Latest / The Steve Harvey Morning Show / Social change scholar Dr. Katrinell Davis talks about her new book “Tainted Tap: Flint’s Journey from Crisis to Recovery”

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Social change scholar Dr. Katrinell Davis talks about her new book “Tainted Tap: Flint’s Journey from Crisis to Recovery” · The Steve Harvey Morning Show

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  Speaker 1: My next guest is Dr catri Nel Davis. She's an
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  Speaker 1: Associate professor of sociology and African American Studies at Florida
• 3:27
  Speaker 1: State University. She is a social change scholar inspired by
• 3:30
  Speaker 1: the struggles of working class people in urban areas who
• 3:33
  Speaker 1: contend with extraordinary socio economic constraints despite their best efforts
• 3:38
  Speaker 1: basically trying to get out the hood and nobody's trying
• 3:40
  Speaker 1: to help. Through a teaching in scholarship, Davids explores how racial, gender,
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  Speaker 1: and class biases, as well as institutional constraint, shaped black neighborhoods,
• 3:49
  Speaker 1: their resources, and how social groups navigating through these existing hurdles,
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  Speaker 1: which leads us to Dr Davis's latest book, Tainting Tainted
• 3:58
  Speaker 1: Tap Flinch Journey from Crisis to Recovery again t Taint
• 4:05
  Speaker 1: It Tap Flints Journey from Crisis to Recovery, focused on
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  Speaker 1: the origin and health consequences of the water crisis in Flint, Michigan,
• 4:12
  Speaker 1: by the way, where she was born. Please work with
• 4:14
  Speaker 1: the money making conversation, Dr Catrinell Davis, How you doing, doctor,
• 4:19
  Speaker 1: I am doing great. Thanks for having me. Or then
• 4:22
  Speaker 1: they getting tongue tied on the tidle of your book,
• 4:24
  Speaker 1: Taint It Flints Journey from Crisis to Recovery. Now when
• 4:29
  Speaker 1: I see that, has that been a recovery? Well, they're
• 4:33
  Speaker 1: in the process of recovery, but Flint has not recovered
• 4:36
  Speaker 1: from the water crisis. And the water crisis, as we
• 4:40
  Speaker 1: can say, is one giant cover up. Can I say
• 4:42
  Speaker 1: that I love that. Let's talk about that cover up. Absolutely,
• 4:47
  Speaker 1: Let's let's call it a cover up, because that's what
• 4:49
  Speaker 1: it is. Absolutely, and so because a lot of people
• 4:52
  Speaker 1: knew it before the people were drinking the water, Like
• 4:55
  Speaker 1: when I think General Mojors stopped accepting water, okay from Flint.
• 5:00
  Speaker 1: So and then the local city hall started getting water
• 5:04
  Speaker 1: delivered to them, and it wasn't until January where in
• 5:09
  Speaker 1: your book, that it was acknowledged that there's a problem
• 5:12
  Speaker 1: with the water and the public was being notified about it.
• 5:15
  Speaker 1: Talk about let's start there when when I have to
• 5:19
  Speaker 1: say it's a cover up, when the when the business
• 5:21
  Speaker 1: world is aware because they covered their basis so they
• 5:23
  Speaker 1: won't get sued, Okay, that's why they stopped accepting water,
• 5:27
  Speaker 1: but the general public and then and then when they
• 5:29
  Speaker 1: stopped accepting that, they didn't tell their employees where the
• 5:32
  Speaker 1: water was coming from. So that's when you start using
• 5:34
  Speaker 1: the word cover up. And I use it in the
• 5:37
  Speaker 1: professional manner because I don't know other words you can
• 5:39
  Speaker 1: use if you if you know some information that I
• 5:41
  Speaker 1: need to know that's gonna affect my life, but you
• 5:45
  Speaker 1: refuse or failed to tell me that's a cover So
• 5:49
  Speaker 1: you were born in Flint, You're a person who's seeing
• 5:51
  Speaker 1: this neighborhood transition. You talk about how all the all
• 5:55
  Speaker 1: the because in seventeen it was recognized that Flips, MS
• 6:00
  Speaker 1: again was the poorest city in the United States. That's correct.
