
students
of
parents.
That
folks
would
think
it
would
be
different
that
the
black
and
brown
folks
would
be
like.
B
Oh
my
gosh,
we
don't
know
what
you're
gonna
do
you
know
the
first
three
weeks
everyone
was
like
wanting
to
get
food
for
the
families.
What
are
we
gonna
do
you
know,
and
what
about
the
kids
that
were
part
of
the
achievement
gap
now
they're
gonna
fall
even
further
behind,
and
it
was
really
interesting
because
I
wanted
to
say
well,
where
were
you
when
they
were
falling
behind
inside
the
building?
B
Interesting
right
and
when
I
ask
the
students,
how
are
you
feeling
about
home
at
home
learning
not
across
the
board,
but
many
have
said:
I
love
it
I,
like
being
at
home
I
like
doing
the
work
in
my
pajamas.
If
I
want
to
I,
don't
have
to
worry
about
getting
my
hair
done.
The
mamas
are
like
whoo.
If
you
have
three
girls
and
you're
black,
that
is
that's
a
big
homework
duty
right
there,
but
I
hate
to
have
to
get
here
done
for
three
girls,
for
you
get
out
the
door
right.
B
But
if
you
don't
live
it
you
don't
have
to
think
about
it
and
I
believe
that
that
is
part
of
so
many
of
our
issues.
So
I
was
so
grateful
when
dr.
Pitts
said
about.
If
you
don't
recognize
about
a
white
right
and
what
that
encompasses,
how
can
you
think
of
anything
else?
If
it
doesn't
impact
you,
you
could
just
say:
yeah
I
saw
it
on
TV
or
yeah.
That
was
really
raw
for
that
happened
to
my
neighbor
with
Kovac.
B
We
can't
say
that,
because
it
can
happen
to
any
of
us
right,
so
I've
been
able
to
see
some
of
the
resiliency
in
families
right
and
then
the
white
families
at
the
beginning
were
very
devastated,
are
now
kind
of
like
coming
together
with
black
and
brown.
Families
sounds
like
let's
learn
from
each
other.
How
do
you
chill
out
on
that
zoom
call
when
your
child
is
all
over
you
and
you
just
don't
even
blink.
These
are
the
black
he's
right
and
then
the
white
momma's
are
kind
of
like.
Excuse
me.
B
Sorry,
sorry,
right
and
I'm,
like
that's,
not
let's
just
practice,
learning
from
each
other,
how
it
is
that
we
can
all
be
together,
because
your
liberation
is
tied
with
my
liberation
right.
Sometimes
white
hooks,
don't
know
that
if
you
are
not
protecting
black
bodies
like
Bryan
Stevenson
says
right,
then
you
can't
be
free.
However,
you
just
go
about
it
differently
right,
so
right
now,
I
just
want
us
to
just
take
a
moment
and
think
when
we
are
so
worried
about
mental
health
for
black
families.
I
want
to
just
remind
us.
B
Are
we
really
talking
about
mental
health?
Or
are
we
talking
about
trauma
right
because,
when
we're
talking
that
we
need
more
behavioral
specialists
for
the
black
students
are
all
the
black
students
having
mental
health?
Are
we
you
know
black
and
brown
students
biologically
different,
not
right.
So
what
you're
talking
about
is
how
to
address
the
trauma
of
having
to
be
in
a
building
that
you
feel
harmed
every
day
right.
So
some
of
the
parents
are
saying
now.
One
thing
my
child
is
not
experiencing
at
home.
Is
racism.
B
Right,
so
what
does
that
mean?
What
does
that
look
like
you
know?
If
you
get
in
trouble
at
home,
because
you
ate
one
cookie
too
many's
I'm
still
gonna
love,
you
we're
still
gonna
be
okay,
we're
gonna,
keep
on
going
I,
don't
want
to
send
you
to
the
office
I,
don't
send
you
away,
I,
don't
cost
you
to
feel
like
you,
don't
belong
right,
and
so
it's
been
a
learning
experience
for
all
all
of
us
come
together
and
really
think
about
what
is
mental
health?
B
B
B
I
just
want
to
say,
can
we
all
just
say
to
ourselves:
where
does
white
supremacy
live
inside
of
me
and
how
am
I
holding
these
structures
in
place?
Where
am
I
benefiting
from
them?
Where
am
I
moving
things
ahead
or
creating
more
paralysis,
and
we
all
have
it
because
we
all
have
been
swimming
in
the
disease.
We've
all
been
swimming
and
my
supremacy
culture.
It
doesn't
make
you
the
bad
guy
and
me
the
good
guy.
B
It's
like
recognizing
that
and
I'll
go
ahead
and
say
my
own
right,
I
still
to
this
day
at
53,
I
groom,
like
can
brown
people
just
say
when
you
go
in
for
that
interview.
