Latest / Honey Badger Radio / So we're doing this again are we? | Rantzerker 240

Transcript

So we're doing this again are we? | Rantzerker 240 · Honey Badger Radio

• 0:00
  Speaker 1: Coming to you Live from a absolutely destroyed demoic well
• 0:07
  Speaker 1: formerly democratic wasteland. We are the all the We are
• 0:11
  Speaker 1: the survivors.
• 0:16
  Speaker 2: Of the liberal.
• 0:17
  Speaker 3: Apocalypse, of the liberal of the liberal carnei apocalypse.
• 0:23
  Speaker 1: Coming to you Live. Okay, we are the survivors of
• 0:26
  Speaker 1: the all right Apocalypse. The Few, the brave, bitchy, once more,
• 0:30
  Speaker 1: wading into battle on a completely different topic. I mean,
• 0:34
  Speaker 1: if you tuned in and thought it was going to
• 0:35
  Speaker 1: be about that, it's not going to be about that.
• 0:37
  Speaker 4: It's gonna be a completely different topic.
• 0:38
  Speaker 1: It's another situation of clueless bloom bloomers, bloomers, clueless boomers
• 0:46
  Speaker 1: trying to decipher the political landscape. And I I'm your host, Alison,
• 0:53
  Speaker 1: and with me is of course Brian the indomitable doge,
• 0:57
  Speaker 1: and she who must be obabe Karen.
• 1:00
  Speaker 2: Well, they didn't obey me this time, No they didn't.
• 1:03
  Speaker 1: And it's but you know, there's there's always a silver lighting.
• 1:06
  Speaker 1: But we'll get to that. But first we want to
• 1:08
  Speaker 1: we want to get into this discussion about adolescents. The
• 1:18
  Speaker 1: the Netflix series which is now a factual account of
• 1:26
  Speaker 1: the situation with boys in schools, and we are going
• 1:30
  Speaker 1: to be talking about the British Parliament discussing this now
• 1:36
  Speaker 1: factual account of what's happening in British schools in regards
• 1:41
  Speaker 1: to schoolboys. Is that an accurate assessment?
• 1:46
  Speaker 2: You put factual in air quotes?
• 1:48
  Speaker 4: Right, No, I just I was just wiggling.
• 1:50
  Speaker 1: No, I didn't put air quotes. I mean, well, this
• 1:53
  Speaker 1: is straight.
• 1:55
  Speaker 2: This isn't a factual account. It was based on some
• 1:58
  Speaker 2: Muslim fucking kid who stabbed a bunch of chicks at
• 2:02
  Speaker 2: a young girl's at a freaking um Taylor Swift dancing.
• 2:08
  Speaker 1: Yeah, but there, but but but I've got into this
• 2:12
  Speaker 1: argument in Twitter there was a white boy who stabbed
• 2:15
  Speaker 1: stabbed a girl once or no, another boy I think
• 2:18
  Speaker 1: once or it was a girl you know once, I
• 2:21
  Speaker 1: mean at one point. I think it was like seven
• 2:23
  Speaker 1: years ago or something. So it applies, right, you know,
• 2:27
  Speaker 1: it could have been about that.
• 2:29
  Speaker 2: No, but there is That's not what it was about.
• 2:33
  Speaker 1: Yeah, I know, I know, I know. But there is
• 2:36
  Speaker 1: something else that they could have done, something like like
• 2:39
  Speaker 1: recently there's been this rise is probably because they got
• 2:43
  Speaker 1: rid of juvenile facilities for girls. So if you're under
• 2:48
  Speaker 1: eighteen in the UK, you can't be jail under eighteen.
• 2:51
  Speaker 2: They won't be doing it.
• 2:55
  Speaker 1: If you're a girl in the UK, you could do
• 2:57
  Speaker 1: whatever you want. You're most likely not going to go
• 2:59
  Speaker 1: to jail. Okay, boycat, don't start destroying stuff yet.
• 3:02
  Speaker 2: Well and no, that's that's that's the way it's been
• 3:05
  Speaker 2: since twenty eleven.
• 3:07
  Speaker 3: No, no, when they when they they literally relax the
• 3:11
  Speaker 3: rules because Madame Justice Hale said, oh.
• 3:15
  Speaker 2: Well, misguided ethic of equality has led to some very
• 3:22
  Speaker 2: unequal treatment of women and girls easier on them.
• 3:27
  Speaker 1: Yeah, because because patriarchy, when women commit trock crimes, they
• 3:30
  Speaker 1: shouldn't go to jail. Instead they should go to spot treatment.
• 3:33
  Speaker 1: But actually this is worse, if you can believe it.
• 3:36
  Speaker 1: They literally got rid of any kind of incarceration for
• 3:41
  Speaker 1: girls under the age of eighteen in the UK, any
• 3:45
  Speaker 1: like there's there's nowhere to send them. If they commit
• 3:47
  Speaker 1: a crime, they do not go to jail. They just
• 3:51
  Speaker 1: get residential like they you.
• 3:56
  Speaker 2: Know, in home with an ankle monitor kind of thing,
• 3:59
  Speaker 2: with an ankle monitor, community.
• 4:01
  Speaker 1: Women in service. And what they've seen, apparently is a
• 4:04
  Speaker 1: rise in girl gang activity. What a shock, because what's
• 4:09
  Speaker 1: happening is all the gangs are now recruiting girls to
• 4:13
  Speaker 1: do their dirty work because they don't go to jail.
• 4:17
  Speaker 1: And now what we've had recently is an elderly man
• 4:20
  Speaker 1: was beaten to death. I believe it was beaten to death.
• 4:22
  Speaker 1: I don't think they use weapons by a girl gang.
• 4:25
  Speaker 1: I think on a subway and another elderly woman was attacked.
• 4:30
  Speaker 1: So do you think they'll ever do an adolescence on that.
• 4:34
  Speaker 2: No, no, of course not.
• 4:37
  Speaker 1: But they'll just continue to listen to feminists if they did.
• 4:42
  Speaker 2: If they did, if they did do an adolescence on
• 4:46
  Speaker 2: those things, it would be all about how these male
• 4:50
  Speaker 2: gangsters lured these girls, groomed them and lured them into
• 4:56
  Speaker 2: these gangs right and made them do what they did.
• 5:00
  Speaker 1: No responsibility with being the reason why they're doing that,
• 5:04
  Speaker 1: because they've made it so that girls are not jailed,
• 5:09
  Speaker 1: so that become very attractive as potential gang members now
• 5:13
  Speaker 1: because they will just like they can do whatever. They
• 5:17
  Speaker 1: can be drug mules, they can do enforcement, and they're just.
• 5:22
  Speaker 4: Back out on the street.
• 5:23
  Speaker 1: It's like it's perfect, just get those girls out murdering
• 5:27
  Speaker 1: and rape and I mean it's not even rape when
• 5:29
  Speaker 1: women do it, so and you're gonna have a perfect
• 5:32
  Speaker 1: reign of terror that the UK cannot oppose. But what's
• 5:36
  Speaker 1: critical here is boys and I have something. I have
• 5:40
  Speaker 1: some information about what's.
• 5:41
  Speaker 4: Happening boys in UK juvenile detention.
• 5:45
  Speaker 1: They have im implemented new policy that allows them to
• 5:50
  Speaker 1: use pepper spray and tasers on boys. So while girls
• 5:55
  Speaker 1: have no in prison, like they can't be in prison
• 5:57
  Speaker 1: now there's nowhere to send them. They've just aid boys
• 6:01
  Speaker 1: incarceration that much worse. Hopefully that will solve the problem
• 6:04
  Speaker 1: of girl crime. You know, maybe maybe a girl could
• 6:09
  Speaker 1: do a crime. And what they can do, what the
• 6:11
  Speaker 1: British Parliament can do is every time a girl commits
• 6:14
  Speaker 1: a crime, they can find a boy and chase them
• 6:16
  Speaker 1: in the balls and that should solve things. Just a
• 6:22
  Speaker 1: random boy. Okay, let's shall we get into this or
• 6:27
  Speaker 1: do you want to give like an overview.
• 6:28
  Speaker 5: Brian of this, Well, do you want to do that? Well,
• 6:32
  Speaker 5: before we do, do you want to do the things?
• 6:34
  Speaker 4: I guess I should do the things?
• 6:35
  Speaker 5: Yeah, the things you guys gotta jump to step five. Sorry, everybody,
• 6:42
  Speaker 5: we just watched the video.
• 6:45
  Speaker 1: Yeah, before we watched the video, we ranted, which is
• 6:49
  Speaker 1: that's got to be a new a new record for us.
• 6:52
  Speaker 1: But yes, okay, so if you would like to talk,
• 6:55
  Speaker 1: would like to send a message to us at any
• 6:57
  Speaker 1: point throughout the show, a message and perhaps a tip.
• 6:59
  Speaker 1: If you enjoy this content, go to feed the Badger
• 7:02
  Speaker 1: dot com slash just the tip. It is the very
• 7:04
  Speaker 1: best way for you to send us a tip and
• 7:07
  Speaker 1: the best way for you to send us a comment
• 7:08
  Speaker 1: because you get a little bit more space to elucidate
• 7:11
  Speaker 1: your thoughts. Is that how you pronounce it, and you
• 7:16
  Speaker 1: get to avoid YouTube's comment enhancement system. So that's feed
• 7:22
  Speaker 1: the Badger dot com slash just the tip. Very much
• 7:24
  Speaker 1: appreciated of you that use that method.
• 7:26
  Speaker 4: And okay, Brian take it away.
• 7:29
  Speaker 5: That's so yeah, yeah. So this is the creator of
• 7:36
  Speaker 5: the show, or one of the creators of the show,
• 7:38
  Speaker 5: Jack Thorne, who is you know here, and he is
• 7:42
  Speaker 5: speaking at a at Parliament on adolescens. I went through
• 7:50
  Speaker 5: the almost the whole video and he's only there for
• 7:53
  Speaker 5: the first fifty minutes and then they go into some
• 7:56
  Speaker 5: different people to talk about. But ultimately the whole panel
• 8:01
  Speaker 5: or whatever it is, the whole hearing is about boys
• 8:06
  Speaker 5: and misogyny in schools and stuff like that. So we
• 8:09
  Speaker 5: can get into some of the other clips. Just a
• 8:13
  Speaker 5: word of caution or something. Just a bit of a disclaimer.
• 8:18
  Speaker 5: I'm using riverside to give me the time codes, but
• 8:23
  Speaker 5: they're not precise, Like they'll give me a time code,
• 8:26
  Speaker 5: but it's not quite when the thing starts is actually
• 8:29
  Speaker 5: it's a later. So I'm kind of trying to like
• 8:32
  Speaker 5: find where this is at. Okay, So anyway, I'm gonna
• 8:35
  Speaker 5: play from here and see if this is right.
• 8:37
  Speaker 6: So they just don't say anything those sorts of conversations
• 8:41
  Speaker 6: happening within a school environment so that the school can
• 8:44
  Speaker 6: challenge that and change that. That could change education for
• 8:48
  Speaker 6: them profoundly. It isn't the show that's done that, it's
• 8:51
  Speaker 6: the conversation after the show that's done.
• 8:55
  Speaker 7: That's an anecdotal discussion point, but just conversation that I
• 9:00
  Speaker 7: had been a part of with someone who is the
• 9:02
  Speaker 7: secondary school the teacher of a large secondy school in Manchester.
• 9:06
  Speaker 5: I'm sorry the volume on this video is low. I
• 9:09
  Speaker 5: don't know that there's much I can do about it.
• 9:11
  Speaker 5: I mean, I can bump it up over here, but
• 9:15
  Speaker 5: it is it is like low.
• 9:17
  Speaker 2: Okay, Yeah, I Alison could also get her cat to
• 9:19
  Speaker 2: shut up. Give me a minute. I got to get
• 9:21
  Speaker 2: some coffee.
• 9:22
  Speaker 1: Okay, he's why she's gone a little bit squarely Son
• 9:32
  Speaker 1: has left.
• 9:33
  Speaker 5: Yeah, so Jack form by the way he is, I
• 9:37
  Speaker 5: believe he's on the spectrum. If that's not obvious, So
• 9:42
  Speaker 5: I think that Well, anyway, let's just let's just continue.
• 9:46
  Speaker 5: You didn't actually know.
• 9:47
  Speaker 7: I did as my job was saying. It was very
• 9:50
  Speaker 7: sort of felt as the show sort of was shining
• 9:54
  Speaker 7: and like just on schools and it's not that it's
• 9:57
  Speaker 7: really down to the parents and the families. And for me,
• 10:00
  Speaker 7: I think if you can engage people like that in
• 10:04
  Speaker 7: this conversation, then hopefully that might allow again those people
• 10:10
  Speaker 7: to search for answers.
• 10:11
  Speaker 1: As Jack said, we're not often the answers.
• 10:13
  Speaker 7: We're just hoping that conversation has been starting.
• 10:15
  Speaker 1: Now.
• 10:17
  Speaker 8: In terms of political reaction, there has been a lot
• 10:19
  Speaker 8: of political reaction for it.
• 10:21
  Speaker 1: Did that surprise you?
• 10:22
  Speaker 8: And what are you hoping that that political reaction, if
• 10:25
  Speaker 8: you're hoping might lead eventually too all right.
• 10:29
  Speaker 5: I'm just pausing it there for the banana again. I
• 10:31
  Speaker 5: just want to tell you guys that I watch a
• 10:34
  Speaker 5: lot of this and what it seems to me is
• 10:36
  Speaker 5: that the creators of the show, we're earnestly trying to
• 10:41
  Speaker 5: create a story that was essentially suggesting that there are
• 10:46
  Speaker 5: a multitude of factors, that it's not just Andrew Tait
• 10:50
  Speaker 5: or toxic masculinity, but that it's all these other elements
• 10:54
  Speaker 5: that could contribute to this. And I think that the
• 10:59
  Speaker 5: politicization is coming from outside of that, although I think
• 11:03
  Speaker 5: they have a general sort of like you know, feminist
• 11:07
  Speaker 5: like tone like way of seeing reality that is going
• 11:11
  Speaker 5: to affect it to some degree. But I think they
• 11:12
  Speaker 5: were trying to be kind of like a political in
• 11:16
  Speaker 5: their approach. So this woman works for public broadcasting or
• 11:19
  Speaker 5: used to work for public broadcasting, and she's on the
• 11:22
  Speaker 5: parliamentary board here, and she is asking what what are
• 11:27
  Speaker 5: the you know, political outcomes of this show?
• 11:32
  Speaker 2: What are the hope here?
• 11:33
  Speaker 5: It's been yeah, yeah, sort.
• 11:34
  Speaker 6: Of hugely surprising and and yeah, I talked about it
• 11:38
  Speaker 6: bit earlier. But for me, uh, legislation that protects our
• 11:43
  Speaker 6: kids from the Internet is a useful thing to do.
• 11:46
  Speaker 6: I would be so bold as to say what that
• 11:48
  Speaker 6: legislation should be, but I think it should be larger
• 11:53
  Speaker 6: than the the stuff currently under discussion. And I do
• 11:57
  Speaker 6: think that what Australia is doing is very bold.
• 12:00
  Speaker 5: I'm go ahead, Alison.
• 12:03
  Speaker 1: So the kids need to be protected from the internet,
• 12:06
  Speaker 1: not from girls that you've basically unleashed on the world, like.
• 12:12
  Speaker 2: Well no, and the adults who like don't give a
• 12:15
  Speaker 2: shit about them, like this is the thing, right, Like
• 12:19
  Speaker 2: the adults who rig the system so that boys don't succeed, right,
• 12:24
  Speaker 2: And the girls who are like as if loser, right
• 12:29
  Speaker 2: with eighty percent of young men.
• 12:32
  Speaker 1: Mm hmm.
• 12:33
  Speaker 2: So it's like, I'm sorry, this isn't about TV content,
• 12:39
  Speaker 2: this isn't about what they're watching on TV. It's not
• 12:42
  Speaker 2: about what they're reading on the internet. You know, if
• 12:45
  Speaker 2: they are kind of if Andrew Tate is resonating with
• 12:51
  Speaker 2: thirteen fourteen year old boys, there's a reason for that.
• 12:56
  Speaker 2: There's a reason for that, and that reason is they
• 13:00
  Speaker 2: are being starved of something in their real lives.
• 13:05
  Speaker 4: Mm hmm.
• 13:06
  Speaker 2: And it's it's like, not every kid is my kid,
• 13:11
  Speaker 2: my youngest, right, you know, Like two months after he
• 13:14
  Speaker 2: started his first job, you know, we're in the car
• 13:16
  Speaker 2: and he says, you know, mom, this new job is
• 13:18
  Speaker 2: really helping me with my social anxiety. And I was like,
• 13:23
  Speaker 2: what you have social anxiety? He's like duh, And I said,
• 13:28
  Speaker 2: why didn't you ever tell me, And he says, well,
• 13:31
  Speaker 2: because I'm a teenager, I figured it was normal, hmm.