• 6:03
  Speaker 1: Your story in the book basically starts correct. Well, the story,
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  Speaker 1: the main story about the crisis starts in UM two
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  Speaker 1: thousand and fifteen, but the story about what's happened to
• 6:16
  Speaker 1: Flint actually began in the nineteen sixties. Absolutely, because I
• 6:20
  Speaker 1: think it's important for us to understand that this whole
• 6:23
  Speaker 1: the struggle that that Flip faced during this crisis, UM,
• 6:28
  Speaker 1: is a struggle that has a lot to do with
• 6:31
  Speaker 1: this history of uneven development, this whole idea of we're
• 6:35
  Speaker 1: gonna pour money into the downtown areas, but let the
• 6:39
  Speaker 1: the north side of the of the city struggle and
• 6:42
  Speaker 1: suffer from decay um uh, no maintenance, et cetera. And
• 6:48
  Speaker 1: so yeah, this cover up, uh, or the part of
• 6:52
  Speaker 1: the cover up that we're very familiar with, starts somewhere
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  Speaker 1: in two thousand fifteen, But I would say it starts
• 6:59
  Speaker 1: a bit earlier than that, because what's what the public
• 7:02
  Speaker 1: that know about the crisis is that the State of
• 7:05
  Speaker 1: Michigan had it effectively UH disinvested from its water protection
• 7:11
  Speaker 1: protocols UH somewhere around two thousand and six two thousand seven.
• 7:16
  Speaker 1: So even if it was even if the e p
• 7:19
  Speaker 1: A and the state was doing what it was supposed
• 7:21
  Speaker 1: to do UM around two thousand and fifteen or in
• 7:26
  Speaker 1: in position to do to respond to residents concerns UM,
• 7:32
  Speaker 1: we would have seen a better response. Have they been
• 7:34
  Speaker 1: positioned to do the things that they were supposed to do.
• 7:37
  Speaker 1: Have they've been agencies working like they're supposed to work,
• 7:40
  Speaker 1: But they weren't, And so we're talking about a cover up,
• 7:43
  Speaker 1: and we're also talking about years of benign neglect. It's
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  Speaker 1: you know when you say we say it happened earlier.
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  Speaker 1: their decisions being made, they're not They're not acknowledged that
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  Speaker 1: they are major decisions. There might not acknowledge that their
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  Speaker 1: big decisions. But in the end, the person who gets
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  Speaker 1: affected the most is the person who has less. And
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  Speaker 1: that's what your book is about, absolutely. I think so
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  Speaker 1: so often we pay attention to the absent of overt racism.
• 11:02
  Speaker 1: We say, no one's burning crosses, um, no one called
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  Speaker 1: me out of my name, no one pulled me off
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  Speaker 1: of a counter, you know, at a at a or
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  Speaker 1: on the daily because there are things in their environment
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• 11:31
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• 11:36
  Speaker 1: environmental protections being shorted with regard to police protection, fire protection,
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  Speaker 1: UM left and right. And this is again, we don't
• 11:45
  Speaker 1: pay attention to these things because we spent so much
• 11:48
  Speaker 1: time talking about whether or not we're dealing with overt racism,
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  Speaker 1: whether or not somebody's playing us right. What we need
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  Speaker 1: to be paying attention to is what institutions are doing.
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  Speaker 1: You know, here's let's slow down my my relationship with
• 12:02
  Speaker 1: you in regards to sociology, my degrees in mathematics. Dr Davis.
• 12:07
  Speaker 1: You're an associate professor of sociology and African American Studies
• 12:10
  Speaker 1: at Florida State University in Tallahassan, Florida. UM. I was
• 12:15
  Speaker 1: rolling through college doing good, and then I took a
• 12:18
  Speaker 1: sociology class, and I realized that I was being uneducated.