Make
sure
that
you
say
it
this
way
and
you
speak
this
way
and
you
carry
yourself
this
way
so
that
you
can
get
in
the
door
and
sometimes
my
black
and
brown
friends
will
say
why
can't
I
just
be
me
and
I
said:
oh,
you
could
be
you,
but
you're
not
gonna
get
in
the
door.
B
Do
you
want
in
the
door,
and
it
feels
a
little
gross
to
me
that
I
still
I'm
doing
that
at
53
and
then
also
recognizing
that
it's
a
thing
right
practicing
also
where
all
this
lies
in
our
body
and
then
working
it
through
like
out
sometimes
call
a
friend
and
say:
hey:
can
we
hum
for
two
minutes?
Can
we
shake
it
out?
Can
we
take
some
deep
breaths
cuz
I,
don't
want
to
shove
it
anywhere
anymore.
B
I,
don't
want
to
push
it
down
because
it
will
erupt
at
the
wrong
meeting
or
with
the
wrong
person,
but
feeling
it
and
then
saying.
Can
we
work
it
through
our
bodies,
because
the
body
keeps
the
score
right,
diabetes,
high
blood
pressure,
all
of
those
things
right,
but
the
things
that
we
wanted
to
call
mental
health.
Well,
if
you
create
harm
against
me
enough,
it
might
be
like
mental
health
and
I'm
not
saying
that
mental
health
does
not
exist
for
black
and
brown
people.
B
So
please
do
not
get
it
twisted
I'm,
just
saying:
let's
focus
and
really
pay
attention
to.
What
is
what
we
don't
get
to
decide
that
many
many
many
other
black
students
all
have
mental
health
issues,
because
we
don't
know
how
to
respond.
When
a
black
child
says
to
you,
I
gotta,
listen
to
you,
you
name
my
momma
and
then
you
feel
afraid
these
are
not
my
stories.
These
are
stories
that
were
given
to
me
to
share,
but
it's
from
our
community.
A
B
A
Will
say:
Martha!
Thank
you
for
your
courage,
thank
you
for
your
candor
and
thank
you
for
continuing
to
be
a
connector
to
our
our
student
and
our
parent
community,
particularly
for
Asheville
City
Schools.
One
question
that
we
have
for
you
is,
if
you
could
please
share
in
terms
of
that
lens
of
trauma.
A
B
Well,
well,
we're
talking
about
resilience.
Let
me
tell
you,
we
have
some
resilient
seniors
and
I
feel
very
proud
to
say
that
I
really
am
so
excited
about
the
way
that
Asheville
City
Schools
came
through
for
our
seniors,
we're
checking
in
regularly.
We
still
did
interviews,
we
still
have
panels,
we
did
as
much
virtually
as
possible
and
then
we
also
put
the
principal's
put
signs
on
each
of
the
seniors
yard,
saying
and
outstanding
senior
resilient
senior
lives
in
this
home.
B
Then
we
made
the
most
beautiful
graduation
that
you
can
make.
You
know
in
a
time
of
covet,
and
we
actually
said
you
know
it
was
more
personable
and
you
got
to
be
up
there
on
the
stairs.
Then
have
everyone
in
your
family
come
through
and
squish
them
all
and
the
cars
and
listening
to
their
stories
and
having
a
picture
with
their
name
and
where
they're
gonna
go
to
school.
So,
yes,
there's
still
a
lot
of
losses
and
not
at
all.
You
know.
Yes,
you
want
a
prom
and
you
wanted
your
regular
traditional
graduation.
B
Yet
what
would
it
what's?
It
gonna
be
like
in
the
future
when
the
seniors
talk
to
us
about
June
of
2020
right
and
where
they
are
now.
You
know
that
will
have
some
doctors
and
lawyers
and
teachers,
and
you
know
CEOs,
and
so
many
things
overall
I
would
say
that
I
personally
have
not
heard
that
anyone
is
like
so
devastated.
There's
a
lot
of
sadness.
Cuz.
B
You
can't
be
with
your
friends
because
of
the
pandemic,
but
still
having
like
zoom
parties
and
checking
in
and
FaceTime
and
social
distance
walking
and
just
doing
working
it
through,
and
that
goes
across
race.
You
know
that
it's
just
kind
of
like
how
do
we?
How
do
we
make
it
happen?
How
do
we
get
together?
How
do
we
still
make
the
best
out
of
have
very
uncertain
time?
B
A
You
well
I
think
many
of
us
here
this
panel
are
not
strangers
to
understanding.
You
know
how
to
get
out
of
functional
fixing
fixedness
over
or
you
know,
also
taking
our
lemons
and
making
lemonade,
and
one
person
that
I
think
is
really
expert
in
helping
us
take
challenges
and
really
being
able
to
pivot
them
to
see
them
as
opportunities
is
our
next
panelist
David
Thompson
David
Thompson
is
the
director
of
student
services
for
Buncombe,
County,
Schools,
and
also
a
regional
and
statewide
champion
for
the
study
and
the
community-based
action
around
adverse
childhood
experiences
or
aces.
