Dr. Sheldon Eakins [00:00:00]:
Welcome, advocates, to another episode of the Leading Equity Podcast. A podcast that focuses on supporting educators with the tools and resources necessary to ensure equity at their goals. Today's special guest is a brother of mine. I'm so excited to have him back on the show. I love watching the stuff that he's doing. He's doing some amazing work, and he has an upcoming book entitled Learning to Relearn Supporting Identity in a Culturally Affirming Classroom. So without further ado, mister Kwame Sarfo Mensah is here. Kwame, thank you so much for joining us today.

Kwame [00:00:31]:
Thank you for having me, Sheldon. Glad to be back on the Equity podcast.

Dr. Sheldon Eakins [00:00:35]:
Pleasure is always mine. I'm I'm looking forward to today's conversation. We're gonna essentially be talking about some of the things that are happening within not just the United States, but then also on a global scale. But before we get into that conversation, I'd love for you to share a little bit about yourself and what you currently do.

Kwame [00:00:51]:
So right now, I am currently in Freetown, Sierra Leone where I just finished my last school year at an international school where I was a teacher coordinator. This year, I will not be in the classroom. I will be doing freelance consulting with a couple of firms back in the United States And I also run my own consulting firm, Clyde Daniels Hall Consulting, which focuses on providing professional development and consulting to different K12 schools, public, parochial, private, international. And the specialties that we focus on are in culture responsive education, identity affirming education, and anti bias, anti racist practices. So we're all about that. And the model for our daily talk consultant is staying true to teaching you because in this day and age, we have to abide by our morals and principles and do what's best for children regardless of the political rhetoric and the harm that's happening around us to our kids and also within our school system. So that's just me in a nutshell for right now.

Dr. Sheldon Eakins [00:01:57]:
Alright. In a nutshell for right now. I like I like how you you try to be all humble in there. I know you do a lot of work, man, so that I'm I'm excited. So alright. Let's let's get into it. The first question I wanna throw out to you, you mentioned harm. You've mentioned identities.

Dr. Sheldon Eakins [00:02:12]:
You you mentioned political. And this is a this is a very interesting very interesting political election year, if you will, in the United States when it comes to the candidacy and who's gonna lead our country. And, you know, I'm fortunate enough. I've I've mentioned folks that I'm back in the schools. I'm a school principal again. And one of the benefits of the school that I'm serving is we get to go to the inauguration. So I'm gonna take group of 5 kids to Washington DC in January to attend the inauguration. And I'm a little nervous.

Dr. Sheldon Eakins [00:02:46]:
I'm not gonna lie. I'm a little nervous in a sense of I'm just gonna put it out there. I don't know what to expect when it comes to who who we're gonna be watching during that inauguration. But, again, this is gonna be a historic moment either way it goes. But with all of that being said, on a let's start with the national level. On a national level in the United States, there is a lot of harm that's being done to a lot of identities that are represented within our students body and also within our our staff and human beings in general. I want you to start wherever you want to start. But what are some of the things that you are seeing when it comes to the harm that's being created from the various various identities out there?

Kwame [00:03:26]:
I think Sheldon, there are a lot of things that we can point to that we can identify as identity based harm. So to start off, let's think about the legislation that has been put in place over the past several years. You have anti LGBTQ plus legislation in many states, particularly in the red states within United States. You also have DI programs that have closed down, and more will be closing down if Donald Trump gets back in office. Let's just keep it real. We also have what's been going down in the Gaza Strip with the genocide. You still have Palestinians, innocent bystanders being killed every day, and we're about to approach a full year since this genocide started. And we're still trying to get a ceasefire to happen, begging elected officials to to make that happen, and, you know, that's still been a struggle.

Kwame [00:04:22]:
But just think about the day to day things that we go through, particularly as people of color. You know, we both black folks. We grew up dealing with microaggressions. That's a form of identity based harm. People trying to touch your hair, wanting to know what it's like. People surprised that you're able to speak in an articulate manner. Thinking about the fact that we still have books that are banned. We still have different types of curriculum models that are being censored because they are affirming marginalized identities.

Kwame [00:04:50]:
So those are a few examples of the identity based harm that has taken place within our country. But if you go on an international level, there are many more examples that we can think of.