• 13:35
  Speaker 2: And I was like, actually, yeah, it is normal for
• 13:40
  Speaker 2: a teenager, right, Like, not every freaking teenager, not every
• 13:46
  Speaker 2: young person is grounded in reality like that, and can say,
• 13:50
  Speaker 2: you know what, I have social anxiety, but that's normal
• 13:54
  Speaker 2: for my age, right, There's nothing actually wrong with me.
• 14:00
  Speaker 2: I'm just a normal teenager, right. And it's like, you
• 14:05
  Speaker 2: see these I mean, I guess you could say there
• 14:09
  Speaker 2: is sort of the Facebook effect, right, And when you
• 14:14
  Speaker 2: see people who are like desperate to get the perfect
• 14:19
  Speaker 2: house and keep it perfectly nice, and you know, have
• 14:23
  Speaker 2: the perfect car and it's always clean, and do all
• 14:27
  Speaker 2: of those things and go on the perfect vacations, and
• 14:30
  Speaker 2: they they basically spend themselves into debt on useless shit, right,
• 14:37
  Speaker 2: And it's all because everybody's sharing on Facebook what exciting
• 14:41
  Speaker 2: place they went to on vacation, right, and what exciting
• 14:45
  Speaker 2: new car they have, and you know, ooh the new
• 14:48
  Speaker 2: exciting new throw pillows they got for their new living
• 14:52
  Speaker 2: room suite, right, and ooh the new kitchen rebuild that
• 14:56
  Speaker 2: they're doing, right, because it's been five years now, so
• 15:01
  Speaker 2: you know, it's time to change everything, and you know,
• 15:06
  Speaker 2: remodel the whole thing. And it's like, yeah, when you
• 15:10
  Speaker 2: add social media to that, it's just like in a
• 15:17
  Speaker 2: place like James Bay, right where you have these that
• 15:23
  Speaker 2: you had this like absolute crisis of kids suiciding and
• 15:31
  Speaker 2: Native and Inuit kids suiciding and and and huffing gasoline
• 15:39
  Speaker 2: and stuff, right, okay, and it's like, well, what what
• 15:44
  Speaker 2: are their issues? They live in a freaking barren wasteland,
• 15:48
  Speaker 2: but they do have TV, right, and so they look,
• 15:54
  Speaker 2: they look at the show Roseanne, and they think that's
• 15:58
  Speaker 2: how poor people live in the rest of the world. Yeah, okay,
• 16:05
  Speaker 2: my husband makes one hundred and thirty thousand dollars a
• 16:08
  Speaker 2: year and our house is half the size of fucking
• 16:10
  Speaker 2: Roseanne's house the original show. M Right, Okay, Like we
• 16:19
  Speaker 2: could be we're well above the median income with just
• 16:23
  Speaker 2: my husband's salary, and we could not afford the house
• 16:28
  Speaker 2: that Roseanne, who worked in a plastics factory separating plastic
• 16:34
  Speaker 2: forks from each other after they came off the mold, right,
• 16:37
  Speaker 2: and her husband who did like mechanics and stuff like that,
• 16:42
  Speaker 2: maybe did some trucking or whatever, right, right, they could
• 16:46
  Speaker 2: afford a nicer house than us. And and well, actually
• 16:50
  Speaker 2: they couldn't. They couldn't, and they couldn't afford three kids
• 16:53
  Speaker 2: to put in it either, because that's TV, right, that's TV.
• 17:01
  Speaker 2: And I'm looking at it and I'm thinking, Okay, so
• 17:05
  Speaker 2: you got these kids, and they they're like torn between
• 17:07
  Speaker 2: these two worlds, right, the world that they see on
• 17:09
  Speaker 2: TV that they think is reality it's not, and the
• 17:13
  Speaker 2: world that their elders are telling them that they have
• 17:16
  Speaker 2: to be loyal to, right, which is, you have to
• 17:21
  Speaker 2: you have to respect your heritage, you have to stay here,
• 17:24
  Speaker 2: you have to hunt and fish and and and you know,
• 17:29
  Speaker 2: do all of those things. And you have to live
• 17:31
  Speaker 2: here in this frozen, freaking wasteland, right, And that's what
• 17:35
  Speaker 2: you have to do. And and it's like, I don't know,
• 17:40
  Speaker 2: that would be a really really, really difficult thing for
• 17:43
  Speaker 2: a teenager to have to deal with, right, want, I
• 17:50
  Speaker 2: want what those guys on the TV have.
• 17:53
  Speaker 1: Well, okay, here I have a question. How did this
• 17:57
  Speaker 1: issue about Why is this issue about rold models just
• 18:00
  Speaker 1: suddenly becoming a problem with Andrew Tate? What about all
• 18:03
  Speaker 1: the rap stars who legitimately have murdered people? Dial Deult drugs,
• 18:08
  Speaker 1: you know, and all of that. Where was the outrage?
• 18:11
  Speaker 1: Then why is it? Why is it dude who used
• 18:15
  Speaker 1: persuasion to get women to take their clothes off on
• 18:19
  Speaker 1: a camera?
• 18:21
  Speaker 2: Like?
• 18:22
  Speaker 5: Why is because the rap guys are actually not the problem.
• 18:27
  Speaker 5: Like what they're doing to men is actually like something
• 18:30
  Speaker 5: that these people like. And maybe the thing that we're
• 18:33
  Speaker 5: told that Andrew Tate does to men is that they
• 18:37
  Speaker 5: claim to have a problem with is not something they
• 18:40
  Speaker 5: have a problem with because they're liars. And I mean,
• 18:43
  Speaker 5: like Andrew Tate doesn't just do the camgirl thing that
• 18:48
  Speaker 5: everyone keeps relating him to. He also tells men things
• 18:53
  Speaker 5: like how to be healthy, how to make money, how
• 18:56
  Speaker 5: to be successful, how to be assertive, how to like
• 19:00
  Speaker 5: essentially be able to say no established boundaries, you know,
• 19:03
  Speaker 5: the kinds of things that the government is the most
• 19:06
  Speaker 5: terrified of is a man that can say no. And
• 19:10
  Speaker 5: that's that's the thing. Rappers don't teach that, Okay, they
• 19:14
  Speaker 5: they they teach you materialism, They teach you the essentially
• 19:17
  Speaker 5: they simp for women too.
• 19:19
  Speaker 2: And they teach they teach. Rappers teach men to say
• 19:24
  Speaker 2: fuck you and go to jail, not to say They
• 19:27
  Speaker 2: basically say no, and just be successful right.
• 19:31
  Speaker 5: Right like that. That's I think that there's a reason why,
• 19:34
  Speaker 5: and that it's it's got more to do with what
• 19:38
  Speaker 5: does somebody like Andrew Tate or anybody in the sort
• 19:41
  Speaker 5: of manisphere red pill space. What are they giving to
• 19:45
  Speaker 5: men that the establishment, men that the that the you know,
• 19:50
  Speaker 5: that the apparatus that the cathedral supports. What what are
• 19:53
  Speaker 5: what are these guys giving that these guys are not?
• 19:56
  Speaker 5: And I think that's the main difference. If you're if
• 19:58
  Speaker 5: you're a big fan of the rapper, like the Diddy guy,
• 20:02
  Speaker 5: you end up in jail or you end up you know,
• 20:04
  Speaker 5: like chasing a dream. You can't possibly conceive we're just
• 20:07
  Speaker 5: buying a bunch of their products, you know, their brand.
• 20:10
  Speaker 5: But if you follow somebody like somebody in the manisphere,
• 20:13
  Speaker 5: that will teach you how to invest in, how to
• 20:14
  Speaker 5: like save up and how to you know, all these
• 20:17
  Speaker 5: do these good things and and most of all probably
• 20:20
  Speaker 5: be able to stand up to authority and question it.
• 20:23
  Speaker 5: Well guess what, that's what they have.
• 20:24
  Speaker 2: A problem with, Yeah, standing standing up to authority in
• 20:28
  Speaker 2: a lawful way, right. And that's the thing because because
• 20:31
  Speaker 2: if somebody is standing up to authority, in an unlawful way.
• 20:34
  Speaker 2: They can just stick them in jail, right.
• 20:36
  Speaker 1: They don't like them, they don't like them clearly explaining
• 20:39
  Speaker 1: how they're full of shit. Yeah yeah, and without getting
• 20:43
  Speaker 1: angry or in a way that is easy to cast
• 20:47
  Speaker 1: in a particular narrative of violence. Yep. Okay, So let's
• 20:52
  Speaker 1: let's watch some marks, all right.
• 20:54
  Speaker 5: So they're getting into uh, this section is what I
• 20:57
  Speaker 5: was trying to get to. It's let me see twenty
• 20:59
  Speaker 5: five for facilitating discussions in educational settings. So basically, they
• 21:04
  Speaker 5: want to do this in an educational context.
• 21:08
  Speaker 6: Very interesting and if they can pull it off, I
• 21:12
  Speaker 6: hope that other countries, particularly ourselves, would follow it.
• 21:16
  Speaker 1: Thank you, Thank you, Christine.
• 21:18
  Speaker 9: I just wanted to pick up on one of the
• 21:19
  Speaker 9: points where Christina had left off around facilitating conversations. Emily,
• 21:24
  Speaker 9: you said that this isn't just that we're not going
• 21:27
  Speaker 9: to outsource or we shouldn't be outsourcing young people to
• 21:32
  Speaker 9: whether it's the Internet or whether it's television programs. You
• 21:36
  Speaker 9: mentioned that there are some places that are facilitating that
• 21:39
  Speaker 9: conversation and having good impacts. Is it possible for you
• 21:42
  Speaker 9: to follow up an email some of the examples or
• 21:45
  Speaker 9: some of the schools that are doing it well so
• 21:47
  Speaker 9: that we can see what they're doing and perhaps learn
• 21:49
  Speaker 9: from that for our committee.
• 21:50
  Speaker 6: Yes, and I believe Tender are very involved in the
• 21:54
  Speaker 6: rollout and they are a brilliant group of people that
• 21:57
  Speaker 6: are thinking very seriously about discussions that happen afterwards.
• 22:02
  Speaker 5: So yeah, we can actually.
• 22:03
  Speaker 6: Do that, Peric.
• 22:04
  Speaker 10: Thank you so much, Catherine, Thank you and apologies as
• 22:08
  Speaker 10: well for being late, but thank you both so much,
• 22:10
  Speaker 10: and thank you for bringing this program to us. For me,
• 22:14
  Speaker 10: as a mum of two boys, it's been really really important.
• 22:17
  Speaker 1: This opened up really important conversations for me.
• 22:21
  Speaker 10: But also I was a governor before I became an
• 22:23
  Speaker 10: MP of a secondary school and sexism was at best
• 22:27
  Speaker 10: hidden and kind of a little bit under the radar.
• 22:31
  Speaker 10: And now what I think talking to parents who've still
• 22:34
  Speaker 10: got children at secondary school, it's not hidden and the
• 22:36
  Speaker 10: misogyny is out there.
• 22:38
  Speaker 1: I had one excitle good. Can I say that good?
• 22:43
  Speaker 1: Because these are the people who actively discriminate against boys
• 22:47
  Speaker 1: in academia, like they're not just in terms of expecting
• 22:53
  Speaker 1: boys to act like girls, which has led to things
• 22:56
  Speaker 1: like adderall and riddle and poisoning.
• 22:59
  Speaker 4: And I'm going to call it poisoning.
• 23:00
  Speaker 1: Yeah, because we've found out that adderall increases the rate
• 23:04
  Speaker 1: of psychosis, and that Riddlin, I believe it was Riddlin
• 23:08
  Speaker 1: actually removes an inch off of boys' heights. We've been
• 23:12
  Speaker 1: boys generations of boys, so they'll sit still and act
• 23:15
  Speaker 1: like girls. And we're doing so because feminist teachers, in
• 23:21
  Speaker 1: particular feminist teachers convinced everybody that it's patriarchy that's forcing
• 23:26
  Speaker 1: boys to do boy things and stop being like girls.
• 23:30
  Speaker 2: How convenient and and and so and so and so,
• 23:33
  Speaker 2: and if they can't be like girls because there's something
• 23:35
  Speaker 2: wrong with them, there's just kind of disease at work.
• 23:38
  Speaker 1: Needs to be medicated away. Actually that the horrible dread
• 23:42
  Speaker 1: satan archie has gotten into their brains and forced them
• 23:45
  Speaker 1: to be boylike like this is. And and then not
• 23:49
  Speaker 1: just that, not just we have actually sacrificed the health
• 23:53
  Speaker 1: of boys in order for them to be more aesthetically
• 23:57
  Speaker 1: pleasing to the UH school industrial complex. We've also these
• 24:03
  Speaker 1: teachers are responsible for discriminating against boys in terms of
• 24:08
  Speaker 1: marking and in terms of punishment. And then we have
• 24:11
  Speaker 1: all of the lenience given girls. It's not just getting
• 24:14
  Speaker 1: rid of girls juvenile detention facilities and then leading to
• 24:19
  Speaker 1: a whole bunch of girl gang activity. It's also lenients
• 24:22
  Speaker 1: in schools, lenients socially, lenients in their families, leniens for
• 24:27
  Speaker 1: their teachers. It's this constant drumbeat of leniens and boys
• 24:31
  Speaker 1: are seeing that and saying and pointing it out. What
• 24:34
  Speaker 1: does that woman say, Oh, there's in the misogyny is open.
• 24:38
  Speaker 1: What she means is criticizing girls and criticizing these teachers
• 24:44
  Speaker 1: is considered misogyny.
• 24:46
  Speaker 2: Yep, Yeah, criticizing them.
• 24:50
  Speaker 1: For this behavior, for this overt discrimination against boys is
• 24:54
  Speaker 1: considered misogyny. And you know why they do that because
• 24:57
  Speaker 1: they want boys to shut up, sit down, and become girls.
• 25:02
  Speaker 1: So they just use their their their emotional nuke. That's
• 25:05
  Speaker 1: just you don't have the right to speak or think
• 25:08
  Speaker 1: or have an opinion because it's misogynists. Yeah, it's like
• 25:13
  Speaker 1: punching someone and saying, yeah, I believe, don't. I just
• 25:17
  Speaker 1: don't understand.
• 25:19
  Speaker 2: I just don't understand how primary schools and middle schools
• 25:25
  Speaker 2: that are almost entirely populated by female staff, okay, managed
• 25:31
  Speaker 2: to produce all of these misogynists. How could that have happened?
• 25:37
  Speaker 1: And how is it that once again, we have the
• 25:41
  Speaker 1: people in power, that's the women. They control the grades,
• 25:45
  Speaker 1: they control, the punishments, they control, the environment, They control
• 25:49
  Speaker 1: whether or not boys are given things that they need.
• 25:53
  Speaker 1: They control everything in this environment. That's why we consider
• 25:56
  Speaker 1: it to be a crime for well, not in the UK,
• 25:58
  Speaker 1: because the UK is basically upon barbarians, but in civilized
• 26:02
  Speaker 1: parts of the universe, we consider it a crime for
• 26:05
  Speaker 1: a UK female teacher to have sex with a young
• 26:10
  Speaker 1: person under her care. In the rest of the world,
• 26:13
  Speaker 1: I don't know, I know few people in the UK,
• 26:16
  Speaker 1: you don't understand that concept, but we actually hold female
• 26:19
  Speaker 1: teachers accountable for their sexual crimes against boys in the
• 26:23
  Speaker 1: civilized parts of the world. I know you haven't really know,
• 26:27
  Speaker 1: you don't have that concept yet, but we do that here.
• 26:30
  Speaker 1: There's a reason. It's because those women control so much
• 26:33
  Speaker 1: of their lives, so much of their future, so much
• 26:37
  Speaker 1: of what will be seen as their potential. And so
• 26:41
  Speaker 1: what we have here, just let me finish. What we
• 26:43
  Speaker 1: have here is a situation where the people in power
• 26:47
  Speaker 1: once again get to determine that any criticism of them
• 26:53
  Speaker 1: is somehow religiously taboo. It is socially taboo. You can't
• 26:58
  Speaker 1: do that, right, it's misogyny to criticize this entire landscape
• 27:04
  Speaker 1: dominated by women is misogyny because you're criticizing women because
• 27:08
  Speaker 1: it's dominated by women. This is.
• 27:12
  Speaker 4: Okay, go ahead, Karen.