F
I
also
want
to
recognize
that
I
come
recognizing
my
cupids,
my
my
whiteness,
and
that
then
my
you
know,
I
am
I,
am
more
susceptible
to
viruses
because
of
my
age,
but
I'm.
Also
more
impact
I
am
impacted
by
racism,
because
I
was
a
child
of
the
50s
60s,
70s
and
understanded,
and
the
only
thing
I
really
know
about
being
black
in
America
is
from
those
conversations
that
Reverend
McDowell
was
talking
about
understanding
that
so
as
I
come
to
to
you.
F
You
know
to
try
to
get
out
of
situations
or
to
simply
try
not
to
be
noticed,
to
try
to
try
to
make
yourself
small
and
try
not
to
be
noticed.
Those
are
the
brain
responses
to
either
of
those
viruses,
and
you
know
what
we're
seeing
right
now
from
our
black
community.
Is
that
they're,
tired
of
being
not
noticed,
they're
tired
of
having
to
take
make
the
effort
to
not
be
noticed
to
not
be
heard
and
I?
F
Think
that's,
there's
a
lot
for
us
to
learn
as
a
school
district
about
how
to
create
those
places
so
to
be
able
to
feel
that
you
can
be
heard.
You
have
to
be
in
a
place
where
you
feel
safe
to
do
that
and
I
think
that
is,
that
is.
That
is
important
for
all
of
us
to
remember
that
we
have
to
create
safe
places
for
all
of
our
students
and
right
now
those
same
places
have
not
always
happened.
F
What
needs
to
happen
here
is
important
for
all
of
us
to
remember,
even
as
we
train
our
teachers
for
both
coming
back
from
from
the
from
either
pandemic.
We're
talking
about
some
basic
strategies
to
put
into
classrooms
where
you
begin
with
an
inclusive.
Welcome
activity
that
acknowledges
the
culturally
relevant
voices
have
come
into.
The
classrooms
has
been
important
and
valued
to
include
the
strategies
that
we
know
engage
all
students,
but
especially
students
of
color
that
look
at
movement
and
look
at
stories.
You
know
dr.
Pitts
was
talking
about
learning
about
racism
from
his
parents
stories.
F
I
think
the
value
of
those
stories
coming
into
classrooms
is
really
important
for
us
to
engage
students
in
learning
whether
that
learning
is
academic,
where
the
learning
is
around
social-emotional
skills
to
engage
those
stories
and
what
we
learn
and
what
we
take
out.
That's
how
we
create
those
resilience
situations
and
our
lives
resilient
human
beings
is
that
you
learn
through
stories
or
you
learn
three
very
different
techniques
and
then
very
last.
F
You
know
we're
talking
about
using
something
called
an
optimistic
closure,
which
is
not
that
cheerio
everything's
okay
run
and
go
and
do
your
thing
it
is.
What
have
you
learn?
What
are
you
taking
down?
What
more
do
you
want
to
know?
How
does
how
does
your
experience
as
a
black
person,
a
brown
person
or
a
white
person?
How
does
that
impact,
what
you
learned
and
what
you
take
out
of
those
situations?
F
So
those
are
those
are
things
that
we're
trying
to
embed
in
that,
as
well
as
even
looking
at
our
own
careful
look
at
our
own
district
policies
like
what
are
those
policies
that
sustain
that
structural
racism?
What
are
the
you
know?
What
did
we
look
at
with
the
discipline?
What
we
look
at
with
this
kind
of
things?
What
how
do
we
do
business
and
how
do
we
do
business
differently
at
this
point?
F
So
those
are
the
things
that
we'll
have
to
take
a
very
careful
look
at
how
we
do
and
what
we
do,
as
well
as
teaching
those
social-emotional
skills
about
how
to
how
to
make
sure
that
you
are
understanding
to
be
self-aware,
to
be
socially
aware
to
be
to
do
genuine,
problem-solving
and
exploration,
to
do
that
emotional
regulation,
so
that
we
are
all
talking
to
each
other
in
respectful
ways.
So
those
are
those
are
the
things
that
we
need
to
stress
as
we
go
forward
as
educators
and
forward
as
as
as
a
community.
F
Actually,
it's
not
just
around
education,
its
health,
but
we
all
need
to
do
in
terms
of
understanding
and
hearing
and
hearing
and
hearing
each
other's
voice,
so
that
that's
that's
kind
of
where
I'm
coming
from
around
building
resilience.
Building
resiliency
with
equity
in
mind.
Looking
at
our
instruction
with
equity
in
mind,
looking
at
recognizing
who
each
other
are.
A
Well,
thank
you
David
and
I.