• 12:24
  Speaker 1: I was not being educated properly about this country's history,
• 12:28
  Speaker 1: especially when it came to African Americans, or what my
• 12:30
  Speaker 1: people had accomplished, or why our racism and general or
• 12:35
  Speaker 1: how it was being treated. Basically, I would tell people,
• 12:38
  Speaker 1: when you look at the life of a black people
• 12:41
  Speaker 1: in history books that they teach you, you know, they
• 12:43
  Speaker 1: brought us over through slavery, they freed us, and then
• 12:47
  Speaker 1: they then they don't say anything about the World War
• 12:51
  Speaker 1: One participation, World War Two participation. Then you go to
• 12:53
  Speaker 1: Brown versus Board of Education. Then you hear about the
• 12:56
  Speaker 1: Martin Luther King speech. You kind of talk about the
• 12:59
  Speaker 1: civil speech. Then you hear about Martin Luther King's assassination,
• 13:03
  Speaker 1: and it kind of stops because it's the Civil Wars
• 13:06
  Speaker 1: Vietnam War in the nexting years. So black people kind
• 13:09
  Speaker 1: of like stopped producing after Martin Luther King. Dr. Martin
• 13:12
  Speaker 1: Luther King died. That is what if anybody disbelieve, just
• 13:16
  Speaker 1: read your books. That signs being played to us. Oh
• 13:19
  Speaker 1: you get the back in the day, I get the
• 13:21
  Speaker 1: maps from the beer companies talking about the kings and
• 13:24
  Speaker 1: queens and they tell me that, you know, the Cotton
• 13:26
  Speaker 1: gin was built by a black person. But it wasn't
• 13:28
  Speaker 1: in any book that I read in the high school
• 13:30
  Speaker 1: or the elementary school or middle school. It was in
• 13:33
  Speaker 1: something that I bought that had a beer kin on
• 13:36
  Speaker 1: it or bill or was sponsored by a beer company.
• 13:40
  Speaker 1: And not saying that's negative, but that's how it's being educated, okay.
• 13:43
  Speaker 1: And so so sociology is key for me because it
• 13:46
  Speaker 1: talks about how people engage and how people treat you
• 13:49
  Speaker 1: in that engagement. So tell us about the impact of
• 13:52
  Speaker 1: what you do as a sociology professor at Florida State
• 13:56
  Speaker 1: and African American Studies, because I want to get to
• 13:58
  Speaker 1: the critical race theory which is been bombarding the headlines,
• 14:01
  Speaker 1: and maybe you can help my audience digest or understand
• 14:04
  Speaker 1: that a lot better. Well. As a sociologist, I care
• 14:07
  Speaker 1: most about explaining the concrete circumstances that people encounter that
• 14:13
  Speaker 1: make it difficult to make ends meet and do the
• 14:16
  Speaker 1: things that they need to that that they need to
• 14:19
  Speaker 1: do to take care of their families. UM. Oftentimes we
• 14:23
  Speaker 1: ignore those things about our realities that make things difficult,
• 14:29
  Speaker 1: UM that are UM boundaries or barriers that that seem
• 14:33
  Speaker 1: to be UM hard to to remove, etcetera. And and
• 14:39
  Speaker 1: I also want to say in our society, we have
• 14:41
  Speaker 1: a tough time believing that, um, it's okay for a
• 14:47
  Speaker 1: problem to last longer than thirty minutes, right, And so
• 14:51
  Speaker 1: if it's not solved in thirty minutes, we're almost in
• 14:54
  Speaker 1: the space where we're gonna move on even if it's
• 14:56
  Speaker 1: not solved. And so I think part of the problem
• 15:00
  Speaker 1: we're dealing with is one this whole issue of having
• 15:04
  Speaker 1: a very short attention span UM with regard to understanding
• 15:08
  Speaker 1: and even trying to um deal with process social problems.
• 15:14
  Speaker 1: And then we we also have a problem where we
• 15:17
  Speaker 1: don't as a society, we're not willing or I don't
• 15:21
  Speaker 1: believe that we've uh developed the stomach or in or
• 15:25
  Speaker 1: the political will to really deal with um um longstanding
• 15:31
  Speaker 1: ratio class um antagonisms and issues. And so what we
• 15:35
  Speaker 1: do We set up curricula where we go around these issues. Yeah,
• 15:39
  Speaker 1: we say, um, the problems start stopped after we discover
• 15:43
  Speaker 1: that Martin Luther King had a dream, um and we
• 15:46
  Speaker 1: got on board with his dream. And and now look
• 15:48
  Speaker 1: at those black folks. You know, doors are openings, all good,
• 15:52
  Speaker 1: but the problem is that it's not all good for
• 15:55
  Speaker 1: most black folks. Most most black folks are near poor,
• 15:59
  Speaker 1: which means they're struggling on levels that that are invisible
• 16:02
  Speaker 1: in places that we don't even see. Because our worlds
• 16:06
  Speaker 1: are so wrapped around what we do and not what
• 16:09
  Speaker 1: other people are really dealing with. So fields like sociology
• 16:13
  Speaker 1: help us understand um, you know, and it's sometimes academicians
• 16:19
  Speaker 1: you know, really help us understand what um uh, what
• 16:23
  Speaker 1: society's narrative has to say about us, and it's not