• 27:14
  Speaker 2: Now what's infuriating too is that, I mean, like, okay,
• 27:17
  Speaker 2: when you consider the rate of single motherhood, right, and
• 27:21
  Speaker 2: then you consider the staffing, the employment rates between men
• 27:26
  Speaker 2: and women in daycare, in preschool, in elementary school, like
• 27:32
  Speaker 2: boys entire form the entirety of their formative years where
• 27:37
  Speaker 2: they are learning, right, how to see the world, how
• 27:41
  Speaker 2: to see themselves within the world. Okay, this is entirely
• 27:46
  Speaker 2: dominated by women. Right. These are the years, the crucial
• 27:50
  Speaker 2: years between age two or three, when kids start developing
• 27:55
  Speaker 2: self concept, right. They they're getting an idea of what, what,
• 27:59
  Speaker 2: how does the world around me work? And where and
• 28:02
  Speaker 2: how do I fit into it? Right? And that entire
• 28:08
  Speaker 2: section developmental period right between then and early teens, okay,
• 28:15
  Speaker 2: is dominated by adult women. And now you've got the
• 28:20
  Speaker 2: women saying, well, I just don't know how this could
• 28:23
  Speaker 2: have happened mm hmm, And I'm like, yeah, well, maybe
• 28:28
  Speaker 2: maybe it's happening because the first daily male role model
• 28:33
  Speaker 2: and I'm not saying daily like seven days a week.
• 28:35
  Speaker 2: I'm saying five days a week, an hour a day, right,
• 28:40
  Speaker 2: daily mail, role model, and not during summers and school
• 28:43
  Speaker 2: holidays that a lot of these boys have in their lives, right,
• 28:48
  Speaker 2: who were raised in men deserts. Right is their grade
• 28:52
  Speaker 2: eight math teacher? Right? And everything else their entire lives
• 29:00
  Speaker 2: up to that point has been completely controlled by women.
• 29:03
  Speaker 2: Women decide whether they're good or whether they're bad. Women
• 29:06
  Speaker 2: decide whether they get a snack or whether they don't,
• 29:09
  Speaker 2: whether they get to go to the bathroom or whether
• 29:11
  Speaker 2: they don't write, whether they sit there and pee their
• 29:13
  Speaker 2: pants and get laughed at by their classmates because the
• 29:16
  Speaker 2: teacher didn't want to let them go to the bathroom. Right,
• 29:19
  Speaker 2: all of these things, all of these little humiliations, and
• 29:22
  Speaker 2: it's just like and it's it's and oh yeah, no,
• 29:26
  Speaker 2: it's it's not even just grating, right, it's assignments, Okay,
• 29:33
  Speaker 2: you know, like boys like different kinds of assignments in school.
• 29:39
  Speaker 2: Boys prefer time tests on average, Girls prefer open ended
• 29:44
  Speaker 2: class work. Well, guess what dominates the curriculum open ended
• 29:47
  Speaker 2: class work? Right, and and and and boys for reading material,
• 29:54
  Speaker 2: they prefer comic books. With lots of lots of words
• 29:57
  Speaker 2: in them that they have to read, right, or things
• 30:01
  Speaker 2: like the Guinness Book of World Records or horrible Histories
• 30:04
  Speaker 2: or something really interesting. Right, ooh oh I'm reading about
• 30:08
  Speaker 2: Elizabeth Bathory. Oh my god, she was gross. Right, Oh we.
• 30:13
  Speaker 1: Got we got apologies for apologia for Elizabeth Bathory.
• 30:16
  Speaker 4: Now she's she was a woman, so she didn't do anything.
• 30:19
  Speaker 2: Yeah, yeah, whatever. But it's like but it's like it's
• 30:23
  Speaker 2: like you look, you look at what boys right, what
• 30:27
  Speaker 2: they prefer right? And and what do you and you
• 30:29
  Speaker 2: look at the school the elementary school bookshelf in the classroom.
• 30:33
  Speaker 2: It's like Junie B. Jones novellas, right, and and I'm like, boys.
• 30:38
  Speaker 1: Don't want to read that. They don't want to read that.
• 30:42
  Speaker 2: Where's the Guinness Book of World Records. Where's the Horrible Histories?
• 30:46
  Speaker 2: I don't care if it's gory, right, Where's where's the
• 30:52
  Speaker 2: World of Warcraft Strategy Manual. When my oldest was like seven,
• 30:58
  Speaker 2: he'd sit on the toilet right reading that thing. Right,
• 31:03
  Speaker 2: he read it like multiple times from start to finish.
• 31:06
  Speaker 2: I'd walk by the bathroom. I'd be like, Jack, are
• 31:08
  Speaker 2: you still in there? He's like Yeah, I'm reading, and
• 31:11
  Speaker 2: I'm like, you're gonna give yourself fucking hemorrhoids. Get off
• 31:14
  Speaker 2: the toilet. It's been an hour.
• 31:19
  Speaker 1: Also, I wanted to add to that, there is now
• 31:23
  Speaker 1: verified evidence that even when there is no boy president
• 31:27
  Speaker 1: and it's just a test and a teacher, teachers test
• 31:30
  Speaker 1: boys lower. They literally score them lower on tests.
• 31:34
  Speaker 2: Yeah, and this is this is.
• 31:35
  Speaker 1: Like I was reading. I've been reading Christina hoff Summer's
• 31:39
  Speaker 1: The War on Boys. This is not new, This is
• 31:42
  Speaker 1: no This was started in the nineties based on a
• 31:47
  Speaker 1: essentially I think it was uh, Diane Gilliam, Correct me
• 31:52
  Speaker 1: if I'm wrong, but it was.
• 31:53
  Speaker 4: I'm pretty sure it was Gilliam.
• 31:55
  Speaker 1: She invented this idea that girls are losing their voice.
• 32:00
  Speaker 2: Oh, they're being short changed. Yeah, they're being short changed.
• 32:03
  Speaker 1: Based on nothing. And in fact, it was based on
• 32:06
  Speaker 1: a bunch of interviews in UH of girls who went
• 32:10
  Speaker 1: to an all girls school named Emma Willard, and they
• 32:14
  Speaker 1: they said that, I don't know, for whatever reason, they
• 32:17
  Speaker 1: were feeling silenced, maybe because they were in an all
• 32:20
  Speaker 1: girls school. And I've noticed that women just spend a
• 32:24
  Speaker 1: lot of time trying to destroy each other's autonomy. So
• 32:28
  Speaker 1: maybe that was the issue, not that girls were being
• 32:30
  Speaker 1: short changed, you know schools.
• 32:33
  Speaker 2: That study that she produced, right, that girls were being
• 32:36
  Speaker 2: short changed, Okay, it it basically it did interview boys
• 32:41
  Speaker 2: as well, right, and both boys the first one didn't,
• 32:45
  Speaker 2: the first one did, but the second one did. And
• 32:48
  Speaker 2: and it was it was picked apart by this judith.
• 32:52
  Speaker 2: Uh Judith I forget what her name was, started with
• 32:57
  Speaker 2: a K in Alaska, an academic in Ela. Right, and
• 33:01
  Speaker 2: she managed to like she it took her almost a
• 33:06
  Speaker 2: year to wrestle the data that this report was based
• 33:11
  Speaker 2: on out of the act of the researcher's kung fu grip.
• 33:15
  Speaker 3: Right, And there she gets then she gets three hundred pages,
• 33:21
  Speaker 3: not collated of data, just like dumped in her mailbox, okay,
• 33:27
  Speaker 3: And and she has to.
• 33:29
  Speaker 2: Sort through it. And then she's looking at it and
• 33:31
  Speaker 2: she's like, oh, well, yeah, they interviewed both boys and girls,
• 33:35
  Speaker 2: and both boys and girls agreed that boys got more
• 33:38
  Speaker 2: attention from teachers in the classroom. Right. But what they
• 33:42
  Speaker 2: didn't include in the final report was that both boys
• 33:45
  Speaker 2: and girls agreed that that attention was negative.
• 33:48
  Speaker 5: Hmm, all right, well, next time, code.
• 33:54
  Speaker 1: Yes, next time, code, just.
• 33:56
  Speaker 5: Do it, all right, I'm gonna do it. This is
• 33:59
  Speaker 5: uh just checking what this is called, uh, the responsibility
• 34:05
  Speaker 5: of media creators and.
• 34:08
  Speaker 6: In terms of changing my algorithm. Though it didn't take
• 34:10
  Speaker 6: long though, it's still has.
• 34:13
  Speaker 5: An impact now. So you know, I've kept those accounts.
• 34:17
  Speaker 6: I look, I look, I'm a lurk rather than I
• 34:21
  Speaker 6: don't declare who I am. But yeah, that I still
• 34:25
  Speaker 6: see a lot of that stuff.
• 34:26
  Speaker 5: Do you mean the.
• 34:28
  Speaker 1: Responsibility of media creators to gaslight boys?
• 34:32
  Speaker 4: Basically?
• 34:33
  Speaker 2: Oh no, But he's like, I, I look, but I
• 34:37
  Speaker 2: don't reveal who I am. Yeah, because the internet's a
• 34:43
  Speaker 2: rough place, right, and if you don't know how to
• 34:48
  Speaker 2: toughen up, right, then don't engage, right, Okay, so you look,
• 34:54
  Speaker 2: you look at the feedback, you don't reveal who you are. Fine,
• 34:59
  Speaker 2: that's fine, right, But at least he's looking at the feedback.
• 35:04
  Speaker 2: But you know, I'm just like, yeah, no, I will.
• 35:08
  Speaker 2: I will throw down with anybody on the internet, like
• 35:12
  Speaker 2: you can. You can go ahead and freaking try me,
• 35:16
  Speaker 2: just fucking try me, right, I've had it at this point.
• 35:21
  Speaker 2: I've had it, and and I don't give a fuck, right,
• 35:26
  Speaker 2: Like I don't have a job to look out for.
• 35:28
  Speaker 2: I don't have no prestige to look out for. I
• 35:30
  Speaker 2: live in a crappy, tiny little house and a shit neighborhood.
• 35:34
  Speaker 2: They just turned the hotel. You remember that hotel right
• 35:37
  Speaker 2: near my house, Allison Ryan, Yeah, they turned it into
• 35:40
  Speaker 2: a fucking homeless halfway house.
• 35:43
  Speaker 1: Yikes.
• 35:44
  Speaker 2: Huh, it's like four blocks away.
• 35:47
  Speaker 5: Jeez. All right, let's play some more.
• 35:50
  Speaker 6: And I think there's research that takes twenty three minutes
• 35:53
  Speaker 6: or something like that for it just to just generally
• 35:55
  Speaker 6: browsing for you to come across this stuff.
• 35:57
  Speaker 5: It's not it's very very easily.
• 36:00
  Speaker 1: I'm consumed, did you? And what's the problem with it?
• 36:05
  Speaker 1: They're gonna they're going to these people are going to
• 36:09
  Speaker 1: pin all of the ship like literally, they are discriminating
• 36:13
  Speaker 1: against boys. They're them with drugs to make sure that
• 36:17
  Speaker 1: they are compliant. They are subjecting them to harsher punishments.
• 36:22
  Speaker 1: They're removing all all recognition of the bad behavior of girls,
• 36:27
  Speaker 1: not to mention any punishment of girls, and all of
• 36:30
  Speaker 1: this stuff. They're just expecting boys to swallow. And they're
• 36:34
  Speaker 1: gonna blame any kind of ill effect of their own
• 36:37
  Speaker 1: actions on media, presumably media that recognizes that these are
• 36:43
  Speaker 1: not things you do to people that you regard to
• 36:46
  Speaker 1: be human.
• 36:47
  Speaker 2: Yeah, no, it's it's like basically, you know, and you
• 36:50
  Speaker 2: go to r the red Pill as a woman, it's
• 36:53
  Speaker 2: a rough place you go to. You go to, uh,
• 36:55
  Speaker 2: you know, any kind of red hill manosphere, you know, Rolo,
• 37:03
  Speaker 2: Tomas Andrew Tate, you know, Kevin Sanmiel's rip, right, any
• 37:12
  Speaker 2: kind of place like that, right where you have men
• 37:15
  Speaker 2: who are unapologetically masculine and don't put up with shit
• 37:20
  Speaker 2: from women, right, And you go there as a woman,
• 37:23
  Speaker 2: It's it's rough, right, but you can learn a lot, Like,
• 37:30
  Speaker 2: you can learn a lot about what men think, what
• 37:33
  Speaker 2: men feel, how men view themselves, how men view women
• 37:38
  Speaker 2: right in general, and you know, and how what they
• 37:44
  Speaker 2: think would make women be better, which is which is
• 37:49
  Speaker 2: something that's not allowed to be even talked about, right,
• 37:52
  Speaker 2: This is this is what drives me crazy. Right, men
• 37:57
  Speaker 2: need to change themselves. Men and boys need to need
• 38:00
  Speaker 2: to be better, and men need to be better and
• 38:03
  Speaker 2: blah blah blah blah blah. Have you like, is there
• 38:06
  Speaker 2: any kind of mainstream conversation allowed as to how women
• 38:11
  Speaker 2: can be better? We're not even allowed to call Lizzo fat, right,
• 38:17
  Speaker 2: she's a big, beautiful woman, and she's healthy at any size,
• 38:21
  Speaker 2: And actually we're kind of mad at her for losing weight,
• 38:25
  Speaker 2: because she's making all the rest of us fatties feel
• 38:27
  Speaker 2: bad about ourselves. I'm sorry, I'm sorry. I'm sorry, unless
• 38:40
  Speaker 2: and until it is permissible within the mainstream to say,
• 38:47
  Speaker 2: you know what, she probably shouldn't have fucked that guy
• 38:50
  Speaker 2: after fucking three other guys and having three guys babies
• 38:54
  Speaker 2: and now she's knocked up. Probably not the best choices
• 38:58
  Speaker 2: in the world, especially since two of them those guys
• 39:00
  Speaker 2: are in jail, and one of them is unemployed, and
• 39:02
  Speaker 2: none of them are going to pay child support, and
• 39:04
  Speaker 2: now she's on welfare. Okay, And and and the the
• 39:08
  Speaker 2: guy who can't pay child support, he's going to prison
• 39:11
  Speaker 2: too for failure to pay child support. Okay. So yeah, no,
• 39:16
  Speaker 2: maybe maybe she could have made better decisions. Maybe she
• 39:21
  Speaker 2: could have lived a healthier lifestyle. Maybe she could have
• 39:24
  Speaker 2: actually had some self respect and not opened her legs
• 39:28
  Speaker 2: to any kind of fucking thug that came along that
• 39:30
  Speaker 2: made her pussy tangle. Okay, maybe she could have made
• 39:34
  Speaker 2: better choices. Right, It's literally like, Brian, were you there
• 39:38
  Speaker 2: in the room when it was Tommy Sodomyower and that
• 39:41
  Speaker 2: one was the panel discussion.
• 39:44
  Speaker 5: On the I was on the panel. Yeah yeah, yeah.
• 39:51
  Speaker 2: You were sitting in between them, and he's justsation every
• 39:58
  Speaker 2: time she opens her mouth because she's like she's four
• 40:00
  Speaker 2: boys and she's like against single but she was a
• 40:03
  Speaker 2: single mother twice, right, and she had but she had
• 40:07
  Speaker 2: an excuse, right, and and it's just like, oh, and
• 40:11
  Speaker 2: I'm looking at Tommy, and Tommy's just like this, Yeah.
• 40:14
  Speaker 5: We're just looking at each other. Like she was actually
• 40:18
  Speaker 5: upset that we did not jump on the celebrate single
• 40:22
  Speaker 5: mom's bandwagon because she had to, like, on the one hand,
• 40:26
  Speaker 5: talk about the importance of these things, but her ego
• 40:31
  Speaker 5: was not allowing her to say anything bad about her own. Yeah,
• 40:35
  Speaker 5: apply it to me, no, no, no, I'm I'm a
• 40:38
  Speaker 5: single mom. And it was good when I did it.
• 40:40
  Speaker 5: It's like, but but it is the problem, Like you
• 40:43
  Speaker 5: have to just suck it up and say that was wrong,
• 40:47
  Speaker 5: that was a mistake. I can only hope and pray
• 40:50
  Speaker 5: that my children turn out okay as a result it.
• 40:53
  Speaker 5: But this should be like something that we don't want.
• 40:55
  Speaker 2: This is not it was It was bad choices on
• 40:58
  Speaker 2: my part, decisions and I did have to live with them,
• 41:03
  Speaker 2: and I did my best to compensate for my mistakes.
• 41:08
  Speaker 2: And that's all you have to say. I couldn't do
• 41:10
  Speaker 2: it best to make up for my mistakes.
• 41:12
  Speaker 5: She couldn't do it. She couldn't mean when we tried it, Yeah,
• 41:16
  Speaker 5: and when we tried to point that out, she got
• 41:19
  Speaker 5: angry with us. It basically turned into, oh, now, this
• 41:22
  Speaker 5: is real misogyny right here. I mean, she didn't say that,
• 41:25
  Speaker 5: but that's kind of what was implied, you know. But anyway,
• 41:28
  Speaker 5: let's play the next time code. Yeah, I mean until
• 41:30
  Speaker 5: like you, you unplugged from that, it's you're never going
• 41:33
  Speaker 5: to get out of it. It's just like an endless
• 41:35
  Speaker 5: cycle mm hmm.