I
do
have
a
question
for
you,
and
I
would
actually
want
to
extend
this
and
give
you
the
first
round
of
responding,
and
it's
that
concept
that
you
talk
about
is
learning.
We.
We
talk
about
learning
as
a
way
to
understand
complex
issues
as
a
way
to
really
even
put
together
a
plan
forward.
So
can
you
tell
us
and
I
would
love
to
hear
from
all
the
other
panelists?
A
F
That
you
know
we're
learning
just
in
our
planning
process
about
bringing
students
back
to
school,
we're
learning
about
what
it
would
take
to
create
safe
spaces,
but
it
will
take
to
to
engage
in
conversations.
We
need
to
have
how
to
communicate
with
each
other
in
ways
that
the
way
that
that
demonstrates
that
we
are
talking
about
safety
and
and
equity
for
all.
Those
are
the
things
that
we
that
that
we
are
trying
to
create
it
as
we
create
I,
returned
to
school
and
return
to
anything.
B
We
have
the
virtual
learning
and
then
we
have
even
something
Steve
said
earlier
right
now
you
were
going
from
see,
I,
don't
know
how
many
patients,
true
through
telehealth
and
now
the
numbers
are,
you
know
exponentially
growing
and
so
I
would
say
that
it's
like
you
said
so,
not
just
learning
in
the
building
of
a
classroom
and
education,
but
for
all
of
us
as
a
collective
right
in
the
mental
health
and
psychology,
and
all
of
that,
all
of
a
sudden
right.
We
have
a
lot
of
black
families.
B
Saying
like
well
like
doctor,
picks
the
explained
of
the
stigma
of
mental
health
for
black
and
brown
folks
right,
yet
we're
saying
where
the
black
therapist,
where
the
black
therapist
were
Nashville,
we
don't
have
any
black
therapists
right,
but
now
we
can
access
a
black
therapist
through
zoom,
right
and
so
I'm
just
wondering.
Does
it
really
require
a
pandemic
for
us
to
really
move
out
of
the
box
to
reach
all
of
us
and
support
all
of
us
in
all
the
creative
ways
that
we've
been
able
to
do
it
now
during
a
pandemic?
B
And
that's
why
I
think
that
we
continually
hear
black
and
brown
people
say
like
oh
I'm
resting
like
who
man?
Finally,
the
white
people
are
working
and
I'm,
getting
it
together
and
getting
outside
their
boxes
and
not
doing
it
a
certain
way
and
it's
a
little
bit
funny
and
then
it's
a
little
bit
disheartening
right
that
it
it
had
to
be
to
this
level
for
us
to
do
learning
differently.
B
One
of
the
things
that
has
been
really
exciting
for
us
with
the
kids
is
like
here's,
this
book
you
get
to
choose
it
right
and
the
student
chooses
the
book,
preferably
if
you're
a
black
student
with
an
author
of
color
and
with
characters
of
color
and
if
you're,
not
just
whatever
you
choose
right
and
then
now.
If
I
said
to
you,
so
pick
this
book
and
you
choose
whichever
one
you
want,
then
I
would
say.
So
when
you
read
this
story,
how
about?
B
If
you
let
me
know
what
you
learn
from
it:
making
a
video
audio
Lee,
you
can
write
about
it.
You
can
sing
about
it.
You
can
write
a
poem.
You
can
act
it
out
right,
I've
already,
given
you
six
ways
of
letting
me
know
that
you
understood
this
story
right
and
we're
having
to
do
that.
So
now,
it's
gonna
tap
into
my
strength
of
being
able
to
tell
you
what
I
learned
right.
B
What
if
we
did
something
like
that
for
all
of
us
right
what,
if
our
in
our
workplace,
our
supervisors
really
were
interested
in,
seeing
how
we
move?
What
makes
us
feel
the
best
right
that
you
walk
in
and
I
see.
You
I
hear
you
right,
it's
no
different,
so
we're
all
having
to
grow
and
stretch,
and
what
I
hope
is
that
we
will
continue
growing
and
stretching,
and
not
more
of
this
face
to
face
something.
Let's
open
back
up
and
when
I
hear
somebody
saying
back
to
normal
I'm
like
was
that
normal?
B
What
we
were
doing
pretty,
that
was
normal
right
and
I
say
exactly
feel
really
badly.
If
I
didn't
say
this,
and
every
zoom
call
that
a
man
and
I
am
allowed
to
have
some
talking
time,
because
I
really
want
all
of
us
to
really
be
thinking
about
what
we're
truly
asking
for
and
I
hope
that
what
we're
truly
asking
for
is
a
new
way
that
supports
all
of
us
right
and
that
when
you
are
so
concerned
about
the
black
students
or
what
you're
so
concerned
about
the
achievement
gap
for
us
right.