• 16:27
  Speaker 1: always very critical of that narrative. UM. But in my work,
• 16:31
  Speaker 1: I try to center the problems of the individual, and
• 16:33
  Speaker 1: in particular black people, poor black people, to sort of
• 16:37
  Speaker 1: help us understand that, both historically, uh economically socially, how
• 16:43
  Speaker 1: these problems, how we got these problems, why we still
• 16:45
  Speaker 1: have these problems, or what we need to do to
• 16:47
  Speaker 1: deal with these problems. And again, I think the pushback
• 16:52
  Speaker 1: UM is, particularly the pushback with regard to critical race theory,
• 16:56
  Speaker 1: is about silencing you know what, what we know because
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  Speaker 1: at because that's what I discovered. I discovered in my
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  Speaker 1: sociology class at the University Houston, that I didn't know enough,
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  Speaker 1: I was being denied side an opportunity to get a
• 19:01
  Speaker 1: full spectrum of education and information. And so when I
• 19:05
  Speaker 1: hear people, whether it's the Trump administration trying to favor
• 19:09
  Speaker 1: the Confederate statues and say they have a place in
• 19:11
  Speaker 1: our society, but don't want to recognize that racism truly exists,
• 19:15
  Speaker 1: I don't know how you can balance it too. I
• 19:17
  Speaker 1: don't know how you can recognize Confederate monuments as saying
• 19:21
  Speaker 1: these are heroes, but you can't recognize the fact that
• 19:24
  Speaker 1: racism is very prevalent. And as you say, it's not
• 19:28
  Speaker 1: always overt, but you still have redlining of districts, you
• 19:31
  Speaker 1: still have rezoning, you have you have people going around
• 19:34
  Speaker 1: right now they are it's still audent in President Biden. Okay,
• 19:37
  Speaker 1: that's racism. That's gonna be real because it's tied to
• 19:40
  Speaker 1: black voters. It's black to people who believe there's a
• 19:44
  Speaker 1: need for change. And so when you look at what
• 19:46
  Speaker 1: you're doing and you look at the critical race theory.
• 19:48
  Speaker 1: There's been bantered about what is the problem. Is it
• 19:52
  Speaker 1: information or is it is it? Is it something that
• 19:55
  Speaker 1: was done in eighteen seventy nine trying to be implemented
• 19:58
  Speaker 1: in two thousand. It's I've I've looked at some of
• 20:02
  Speaker 1: these people that that have commented on critical race theory,
• 20:06
  Speaker 1: particularly those people who have been against uh, this particular
• 20:10
  Speaker 1: theory being taught, um at the post secondary level, primarily
• 20:15
  Speaker 1: because that's what where it's taught. Essentially, My my take
• 20:19
  Speaker 1: on their argument is that, um, this happened a long
• 20:23
  Speaker 1: time ago, and why should we talk about, you know,
• 20:26
  Speaker 1: information that may or may not be true. It's really interesting. Um.
• 20:31
  Speaker 1: The the argument is that it happened a long time ago.
• 20:34
  Speaker 1: Then the corollary to that is that this information may
• 20:37
  Speaker 1: not be true, right, Um? And and then it's how
• 20:42
  Speaker 1: how can we can't get along? Why can't we get along? Right?
• 20:47
  Speaker 1: I'm an Italian American? Right? Um? And mind you, this
• 20:51
  Speaker 1: person doesn't want to own that he has white skinned,
• 20:54
  Speaker 1: you know, and that skin speaks for him, you know. Uh,
• 20:59
  Speaker 1: But I'm Italian American. Why should we have to you know,
• 21:03
  Speaker 1: learn about this history? Uh? And it's it's it's part
• 21:06
  Speaker 1: of the American program that we have in that program
• 21:10
  Speaker 1: is all about denier. We deny what's true, we deny
• 21:15
  Speaker 1: what's real in the lives of people who are dealing
• 21:17
  Speaker 1: with tough stuff, Okay, and then we turn around and
• 21:21
  Speaker 1: we blame them for what they're experiencing, as though they
• 21:25
  Speaker 1: created those issues. But I would submit that the real
• 21:29
  Speaker 1: problem is that we've never gotten around to dealing with
• 21:33
  Speaker 1: the fact that when black folks stopped giving their labor
• 21:36
  Speaker 1: to white folks after slavery, never quite stopped being the
• 21:42
  Speaker 1: white man's burden, you know, all for the wrong reason. Absolutely,
• 21:47
  Speaker 1: when I when I hear you talk, you know, I
• 21:49
  Speaker 1: smile and that you know, I said, you go, girl,
• 21:52
  Speaker 1: you do what you gotta do. I need you to
• 21:53
  Speaker 1: be a professor somebody talking to people in general, so
• 21:56
  Speaker 1: they have somebody can come up and talk to that
• 21:58
  Speaker 1: has it on this conversation that necessarily isn't their color,
• 22:02
  Speaker 1: because that's when you get on this conversation when somebody
• 22:04
  Speaker 1: who's not your color comes up to you in communication.