• 41:37
  Speaker 9: Algorithms or where you just didn't do that.
• 41:41
  Speaker 5: I'm not on social media, so I is good because
• 41:47
  Speaker 5: she would get roasted.
• 41:52
  Speaker 1: I don't have.
• 41:53
  Speaker 7: I will have an a with them many other things,
• 41:55
  Speaker 7: but specifically on social media I had, I wouldn't have
• 41:58
  Speaker 7: had different videos. It's coming up to makes I don't.
• 42:02
  Speaker 11: All that stuff was my responsibility.
• 42:04
  Speaker 9: Responsibility Okay, so you can't see those things. The In
• 42:09
  Speaker 9: terms of marketing misogyny, how are they making them money?
• 42:13
  Speaker 9: Is it through advertising. Is it through some of the
• 42:16
  Speaker 9: influencers promoting.
• 42:17
  Speaker 1: Things or how are they.
• 42:19
  Speaker 9: Making how or is it you're talking about platforms making
• 42:22
  Speaker 9: the money out?
• 42:23
  Speaker 5: Yeah, ever making money? Why do they care about their
• 42:27
  Speaker 5: platforming misogyny, that's well to care.
• 42:32
  Speaker 2: That's the idea, is that you care about the money? No,
• 42:36
  Speaker 2: but no, No, the their idea is it's kind of
• 42:40
  Speaker 2: like when Don Lemon went to it like a boat
• 42:43
  Speaker 2: rally for Trump, right, and he's interviewing people, and he
• 42:47
  Speaker 2: interviews these obviously well off boomers who own a really
• 42:50
  Speaker 2: nice fishing boat, like probably go out fishing for marlin
• 42:53
  Speaker 2: and shit, right, and uh, and he's interviewing them like
• 42:58
  Speaker 2: why why are you He's like, why are you here?
• 43:00
  Speaker 2: I mean like you're you're doing fine. I mean you
• 43:02
  Speaker 2: own this great boat, Like you're doing fine, right, And
• 43:06
  Speaker 2: it's like, there's this idea that as long as people
• 43:10
  Speaker 2: have theirs, right they don't, they aren't going to care
• 43:15
  Speaker 2: about And I think that that was probably on the
• 43:17
  Speaker 2: part of Don Lemon, that question was a confession through projection. Right,
• 43:21
  Speaker 2: he got his he's worth five million, he's set for life.
• 43:25
  Speaker 2: He doesn't have to fucking care about anything else, right,
• 43:29
  Speaker 2: And and so He's like genuinely perplexed that some well
• 43:35
  Speaker 2: off boomers with probably a network worth of about four
• 43:38
  Speaker 2: million dollars, would even care about the coming generations, right,
• 43:42
  Speaker 2: that they would even care about that. And it's like,
• 43:46
  Speaker 2: and I'm thinking to myself, right, this question about money, right,
• 43:51
  Speaker 2: and it really hits home for me because it took
• 43:54
  Speaker 2: me what I don't know, almost a year to monitorze
• 43:57
  Speaker 2: it about eight months to monetize my channel with ads,
• 44:01
  Speaker 2: right because I didn't want to be seem like I
• 44:05
  Speaker 2: was cashing in. And then you know, it took a
• 44:09
  Speaker 2: while longer for me to put up a PayPal button,
• 44:12
  Speaker 2: you know, start a Patreon, which I then canceled when
• 44:16
  Speaker 2: Saragon got booted off the platform. And you know, like
• 44:21
  Speaker 2: I don't I don't collect really any money, like I
• 44:25
  Speaker 2: was never I was never really lucrative. I mean I
• 44:28
  Speaker 2: think my best month was twenty eight hundred bucks all together.
• 44:31
  Speaker 1: Right, And well, this particular side of the topic is
• 44:36
  Speaker 1: not But.
• 44:37
  Speaker 2: What I'm saying is what I'm saying is they think, right,
• 44:43
  Speaker 2: how is this monetized? Right? They think the only reason
• 44:47
  Speaker 2: why somebody would actually be doing this is for money.
• 44:55
  Speaker 1: Just because this is the reason they're not doing this.
• 44:57
  Speaker 1: Doing what they do, it's money clout, lots lots of money.
• 45:02
  Speaker 2: Ye, power, And it's like it's like, yeah, no money clout, uh,
• 45:06
  Speaker 2: you know, being perceived as someone who should be listened to, Right,
• 45:11
  Speaker 2: that's why they're doing it. They don't do it because
• 45:13
  Speaker 2: they actually care.
• 45:15
  Speaker 1: Oh yeah, look at you just look at those financials
• 45:18
  Speaker 1: they're they're they are offering almost no services to women,
• 45:22
  Speaker 1: but making huge amounts of money at it continue, Karen.
• 45:27
  Speaker 2: But it's just like this, this really shows where they're
• 45:32
  Speaker 2: at themselves, right that the first thing they ask about
• 45:35
  Speaker 2: is money, Right? How are they monetizing misogyny?
• 45:40
  Speaker 12: Right?
• 45:41
  Speaker 2: Do they make the money? Do the platforms make the money? Right? Like,
• 45:45
  Speaker 2: like the only reason that somebody could actually speak up
• 45:49
  Speaker 2: on topics like this in this way saying these things
• 45:54
  Speaker 2: is to make money. Right. And I'm sorry, but you
• 45:58
  Speaker 2: know most of these people, most of these people who
• 46:01
  Speaker 2: watch this content that we're talking about, right, they're not
• 46:06
  Speaker 2: made of money either, right, So it's like, you know,
• 46:12
  Speaker 2: not not I mean probably more people like people who
• 46:18
  Speaker 2: are giving that kind of masculine positive traditionalist red pill
• 46:26
  Speaker 2: kind of spiel, right, like Andrew Taate and those guys.
• 46:31
  Speaker 2: They probably make more money than men's rights activists do, right,
• 46:35
  Speaker 2: I think that's always been the case. Right.
• 46:37
  Speaker 1: Well, you know, there was something really interesting that when
• 46:40
  Speaker 1: I went to Washington, d C. I met with a
• 46:46
  Speaker 1: lobbyist and he said something really interesting to me. He said,
• 46:50
  Speaker 1: you know, one of the reasons why men's issues don't
• 46:52
  Speaker 1: get anywhere is because you look at you guys.
• 46:54
  Speaker 4: You guys are poor as church mice.
• 46:57
  Speaker 1: Nobody wants to be part of poverty, even if it's right,
• 47:01
  Speaker 1: you know, nobody just did. They just don't want it.
• 47:03
  Speaker 1: It was like, you guys just you give off an
• 47:05
  Speaker 1: aura of always being needing money, and it's like and
• 47:10
  Speaker 1: it's not not like needing money is but but like that,
• 47:13
  Speaker 1: we don't live big.
• 47:15
  Speaker 4: Lives, don't live like Andrew Tate.
• 47:17
  Speaker 1: We don't have like gold corvettes and tons of women
• 47:20
  Speaker 1: dripping off of us.
• 47:22
  Speaker 5: Well, and there's actually a lot of well I was
• 47:25
  Speaker 5: gonna say, there's probably a lot of guys that are
• 47:27
  Speaker 5: making Andrew Tate like content, but the only one that
• 47:31
  Speaker 5: gets attention is Andrew Tate because he's rich. So, like,
• 47:34
  Speaker 5: I think part of this has to do with the
• 47:38
  Speaker 5: image they're trying to like attach, right, So well, it's.
• 47:41
  Speaker 2: It's because it's because he's rich and because he's involved
• 47:44
  Speaker 2: in things they're unsavory, right with like the cam girl stuff, right. Yeah,
• 47:49
  Speaker 2: but he's made himself a really easy target.
• 47:52
  Speaker 5: Yeah, but it's low hanging fruit, like they're So what
• 47:54
  Speaker 5: they're doing is like with Don Lemon, why did he
• 47:57
  Speaker 5: go to where the rich people were to ask him
• 47:59
  Speaker 5: about Trump? I don't think it was because he was
• 48:01
  Speaker 5: just like trying to get to the bottom of anything.
• 48:05
  Speaker 5: I think he was trying to make an association for
• 48:08
  Speaker 5: his audience of rich people to Trump, which is to say, look,
• 48:12
  Speaker 5: rich people like this guy. He's the guy for the
• 48:15
  Speaker 5: rich people. You hate rich people, right, so you should
• 48:17
  Speaker 5: hate this guy because he you know what I'm saying.
• 48:20
  Speaker 5: It's like an association thing they're trying to create. So
• 48:24
  Speaker 5: we as I'm a very poor person, okay, I mean,
• 48:27
  Speaker 5: I'm grateful for what I have. I'm supposed to hate
• 48:30
  Speaker 5: rich people because they're rich, but I don't. But there's
• 48:33
  Speaker 5: a constant pressure from people to say, don't you hate
• 48:36
  Speaker 5: that rich guy because he's taking something from you that
• 48:39
  Speaker 5: you deserve. Is trying to create this resentment and this envy,
• 48:43
  Speaker 5: and I think that that was what Don Lemon was
• 48:45
  Speaker 5: trying to do with his audience by because why wouldn't
• 48:47
  Speaker 5: he go to normal blue collar working class people that
• 48:50
  Speaker 5: vote for Trump, Well, because that would expose the fact
• 48:53
  Speaker 5: that there were working class people that had interest in
• 48:56
  Speaker 5: this for reasons that were completely pragmatic that you could
• 48:59
  Speaker 5: not possibly you know, like attached like a negative stigma
• 49:03
  Speaker 5: to because they're poor and you're not supposed to hate
• 49:05
  Speaker 5: poor people because it makes you a bad person. And
• 49:07
  Speaker 5: with this, they're doing the same thing. They're like, well,
• 49:10
  Speaker 5: who's a They're plenty of man of sphere creators that
• 49:13
  Speaker 5: are not rich, but those guys don't get attention because
• 49:16
  Speaker 5: that doesn't look good. It's like, you know, when they
• 49:21
  Speaker 5: bring up in cells, for example, they have to like
• 49:24
  Speaker 5: construct a bunch of made up shit like it's a movement.
• 49:27
  Speaker 5: It's not a movement. It's just a bunch of guys
• 49:29
  Speaker 5: in a bad position. Why would anyone want to be
• 49:33
  Speaker 5: an in cell? Like like they're like, it's something to
• 49:35
  Speaker 5: be but they they call it that because they're trying
• 49:38
  Speaker 5: to create and they what do they do in terms
• 49:40
  Speaker 5: of like how do they characterize it? Well, they pick
• 49:44
  Speaker 5: like the people that they could easily associate with the
• 49:47
  Speaker 5: worst possible behavior, even if those people don't actually qualify
• 49:51
  Speaker 5: guys like Alec Manassian, who you know, what turned out
• 49:55
  Speaker 5: that he was just having a really hard time at
• 49:57
  Speaker 5: his job, or Elliott Roger who you know, by all
• 50:00
  Speaker 5: accounts basically just hated men because his mother or his
• 50:04
  Speaker 5: stepmother abused him and had nothing to do with his
• 50:06
  Speaker 5: like standing socially. But that doesn't matter because it's not convenient.
• 50:10
  Speaker 5: So they just say, oh, yeah, those are the in
• 50:12
  Speaker 5: cells right there, right, And so I think that with
• 50:16
  Speaker 5: this they're trying to figure out like, Okay, there must
• 50:20
  Speaker 5: be something sinister here. Maybe it's rich people exploiting poor
• 50:24
  Speaker 5: poor boys and men that are low status, So what's
• 50:27
  Speaker 5: the grift? Right, And it's like, maybe there isn't a grift.
• 50:31
  Speaker 5: Maybe there's boys that are looking for help and these
• 50:34
  Speaker 5: guys offered to them. And maybe not like Andrew Tay
• 50:37
  Speaker 5: is not like the final boss of that. Maybe he's
• 50:40
  Speaker 5: just a guy and he just happens to be rich
• 50:43
  Speaker 5: and of high status enough that he gets the attention
• 50:46
  Speaker 5: of the media because that's what they look at. It's
• 50:48
  Speaker 5: the same thing like why do feminists always say that
• 50:52
  Speaker 5: you know, such and such tiny percentage of fortune five
• 50:57
  Speaker 5: hundred company CEOs are women because they only there's the
• 51:01
  Speaker 5: apex fallacy. They're doing the same thing. They're applying the
• 51:04
  Speaker 5: apex fallacy to this conversation around gender, and they don't
• 51:08
  Speaker 5: see any of the plubs. So yeah, I mean like that,
• 51:12
  Speaker 5: that is that That's what I think is going on. Yeah,
• 51:16
  Speaker 5: so all right, let's jump ahead to well, there might
• 51:21
  Speaker 5: be more on this misogyny thing, I think, so let
• 51:23
  Speaker 5: me listen a little bit more. Otherwise I'll jump ahead
• 51:25
  Speaker 5: of the next bit of the whole thing.
• 51:27
  Speaker 6: And again I'm not I'm not someone that's specialist enough
• 51:30
  Speaker 6: to be able to answer that that question.
• 51:32
  Speaker 5: Okay.
• 51:33
  Speaker 9: And in terms of the social media used, what sort
• 51:37
  Speaker 9: of social media was primarily being used.
• 51:40
  Speaker 6: By I went over I was on X, I was
• 51:44
  Speaker 6: on TikTok, I was on Insta.
• 51:45
  Speaker 5: You know, it was, it was everywhere. It was.
• 51:48
  Speaker 6: It was like you can say, oh, it's this spot
• 51:50
  Speaker 6: or this stuff.
• 51:51
  Speaker 5: Okay.
• 51:51
  Speaker 9: I mean it's just when we've had evidence from as
• 51:56
  Speaker 9: well as part of community CA and they had said
• 51:59
  Speaker 9: that there's been a note change since Elil Musk took
• 52:03
  Speaker 9: over X. For example, a lot of the Jewish groups
• 52:06
  Speaker 9: don't bother even trying to engage with it. Now, take
• 52:09
  Speaker 9: down anti Symitic material.
• 52:11
  Speaker 5: Okay, well, she's just trying to make another association thing.
• 52:14
  Speaker 5: So like when Elon Musk made like took over X,
• 52:17
  Speaker 5: he made it more free speechee, And like you know,
• 52:19
  Speaker 5: edgie grouper types are on X, you know, calling out
• 52:23
  Speaker 5: Jewish influence and stuff, and and of course Jews got
• 52:28
  Speaker 5: mad or a lot of them, like the more activiacy types,
• 52:31
  Speaker 5: like the Anti Defamation League, and they're like, look at
• 52:34
  Speaker 5: all this anti semitism, because that's their job is to
• 52:36
  Speaker 5: find it, and they always do. And she's basically saying,
• 52:38
  Speaker 5: look at how bad X is because of this other thing.
• 52:41
  Speaker 5: So it's a bunch of people sniffing their own parts
• 52:43
  Speaker 5: and basically pointing at X and trying to blame Elon
• 52:46
  Speaker 5: Musk for that. But essentially she's trying to do is
• 52:49
  Speaker 5: she is poisoning the well of social media by saying,
• 52:52
  Speaker 5: look at all the anti semitism. Misogyny is basically the
• 52:55
  Speaker 5: same thing. So of course we can't define anti semitism either.
• 52:59
  Speaker 5: It just it's criticizing the government of Israel at this point.
• 53:03
  Speaker 5: But yeah, that's where we are so it's like criticizing women,
• 53:06
  Speaker 5: it's misogyny having an opinion.
• 53:09
  Speaker 1: Well, but then there's also the uh. Then there's parently,
• 53:12
  Speaker 1: there's also the uh Trump suing or or or going
• 53:18
  Speaker 1: after Harvard for their anti semitism. I'm always confused by
• 53:21
  Speaker 1: which anti semitism is the correct antisemitism, because it seems
• 53:25
  Speaker 1: like the left and the extreme right can agree on
• 53:29
  Speaker 1: that that there's something up with the Jews. They just
• 53:32
  Speaker 1: don't know what. I'm not exactly agreed on what what
• 53:36
  Speaker 1: is up with them, but they are agreed. I'm not.
• 53:40
  Speaker 5: I think I think on that, No, I get it,
• 53:44
  Speaker 5: but I I that that just tells me that the
• 53:46
  Speaker 5: extreme right is not that different from the left, Like
• 53:49
  Speaker 5: like if the if, the only if, the only criteria
• 53:52
  Speaker 5: to be extreme right is that you just happen to
• 53:54
  Speaker 5: be a white person that believes in these things. Something's
• 53:56
  Speaker 5: wrong with that entire framework and it doesn't make sense.