Dr. Sheldon Eakins [00:05:03]:
Yeah. And where do I wanna start? And and, I mean, you're literally seeing legislation, not just the arm is there, but there's being laws that are passed or legislation that's out there. People are signing governors are signing bills, senators are signing bills. And then like you said, if Donald Trump, for example, becomes president of the United States, there's that project 25. I mean, there's all these different things that are out there to I don't know. Is is silence the word that I'm I'm trying to think of? It's a matter of, like, not only do we say that we have challenges with some folks that are different than us, but we also want to literally pass laws to further oppress or impact your progress in this country.

Kwame [00:05:46]:
Yeah. I agree with that. I definitely believe that balancing is taking place. At least that's what folks are attempting to do by enacting this legislation. You're you're trying to silence certain voices, particularly those that are historically marginalized. You you wanna make sure they're not saying anything. Perfect example, we just had a whole Democratic National Convention, which was amazing considering the efforts that they were making to be inclusive, to take an intersectional approach to different identities that they were presenting, but there were a couple things that I noticed in those 4 days. The first one was the fact that they were in Chicago, which has arguably the largest Palestinian community in the entire nation, and they didn't have a single Palestinian American speaker come up to the podium to talk about what's happening on the Gaza Strip.

Kwame [00:06:42]:
I felt like that was a missed opportunity by the Democrats, and then also the fact that there was a land acknowledgement that took place on the 1st night of the convention, but yet it doesn't seem to be genuine. It just looks very performative considering the fact that you have Democrats who are in ways, perpetuating the extermination and the displacement of different native tribal nations throughout our country. When you think about water rights and other indigenous rights that are being violated as a result of specific legislation that's been passed by the Democratic party, it seems disingenuous and disrespectful to do a land acknowledgement. Even if the intentions are good, there's a lack of alignment there. We look at what's actually happening in certain reservation and and within certain natural resources. So those are just a couple of things that I felt were a bit off, even with all the good things that did take place. And a lot of it just comes down to having a better understand of who we are as people and being more open as learners to understand where people come from. And that's one of the major reasons why I want to write this book, Learning to Relearn, because there are so many things that we need to learn about other cultures and the other identity markers that I feel will allow us to be more harmonious, but allow us to have a better idea of how we should really treat each other in a more humane manner because a lot of what happens comes out of the fact that we come with these implicit biases.

Kwame [00:08:17]:
We come with these stereotypical notions of who people are supposed to be. We have these perceptions that have been built through our schooling through the fact that we didn't have the proper education to learn about these different identities. So we're relying on other mediums to feed us information that may turn out to be misinformation in the end or may turn out to be a different narrative that is out there to invisibilize another narrative that should be out there about a particular group of people. So Learn to Relearn is a book that I believe is a mantra that I hope that every educator is able to adopt in their attempts to make their classrooms more inclusive, more welcoming, but also, you know, your favorite word, more of a place of belonging for any student, any child that wants to be a part of that environment. We have a responsibility to do that as educators, not just classroom teachers, but also paraprofessionals, other support staff members. School leaders and administrators also have to play a major role in how we get that done, so it's having culturally responsive learning taking place. It's also being more intentional about doing things in a social, emotional learning manner, which does have an a bar lens. That also means being serious about taking a more restorative approach to discipline and looking at different policies that are already in place that could cause or is causing potential harm or harm on different groups within your school.

Kwame [00:10:01]:
So there are a lot of things that we can do to really drive that home, but it starts with building capacity and having the intrinsic motivation to do it because we know that that's the humane thing to do. So more than anything, learning to relearn is about how we can be better humans as teachers so that our students, regardless of what their identity markers are, what they bring to the table can thrive in our learning environments.

Dr. Sheldon Eakins [00:10:28]:
I love this answer, you know, because initially when I was listening to your your responses, you know, some of the thoughts that came to my mind is like okay you you watched the Democratic Party National Convention and you felt like there was some good stuff there, but then there were some missed opportunities. And it made me start kinda thinking like, is it a possibility that best intentions let's just say best intentions because I don't I don't know what the political what Democratic party is is you know, I don't know what they're taking. Right? So let's just say let's just call it best intentions. But is it a line where folks might be too afraid of being so I had to be so politically correct that if I say the wrong thing or acknowledge too much in one area, then I'm I'm going to lose folks, especially in a voter like, in this time, I gotta get votes. What are your thoughts on is is there a danger there? I mean, what are your thoughts there?

Kwame [00:11:25]:
I believe that's the case because that's what's been going on for several months. We think about some of the more progressive elected officials on the Democratic side who we would expect to be a bit more vocal and more transparent about what's going on on the Gaza Strip. You know, they've been using a lot of completely correct language.