• 22:06
  Speaker 1: Because so what happens within our community. Sometimes we don't
• 22:09
  Speaker 1: even want to talk about slavery. We want to say
• 22:12
  Speaker 1: that we want to why why why we gotta talk
• 22:14
  Speaker 1: about that? You know, we're moving forward. There's a section
• 22:17
  Speaker 1: of us that want to talk like that at all.
• 22:19
  Speaker 1: Maybe you may say that we are maybe in an
• 22:21
  Speaker 1: affluent or maybe are doing well or at a certain
• 22:25
  Speaker 1: tax bracket. But I've always been a person that, no
• 22:27
  Speaker 1: matter how successful I've been, Dr David's always felt that
• 22:31
  Speaker 1: if I can't help more people get where I'm trying
• 22:33
  Speaker 1: to get or where I'm trying to go, then I'm
• 22:36
  Speaker 1: not winning for the overall picture. Isn't that what we're
• 22:39
  Speaker 1: trying to do. Isn't that what your book? The information
• 22:42
  Speaker 1: we're getting out of your book is that is about
• 22:44
  Speaker 1: a group of people. And this happens to be a city,
• 22:47
  Speaker 1: not not a community, a city where the world, where
• 22:51
  Speaker 1: the work factories moved, drugs came in. You know, Burton,
• 22:56
  Speaker 1: which was right less than a mile away, and their
• 22:59
  Speaker 1: billings was different than Flint, Michigan's building system and nobody
• 23:04
  Speaker 1: and then if if, if, if the snow was on
• 23:07
  Speaker 1: their street, it got plowed first snow was on your street. Uh,
• 23:13
  Speaker 1: we will give with you. The trees were dying over
• 23:15
  Speaker 1: there and Flint over in burden. Hey, the tree. Just
• 23:20
  Speaker 1: can just a leaf can fall off the tree. Excuse me,
• 23:23
  Speaker 1: I got that leaf? Bat Oh, go about your business.
• 23:26
  Speaker 1: You know that's what you're talking about in your book.
• 23:29
  Speaker 1: You you you clearly made me go. You may be mad,
• 23:33
  Speaker 1: Dr Davis, you may be mad. I wanted to make
• 23:35
  Speaker 1: you mad. You may be mad, girl, because you were
• 23:40
  Speaker 1: telling the truth. Why don't people want to hear the truth?
• 23:46
  Speaker 1: Come on? The truth is uncomfortable. Sometimes when certain people
• 23:52
  Speaker 1: hear it, they think that, you know, I'm listening to
• 23:57
  Speaker 1: this truth, and that means that something that I had
• 24:00
  Speaker 1: at may be taken away, right, my privilege, my the
• 24:05
  Speaker 1: benefits that I that I um enjoy. I may need
• 24:08
  Speaker 1: to share you know, Oh, they gotta put money on this.
• 24:13
  Speaker 1: That money may be taken from some things that my children,
• 24:17
  Speaker 1: Mike or my child might need. And I want to
• 24:21
  Speaker 1: tell you it's something that was brought up in in
• 24:23
  Speaker 1: this podcast that i've I've done related to the book.
• 24:26
  Speaker 1: One of my guests shared with me and this is
• 24:29
  Speaker 1: a very very important um um statement that he made.
• 24:34
  Speaker 1: And this is when I was pushing him to why
• 24:36
  Speaker 1: aren't cities doing what they need to do to take
• 24:40
  Speaker 1: care of everybody? Why they're playing poor people, right, um
• 24:46
  Speaker 1: and and he was talking about what we haven't gotten
• 24:48
  Speaker 1: around to dealing with legacy costs, how to help cities
• 24:51
  Speaker 1: deal with costs that they can't deal with because they
• 24:54
  Speaker 1: have poor people, etcetera, etcetera, um and and so again
• 24:59
  Speaker 1: I was pushed in him, why is this the issue?