• 53:59
  Speaker 5: So I think that those guys are leftists too, like
• 54:02
  Speaker 5: those like white wig nats. Those guys are just leftists
• 54:05
  Speaker 5: that have different skin color so or the same because
• 54:09
  Speaker 5: a lot of their their worst enemies are people who
• 54:11
  Speaker 5: look like them, like the you know, like they don't
• 54:14
  Speaker 5: seem to understand that. I mean, this is a bit
• 54:16
  Speaker 5: of a digression, but what they don't seem to get,
• 54:18
  Speaker 5: like the white nationalist types, what they don't seem to
• 54:21
  Speaker 5: get is that unless they do something about white women,
• 54:24
  Speaker 5: they're never gonna fix their problems ever, and they have
• 54:28
  Speaker 5: no idea how to do it except to shame them,
• 54:31
  Speaker 5: and it's not gonna work. So yeah, good luck with that, guys,
• 54:33
  Speaker 5: You're done. They don't even shame them, they no, they don't.
• 54:37
  Speaker 5: They try to excuse what they do on excuse me.
• 54:41
  Speaker 5: They blame the men who are like, you know, dark
• 54:45
  Speaker 5: skinned or whatever for i don't know, like enchanting those
• 54:48
  Speaker 5: women because like that. That's that's what I'm saying. Like
• 54:51
  Speaker 5: they're just losers, like they can't do anything but larp.
• 54:53
  Speaker 5: They have no hope, they can't change anything because their
• 54:56
  Speaker 5: number one obstacle, just like everybody else's, comes back to
• 55:00
  Speaker 5: the problems between men and women. Until they dress that,
• 55:02
  Speaker 5: none of this other shit matters. So white nationalists are
• 55:06
  Speaker 5: collectivists as a membership. Yeah, that's that's what I'm saying there.
• 55:10
  Speaker 5: That's what I'm saying, Like the left doesn't like the
• 55:12
  Speaker 5: Jews and these white nationalists. Guys don't like the Jews.
• 55:14
  Speaker 5: Guess what their leftist to That's that's the that's the truth.
• 55:18
  Speaker 5: So anyway, but okay, so I think that's the end
• 55:22
  Speaker 5: of this time code. I'm at thirty to twelve. So
• 55:26
  Speaker 5: let me see the future of the role of public
• 55:29
  Speaker 5: service broadcasters. Okay, So now they're talking about straight up
• 55:34
  Speaker 5: getting into the ways that government funded media, which is
• 55:38
  Speaker 5: weird because all of the UK media is government funded,
• 55:41
  Speaker 5: isn't it. But like how they could change things and
• 55:44
  Speaker 5: what really is bothersome about this? I'll play the clip first.
• 55:48
  Speaker 9: Is there any merit do you think when you saw
• 55:50
  Speaker 9: those algorithms that actually this isn't it's not always ad
• 55:55
  Speaker 9: of twice as harmful content. It is buried within.
• 55:58
  Speaker 6: Yeah, and that's why I think it should be in
• 56:00
  Speaker 6: social media back.
• 56:01
  Speaker 2: I wonder if they would consider our content there should
• 56:03
  Speaker 2: be in all of our social media business.
• 56:05
  Speaker 5: Listen, there's that, and you can separate that.
• 56:07
  Speaker 6: Often if we talk to them this and that, and
• 56:09
  Speaker 6: if you talk to the amount of kids that take
• 56:11
  Speaker 6: their phones to bed with them, you will you will
• 56:14
  Speaker 6: you will be shocked at how many do.
• 56:17
  Speaker 2: Uh.
• 56:17
  Speaker 6: It is assumed because I think the chattering classes, you
• 56:21
  Speaker 6: know what I mean? Like, you know, my might restrict
• 56:23
  Speaker 6: phone content upstairs, that they that most kids leave their
• 56:27
  Speaker 6: phones downstairs and go up without it. Actually an awful
• 56:31
  Speaker 6: lot do. I wouldn't guess at the numbers, because I
• 56:34
  Speaker 6: don't think there are numbers out there, but you know,
• 56:37
  Speaker 6: and that thing of what a kid is consuming at
• 56:40
  Speaker 6: two a m. When they wake up and they feel alone,
• 56:43
  Speaker 6: that's the that's the that's the stuff to stop whatever
• 56:46
  Speaker 6: that is, because it's speaking to a part of them
• 56:51
  Speaker 6: that needs help. And this stuff doesn't help them?
• 56:55
  Speaker 1: Thank you?
• 56:55
  Speaker 2: How do you know it doesn't help them? That's what
• 56:57
  Speaker 2: I want to know.
• 56:59
  Speaker 4: How do you know that what you're doing is helping them?
• 57:02
  Speaker 2: Yeah?
• 57:04
  Speaker 1: Like honestly, that that's the big that's the elephant in
• 57:07
  Speaker 1: the room. Like these are the people are responsible for
• 57:11
  Speaker 1: description over and continuous discrimination against boys.
• 57:16
  Speaker 2: Well, these these are the ones, regardless regardless of you know,
• 57:20
  Speaker 2: how they've handled it. These are the people, right, these elites, right,
• 57:25
  Speaker 2: they've been the people responsible for safeguarding and guiding the
• 57:31
  Speaker 2: younger generations for how long now? For how long now?
• 57:36
  Speaker 5: How many generations?
• 57:38
  Speaker 2: How many generations?
• 57:39
  Speaker 5: Only since World War Two? Maybe a little after.
• 57:42
  Speaker 12: Or a little earlier, right, yeah, And and you know, so, uh,
• 57:49
  Speaker 12: if if there's something wrong, if there's something wrong with
• 57:52
  Speaker 12: young people these days, right, you might look to yourselves
• 57:58
  Speaker 12: because if if they wake up at two am and
• 58:01
  Speaker 12: feel empty and lonely, right, then that's on you.
• 58:09
  Speaker 2: That's not on social media, right, which is there to
• 58:13
  Speaker 2: fill the void you left, right, that's on you.
• 58:21
  Speaker 5: Yep, all right, uh see, so yeah, we're still talking
• 58:27
  Speaker 5: about them. I think there's a little bit more in
• 58:29
  Speaker 5: this time code.
• 58:31
  Speaker 9: And does anybody have any other questions before we get
• 58:33
  Speaker 9: to a panel to.
• 58:36
  Speaker 8: Yeah, I actually just wonder if it's something you've seen
• 58:39
  Speaker 8: them with the fights it was made by Netflix and
• 58:41
  Speaker 8: all the international money that needs to be raised, noted
• 58:47
  Speaker 8: psb's ourager said, being squeezed in this country, should we
• 58:51
  Speaker 8: be looking more to the public service broadcasters to have
• 58:57
  Speaker 8: more of a responsibility to me dramas which are thought
• 59:01
  Speaker 8: provoking because thinking back through the ones which have been
• 59:05
  Speaker 8: the Post Office Drama, Catholic right back to Home, I
• 59:09
  Speaker 8: think the only one that was done by a public
• 59:11
  Speaker 8: service broadcaster was It's a Sin by Channel four.
• 59:16
  Speaker 1: So do we need to.
• 59:19
  Speaker 8: Request a put pressure on us suggest that actually that's
• 59:23
  Speaker 8: a place where the public service broadcasters have a role
• 59:27
  Speaker 8: is to do that sort of drama.
• 59:30
  Speaker 2: Oh, do the sort of drama that shames and blames
• 59:32
  Speaker 2: young men. Of course, yeah, keep it up, keep doing it.
• 59:41
  Speaker 2: You know, you're just you're you're just lucky. Your public broadcasters, well,
• 59:46
  Speaker 2: you know, have have revenue from people having to buy
• 59:49
  Speaker 2: TV licenses.
• 59:52
  Speaker 5: So what what does it mean when you say that,
• 59:55
  Speaker 5: you what like, she's basically proposing that more of this
• 59:58
  Speaker 5: content should exist and it should be the responsibility of
• 1:00:02
  Speaker 5: public broadcasters to put it out. What does she mean
• 1:00:07
  Speaker 5: by that? Well, what she means is public broadcasting is
• 1:00:10
  Speaker 5: paid for by the taxpayer, so you pay for it
• 1:00:13
  Speaker 5: whether you watch it or not. And of course when
• 1:00:16
  Speaker 5: something is paid for by the taxpayer, the budget is whatever.
• 1:00:21
  Speaker 5: You can spend whatever you need to spend on it
• 1:00:23
  Speaker 5: because you act like there are there is no limit,
• 1:00:26
  Speaker 5: so you can do it as big as you want
• 1:00:28
  Speaker 5: and as expensive as you want, and as frequently as
• 1:00:31
  Speaker 5: you want to. Now it's kind of ironic because in
• 1:00:35
  Speaker 5: the UK, as far as I know, all of their
• 1:00:38
  Speaker 5: broadcasting is public. It's all BBC owned, it's government funded
• 1:00:42
  Speaker 5: stuff with like unless you get unless you get Sky
• 1:00:46
  Speaker 5: News maybe I don't know, but unless you get like
• 1:00:49
  Speaker 5: a streaming service like uh, you know, Apple TV, Disney
• 1:00:52
  Speaker 5: Plus Netflix. But even then those places are all ideologically
• 1:00:57
  Speaker 5: captured anyway, so they're gonna they're gonna be giving you
• 1:00:59
  Speaker 5: what you want. And I think regionally the governments can
• 1:01:02
  Speaker 5: have some say in what you know, what is available
• 1:01:05
  Speaker 5: and what is not right depending on the region.
• 1:01:09
  Speaker 2: Don't I don't understand how these are the same people
• 1:01:12
  Speaker 2: who can look at Putin and say, you know.
• 1:01:16
  Speaker 1: State.
• 1:01:18
  Speaker 2: State run prop state propaganda, really really, while you're literally
• 1:01:25
  Speaker 2: having an open conversation in a parliamentary committee right about
• 1:01:29
  Speaker 2: whether we need to force broadcasters, whether the government needs
• 1:01:34
  Speaker 2: to force broadcasters to produce content of a certain type.
• 1:01:41
  Speaker 5: Yeah, and uh yeah. This old woman basically is like
• 1:01:46
  Speaker 5: this guy, the guy who prayed the show that's here.
• 1:01:50
  Speaker 5: He's autistic apparently or something. He's on the spectrum, and uh,
• 1:01:57
  Speaker 5: he is at the very least saying, you know, these
• 1:02:00
  Speaker 5: boys are in need of something. Now, of course he
• 1:02:03
  Speaker 5: thinks it's what he's putting out there, and that's probably
• 1:02:05
  Speaker 5: not true, but at least he knows that there is something.
• 1:02:08
  Speaker 5: But this old woman is like, we're not doing enough
• 1:02:12
  Speaker 5: to control people, and we're not spending enough money on it.
• 1:02:16
  Speaker 2: To control blame and shamemn.
• 1:02:18
  Speaker 5: Yeah, we're not doing enough. Yeah, So let me let's
• 1:02:22
  Speaker 5: get his response, because I think this is pretty telling too.
• 1:02:26
  Speaker 6: I think they do feel that responsibility. And I think
• 1:02:30
  Speaker 6: if you watched Reunion and I'm now advertising a show
• 1:02:32
  Speaker 6: I wasn't part of Reunion, let's be clear. But you
• 1:02:36
  Speaker 6: know what I mean, Like, if you watch a show
• 1:02:37
  Speaker 6: like Reunion that that has fundamentally challenged the way that stories.
• 1:02:42
  Speaker 5: Are told by using sign language the extent it.
• 1:02:45
  Speaker 6: Does, it's it's changed the way that that that drama
• 1:02:50
  Speaker 6: works and the way that BSL works.
• 1:02:54
  Speaker 5: Is different to the syntax of the English language, and.
• 1:02:58
  Speaker 6: Exactly so everything changed because of the way that they
• 1:03:01
  Speaker 6: told that show, and they told it authentically, and they
• 1:03:04
  Speaker 6: told it properly, and they told it with disabled bright.
• 1:03:07
  Speaker 6: So I don't I don't think it's that no one cares.
• 1:03:11
  Speaker 6: I think it's that it's really hard to make a
• 1:03:13
  Speaker 6: show that has an impact. I've tried for a very
• 1:03:17
  Speaker 6: long time, and you can have little impacts, and you
• 1:03:20
  Speaker 6: can have little impacts, and you can have little impacts, but.
• 1:03:22
  Speaker 5: But but what what what catches far. You don't know.
• 1:03:26
  Speaker 6: I would say I made a story was made by
• 1:03:29
  Speaker 6: the BBC that had a huge impact. You know that
• 1:03:32
  Speaker 6: that there's there's there's a whole number that I could
• 1:03:34
  Speaker 6: list that I think, you know, challenge challenged our traditional
• 1:03:39
  Speaker 6: forms of storytelling, and that came from all sorts of
• 1:03:42
  Speaker 6: different places.
• 1:03:44
  Speaker 2: Yeah, you can tell he's artistic. He's talking about storytelling.
• 1:03:48
  Speaker 2: He's not talking about themes.
• 1:03:51
  Speaker 5: Also, he did say right at the end there, and
• 1:03:53
  Speaker 5: that was the thing I wanted to point out. I
• 1:03:55
  Speaker 5: just took him a while to get there that basically
• 1:03:59
  Speaker 5: everyone on his team that worked on this show used
• 1:04:02
  Speaker 5: to work for the public broadcasting. So it doesn't matter
• 1:04:06
  Speaker 5: that like basically they already are public broadcasters, just working
• 1:04:10
  Speaker 5: on something that was being distributed privately. But maybe that's
• 1:04:15
  Speaker 5: well anyway, So that's the thing that he says at
• 1:04:18
  Speaker 5: the end there.
• 1:04:20
  Speaker 1: Can I just point something out. So we've had this
• 1:04:24
  Speaker 1: supposed well not supposed, but we've had this series that
• 1:04:27
  Speaker 1: explores the deaf community, I assume, but there's no there's
• 1:04:34
  Speaker 1: nothing that really explores men as their own.
• 1:04:39
  Speaker 4: Kind of thing.
• 1:04:40
  Speaker 1: Even though if you think about it, men's cognition is unique,
• 1:04:45
  Speaker 1: unique to them, like they have a unique cognitive nature.
• 1:04:49
  Speaker 1: I know this might alienate some people, but you know,
• 1:04:52
  Speaker 1: it's unique to them. They have a unique approach to
• 1:04:55
  Speaker 1: the world around them. They have a unique kind of
• 1:04:58
  Speaker 1: hormonal system. But there's never anything presented in the media
• 1:05:03
  Speaker 1: that explores that as its own kind of thing, that
• 1:05:07
  Speaker 1: that should exist as valid, like they do with the deaf,
• 1:05:11
  Speaker 1: or the trans community, or women or or black community
• 1:05:15
  Speaker 1: or ethnic communities. Have you noticed that it's never explored
• 1:05:18
  Speaker 1: is something that is a valid thing. It's always in
• 1:05:22
  Speaker 1: terms are seen, in terms of how it affects other groups.
• 1:05:28
  Speaker 2: Oh, I don't know, I don't I don't know. There was,
• 1:05:31
  Speaker 2: there was. There's a lot of shows that like in
• 1:05:36
  Speaker 2: movies and stuff like that that are made that in
• 1:05:38
  Speaker 2: the past.
• 1:05:39
  Speaker 1: Yeah sure, well even.
• 1:05:40
  Speaker 2: Today right that that show healthy masculinity, flawed masculinity. But
• 1:05:47
  Speaker 2: men seeing the world the way men see the world, right,
• 1:05:52
  Speaker 2: whether they're whether they're a dirty cop, or whether they're let.
• 1:05:56
  Speaker 1: Me put it in, let me qualify it a bit,
• 1:05:59
  Speaker 1: but but consider that to be a legitimate because of.
• 1:06:04
  Speaker 2: A larger story. They're always within the context, you know,
• 1:06:08
  Speaker 2: of of something bigger than the man. Uh And and
• 1:06:14
  Speaker 2: you have to you have to draw from that. But
• 1:06:18
  Speaker 2: it's like, it's not like it's not like Clint East
• 1:06:21
  Speaker 2: would you know, set out to like make a movie
• 1:06:23
  Speaker 2: about masculinity when he made Grand Tarino. He was just like, Oh,
• 1:06:29
  Speaker 2: this this screenplay is great, I want to do this.
• 1:06:35
  Speaker 1: Right, Like, so, actually, what what I was trying to
• 1:06:38
  Speaker 1: get at was my advocate, He's not there are seventy
• 1:06:42
  Speaker 1: two genda in the parlance of these individuals. There are
• 1:06:45
  Speaker 1: seventy two legitimate genders, but men is not one of them.
• 1:06:49
  Speaker 5: True.
• 1:06:50
  Speaker 1: Okay, let's continue.
• 1:06:54
  Speaker 5: Uh yeah, let's uh, let's play some more. Let me see.