B
What
is
your
place
and
all
of
that
to
support
us
in
making
it
grow
and
for
it
to
be
beautiful
and
that
if
it's
with
law
enforcement,
what
are
we
collectively
doing
to
put
our
voices
up
there
and
especially,
if
you're,
a
white
person
with
power
to
make
it
differently
right
that
if
it's
in
the
health
care?
What
does
that
look
like?
And
this
is
the
time?
And
if
you
need
resources,
I
can
connect
you
and
if
we
need
equity
coaches
for
white
people
got
them.
If
you
need
equity
coaches
for
black
got
it
just.
A
A
E
Lots
of
individuals
in
our
community
doing
things
differently,
because
to
go
back
to
the
word.
That,
though,
underline
learning
is
fundamentally
what
makes
us
better
humans
now
we
could
become
me
and
spirit,
and
all
that,
but
I,
don't
think
that's
going
on
a
lot
of
deep
learning
goes
on
outside
of
the
classroom
and
dealing
with
awkward
situations.
E
Finding
listening
carefully
and
finding
out
that
listening
to
a
person
of
a
different
race
or
sexual
orientation
can
teach
you
something
that's
powerful
learning,
so
this
notion
of
falling
behind
is,
in
many
cases,
narrowly
focused
on
learning
for
a
a
test,
a
standardized
test
and
yeah.
It's
there
are
times
to
study
for
the
test,
but
we
undervalue
the
learning
that
is
individual,
that
comes
from
your
person
of
your
same
age
or
of
a
different
age.
E
Their
capacity
for
learning
is
just
that
not
we
don't
have
standardized
tests
with
some
of
the
most
powerful
one.
The
spiritual
learning,
learning
of
compassion
for
other
people,
either
individuals
or
whole
groups
is
powerful
learning,
but
it
will
never
be
standardized,
but
it's
the
kind
of
learning
that
can
improve
your
life
and
improve
the
life
of
someone
else.
So
don't
undervalue
the
irregularity
of
what
we
are
confronted
with.
A
C
C
And
yeah
we
did
virtual
kindergarten
this
year,
his
virtual
senior
in
high
school
in
this
year,
the
virtual
college
and
virtual
lots
of
things,
and
you
know
it's
been
interesting
to
watch.
You
know
across
Spano
none
of
my
kids
at
the
books
that
I
interact
with
yo
and
how
they
not
only
took
you
learning.
You
know
the
educational
agenda,
let's
presume
Empire
yeah,
really.
How
are
they
hardly
minded
to
keep
those
social
emotional
connections
yeah?
Are
they
connecting
with
their
peers?
How
are
they
learning
to
stay
connected
with
their
yeah?
C
Really
your
organization,
so
watching
yeah,
my
mother
again
in
church,
you
know
through
to
yeah
things
of
that
nature.
You,
as
a
society
I,
think
you've
done
pretty
well
I!
Think
it's
going
to
be
an
evolving
process
as
we
go
along,
but
I'm
really
excited
to
see
ya.
Just
didn't
give
just
on
a
societal
standpoint.
How
oh
well,
we
transitioned
trying
to
keep
ourselves.
C
D
D
D
D
A
A
D
Happening
and
we'll
be
in
a
room,
it
get
it
right,
but
I've
lived
long
enough
to
see,
have
seen
us
rush
into
situations
and
rush
to
an
answer.
There's
no
quick
answer,
and
you
know
racism
didn't
happen
overnight
and
it's
not
going
to
go
away
overnight.
The
learning
is,
what
do
you
as
an
individual
want?
What
do
you
want
and
where
are
you
putting
your
passions?
You
know
again
the
Christians.
We
pray
a
lot
now
that
we
prayed.
Let's
get
up
and
get
busy.
There
has
to
be
action.
A
Well,
thank
you,
and
so
in
terms
of
getting
busy.
I
want
to
now
open
up
the
floor
for
all
of
us
to
respond.
However,
this
question
is
really
geared
to
our
schools.
However
I
imagine
other
folks
would
likely
have
a
perspective,
an
opinion.
This
question
is:
is
there
consideration
for
removing
police
from
schools
and
instead
adding
for
mental
health
support
and
more
black
and
brown
teachers.
F
F
Those
disciplinarians
are
not
to
be
involved
with
the
discipline
and
the
structure
of
of
what
the
schools
do,
but
to
to
be
there
for
safety
and,
as
and
I
think,
if
you
listen
to
sheriff
Miller
talk
about
the
role
of
SROs,
you
much
more
focuses
on
the
relationship.
Building
the
listening
and
relationship
building
and
connecting
with
students,
so
I
think
I
think
there
are
probably
conversations
they're
going
to
be
had
about
what
what
those
things
do
and
how
they
happen.
B
E
F
You
know
exchange
sitting
near
Roberto
and
may
heck
in
a
little
while
to
integrate,
may
heck
to
provide
some
additional
mental
health
services
and
integrate
those
services
with
our
school
nurses
and
in
a
more
meaningful
way
and
with
our
with
our
school
staffs
and
really
coordinate
those
things
together.
