A speaker recalls his elementary school in the projects, where Black and brown students lived in poverty while white teachers owned cars and vacation homes in the Hamptons. He argues that public school funding tied to local property taxes ensures poor neighborhoods stay underfunded while wealthy suburbs thrive, embedding racial and economic exploitation into education itself.
Chapters
Yeah, you said we're not built on a nation of information, we are built on a nation of exploitation. When I heard you say that, it felt so true. So could you talk a little bit about that? When I was a kid going to elementary school, I noticed that all of the kids looked like they were Black and brown. And for the most part, we lived in the projects, we were poor. The majority of people were poor. The teachers, though, on the other hand, were all white, they all had cars, and you could overhear them talking about their home in the Hamptons. And these were things that were outside of my world. So here was right in the same building, this contrast of poor urban kids and these well-to-do— I don't want to say necessarily affluent, but that you can see and hear things that you are unfamiliar with. That contrast made me realize something's off. Like, why do the people who look like this predominantly seem to live this way, and the people who look like this predominantly live that way? Let's say, for example, also schools. Schools are funded by property taxes. Well, there's no property tax if you live in the hood because nobody owns property. So the schools are downtrodden, as opposed to in suburban