• 25:01
  Speaker 1: Why hasn't the state and the powers that be come
• 25:05
  Speaker 1: up with better models? And he said, essentially, we don't
• 25:08
  Speaker 1: have a problem handing a person of food stamp, but
• 25:13
  Speaker 1: we have a problem giving people access to jobs via
• 25:17
  Speaker 1: programs like affirmative action. Because you know why, because when
• 25:23
  Speaker 1: you hand somebody or food stamp, you can label them
• 25:25
  Speaker 1: as a person that's that's um irrelevant, and then that
• 25:31
  Speaker 1: same person you can start taking away rights. Okay, now
• 25:35
  Speaker 1: you give somebody an opportunity to affirmative action, then they
• 25:38
  Speaker 1: can be on a level playing fields economically, socially, they
• 25:44
  Speaker 1: can move into their neighborhoods, they can bank for their bank,
• 25:48
  Speaker 1: they can do the things that they do, they can
• 25:50
  Speaker 1: eat in the restaurants they eat inm And so I
• 25:53
  Speaker 1: know because I came from the hood. I came from
• 25:55
  Speaker 1: far Ford. I came from a neighborhood where my parents
• 25:59
  Speaker 1: had to get us out, and we moved to a
• 26:01
  Speaker 1: little neighbor a little bit better, but it wasn't that neighborhood, okay.
• 26:05
  Speaker 1: And so when I see about you in your book,
• 26:07
  Speaker 1: is right you talk about when you talk about when
• 26:10
  Speaker 1: it was changing the communities and sweeping through and now
• 26:14
  Speaker 1: they call the gentrification. They put a fancy name on
• 26:16
  Speaker 1: it that, but it's the same thing. They gave us
• 26:18
  Speaker 1: a nice title. It gets the same thing, you know,
• 26:20
  Speaker 1: moving black people to lesser communities, less property values. And
• 26:24
  Speaker 1: then go, what's the problem? Now you say richean. Doesn't
• 26:27
  Speaker 1: that sound familiar? Doesn't that sound like the American Indian?
• 26:31
  Speaker 1: Do you not realize that that that ghettos are just
• 26:34
  Speaker 1: fancy five reservations, just fancified reservations, That's what they are.
• 26:39
  Speaker 1: There are some people I know for a fact that
• 26:42
  Speaker 1: living these communities, who never leave, who have never driven out,
• 26:50
  Speaker 1: who never shop or eating out of that community. They
• 26:53
  Speaker 1: are trapped into that world. If they're trapped into the world,
• 26:56
  Speaker 1: guess what you're trapped too. And then so when you
• 27:00
  Speaker 1: come into that world, you've seen as a stranger, which
• 27:02
  Speaker 1: impacts them and they're gonna treat you different, which may
• 27:05
  Speaker 1: lead to negative consequences. When I started reading that part
• 27:08
  Speaker 1: of your book, it just really made me even more mad.
• 27:11
  Speaker 1: Dr Davis. You really You're the first book I've ever
• 27:14
  Speaker 1: had on the show. Just had me positively mad. This
• 27:17
  Speaker 1: is not a mad mad because I can't win because
• 27:22
  Speaker 1: of my skin tone according to America. Well, I'm sorry
• 27:30
  Speaker 1: that I made you mad, but it's it's really my
• 27:34
  Speaker 1: job to tell the truth and to say it in
• 27:38
  Speaker 1: a way where people can understand it, where there's teeth
• 27:41
  Speaker 1: and you understand that this is not a game. Right,
• 27:45
  Speaker 1: They have been playing with our lives. But for some reason,
• 27:49
  Speaker 1: we don't want to call it um genocide, right we
• 27:54
  Speaker 1: We we stopped at that. We we say, well, it's
• 27:57
  Speaker 1: you know, um, we're doing what we can and we're
• 28:01
  Speaker 1: not killing people at will and things of this nature.