We're
really
looking
at
adding
some
supports
not
to
have
even
more
cat
school
counselors
school
social
workers,
but
we
kind
of
depend
on
the
legislature
to
to
let
us
let
us
do
that.
F
B
Thank
you
David
for
giving
the
history,
because
we
have
very
similar
stories
of
how
this
even
came
to
be
why
we
have
the
SROs.
We
are
having
some
of
the
conversations
because
we
are
receiving
phone
calls
and
such
and
I
don't
believe
we're
at
a
place
where
I
have
heard
that
this
is
something
that
is
not
going
to
happen.
What
I
heard
is
that
our
SROs
have
really
good
relationships
with
our
students
and
then
adding
the
mental
health
component.
B
That
I
think
was
part
of
the
question
black
and
more
black
and
brown
teachers,
so
that's
definitely
on
the
table
and
about
even
community
members
right
that
can
support
in
that
way,
with
the
adverse
childhood
experiences
right,
you
don't
have
to
have
a
title
or
a
degree
to
be
able
to
relate
to
me,
and
let
me
know
that
you
care
about
me
and
that
I'm
going
to
respond
well,
sometimes
we
just
get
into
the
boxes
of
well.
You
know,
what's
her
degree,
what's
his
title,
what
is
his
blah
blah?
B
You
know
we
have
barbers
that
support
students
better
than
a
therapist
right,
but
we
just
we
get
into
the
naming
and
the
hierarchy
and
all
of
that
so
like
when
we're
talking
about
learning.
That's
why
I
say
that
learning
is
not
just
in
the
building
or
for
the
soon
as
this
for
all
of
us,
and
so
how
are
we
going
to
do
things
differently
and
our
school
buildings
in
mental
health?
Right?
B
When
we
hear
more
telehealth
and
I
just
said
now,
we
can
access
more
black
therapists
and
what
are
the
white
therapists
being
asked
to
do
differently
so
that
you
could
reach
out
to
black
and
brown
people
right?
Because
if
you,
if
you're
providing
therapy
for
me-
and
you
have
no
lives
experience,
so
you
don't
know
how
my
life
is-
and
you
think
that
you
do
know
because
you
read
a
book
or
you
took
a
class,
then
you
can
be
causing
me
harm
and
I'm
paying
you
right.
B
So
those
are
things
that
it's
not
a
gotcha,
it's
like.
How
do
we
all
really
think
about
if
I
were
a
white
therapist
right
and
I
would
be
in
this
call?
I'm
gonna
make
pretend
right:
cuz
I
can't
be
back
to
say,
like
you
know,
that's
a
really
good
point.
What
does
it
look
like
for
all
of
us
together
to
hear
what
that
really
looks
like
what
are
black
and
brown
families
really
saying?
That
would
be
beneficial
in
order
for
me
to
provide
the
appropriate
support
right.
B
Those
are
things
that
to
me
feel
revolutionary
and
are
not
that
big
of
a
deal
we
just
have
to
take
the
time
and
right
now,
we've
had
the
time,
because
we've
had
to
be
home
for
two
months
right.
So
I
want
to
invite
all
of
us
to
get
those
muscles
and
be
kind
of
like
whoa.
That
is
so
real.
What
can
we
be
doing
differently
now
right
having
more
black
teachers?
Why?
C
So
I
know
you
know
when
we
looked
at,
you
know
things
from
a
photography
standpoint
to
within
the
schools.
You
know-
and
we
know
just
as
David
said,
entering
that
stage-
supporting
of
school
nurses
and
growing
the
mental
health
services
within
the
schools.
You
know
we
didn't
have
a
very
focused
effort
to
actively
try
to
recruit.
You
know
therapists
and
providers
of
color
different
yeah
different
various
backgrounds.
We
want
that
to
be
represented
of
the
population
that
we
serve
and
it
does
make
a
difference
in
the
connection
it.
B
E
It's
set
of
signals
that
everyone
belongs
here
and
it
would
took
many
years
before.
I
got
two
black
teachers
other
than
my
parents,
but
I
learned
from
white
teachers
who
were
good
and
it
were
interested
in
me
and
I-
think
it
works
same
way
for
other
human
beings.
It's
important,
but
we
don't
have
to
wait
until
the
numbers
go
up
to
a
certain
level
for
it
to
kick
in
I.
E
C
A
Yes,
see
those
connections
or
the
importance
of
connections
and
David,
what
you
shared
about
adverse
childhood
experiences
and
the
brain
and
remaining
connected
in
the
classroom
environment,
and
also,
do
you
begin
with
your
conversations
as
a
tool
for
us
to
you
know
be
connected?
Do
either
of
you
want
to
weigh
in
on
a
tool
before
we
proceed?
You,
the
the
clothespin
portion
of
our
webinar.