• 1:06:56
  Speaker 5: Oh something happened, let me see. Oh my my stream
• 1:07:01
  Speaker 5: went down for for some reason. Yeah, the stream my my,
• 1:07:05
  Speaker 5: I dropped off of the off of the internet for
• 1:07:10
  Speaker 5: some reason. It's dropped to zero frames. I mean only
• 1:07:14
  Speaker 5: on the mainstream. It's still going out on isn't it
• 1:07:16
  Speaker 5: still going out on Rumble and stuff?
• 1:07:20
  Speaker 1: Horizontal stream died apparently.
• 1:07:22
  Speaker 5: Yeah, the horizontal stream died for some reason.
• 1:07:24
  Speaker 13: I don't know.
• 1:07:26
  Speaker 5: Is are we still because I'm still talking to you guys. Yeah,
• 1:07:32
  Speaker 5: so what happened? The fuck man? Still annoying? Like I
• 1:07:40
  Speaker 5: can't I I don't like that. I don't understand why
• 1:07:43
  Speaker 5: this happened. Why did my frames drop to zero? Zero frames?
• 1:07:48
  Speaker 5: But I'm still going out on rumble. Let me just check.
• 1:07:51
  Speaker 5: Maybe I'm not refreshed. The age of stream is over,
• 1:07:59
  Speaker 5: the time of silence has begun. Yeah, oh look it's
• 1:08:04
  Speaker 5: coming back up. Okay, it's coming that. I don't have
• 1:08:08
  Speaker 5: an explanation. It's my internet. It went down to zero
• 1:08:12
  Speaker 5: and now it's back up. But I was still talking
• 1:08:14
  Speaker 5: to you guys, so I don't even get that we're
• 1:08:19
  Speaker 5: still Let me just see if it's still going out
• 1:08:23
  Speaker 5: on the vertical. Yeah, it looks like it. So if
• 1:08:29
  Speaker 5: I'm continuing to stream and I'm still streaming to restream
• 1:08:33
  Speaker 5: dot Io, which I am, then that means a new
• 1:08:35
  Speaker 5: instance was made in YouTube. For the rest of this
• 1:08:42
  Speaker 5: I don't have an answer to this question.
• 1:08:45
  Speaker 1: Nobody knows, no, but we are.
• 1:08:47
  Speaker 5: We are live again.
• 1:08:50
  Speaker 1: Good, then let's continue, all right.
• 1:08:55
  Speaker 5: Yeah, we're back for some reason. Okay, so let me
• 1:09:02
  Speaker 5: go back into hold on a second. Let me just
• 1:09:06
  Speaker 5: make sure that I'm looking at the right things. First.
• 1:09:11
  Speaker 5: This is the vertical, So the vertical never stopped, only
• 1:09:13
  Speaker 5: the horizontal one did. Other screen was shut down by someone.
• 1:09:18
  Speaker 5: I didn't do it. Mm hmmm and rumbles still going
• 1:09:22
  Speaker 5: to so can still here on the vertical on YouTube?
• 1:09:26
  Speaker 1: Yeah, Kena was saying saying she also had a problem
• 1:09:30
  Speaker 1: with the streaming last night. So maybe it's some kind
• 1:09:32
  Speaker 1: of gremlin in the works. Maybe Voidcat has extended her
• 1:09:38
  Speaker 1: sphere of influence.
• 1:09:40
  Speaker 5: M M all right. Uh so what were we where
• 1:09:45
  Speaker 5: were we at before this happened? What were you guys
• 1:09:47
  Speaker 5: talking about?
• 1:09:48
  Speaker 8: Oh?
• 1:09:49
  Speaker 2: Just uh, movies and content about mass.
• 1:09:52
  Speaker 5: Oh yeah, and you were you were trying to Elsie,
• 1:09:55
  Speaker 5: were trying to make a point about something I did. Okay,
• 1:09:58
  Speaker 5: you did it drop while we were doing that, though.
• 1:10:01
  Speaker 1: I wasn't necessarily making a point about, you know, the
• 1:10:04
  Speaker 1: old school kind of movie makers, or even the one
• 1:10:08
  Speaker 1: that exist. The point I was making was that these
• 1:10:12
  Speaker 1: individuals go out of their way to try to find
• 1:10:17
  Speaker 1: un like people who aren't don't aren't given a voice.
• 1:10:22
  Speaker 1: At the same time as they completely destroy boys' voices,
• 1:10:26
  Speaker 1: and they don't consider that to be kind of legitimate
• 1:10:29
  Speaker 1: like they would they would probably look at Clint Eastwood's
• 1:10:32
  Speaker 1: work and just say that's Hollywood schlock. It's not even
• 1:10:35
  Speaker 1: it's not even legitate to med as an expression of
• 1:10:38
  Speaker 1: masculinity because there is no legitimate expression of masculinity, because
• 1:10:43
  Speaker 1: masculinity is patriarchy forcing boys not to be girls. So
• 1:10:47
  Speaker 1: I'm saying that. In conclusion, I pointed out once again
• 1:10:51
  Speaker 1: that there are seventy two genders, legitimate genders, but man
• 1:10:55
  Speaker 1: is not one of them. Okay, so let's get let's
• 1:10:59
  Speaker 1: do let's.
• 1:11:00
  Speaker 5: Do some more. So basically that was the they'll bring
• 1:11:03
  Speaker 5: out another panel, but they're sort of continuing the same discussion. Okay,
• 1:11:07
  Speaker 5: thank you and.
• 1:11:08
  Speaker 9: Thank you to our second panel. We have Matt Pinkett,
• 1:11:12
  Speaker 9: misogyny and gender ety specialist in gendering change, English teacher,
• 1:11:18
  Speaker 9: doctor Daniel Guinness, co founder and managing director of Beyond Equality,
• 1:11:22
  Speaker 9: and Darren Northcott, who is now standing in for Jane
• 1:11:27
  Speaker 9: who's the Deputy General Secretary of the NASUWT, but Darren
• 1:11:32
  Speaker 9: is stepping in as national official for Education.
• 1:11:35
  Speaker 1: So thank you and welcome to you all. Very grateful
• 1:11:39
  Speaker 1: for your time. And I'm going to start with.
• 1:11:41
  Speaker 13: David, thank you very much and thank you for coming
• 1:11:44
  Speaker 13: in today. Darren the deep, but I'm going to start
• 1:11:48
  Speaker 13: of you, if I may, just thinking about misogyny in schools,
• 1:11:54
  Speaker 13: what type kind of misogynistic behavior are you seeing in
• 1:11:59
  Speaker 13: between and do you think the level of this behavior
• 1:12:03
  Speaker 13: is changing, either increasing or decreasing.
• 1:12:06
  Speaker 14: That's a really important point. Our members report to us
• 1:12:09
  Speaker 14: consistently and more than they ever have done, misogyny in
• 1:12:13
  Speaker 14: schools between pupils, but also I think, picking up on
• 1:12:17
  Speaker 14: the question that was raised earlier, between pupils and female
• 1:12:21
  Speaker 14: members of staff as well.
• 1:12:22
  Speaker 5: So misogyny is becoming a.
• 1:12:25
  Speaker 14: Very unfortunate but more deeply rooted characteristic feature of too
• 1:12:30
  Speaker 14: many of our schools. That's the very clear message from
• 1:12:33
  Speaker 14: our members at match.
• 1:12:35
  Speaker 13: Do you have any views on this?
• 1:12:38
  Speaker 1: Of course they say this because they are deeply misinterest institutions,
• 1:12:46
  Speaker 1: and any pushback against them they consider to be misogyny. Yeah,
• 1:12:51
  Speaker 1: And I just it's like, at what point do people
• 1:12:53
  Speaker 1: wake up and realize And of course they don't, because
• 1:12:56
  Speaker 1: we're all part of a long historical tradition in which
• 1:13:00
  Speaker 1: we sacrifice men for the and boys for the benefit
• 1:13:03
  Speaker 1: of everyone else.
• 1:13:04
  Speaker 4: And this is just another iteration of that. The fact
• 1:13:06
  Speaker 4: that they don't even.
• 1:13:07
  Speaker 1: Talk about miss indry they I mean, maybe they do
• 1:13:11
  Speaker 1: in another situation, but they don't talk about it. They
• 1:13:14
  Speaker 1: don't seem to have as much of a concern for
• 1:13:16
  Speaker 1: miss indry, And yet the studies that I've seen suggest
• 1:13:19
  Speaker 1: there are more extreme mis interests than extreme so called misogynists,
• 1:13:24
  Speaker 1: and that missingry, not misogyny, is actually a causally predictive
• 1:13:30
  Speaker 1: factor for sexual violence. So, in other words, misundrests women
• 1:13:34
  Speaker 1: are more likely to rape or grape than misogynist men.
• 1:13:40
  Speaker 1: Go figure, So you would think that that would be
• 1:13:45
  Speaker 1: a concern, and yet it never is, And then they
• 1:13:48
  Speaker 1: don't think, well, maybe this disrepancy in the treatment between men,
• 1:13:52
  Speaker 1: boys and girls is causing a lot of the anger
• 1:13:56
  Speaker 1: that and criticism and distrust that maybe they're noticing this,
• 1:14:03
  Speaker 1: that they're marked less, that they're medicated in order to
• 1:14:06
  Speaker 1: act like girls, that girls get.
• 1:14:08
  Speaker 2: Constant positive feedback, positive.
• 1:14:12
  Speaker 1: Feedback, that girls can pretty much do whatever they want.
• 1:14:15
  Speaker 1: They're no longer jailed, they're no longer subject to the
• 1:14:17
  Speaker 1: same punishments Like at some what point do we recognize
• 1:14:21
  Speaker 1: that treating a group of people like ship causes them
• 1:14:25
  Speaker 1: to be pissed?
• 1:14:27
  Speaker 2: It just it reminds me. It reminds me of the
• 1:14:30
  Speaker 2: remember the the the theater troupe in Sweden that put
• 1:14:35
  Speaker 2: on uh the Uh Valerie Salonis's book as a play, right,
• 1:14:47
  Speaker 2: which was you know, basically what was what was her
• 1:14:51
  Speaker 2: book called what was it called.
• 1:15:01
  Speaker 1: The Society for Cutting Up Men?
• 1:15:03
  Speaker 2: Yeah, and and uh and so they put it on
• 1:15:06
  Speaker 2: as like a you know, a live show for uh,
• 1:15:12
  Speaker 2: middle school kids. And the girls were seated on nice
• 1:15:17
  Speaker 2: comfy chairs, right, and they were given candy and refreshments,
• 1:15:24
  Speaker 2: and the boys were seated on the hard gymnasium floor
• 1:15:29
  Speaker 2: way off to the side, and uh, and the the
• 1:15:33
  Speaker 2: performers would uh and not given any anything and uh.
• 1:15:38
  Speaker 2: And then the performers would get the girls to like
• 1:15:42
  Speaker 2: yell at the boys and and you know, scream at
• 1:15:46
  Speaker 2: them and stuff, and is literally just what I want
• 1:15:50
  Speaker 2: my kids to be doing at school. That was not
• 1:15:57
  Speaker 2: deemed misinterest, right. And it was the same It was
• 1:16:02
  Speaker 2: the same theater troop that staged that weird video you remember,
• 1:16:08
  Speaker 2: m hmmm, where they just walked up to a guy
• 1:16:11
  Speaker 2: who was sitting on a lounge chair on the dock
• 1:16:13
  Speaker 2: reading the newspaper. They just kind of walked up behind
• 1:16:16
  Speaker 2: him and like shot him in the head for no reason.
• 1:16:18
  Speaker 2: And then they did a little dance.
• 1:16:21
  Speaker 1: Right, I don't remember that.
• 1:16:23
  Speaker 2: You don't remember that? No, yeah, no, they set off
• 1:16:27
  Speaker 2: a confetti cannon right after they did it. They said
• 1:16:30
  Speaker 2: they got in a line five of them or something,
• 1:16:33
  Speaker 2: set off a confetti cannon and then like put on
• 1:16:35
  Speaker 2: some music and did a little dance, you know. And
• 1:16:38
  Speaker 2: I'm just like, what the fuck is this? This was
• 1:16:42
  Speaker 2: back in like twenty eleven or twenty twelve.
• 1:16:45
  Speaker 1: And.
• 1:16:47
  Speaker 2: Yeah, no, it's like I was. I was just like, this,
• 1:16:53
  Speaker 2: this is Andrew Tait is the problem.
• 1:16:57
  Speaker 4: Yeah, yeah, that's the thing, Andrew Tate.
• 1:17:00
  Speaker 1: Not these women who are destroying boys' futures by marking
• 1:17:03
  Speaker 1: them down.
• 1:17:04
  Speaker 2: Yeah no, not not even not even these women who
• 1:17:08
  Speaker 2: glorify the senseless murder of men, okay, and then go
• 1:17:16
  Speaker 2: and put on their show for middle school kids right
• 1:17:19
  Speaker 2: where they single out boys right and brake them and
• 1:17:26
  Speaker 2: uh and give girls the deluxe treatment, okay, because that's
• 1:17:30
  Speaker 2: what girls deserve. And and I'm just like and the
• 1:17:34
  Speaker 2: school is like, yeah, no, this is perfectly in line
• 1:17:38
  Speaker 2: with our curriculum, and I'm.
• 1:17:41
  Speaker 1: Like, what the what the fuck?
• 1:17:46
  Speaker 15: Like this public school in Sweden, and you know, and
• 1:17:55
  Speaker 15: then you got these girls in Sweden, these young women
• 1:17:58
  Speaker 15: in Sweden who are like, well, yeah, I was raped, right,
• 1:18:02
  Speaker 15: but I didn't.
• 1:18:04
  Speaker 2: Report it because it was a Muslim migrant, right, And
• 1:18:08
  Speaker 2: it's like, and I'm like, where the fuck are women at?
• 1:18:16
  Speaker 2: Like can can? Can women please fucking screw their heads
• 1:18:20
  Speaker 2: on straight can head gear? Yeah?
• 1:18:28
  Speaker 1: Okay, let's keep let's keep going, all right, playing some more?
• 1:18:33
  Speaker 11: What said about the misogyny and the sexual harassment that's
• 1:18:36
  Speaker 11: happening to female staff, It's.
• 1:18:41
  Speaker 5: It's rife.
• 1:18:43
  Speaker 11: I don't think there's enough being done to female members
• 1:18:46
  Speaker 11: of staff in keeping children safe in education. There's guidance
• 1:18:51
  Speaker 11: as to what constitutes child on child sexual harassment, but
• 1:18:55
  Speaker 11: I can't find I might be wrong, but I can't
• 1:18:58
  Speaker 11: find any documentation which outlines two members of staff exactly
• 1:19:04
  Speaker 11: what constitutes child on staff sexual harassment. In fact, I
• 1:19:08
  Speaker 11: often think that as teachers, we're expected because we're adults.
• 1:19:12
  Speaker 11: Oh that boy's just put something in my body, or
• 1:19:15
  Speaker 11: that boy has just called me a name. Well I'm
• 1:19:18
  Speaker 11: the adult, so and he's just a child. He's just learning.
• 1:19:23
  Speaker 1: Put something in my body. Do you mean the adult
• 1:19:28
  Speaker 1: woman just graped the boy?
• 1:19:31
  Speaker 2: Yeah, Like I'm like what what.
• 1:19:35
  Speaker 1: That escalated quickly?
• 1:19:36
  Speaker 2: Yeah? Yeah, no, I'm like, oh, you know, instead of
• 1:19:40
  Speaker 2: you say in or on sounded like in in.
• 1:19:46
  Speaker 5: Mm hmm I mean it did sound like it, but
• 1:19:49
  Speaker 5: they're English, so I don't know.
• 1:19:52
  Speaker 2: Yeah, well, yeah, no, it's.
• 1:19:55
  Speaker 5: Speaking tea to each other, and I don't I don't
• 1:19:57
  Speaker 5: really know. Sometimes I don't get what they're saying.
• 1:20:00
  Speaker 2: Yeah know, me neither. But but it's like I'm I'm
• 1:20:04
  Speaker 2: just I'm just fucking blown away. You're the adults in
• 1:20:06
  Speaker 2: the fucking room, right, And if you cannot foster an environment, no,
• 1:20:13
  Speaker 2: not control, foster an environment where the children don't hate you,
• 1:20:22
  Speaker 2: then maybe you need to go.
• 1:20:27
  Speaker 1: And I mean maybe they hate you in the way
• 1:20:29
  Speaker 1: that they, you know, should like you're strict.
• 1:20:32
  Speaker 2: Oh sure, okay, yeah no, but nobody really hates a
• 1:20:36
  Speaker 2: strict teacher. Nobody really hates, you know, a teacher who's
• 1:20:42
  Speaker 2: you know, you know what kids hate. They hate unfairness.
• 1:20:46
  Speaker 5: Yes, this is this is this is on.
• 1:20:50
  Speaker 2: Here, this is this is one of the or injustice.