• 28:04
  Speaker 1: But I would submit this, if you poison people over
• 28:09
  Speaker 1: time with with um materials or toxins that could I
• 28:14
  Speaker 1: don't know, um make them less smart, make them more
• 28:19
  Speaker 1: prone to violence and anger, make them um less likely
• 28:24
  Speaker 1: to be able to self govern. What you're doing is
• 28:27
  Speaker 1: is basically doubling down. You have this theory of who
• 28:30
  Speaker 1: we are, but then you you poison our communities and
• 28:33
  Speaker 1: help that happen, right, And so the thing is, yeah,
• 28:37
  Speaker 1: I'm absolutely sorry that I have to let folks know
• 28:40
  Speaker 1: that problems don't get solved. I gotta let folks know
• 28:45
  Speaker 1: that they're playing poor black people left and right, leaving
• 28:48
  Speaker 1: them out of resources or keeping them from resources that
• 28:52
  Speaker 1: they actually need to make ends meet and to um
• 28:55
  Speaker 1: take good care of themselves. UM. I have to let
• 28:59
  Speaker 1: you know because it's my obligation because I don't need
• 29:02
  Speaker 1: us us as a people walking around thinking that we
• 29:06
  Speaker 1: got it made. We got some work to do. You know,
• 29:09
  Speaker 1: in your book Tanned Tap Flints Journey from Crisis to
• 29:12
  Speaker 1: Recover in chapter six, which is the blame game of
• 29:16
  Speaker 1: legal circus and public finger pointing. And this is basically
• 29:20
  Speaker 1: because what I try to do, what I bring individual
• 29:23
  Speaker 1: on my show talking about that books, I'm not trying
• 29:25
  Speaker 1: to I don't try to get My job is not
• 29:26
  Speaker 1: to give away the book. My job is to gain interest.
• 29:29
  Speaker 1: So somebody wou want to read your book and what
• 29:32
  Speaker 1: you just talked about, it's basically what the blame game is.
• 29:36
  Speaker 1: You know, you know, it's it's good to say that
• 29:39
  Speaker 1: you know that there's a problem in the minority communities
• 29:43
  Speaker 1: because we go black and brown right now because I'm
• 29:45
  Speaker 1: African American. That's why we' talking about this matter community
• 29:48
  Speaker 1: having the same issues and and in the American Indian
• 29:52
  Speaker 1: community is a lost community. Okay, it's a lost community.
• 29:56
  Speaker 1: And so and so when we talk about through sociology,
• 29:58
  Speaker 1: which guys are through this whole situation here, what is
• 30:02
  Speaker 1: the blame game and who is running the blame game? Well,
• 30:06
  Speaker 1: I would say the blame game is is essentially this,
• 30:11
  Speaker 1: It's we know that a problem exists. However, we're gonna
• 30:16
  Speaker 1: let you believe that you created that problem, or we're
• 30:20
  Speaker 1: gonna let you believe that the problem doesn't exist. So
• 30:23
  Speaker 1: that's the first problem. So then after you you effectively
• 30:27
  Speaker 1: prove that you didn't create the problem, then we have
• 30:30
  Speaker 1: to work at trying to distance ourselves from that blame
• 30:34
  Speaker 1: because we don't want to take that heat. We don't
• 30:37
  Speaker 1: want to be in a seat of or in the
• 30:39
  Speaker 1: be placed in the process of actually trying having to
• 30:43
  Speaker 1: fix the the institutional problems and replace those strategies and
• 30:48
  Speaker 1: policies that enable us to do the stuff we do. Well.
• 30:51
  Speaker 1: You know, because I'm a closed doctor, Dr Davison, it's
• 30:56
  Speaker 1: all positive. You know, when I say, I'm mad. It's
• 31:00
  Speaker 1: good man, because I've been filled with information and information
• 31:02
  Speaker 1: I got from your book, Tainting Tap flinch Journey from
• 31:05
  Speaker 1: Crisis to Recovery. In twenty seventeen, Flint, Michigan was the
• 31:09
  Speaker 1: poorest city in America. Who wants that title? Okay? Who
• 31:12
  Speaker 1: wants to know that right down the street less than
• 31:14
  Speaker 1: a mile somebody's paying less? And guess what they they
• 31:18
  Speaker 1: as they say, they look like you, They're just a
• 31:19
  Speaker 1: different color. But more importantly, when you look at all
• 31:23
  Speaker 1: this critical race theory, look at all these arguments about
• 31:25
  Speaker 1: what we don't want to let anybody know that the
• 31:28
  Speaker 1: America has done nothing wrong? How and maybe you might
• 31:31
  Speaker 1: not can't answer this? How did you team get recognized
• 31:35
  Speaker 1: as a national holiday? How did that slip past? When
• 31:38
  Speaker 1: that was the ultimate level of recognition that black people
• 31:44
  Speaker 1: well enslaved and black people were released do the slavery
• 31:48
  Speaker 1: because they were brought over to this country against their will.