B
Well,
as
people
are
thinking,
I'll
just
go
ahead
and
piggyback
on
something
dr.
pitz
said
with
not
needing
to
have
a
black
teacher
to
learn
and
I
put
on
the
chat
that
I
do
agree.
You
just
have
to
want
to
teach
and
engage
the
student,
and
we
do
have
many
right
teachers
I
mean
I,
want
to
say
it.
I
shall
see
schools.
We
do
have
a
lot
of
teachers
that
genuinely
see
and
want
all
the
kids
to
thrive
and
grow
and
succeed.
So
I
don't
want
this
to
sound
kind
of
like
bad
teachers.
B
They
don't
love
my
kids
but
I'm.
Just
saying
that
it's
a
both/and
when
students
ask
you
like
I,
like
you
know
how
come
we
only
have
white
teachers
or
things
like
that,
that
the
the
families
also
recognize
that
and
I'm
not
from
Asheville,
but
I've
lived
here
30
years
and
I
hear
that
there
was
a
thriving
community
back
land
of
black
teachers
and
you
live
in
my
community
and
we
went
to
the
same
church
and
so
and
so
there's
that
longing
for
that
piece
too,
and
so
I
just
wanted
to
clarify
for
dr.
B
pizza
I'm,
not
saying
we
need
50%
black
teachers
and
50%.
What
I'm
saying?
Let's
really
be
intentional
about
what
that
looks
like,
because,
because
kids
are
paying
attention
right
and
when
kids
say
you
know,
I
want
to
be
the
principal
of
my
school
and
they
see
a
black
principal
in
their
black.
It
kind
of
makes
that
connection,
and
if
you
almost
all
the
time
see
that
is,
you
know
not
the
positions
of
power,
then
sometimes
that's
when
we
have
a
lot
of
kids,
saying
I'm
gonna
be
a
football
player.
B
I'm
gonna
be
a
rapper
I'm
gonna
be
of
this,
which
is
not
not.
Okay,
it's
just
like.
Let
me
at
least
have
the
opportunity
to
see
people
that
look
like
me
in
positions
that
are
gonna,
move
things
forward
and
I,
don't
even
want
to
say
in
power
but
of
leadership
right
of
true
leadership.
So
I
wanted
to
clarify
that,
and
also
that
I
am
NOT
a
director
of
REI,
but
I
am
on
the
group
of
REI
so
that
if
Dina
or
Monica
on
here
be
like.
Oh,
you
are
not
community
with
us.
B
This
kidding,
but
definitely
very
committed
to
racial
equity,
Institute
and
the
racial
equity
work
in
our
community
with
amazing
leaders
and
really
just
want
to
encourage
everyone.
If
you
have
not
been
through
that
training,
please
do
it
not
not
because
all
of
us
on
your
gonna
be
woke,
but
then
we
have
a
shared
analysis
to
even
really
begin
to
have
the
conversations
and
I'm
happy
to
share
resources
with
you.
B
So
if
then,
you're
gonna
email,
folks
out
on
ways
that
white
folks
can
move
to
social
justice
in
a
way
that
you're
recognizing
your
privilege
and
how
sometimes
inadvertently
you
call
these
systems
in
place,
but
also
growing
together
for
that
liberation
and
then
for
us,
is
black
and
brown
people
healing
spaces
and
how
we
need
to
do
our
own
work
on
all
that
has
impacted
us
for
so
long
that
sometimes
we're
just
not
even
aware
right.
We
have
anti
blackness
with
the
at
or
the
Latin
X
community.
B
We
have
so
many
pieces
that
we
have
to
work
on
ourselves
or
those
of
us
that
have
made
it
the
pH
C's
of
black
people
and
stuff
or
whatever
we
also
have
I,
don't
have
a
pH
tan
yeah.
You
know
we
have
to
undo
some
of
that
yuckiness
in
order
to
be
free
to,
because
sometimes
we
are
so
infected
with
that
narrative.
If
we
made
it
I,
don't
know
why
my
cousin
didn't
get
out
and
do
it
I
did
it.
B
A
B
I'm
not
sure
it's
over
the
summer
because
we're
you
know
I
mean
we
have
to
get
50
people
into
a
room
and
they're
there
sitting
pretty
close,
so
I,
don't
know
that
we
are
there
yet
like
we
were
supposed
to
have
one
may
28th
and
29th,
and
they
did
say:
hey.
Are
you
all
having
it
and
we
were
just
not
there
yet?
Is
that
you
deja?
B
That
is
asking
that
I
think,
but
but
it's
definitely
gonna
happen
as
as
soon
as
we're
able
to
open
in
a
responsible
way
and
all
of
the
things
that
will
keep
us
safe
from
kovat,
then
the
answer
is
yes.
We
will
be
intentionally
looking
for
funding
of
all
of
our
community
to
ensure
that
we
all
can
have
that
shared
analysis
and
I
hope
that
mental
health
will
and
law
enforcement
will
or
whatever.