• 1:20:53
  Speaker 2: This is one of the first things revelations about Pip
• 1:20:57
  Speaker 2: in the in the novel Great Expectations, Right, you know,
• 1:21:01
  Speaker 2: like there is nothing more that a child considers more
• 1:21:06
  Speaker 2: atrocious than injustice. Right, And it's like it the death
• 1:21:13
  Speaker 2: of a parent not as bad as injustice. Right, you know,
• 1:21:17
  Speaker 2: like all of these horrible things that can happen to
• 1:21:20
  Speaker 2: a child, even being punished severely. Right, as long as
• 1:21:25
  Speaker 2: it was just right, most boys are okay with it. Right.
• 1:21:32
  Speaker 2: But injustice, injustice is it? It hits at children right,
• 1:21:40
  Speaker 2: so hard? Right, Like what really got the kids in
• 1:21:47
  Speaker 2: my junior high school? Right, there was one teacher who
• 1:21:50
  Speaker 2: played favorites, right, and he was detested. He was absolutely
• 1:21:55
  Speaker 2: detested by everybody except his favorites. Okay, And there was
• 1:22:00
  Speaker 2: one teacher, uh, oh god, what was her name? Teen camp?
• 1:22:06
  Speaker 2: She was an absolute cunt, right, an absolute freaking cunt
• 1:22:11
  Speaker 2: to everybody, and lazy and a bad teacher, and like
• 1:22:17
  Speaker 2: she literally uh one of the students lip lipped her off,
• 1:22:25
  Speaker 2: and she fucking wound up and fucking punched her in
• 1:22:29
  Speaker 2: the face, right, and then the student hit her back
• 1:22:35
  Speaker 2: and uh and the teacher was put on paid suspension
• 1:22:40
  Speaker 2: for three days. Hmmm yeah, yeah no, But I mean
• 1:22:47
  Speaker 2: like she was, she was just the most god awful teacher, right.
• 1:22:50
  Speaker 2: But like people don't people don't mind strict As long
• 1:22:55
  Speaker 2: as you're strict with everybody, People don't mind, uh, lee,
• 1:23:00
  Speaker 2: as long as you're lenient with everybody, right, People, people
• 1:23:03
  Speaker 2: really like as long as everybody's been being treated fairly
• 1:23:08
  Speaker 2: right equally, right, like they don't mind, Like you don't
• 1:23:16
  Speaker 2: hate a teacher just because he's strict, You hate him
• 1:23:18
  Speaker 2: because he's only strict with you.
• 1:23:24
  Speaker 5: Mm hmm.
• 1:23:25
  Speaker 1: Okay, let's keep going.
• 1:23:26
  Speaker 4: Yeah, how much do we have left of this?
• 1:23:28
  Speaker 11: Actually harassed physically sexually harassed? And I mean it when
• 1:23:32
  Speaker 11: I say women have had things put in their bodies
• 1:23:35
  Speaker 11: by children and then they're expected to child.
• 1:23:43
  Speaker 5: Well, I mean if like how they're in their ear
• 1:23:49
  Speaker 5: in their mouth, like and what when you say child,
• 1:23:52
  Speaker 5: what do you mean? Like how old? You can't just
• 1:23:58
  Speaker 5: say that? Like you basically to the point now where
• 1:24:01
  Speaker 5: teachers are like children are sexually assaulting us. And it's like, yeah,
• 1:24:05
  Speaker 5: but do they even know that that's what they're doing
• 1:24:07
  Speaker 5: if they're children? Like what this is like children of children?
• 1:24:13
  Speaker 2: Children of what age? And what things are they putting
• 1:24:15
  Speaker 2: in what body parts? Right?
• 1:24:17
  Speaker 1: Like?
• 1:24:17
  Speaker 2: I I'm sorry, and under what circumstances? Right? Like is
• 1:24:24
  Speaker 2: some strapping like sixteen year old boy cornering teacher after
• 1:24:29
  Speaker 2: school in her classroom and raping her? Or or is
• 1:24:33
  Speaker 2: it or is it like I don't know, somebody given
• 1:24:39
  Speaker 2: uh the teacher or what Willie.
• 1:24:43
  Speaker 16: Or is it the teacher actually raping the student graping
• 1:24:47
  Speaker 16: the student, because that's putting, That is a student putting
• 1:24:51
  Speaker 16: something inside a teacher, and it's called well, I mean
• 1:24:53
  Speaker 16: not in the UK, because the UK doesn't actually have statutory.
• 1:24:56
  Speaker 1: Rape when it comes to women raping miners graping miners.
• 1:25:00
  Speaker 2: Okay, okay, just can we just stop saying grape? Okay?
• 1:25:05
  Speaker 1: Oh yeah, yeah yeah.
• 1:25:07
  Speaker 2: If if you don't want to stop saying grape, I'm
• 1:25:10
  Speaker 2: going to come over there to Saskatchewan and grape you
• 1:25:13
  Speaker 2: in the mouth so hard till your parents cry out
• 1:25:17
  Speaker 2: for mercy.
• 1:25:18
  Speaker 5: I got rumble rant. I want to read really quick.
• 1:25:21
  Speaker 5: ZARAANX gave us rumble Rant for a dollar and says
• 1:25:24
  Speaker 5: it doesn't matter if it's in or on. These educators
• 1:25:27
  Speaker 5: are placing themselves in a position of being victims of
• 1:25:29
  Speaker 5: people who have to raise their hand and ask for
• 1:25:32
  Speaker 5: the bathroom pass. Yes, yes, yep, I'm just saying one
• 1:25:37
  Speaker 5: sounds more extreme than the other, so that's why I'm
• 1:25:40
  Speaker 5: being pedantic about that.
• 1:25:42
  Speaker 1: But yeah, yeah, we need to we need to know
• 1:25:44
  Speaker 1: what the heck this means.
• 1:25:46
  Speaker 4: Yeah, yeah, did the stream have like restart or something?
• 1:25:50
  Speaker 5: Yeah? It started a new one. I told you when
• 1:25:52
  Speaker 5: the wind dropped off, it started a new instance, only
• 1:25:55
  Speaker 5: on the horizontal.
• 1:25:56
  Speaker 8: Though the.
• 1:25:59
  Speaker 1: Have some issues, I guess.
• 1:26:03
  Speaker 5: Okay, So I really do think that.
• 1:26:07
  Speaker 11: The government needs to put some guidance in place. There's
• 1:26:11
  Speaker 11: advice from the unions, but actually no, as far as
• 1:26:16
  Speaker 11: I can see any guidance. You know, And of course
• 1:26:19
  Speaker 11: it's happening to male teachers, but largely it's happening to
• 1:26:22
  Speaker 11: female teachers, and for some female teachers it's not just
• 1:26:25
  Speaker 11: every so often it's lesson to lesson.
• 1:26:28
  Speaker 13: I just want to jump in on a couple of
• 1:26:30
  Speaker 13: points you both made. So I think you're both in
• 1:26:32
  Speaker 13: agreement with.
• 1:26:35
  Speaker 1: Juveniles being sexualized because that's generally an indication of sexual abuse.
• 1:26:40
  Speaker 2: Okay. Also, also, like does it does no one remember
• 1:26:43
  Speaker 2: the movie Stand and Deliver? Right? Does no one remember
• 1:26:46
  Speaker 2: the movie the one with Mitchell Pfeiffer where she goes
• 1:26:49
  Speaker 2: in as a as a teacher in a freaking inner
• 1:26:51
  Speaker 2: city school?
• 1:26:52
  Speaker 5: Right?
• 1:26:53
  Speaker 2: Does nobody remember the substitute with the John Bearringer whatever
• 1:27:00
  Speaker 2: his name was, you.
• 1:27:02
  Speaker 5: Know, like Tom Beinger, Tom Beringer?
• 1:27:05
  Speaker 1: Yeah?
• 1:27:05
  Speaker 2: No, Like, okay, So we have we have schools, We
• 1:27:08
  Speaker 2: have schools that are out of control? Why are they
• 1:27:11
  Speaker 2: out of control.
• 1:27:15
  Speaker 5: Like that?
• 1:27:16
  Speaker 2: It's lessons to lesson.
• 1:27:17
  Speaker 1: It's not just because.
• 1:27:20
  Speaker 2: Yeah we all know, okay, well you know and and oh,
• 1:27:24
  Speaker 2: it's because it's because young men take their phones to
• 1:27:27
  Speaker 2: bed and wake up at two am with an empty
• 1:27:30
  Speaker 2: feeling in their soul and it's filled by Andrew Tape. Okay,
• 1:27:35
  Speaker 2: why are they taking their phones to bed and why
• 1:27:39
  Speaker 2: do they have an empty feeling in their soul? Well,
• 1:27:41
  Speaker 2: it's because their single mother lets them take their phones
• 1:27:44
  Speaker 2: to bed because it keeps them quiet, right, And they
• 1:27:46
  Speaker 2: have an empty feeling in their soul because their mother
• 1:27:49
  Speaker 2: is either like a fucking lame ass, lazy ass, fucking
• 1:27:54
  Speaker 2: welfare queen, right, who is not a role model for anybody,
• 1:28:00
  Speaker 2: okay except for more welfare queens. Or she's busy all
• 1:28:05
  Speaker 2: the time and has no fucking time for them, right,
• 1:28:07
  Speaker 2: And she definitely doesn't have any time to get them,
• 1:28:12
  Speaker 2: you know, some kind of male role model because she
• 1:28:15
  Speaker 2: lives in a men desert. There's no men over twenty
• 1:28:18
  Speaker 2: five years old in men deserts. It's like ten square
• 1:28:21
  Speaker 2: kilometers with no adult men, right, just nothing but single
• 1:28:27
  Speaker 2: mothers with children. And I'm just like an adult sons
• 1:28:31
  Speaker 2: who are in gangs and live at home, and that's it, right,
• 1:28:38
  Speaker 2: And I'm just I'm looking at it, and I'm thinking, Okay, well,
• 1:28:41
  Speaker 2: maybe you know how it was like, oh, you know,
• 1:28:46
  Speaker 2: Kamala Harris, as the borders are, that means she's gonna
• 1:28:50
  Speaker 2: look into the root causes of migration. Maybe we could
• 1:28:53
  Speaker 2: look into the root causes of this.
• 1:29:05
  Speaker 5: Twelve government response to misogyny.
• 1:29:12
  Speaker 14: Okay, themselves in these really unfortunate ways. So I think
• 1:29:18
  Speaker 14: the government's listening on behavior and on safeguarding. But at
• 1:29:22
  Speaker 14: some point, and sooner rather than later, we are going
• 1:29:26
  Speaker 14: to have to get to a point where we're providing
• 1:29:27
  Speaker 14: good guidance to schools on how they can address issues
• 1:29:31
  Speaker 14: of pupil on staff violence and appropriate behavior and abuse,
• 1:29:36
  Speaker 14: and particularly that that's driven by misogynist motives.
• 1:29:41
  Speaker 1: To be very particularly not particularly the.
• 1:29:46
  Speaker 5: Government's not governmenting enough in this instance. Why isn't the
• 1:29:49
  Speaker 5: government doing something about children in schools?
• 1:29:53
  Speaker 2: What? What? What's what's infuriating too is like, you know,
• 1:29:56
  Speaker 2: particularly misogyny, right, And it's just like, okay, well, are
• 1:30:03
  Speaker 2: we are we actually looking at the proportions of incidents,
• 1:30:07
  Speaker 2: right and and enumerating them according to the proportions of
• 1:30:15
  Speaker 2: gender in the staff, right, are we doing that? And
• 1:30:19
  Speaker 2: then on top of that, because the staff is mostly female.
• 1:30:23
  Speaker 2: And then on top of that, if you actually look
• 1:30:27
  Speaker 2: at is it really misogyny or is it just that
• 1:30:32
  Speaker 2: they hate school and want people to have to walk
• 1:30:34
  Speaker 2: in their peak?
• 1:30:38
  Speaker 13: Right?
• 1:30:38
  Speaker 2: Like this, this is what my friend's kid said, Right.
• 1:30:43
  Speaker 2: He intentionally when he was in kindergarten, he intentionally plugged
• 1:30:47
  Speaker 2: the toilet with paper towels and pete on the bathroom floor.
• 1:30:52
  Speaker 2: And when he was asked why he did it, he said,
• 1:30:55
  Speaker 2: I hate school, so I want people to have to
• 1:30:57
  Speaker 2: walk in my peak. And then the teacher asked him
• 1:31:03
  Speaker 2: where did you get an idea like that, and he
• 1:31:06
  Speaker 2: said from my brain. People get ideas from their brains.
• 1:31:15
  Speaker 2: But yeah, no, school was not fun for him either,
• 1:31:19
  Speaker 2: And part of the reason was he was bigger than
• 1:31:21
  Speaker 2: everybody else. Right, And my stepson, the one who's passed away,
• 1:31:28
  Speaker 2: he was also bigger than everybody else in his class.
• 1:31:31
  Speaker 2: He was bigger than all of the kids his age,
• 1:31:33
  Speaker 2: and more was expected of him because of that, because
• 1:31:35
  Speaker 2: he looked older than he was, and yeah, no, and
• 1:31:41
  Speaker 2: because he could do more damage than other kids. Just
• 1:31:45
  Speaker 2: because he was bigger and stronger than everybody else. And
• 1:31:51
  Speaker 2: he was not a bad kid. He was Christopher was
• 1:31:54
  Speaker 2: one of the most well intentioned kids I've ever seen.
• 1:31:56
  Speaker 2: He was the first person if somebody was hurt to
• 1:31:58
  Speaker 2: ask if they needed help, if they were okay, if
• 1:32:01
  Speaker 2: they needed help. Right. He was very, very very good kid,
• 1:32:07
  Speaker 2: but rambunctious and clumsy and always getting hurt and had
• 1:32:16
  Speaker 2: a little issue with impulse control, right, Like you know,
• 1:32:20
  Speaker 2: he was one of those kids who was like, well,
• 1:32:22
  Speaker 2: I could jump from there. Oh, I can pere a
• 1:32:24
  Speaker 2: wet in my rubber boots. My rubber boots are so strong,
• 1:32:27
  Speaker 2: I can piro wet on the nail sticking out of
• 1:32:29
  Speaker 2: this board, right, And then the nail goes through his foot,
• 1:32:32
  Speaker 2: and he asks his brother, why did you let me
• 1:32:34
  Speaker 2: do that? Right, And it's just like, okay, well, this
• 1:32:39
  Speaker 2: is a kid who's got some issues, but none of
• 1:32:43
  Speaker 2: them have anything to do with hating anybody, right, and
• 1:32:48
  Speaker 2: none of them have to do with violent tendencies. And
• 1:32:52
  Speaker 2: he was just treated like absolute crap and they wanted
• 1:32:56
  Speaker 2: to medicate him so bad, oh freakin' bad, And and
• 1:33:04
  Speaker 2: his the one thing his mother did right was refused
• 1:33:08
  Speaker 2: to do it. But but yeah, no, she she did
• 1:33:13
  Speaker 2: a whole bunch of things wrong too, like parade of
• 1:33:16
  Speaker 2: men through the house. Right, Uncle, he uncle, this guy, uncle,
• 1:33:20
  Speaker 2: that guy, you know, and yeah, it was it was
• 1:33:25
  Speaker 2: just it was we asked when he was in grade eight,
• 1:33:29
  Speaker 2: we asked her, Right, you know, if he can't handle him,
• 1:33:33
  Speaker 2: send him to us. Right. And you know, we're in
• 1:33:37
  Speaker 2: a tiny little town. We're not in the middle of
• 1:33:40
  Speaker 2: the big city. We're in a tiny little town. He
• 1:33:42
  Speaker 2: can't get into hardly any trouble. There's plenty of places
• 1:33:45
  Speaker 2: for him to run his energy off. And and you know,
• 1:33:49
  Speaker 2: he loves fishing, and he loves hiking, and he loves
• 1:33:51
  Speaker 2: all those things and and camping and and all of that.
• 1:33:57
  Speaker 2: So send him to us. And she refused, and you know,
• 1:34:03
  Speaker 2: didn't were but but I'm saying, you know, like you
• 1:34:07
  Speaker 2: have these boys and they just don't fit into the environment.
• 1:34:11
  Speaker 2: And I'm sorry. ADHD is not a disorder. It's not
• 1:34:15
  Speaker 2: a disorder.
• 1:34:16
  Speaker 5: Right.
• 1:34:17
  Speaker 2: They looked at two African tribes, well basically same tribe, right, like,
• 1:34:23
  Speaker 2: same genetic, same gene pool, intermarried. Right. One was nomadic.
• 1:34:29
  Speaker 2: One had just gone sedentary, settled down and become agrarian
• 1:34:35
  Speaker 2: about seventy years prior, and they actually went and assessed
• 1:34:41
  Speaker 2: them for symptoms of ADHD or what we would consider
• 1:34:45
  Speaker 2: ADHD and general health. And they found that in the
• 1:34:49
  Speaker 2: sedentary population, the men that mostly men, who showed symptoms
• 1:34:55
  Speaker 2: of ADHD had very poor health, right, that showed symptoms
• 1:35:01
  Speaker 2: of ADHD. In the nomadic population, the nomadic hurting population,
• 1:35:06
  Speaker 2: they had the best health in their entire tribe. Right.