Dr. Sheldon Eakins [00:11:44]:
Yeah. And I'm not gonna

Kwame [00:11:45]:
sit here and and spit out names because that's really not the purpose of why we're here, but people who have been following along know who those people are. And a part of it is America as a whole, and this transcends political parties and affiliations. They have an allegiance to Israel. And because of this allegiance, they're making sure that they maintain that relationship with them so that it doesn't lead to other things that could potentially happen on the political front. Now, the problem with this is as they're holding it in this one instance, like I mentioned in the beginning, you still have young Palestinian children getting killed. There's still people who are in who are in a crossfire of what's going on in this genocide. There's a whole colonial history that's being ignored. We think about Israel and Palestine, the fact that Israelis have occupied Palestine since 1948.

Kwame [00:12:35]:
We're talking 75 years of colonial occupation. So this didn't start October 7, 2023. This has been a buildup. Right. It's been a buildup. So for me, it's more about the fact that we can't ignore the fact that you have kids who are as young as my son's age. I got 2 sons. I have one that's 6 and one that's 16 months.

Kwame [00:12:58]:
Children that are around those ages who are losing their lives because of the crossfire, that alone should be enough for us to put a stop to it, irrespective of political differences, and it's the same I think it's analogous to what happens in our schools. We may know that our school should have an AP African American studies course, or maybe it's an AP Asian American studies course, or an indigenous studies course or even an ethnic studies class. But if we start to teach it in our classrooms, we know it could lead to some vitriol coming from the other side that could potentially put our jobs in danger. We've seen this happen during this anti CRT trend that we've been in.

Dr. Sheldon Eakins [00:13:43]:
Critical race theory. Example. Right?

Kwame [00:13:45]:
Critical race theory. CRT. But all the CRT that we wanna think about.

Dr. Sheldon Eakins [00:13:49]:
Yeah. That's that's I agree. We gotta be clear. Yeah.

Kwame [00:13:51]:
Race theory that has the CRT acronym is a threat or considered a threat. And we've had teachers lose jobs. We've had teachers forced to resign from positions. Whether it's principalships, whether it's DEI coordinators for different districts, humanities teachers, science teachers, ELA teachers. There's too many examples. You could Google it, and you'll see a headline about teacher losing their job or having to go in front of the school board to answer questions. I got friends who are getting harassed on social media for speaking up on behalf of kids and doing things that we know are right by kids. So there's still a lot going on, and and I feel like we're at a stage where, of course, within reason and and with strategy, we have to be very transparent about what is happening because too many students are being harmed by the actions of others.

Kwame [00:14:52]:
And if we continue to not say anything about it or we continue to be scared, I mean, the fear is never gonna go away. Even when you speak up, you're still scared, but you know what you're doing is right. More and more students are gonna be harmed. So the way I look at it, you know, we we gotta do what's right by kids. I mean, that fear will always be there.

Dr. Sheldon Eakins [00:15:13]:
I hear you. I so okay. I'm a I'm a I hear you. I hear what you're saying, and I first of all, I agree with everything you're saying. K? I'm thinking about my listeners right now who are in in the classrooms right now who have seen those headlines. They have seen, you know, teacher fired for teaching a banned book instead of, you know, or teacher went against such and such. Kindergarten teacher taught their students about LGBTQ plus and I like, these kinda headlines pop up all the time. So I know that there's listeners right now that are kindergarten teachers that are about that life, but they are afraid because if I lose my job, I'm gonna I I can't pay my bills.

Dr. Sheldon Eakins [00:15:52]:
I I can't put my you know, I won't be able to do this. I won't be able to do that. So I don't want this to come across in this conversation for us to to individuals who aren't currently in the classroom as, like, telling folks, okay. This is what you need to do. Y'all just need to speak up. You know? I guess the question I have is what kind of tips or strategies can you give to teachers who are in these situations that, wanna speak up, that wanna provide that culturally affirming classroom but still worried about the repercussions that they might be faced with for going against the grain, if you will.

Kwame [00:16:29]:
Well, thank you for sharing that caveat, Sheldon, because in no way do we want people to just go rogue and lose their jobs. That is not what we're promoting here today. So that's how it comes across. I apologize for that. Here's what I will say. You have to understand where you are. So I'll use myself as an example. When I was in the classroom, I was at a school where if you were a bit too vocal about things that were going on, you could be at a dog house with the principal.