But
then
it's
like
how
do
we
continue
it
right
with
caucusing
and
continuing
to
work
and
equity
coaches?
A
F
I
we
we,
we
would
want
and
encourage
more
of
our
black
and
brown
teachers
in
our
community.
We
would
even
ask
with
the
community
to
help
us
in
recruiting,
because
we've
have
a
hard
time
recruiting
and
sustaining,
and
sometimes
it's
because
you
know
they
feel
like
they
are
alone
within
a
white
building
of
only
white
teachers
and
we've
not
done
a
good
job
of
supporting.
B
F
And-
and
some
of
that
is
being-
and
some
of
that
is
because
that
sometimes
it's
that
they
don't
feel
that
they
find
a
place
in
community
when
they
move
here.
So
it's
it
is
part
of
both
of
those
things
that
I
hear
as
I
talk
to
our
black
teachers
and
counselors
who
come
to
us
and
then
leave
and
I.
Ask
I've
asked
many
of
them.
F
When
we
see
people
who
are
like
us,
yeah
that
that
that
helps
to
create
that
sense
of
safety
and
security
within
place,
and
so
I
think
those
it's
incredibly
important,
that
we
do
everything
we
can
to
recruit
and
sustain
and
keep
those
folks
here
and
keep
them
involved
with,
with
both
our
schools
community
and
to
have
them
in
places
where
they
are
demonstrating
leadership.
You
agree
completely
agree
with
what
Marta
was
talking
about.
Thank.
A
You
and
for
all
those
who
are
listening.
This
is
what
we
talk
about
workforce
development
as
retention.
You
know
we
often
quite
you
know,
talk
about
recruitment,
there's
a
little
bit
that
we've
talked
about
promotion,
but
it
is
really
I.
Think
the
what
he's
you
are
you
know
bringing
to
point
out
is
how
to
leave
the
team,
and
that
is
something
that
it's
you
know
really
happens
beyond
the
walls
of
the
schools.
A
But
it's
really
I
think
talking
about
here
that
retention
of
families
who
have
racial
backgrounds
and
so
I
think
when
we
talk
about
retention,
we're
also
talking
about
belonging
and
so
Deacon
McDowell
I'd
like
to
now
turn
that
to
you
as
I.
Think
that
you
know
you
quite
often
you
are
really
great
in
helping
frame
what
it
means
to
belong,
and
in
our
conversations
we
talked
about
how
that
is
a
really
key
way
for
us
to
really
think
about.
All
of
this
this
mind
this
body,
the
social
justice
in
this
human
connection
that
we're
all.
A
D
D
Social
justice
is
real
in
the
Episcopal
Church
and
I
was
a
member
of
the
dismantling
racism
workshop
leaders
for
about
15
or
20
years,
a
church
that
walks
the
walk
and
talks
the
talk
be
there.
You
should
have
programs
in
your
church.
That
says
we
live
in
a
world,
that's
different
and
we
appreciate
the
world
that
we
live
in.
You
need
to
be
in
a
church.
That
word
is
coming
from
the
pulpit
not
telling
you
one
way
or
another,
but
needing
you
to
look
at
what
is
happening
in
the
world.
D
You
should
be
in
a
church
that
when
they
say
we
were
to
be
christ-like,
we
know
what
that
means.
We
need
to
be
in
a
church
that
is
about
people.
That
is
about
diversity.
That
is
about
human,
but
we
have
to
also
understand
when
we
start
talking
about
church-
and
we
start
talking
about
being
one.
That
means
somebody
is
about
to
be
unemployed.
You
know,
so
all
of
these
things
that
we
look
at
of
being
one.
D
We
can't
be
one
without
another,
one
feeling
less
than
they
feel
less
than
because
we've
not
done
the
work
of
inclusion.
That
is
a
real
word.
You
should
be
intentional
about
your
inclusion,
not
that
we
just
want
you
here,
so
that
we
can
look
good
to
the
community.
We
want
you
here
because
we're
walking
the
walk,
talking
the
talk,
and
we
are
about
in
fact,
justice.
In
fact,
restorative
justice,
where
that
is,
in
the
people's
hand,
I
think
to
be
christ-like.
B
A
A
Well,
thank
you
all
for
lending
your
expertise
and
all
of
your
experiences
as
community
members
and
also,
as
you
know,
providers
and
professionals
in
the
States,
and
you
thank
all
of
those
participants
who
joined
this
conversation.
The
archive
of
this
will
be
available
on
Facebook,
as
well
as
on
Buncombe
County,
and
you
all
can
anticipate
we
airing
on
our
local
one
of
100.7
wre
local
community
signal.
So
thank
you
all
and
we
invite
you
to
join
future,
let's
conversations
produced
by
counter
government.
Thank
you.