• 31:51
  Speaker 1: But somehow I got past Unaniously, while a bunch of
• 31:54
  Speaker 1: people are arguing about the critical race theory, does that
• 31:57
  Speaker 1: make sense to you? I'm glad they got passed because
• 32:00
  Speaker 1: I'm used in Texas and it's always been a holiday
• 32:03
  Speaker 1: in the state of Texas, but it was never recognized
• 32:06
  Speaker 1: national holiday. So when everybody started getting on board in
• 32:09
  Speaker 1: I kind of smiled, and I'm happy that it was recognized.
• 32:13
  Speaker 1: But how does June teae get passed with all this
• 32:16
  Speaker 1: denial going on in the public's eye about racism and slavery?
• 32:21
  Speaker 1: M hmm. I love that you asked that question. So
• 32:24
  Speaker 1: I'll be brief because we can write a dissertation on this,
• 32:27
  Speaker 1: but I would I would say that, UM, you know,
• 32:32
  Speaker 1: essentially what we're looking at is a political maneuver. Um.
• 32:36
  Speaker 1: We're we're sort of addicted to and attracted to symbolic gestures,
• 32:40
  Speaker 1: and this is one of them. So because I can
• 32:43
  Speaker 1: tell you this, if we can set up a holiday, um, grades,
• 32:47
  Speaker 1: I'm all Ford in Flint, Michigan. We've been celebrating June tenth,
• 32:51
  Speaker 1: June tenth for you know, a long time. Uh that said, UM,
• 32:57
  Speaker 1: if you really want to make progress in the black community,
• 33:00
  Speaker 1: you will pass laws that make um folks accountable for
• 33:03
  Speaker 1: the things that they do to the people that they're
• 33:05
  Speaker 1: supposed to be accountable to. You want to pass laws
• 33:09
  Speaker 1: and make things uh a bit more transparent, right, give
• 33:13
  Speaker 1: people a seat at the table. Uh. You want to
• 33:15
  Speaker 1: make sure that people aren't being played the extent of
• 33:18
  Speaker 1: which they are being played in their communities. UM. You
• 33:22
  Speaker 1: know you're drinking water that is not safe, and you
• 33:25
  Speaker 1: know they'll take your house away if you don't pay
• 33:28
  Speaker 1: for that for poison water. UM. And so we're in
• 33:31
  Speaker 1: a space where we love um symbolic empty gestures. UM,
• 33:36
  Speaker 1: but we're not. We don't. We haven't um summoned the
• 33:40
  Speaker 1: political will to do what's required to move things forward.
• 33:44
  Speaker 1: Dr Catcher Nearil Davis, thank you for coming on my show.
• 33:46
  Speaker 1: You associate with the professor of Sociology and African American Stories,
• 33:50
  Speaker 1: and you know they say the Seminar State Florida State
• 33:54
  Speaker 1: University down in Tallahasan, Florida. Your book, Tainted Tap Flinch
• 33:58
  Speaker 1: Journey from Crisis to Cover is a wonderful read. Is
• 34:01
  Speaker 1: an informative read. It's an educational read. Is a reader
• 34:04
  Speaker 1: will tap into your emotions, give you information that you
• 34:07
  Speaker 1: may not have known, or reminded you of an experience
• 34:10
  Speaker 1: or lifestyle that you want experience so you can understand
• 34:13
  Speaker 1: the complications that people are dealing with now, because guess what,
• 34:17
  Speaker 1: they've taken away all of our options are so many
• 34:19
  Speaker 1: of our options within the black community that we have
• 34:22
  Speaker 1: to fight back. We have to scream, we have to
• 34:25
  Speaker 1: some way rab because guess what, like you said, if
• 34:28
  Speaker 1: you get what's your option once you once you corner somebody,
• 34:32
  Speaker 1: you're taken. Where all their food taking, where all their
• 34:34
  Speaker 1: options to survive? The only option is to be violent.
• 34:38
  Speaker 1: And we can start curbing a lot of this violence
• 34:40
  Speaker 1: if we treated everybody equal and gave them equal opportunity
• 34:42
  Speaker 1: to win again. Dr Davis, thank you for coming on
• 34:45
  Speaker 1: when to make conversations. Thank you so much for having
• 34:48
  Speaker 1: me pleasure. Thank you. If you want to hear any
• 34:51
  Speaker 1: more of my interviews or all of my interviews, or
• 34:54
  Speaker 1: see them through my videos on money making, Conversation dot
• 34:57
  Speaker 1: com is where I keep all of them. My name
• 34:59
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