Kwame [00:17:01]:
And I found myself in a dog house quite a bit just for speaking up and and for advocating for my students. And I was a teacher who came to work every day. The test scores for my kids were always at a high levels. Students were growing every day. So I had a pretty good reputation already, but because I was being too vocal, I ended up getting in trouble even though I was doing pretty much everything right with my job. So I would say this is where parents could play a major role. You need to make sure that you're having conversations with parents and let them know what's happening in the classroom because they can't fire parents. A school district can't fire parents for what's going on.

Kwame [00:17:42]:
If anything, parents could be the biggest agitators and your greatest allies in your pursuit for justice. So that means encouraging parents to come to the school hearings if they're able to. We know some parents work multiple jobs, and they may not be able to come, but there are ways in which they can contribute and get their voice heard, whether it's emailing elected officials, emailing the superintendent or other high officials within your school district to let them know how the issues that are happening within your respective school are impacting their children. So I believe that parents could be a great ally when it comes to this so that you don't have to be the one making all the noise. Let the parents be the mouthpiece. That's a way to protect yourself. But then I also believe that, listen, people need their jobs. That I know.

Kwame [00:18:35]:
You you wanna know that there are people within your school that are on the same page as you because there's power in numbers as well. If you're in a situation where you may be the only one who is talking this talk, and everybody else is pretty much indifferent to it, then you're probably gonna approach it differently compared to somebody who knows that they have at least enough people within the school that'll be open to doing some ticketing outside of school or starting a petition or taking some form of action. Another thing that we wanna point out too is that panel what state you're in. You may be in a state that is unionized or not unionized. That does make a difference in how you approach this. I was in the state of Massachusetts for many years. Massachusetts is a unionized state. So whenever things go down, we have the Boston Teachers Union that we can go to to file a grievance, and that serve as a form of protection.

Kwame [00:19:28]:
Now if you go to a state like Georgia that is not unionized, now you have teachers who are going through similar issues, but they don't have a entity or an organization that they can go to to file a grievance or back them up if they need that type of firepower. So you also have to have an understanding of where you are, you know, what resources are available because that's going to inform what kind of strategy or approach you take to addressing the issues. But I always believe that every person should do what's within their sphere of influence, whatever that may be. So maybe not maybe you're not gonna be the one that's going to be vocal or in the front lines. Maybe you're somebody who is going to help spread the word on social media or pass the word to people in your other neighboring schools. Maybe you're somebody who is holding meetings with parents off of the school network so that you're not being tracked

Dr. Sheldon Eakins [00:20:22]:
Yeah.

Kwame [00:20:22]:
And you're having some real transparent conversations about concerns that your parents may have with the school district or concern that you have about the school district that you feel parents should know about. It could be as simple as having a newsletter where you are sharing with parents different resources they could take advantage of so they can have more of a voice when it comes to their children's education. So there are definitely a lot of ways in which you can make that happen, but from what I've witnessed, and I'm sure you've witnessed the same thing, Sheldon, when parents get involved, it becomes a public relations nightmare. You don't want your school to be in the news. Yeah. You do not want your school to be in the news. And what I could tell you is this, just ask Chicago Public Schools. Chicago Teachers Union, they'd be on strike every other year, and they end up on national news

Dr. Sheldon Eakins [00:21:15]:
Yes.

Kwame [00:21:16]:
Every other year. So we know that it works. When there's power in numbers, it definitely works. Whether we're talking parents, whether we're talking teachers. Because in the end, they can't fire all y'all. They can't fire all y'all, and there's so many other factors that come into play. Those are definitely ones that I would say we can start off with.

Dr. Sheldon Eakins [00:21:37]:
Listen. You you're you're bringing the fire, first of all. And and I I'm glad you said those things because, again, I can list I'm I'm thinking about my listeners, and they're like, oh, these 2 brothers, they're not even in the classroom. They tell them to just go fight the power. Like,

Kwame [00:21:52]:
you know,

Dr. Sheldon Eakins [00:21:52]:
I gotta I gotta mouse the feet. And and one of the things that I'll add, and I love that you brought up the the parent side of things because, like you said, parents can't get fired. I watched a episode of Abbott Elementary not too long ago. Now people have their mixed reviews and feelings about the school, the class, the show. Right? But there's one particular episode that kind of rings a bell too. So the main woman, I can't remember her name or her character, but it's Quinta's character. She she gets upgraded to the district, and she's working in the district. Team.

Dr. Sheldon Eakins [00:22:26]:
Yeah. Yeah. Yeah. So she's she's yes. So she's working in the district now, and her one of her first tasks that she's wanting to do is so there's a family. I think they needed ASL, and it's just, like, one student, and they need sign language for this one student. And so she just keeps hitting walls when it comes to getting this ASL person for this one student. Right? It's not the school wide, but it's just for one kid.

Dr. Sheldon Eakins [00:22:51]:
And she's hitting walls, hitting walls, hitting walls. She's almost about to give up on this. She's like, I don't think I can make this happen. But she gets some words of encouragement. And essentially, what she does is she tells the parents of this one student, listen. Here's something that you can do. If you threaten the district that you're gonna go to the media and tell them that, you know, the students is not getting the services that they are needing, more than likely, this is gonna implement the change that's that's required. And so sure enough, the parents go to the district and they threaten to, you know, blow this up with the media.

Dr. Sheldon Eakins [00:23:25]:
And next thing you know, an ASL interpreter is is present for this one student and and the kid gets to help. So I think this is a prime example of getting that work done without getting that work, without getting your hands dirty or or or getting the work. I'm trying to figure out the best

Kwame [00:23:41]:
way to say it.

Dr. Sheldon Eakins [00:23:42]:
You know what I'm saying? It's like the change happens. For me, it's like, I don't care how the change happens. It just needs to happen. And so if it means that I can just guide somebody and provide some support from my educational background, I understand the jargon, understanding the system, understand how things go, but I can utilize my brokerage power in order to support a student even if it's just that one kid. But be able to do that in a sense to where, like you said, don't end up on the news. Like, schools love to be on the news, but they don't wanna be on the news for the wrong reasons. So if you're able to create an experience for students and their families by saying, look. Students, if you wanna get this change because I I'm a big person of students.

Dr. Sheldon Eakins [00:24:22]:
Right? I love how you bring in the parent side of things. Students can't get fired either. And I'm saying, like, if you're a teacher and you want to if you want to take on advising, advising student leadership groups to implement change, and you wanna advise certain affinity groups to implement change. Those are things that you can do, and your job will be protected because, again, the students are the ones that are leading these movements or your parents are the ones that are leading these movements, and you can get that change happen.

Kwame [00:24:51]:
Yeah. And I honestly believe that parents are the key. And it's a reason why every school should develop a strong partnership with their students' families. It is imperative. You know this as a school leader, how imperative it is to have that connection, a real genuine connection. What are some ways that parents can actively be involved within the school community? Are there opportunities for parents to volunteer in my teachers' classrooms so they can really get a better idea of what goes on within the school's operations? I feel like it starts with that because if parents don't have that context about what's going on, then they won't be in the best position to advocate for students and for the teachers who are teaching their children. So that's the part that I think about. And then with regards to students, they can't get fired like you said.

Kwame [00:25:46]:
And because of technology and how advanced it is right now, these students are all over the place. They can do social media. They could be on TikTok, sending messages. They could be on Facebook, Twitter, all kinds of places in order to make that happen. And I know we're kinda going down a rabbit hole, but this is something that just came up. I think as a teacher, it's imperative that you have a foundational understanding of what your school's handbook is.

Dr. Sheldon Eakins [00:26:14]:
Yeah. Say it again.

Kwame [00:26:16]:
You need to have a foundational understanding of the rules, policies, and procedures that are within the school handbook. Why do I say that? Because that is your ammunition, just like it is the ammunition of your school district to use that same handbook to impose penalties on you for different things. You gotta know what's in there so that you can better advocate for yourself, and that's what's gonna allow you to strategize and figure out the best way to help your students because those are the things that'll let you know how far you can go and where you need to hold yourself back. So that's the other thing I wanna make sure I mention, learning the handbook. I know we sign it every year, and we just kinda pull it to the side, but I'm telling you, it is a very useful tool if used properly.

Dr. Sheldon Eakins [00:27:05]:
Okay. Talking about the handbook because I don't think we're going down a rabbit hole. I think this is a valuable conversation in regards to adding that in. So, Sam, I'm familiar with the handbook, and I recognize that maybe the dress code policy is is it it impacts a lot of our girls and and maybe it negatively biased towards other areas. Or I can see some of the language within that handbook. It it negatively talks like, it talks about certain groups I know who you're talking about in this handbook or this is going to culturally this is culturally biased. So not only is it important to learn the handbook from a policies and procedures standpoint, but I think it's also important to review the handbook to see if there's some discrepancies within there that are impacting a lot of groups of identities. Especially, I mean, sometimes our handbook has been created from the day from the 1st day of school, like when when school was incepted, and and nothing has changed.

Dr. Sheldon Eakins [00:28:01]:
Yes. And so now maybe there's time for us to revisit our mission statements or revisit some of those procedures because it may not be reflective of today's current landscape. So I think you bring up some really good points.

Kwame [00:28:12]:
I agree. Yes. It's important to do that. And also, depending on where you are, you may be in a school district that has a DEI policy. Most school districts that I know of have at least a mission statement that talks about the importance of diversity, equity, inclusion, and belonging within schools. Something of that ilk. And you may have you may be in a school district where as a school leader, you could be assessed or evaluated based on how well your school is adhering to said mission statement. So we get evaluated as teachers every year, and there's different things that we have to look for in a rubric.

Kwame [00:28:56]:
Guess what? School leaders get evaluated too. Schools get evaluated and audited as well. And if you're lucky enough to be in a school district where they have a strong commitment to DEI, and the school knows that they they need to be held accountable to ensuring that they are adhering to those policies that are making the schools more inclusive, they don't wanna be the ones to be penalized when they don't meet the mark. So if there's something that's built in to that scorecard or a rubric where they'd be evaluated for said practices, that's another tool that you can use in your favor to ensure that there is compliance in that regard.

Dr. Sheldon Eakins [00:29:39]:
Listen. I'll tell you one thing, Kwame, is is I always look forward to any opportunity I get a chance to share the same space with you because you bring in such valuable knowledge and just perspectives that I really do appreciate. In just this short period of time, I've I've learned so much and you've given me so much to to think about. And for our listeners, I'm I'm assuming that they're probably feeling the same way. So I learned a lot and I definitely consider you as providing a voice in in Leading Equity. I I'd love for you to take us home with one final word of advice that you wanna give to our listeners out there.

Kwame [00:30:11]:
It's the same word of advice I give to any teacher or any client that I work with. Stay true to the teacher and you, especially during this day and age. We know that there is always a high risk of losing your job. We we talked about that for the past half hour plus, but you need to make sure that you're teaching or running your classroom in a way that is authentic to you, that aligns with your morals and principles, and what you believe is right by students and is right in your heart. As long as you're leading with your heart and doing what you know is in the best interest of students, you gotta follow what's in your gut regardless of what's around you. It's going to come with some tension, but essentially, it is part of the work, and part of our responsibility as identity affirming educators, as educators who are all about center the humanity of students, we have a responsibility to support our colleagues who may not be on the same wavelength as we are in terms of their capacity. So that's where learn to relearn comes in. We have an opportunity to educate, And when I say educate, that doesn't mean that we are doing all the work for our colleagues, particularly our white colleagues, but we're there as support partners in their own capacity building journey.

Kwame [00:31:34]:
We are letting them know that there are resources available, but they gotta put the work in because, essentially, the labor, the burden of labor has to be on their shoulders, and we know that.

Dr. Sheldon Eakins [00:31:46]:
Loving it, man. I appreciate it so much. If we have some folks that wanna connect with you, what's the best way to reach you online?

Kwame [00:31:51]:
The best way to reach me is at identity talk for educators dot com. That is the main website for identity talk consulting. That's where you'll also find all of my social media channels. So Instagram, LinkedIn, Twitter, or x, whatever you call it, Facebook. I'm everywhere. But, also, for those that are curious about what's in this new book, we have a landing page website for the book at learning to relearn dot com. Over there, you'll be able to get an overview of all the chapters that'll be in the book. And as an early gift to you all, while you're waiting for the book to come out in November, you can get access to free learning resources that help you build your capacity around the different topics and different groups of people who are being spoken about within the book.

Kwame [00:32:46]:
So learn to relearn.com. Make sure y'all check it out.

Dr. Sheldon Eakins [00:32:49]:
Alright, folks. And we'll leave all the links in the show notes as well. But definitely check out my boy, Kwami's work. He's doing some amazing things. Kwami, it's been such a pleasure having you on. Thank you so much for your time.

Kwame [00:32:59]:
Man, I appreciate you, Sheldon. And once again, congratulations to you on starring that second book.

Dr. Sheldon Eakins [00:33:05]:
Yes, sir. Yes, sir.

Kwame [00:33:08]:
Yeah, man.

Dr. Sheldon Eakins [00:33:08]:
Thank you.

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