• 1:35:13
  Speaker 2: And it's because it's not it's not because there's something
• 1:35:17
  Speaker 2: wrong with these people. It's because there's something that in
• 1:35:22
  Speaker 2: something about their environment that does not suit who they are. Right,
• 1:35:27
  Speaker 2: So maybe maybe instead of medicating them into zombie hood,
• 1:35:33
  Speaker 2: we could try try to make an environment that is
• 1:35:42
  Speaker 2: compatible with people who are on this this I guess
• 1:35:47
  Speaker 2: you could call it a spectrum.
• 1:35:49
  Speaker 1: Karen, But that would require blaming the women who primarily
• 1:35:54
  Speaker 1: construct the environment for boys.
• 1:35:56
  Speaker 2: Yeah. Well, and and it's work, it's actual work.
• 1:36:00
  Speaker 4: It's work.
• 1:36:01
  Speaker 1: Laziness, cowardice and those are I've noticed that these are
• 1:36:05
  Speaker 1: the two biggest.
• 1:36:06
  Speaker 4: Forces in ideological possession. Laziness and cowardice.
• 1:36:13
  Speaker 2: Okay, all right, a little bit more and then I
• 1:36:16
  Speaker 2: have to go all right, let me just check here,
• 1:36:18
  Speaker 2: what time, cod, We're at fifty eight seventeen.
• 1:36:22
  Speaker 5: Let's jump ahead to the influence of the manisphere on
• 1:36:25
  Speaker 5: young man. How about that? That sounds good, right.
• 1:36:28
  Speaker 4: Yeah, looks like that's probably the last one.
• 1:36:31
  Speaker 5: Yeah, that's probably where it gets pretty juicy.
• 1:36:33
  Speaker 2: Thank you very much.
• 1:36:34
  Speaker 1: Okay, thank you Caros, thank you Jah, and thank you
• 1:36:37
  Speaker 1: for coming in.
• 1:36:39
  Speaker 17: We had the first panel there. I mentioned the mamosphere,
• 1:36:43
  Speaker 17: so I was really interested from your experience, to what
• 1:36:47
  Speaker 17: extent do you think social media is having an impact
• 1:36:50
  Speaker 17: on misogyny amongst.
• 1:36:52
  Speaker 1: The men and boys.
• 1:36:53
  Speaker 5: Yeah, I think it's having a huge impact. I think.
• 1:36:59
  Speaker 11: When the boys I do workshops within the boys that
• 1:37:02
  Speaker 11: I speak to up and down the country, the older
• 1:37:04
  Speaker 11: they get. Now, as I think Jack mentioned in the
• 1:37:08
  Speaker 11: previous panel, Andrew t is actually a bit of a
• 1:37:12
  Speaker 11: joke now for those for those older boys. Also, interestingly,
• 1:37:17
  Speaker 11: the popular boys. It's not the popular boys that like
• 1:37:19
  Speaker 11: Andrew Tate. Andrew Tate teaches boys how to be stronger
• 1:37:23
  Speaker 11: and good looking, and the popular boys.
• 1:37:28
  Speaker 5: Are already strong in many school communities.
• 1:37:32
  Speaker 11: But yeah, it's it's it's it's lower down the it's again,
• 1:37:37
  Speaker 11: I think Jack said, you know, it's influencers on YouTube
• 1:37:40
  Speaker 11: With just six thousand followers, there's lots of copycat Andrew Tates.
• 1:37:46
  Speaker 5: And I do think, actually, oh six thousand followers, don't
• 1:37:49
  Speaker 5: we have like nine thousand, ten.
• 1:37:52
  Speaker 4: Almost eleven.
• 1:37:53
  Speaker 11: I wouldn't go as far to say that this channel problem.
• 1:37:56
  Speaker 11: I think if we can tackle Andrew Tate uh and
• 1:38:00
  Speaker 11: and his pernicious influence, then it sends a good message
• 1:38:03
  Speaker 11: to all those who are trying to grift and earn
• 1:38:05
  Speaker 11: a quick buck by copying his model. For me, it's
• 1:38:13
  Speaker 11: not actually the overtly misogynistic.
• 1:38:15
  Speaker 1: This is like watching literally, it's like watching a bunch
• 1:38:19
  Speaker 1: It's like watching a bunch of foxes discuss how they're
• 1:38:24
  Speaker 1: going to manage the henhouse.
• 1:38:29
  Speaker 2: Yeah, all I can all I can say is when
• 1:38:34
  Speaker 2: I hear these people talk, it's like, have you ever
• 1:38:37
  Speaker 2: actually been on the internet? Like, do you like? No,
• 1:38:41
  Speaker 2: I'm sorry, it's it's the wild It's called the wild
• 1:38:44
  Speaker 2: West for a reason, right, And yeah, no, it can
• 1:38:48
  Speaker 2: be hard on kids right when they first venture on.
• 1:38:53
  Speaker 2: But you know, like kids who are well adjusted because
• 1:38:56
  Speaker 2: they were raised to be well adjusted, don't get sucked
• 1:39:01
  Speaker 2: into like grifting grifters and stuff like that, Right, it's
• 1:39:06
  Speaker 2: the ones who were neglected by their parents, who you know,
• 1:39:08
  Speaker 2: who like they just don't the parents don't really show
• 1:39:13
  Speaker 2: any interest.
• 1:39:14
  Speaker 8: I think.
• 1:39:14
  Speaker 4: I hate to tell you, but I think they're talking
• 1:39:16
  Speaker 4: about people like us.
• 1:39:19
  Speaker 1: Oh yeah, well, because we are, we are taught. We
• 1:39:25
  Speaker 1: are actually pointing the finger back at them and saying,
• 1:39:28
  Speaker 1: don't you have obligation of care towards the people the
• 1:39:34
  Speaker 1: boys in your charge.
• 1:39:35
  Speaker 2: You have a duty of careers who have.
• 1:39:37
  Speaker 1: A duty of care to the miners you are mentoring
• 1:39:42
  Speaker 1: and teaching to become adults. Because it sounds to me
• 1:39:46
  Speaker 1: like this entire parliamentary procedure is a bunch of lazy, cowardly,
• 1:39:54
  Speaker 1: and incompetent human beings explaining to the world why their
• 1:39:59
  Speaker 1: failures are actually to be blamed on the people who
• 1:40:04
  Speaker 1: they've failed.
• 1:40:06
  Speaker 4: That's what I see.
• 1:40:08
  Speaker 1: You've failed to engage boys. You've failed to accurately assess
• 1:40:14
  Speaker 1: their abilities and give them the honors that they deserve.
• 1:40:18
  Speaker 1: In terms of academia, you have failed to recognize that
• 1:40:23
  Speaker 1: boys have a right to be the way boys are,
• 1:40:27
  Speaker 1: and they aren't just being forced by patriarchy to stop
• 1:40:31
  Speaker 1: being girls. Thus, girls and girl behavior is the standard
• 1:40:35
  Speaker 1: by which all child behaviors should be measured. You have
• 1:40:39
  Speaker 1: failed to protect them from being over medicated in ways
• 1:40:43
  Speaker 1: that are destroying their bodies, and you have failed failed
• 1:40:47
  Speaker 1: to protect them from sexual and verbal and probably physical
• 1:40:51
  Speaker 1: assault by people like you in positions of power. You
• 1:40:56
  Speaker 1: failed to protect them from being assaulted by their fellow
• 1:40:59
  Speaker 1: female students. You've also failed to hold female students accountable
• 1:41:04
  Speaker 1: for their behavior and if girls in general, accountable for
• 1:41:08
  Speaker 1: their criminal activities in the UK, you are failures. And
• 1:41:12
  Speaker 1: you are sitting around and adjudicating on where blame should
• 1:41:16
  Speaker 1: be placed. And of course you're placing the blame on
• 1:41:19
  Speaker 1: the people that you control. Why are you placing your
• 1:41:21
  Speaker 1: blame on the people that you can control? Because you
• 1:41:23
  Speaker 1: can control them, right, you can force them to take
• 1:41:26
  Speaker 1: that blame. You can totally and utterly and completely fail
• 1:41:30
  Speaker 1: boys on every single level, and then you can fail
• 1:41:33
  Speaker 1: them again by forcing them to take blame for your
• 1:41:37
  Speaker 1: failing of them. And that is what is incredibly astounding
• 1:41:41
  Speaker 1: about it. And I'm never gonna stop saying this. I
• 1:41:43
  Speaker 1: don't care how censored our channel gets, I don't care
• 1:41:46
  Speaker 1: how demonetized, how crippled we become in the algorithm. I
• 1:41:50
  Speaker 1: am never going to stop blaming people like you for
• 1:41:54
  Speaker 1: what you have done to boys and telling boys you
• 1:41:57
  Speaker 1: do you are not responsible for your teacher's failures, for
• 1:42:02
  Speaker 1: your mother's failures, for your government's failures, and do not
• 1:42:06
  Speaker 1: make them you. Do not let them make you responsible
• 1:42:10
  Speaker 1: for their failures and their failure to help you and
• 1:42:16
  Speaker 1: to protect you. Right, do not ever let them make
• 1:42:19
  Speaker 1: you responsible for their failures and in particular, in particular
• 1:42:24
  Speaker 1: their failures when it comes to you. These people failed boys.
• 1:42:30
  Speaker 1: These people failed boys. They failed them, and now they
• 1:42:34
  Speaker 1: have the audacity to blame boys for them having failed them.
• 1:42:41
  Speaker 4: Okay, I'm got a little feisty.
• 1:42:43
  Speaker 1: I apologize, That's all right.
• 1:42:45
  Speaker 2: I gotta go in a minute here. Ye.
• 1:42:51
  Speaker 5: Yeah, they're still talking about this use on the body image.
• 1:42:54
  Speaker 11: I think the emphasis on dating. I even think the
• 1:42:57
  Speaker 11: mainstream media things like love you know, where people are
• 1:43:03
  Speaker 11: talking and using phrases like body account, which is a
• 1:43:06
  Speaker 11: military term for how many people you've killed, to refer
• 1:43:08
  Speaker 11: to how many.
• 1:43:08
  Speaker 5: People you've had sex with, that which is deeply problematic.
• 1:43:12
  Speaker 11: And the fact that lots of parents and teachers are
• 1:43:15
  Speaker 11: watching this program with unbridled glee and talking about it.
• 1:43:19
  Speaker 11: So is it any wonder that this misogyny and this
• 1:43:23
  Speaker 11: toxic kind of coercive control that you see in a
• 1:43:25
  Speaker 11: lot of relationships is filtering down into into into the
• 1:43:31
  Speaker 11: male communities.
• 1:43:32
  Speaker 5: That exist within the school.
• 1:43:34
  Speaker 11: So I guess social media is a problem, but I
• 1:43:37
  Speaker 11: don't necessarily think the mainstream media should be let off either.
• 1:43:41
  Speaker 11: It's not just what they're watching, it's what they're seeing
• 1:43:44
  Speaker 11: in their daily lives that.
• 1:43:48
  Speaker 1: Is having an impact too.
• 1:43:53
  Speaker 5: So he's basically saying it's not just like the Internet,
• 1:43:56
  Speaker 5: it's also just like the mainstream and that teachers are
• 1:43:58
  Speaker 5: watching these reality TV shows and yeah, and mothers and stuff.
• 1:44:07
  Speaker 2: Yeah, no, it's it's it's like, I'm sorry, if if
• 1:44:10
  Speaker 2: if you were raised by a single mom who watches
• 1:44:13
  Speaker 2: Jerry Springer all day, right, well, you know, and and
• 1:44:18
  Speaker 2: then you know, you look at I would recommend anybody
• 1:44:22
  Speaker 2: watching this to go watch Tommy Sodomayor's presentation at I
• 1:44:28
  Speaker 2: See Him I nineteen oh was it nineteen?
• 1:44:32
  Speaker 1: Yes?
• 1:44:33
  Speaker 2: It was nineteen yes, yeah, And and just and just
• 1:44:36
  Speaker 2: watch that because it it just really he and he
• 1:44:43
  Speaker 2: does it with humor a lot of it, right, but
• 1:44:47
  Speaker 2: it really reveals the dysfunction in the single in the
• 1:44:56
  Speaker 2: matriarchy right in in the in single motherland. Yeah, that
• 1:45:04
  Speaker 2: the absolute dysfunction for boys. I mean, like I think
• 1:45:07
  Speaker 2: he said, you know, as as one of America's greatest poets,
• 1:45:11
  Speaker 2: Tupac once said, you know, even when you was a
• 1:45:15
  Speaker 2: crack fiend, mama, you always was a black queen mama.
• 1:45:21
  Speaker 5: Yep.
• 1:45:22
  Speaker 2: Yeah. And and it's like, okay, uh yeah, maybe that's
• 1:45:28
  Speaker 2: not the best way to raise a boy.
• 1:45:32
  Speaker 1: The bar for queendom is very low. I think that's
• 1:45:36
  Speaker 1: what he said.
• 1:45:37
  Speaker 18: M yeah, no, and it's just like okay, uh And
• 1:45:44
  Speaker 18: and and the fact that you know, he said, he said,
• 1:45:46
  Speaker 18: you know if if if you did a Yo mama
• 1:45:49
  Speaker 18: on the playground, you were looking to get your ass kicked, right,
• 1:45:53
  Speaker 18: But it's like, Yo, daddy ain't shit.
• 1:45:56
  Speaker 2: You know, my daddy mm hm, because that's what they
• 1:46:00
  Speaker 2: hear from their moms. Their daddy ain't shit, right, And okay, well,
• 1:46:06
  Speaker 2: your daddy ain't shit, okay, and your mama don't need
• 1:46:11
  Speaker 2: no man, and your dad is half of you, right,
• 1:46:16
  Speaker 2: And these boys know that, right, They know that, you know,
• 1:46:20
  Speaker 2: I'm I'm a product of my both my parents, right,
• 1:46:25
  Speaker 2: and they're like, okay, so I'm not shit and no
• 1:46:28
  Speaker 2: woman needs me. Well that's great.
• 1:46:32
  Speaker 5: Yeah, mm hmmm, mm hmmm.
• 1:46:36
  Speaker 2: So I'm just like, I'm looking at it and I'm thinking,
• 1:46:40
  Speaker 2: you know, and it was very hard when I was
• 1:46:41
  Speaker 2: going through my divorce to not bad mouth their dad
• 1:46:48
  Speaker 2: in front of them, right. And their dad gave me
• 1:46:51
  Speaker 2: a really hard time during that whole process, right, he
• 1:46:54
  Speaker 2: made it very difficult and expensive, much more than it
• 1:46:57
  Speaker 2: had to be. But but I was just like, he's
• 1:47:03
  Speaker 2: their dad, you know, and uh, and he's he's not
• 1:47:09
  Speaker 2: just their father, he's their dad, and you just can't
• 1:47:15
  Speaker 2: freaking say shit like that about their dad in front
• 1:47:19
  Speaker 2: of them, right.
• 1:47:23
  Speaker 1: So mm hmm.
• 1:47:25
  Speaker 2: But a lot of women don't see it that way.
• 1:47:30
  Speaker 1: And uh, and.
• 1:47:33
  Speaker 2: I don't know. I think they. I think they cripple
• 1:47:35
  Speaker 2: their boys, cripple their boy's sense of self, right, because
• 1:47:43
  Speaker 2: well if I can't, I don't definitely don't want to
• 1:47:47
  Speaker 2: be like my dad. But there's no men around me,
• 1:47:51
  Speaker 2: right who I would want to be like. And you know,
• 1:47:59
  Speaker 2: so I'll just go with these older boys and get
• 1:48:02
  Speaker 2: into trouble, yeah okay, and they'll dare me to give
• 1:48:10
  Speaker 2: the teacher a wet willie and and then I'll be
• 1:48:14
  Speaker 2: one of those evil, dastardly misogynist boys who put something
• 1:48:18
  Speaker 2: in a female teacher's body, or.
• 1:48:26
  Speaker 1: We're actually sexually abused by that teacher. M m mm hmm. Okay,
• 1:48:33
  Speaker 1: all right, so I think that's uh, did you have
• 1:48:37
  Speaker 1: a final or did you want to finish this time code?
• 1:48:40
  Speaker 1: Did they go.
• 1:48:41
  Speaker 5: Anything they get into like other stuff later? Toxic masculinity
• 1:48:46
  Speaker 5: and oh.
• 1:48:47
  Speaker 2: For fu sake, I'm not getting started on that.
• 1:48:50
  Speaker 5: No, I know, I know.
• 1:48:51
  Speaker 2: Let's just say this.
• 1:48:52
  Speaker 1: What was the general gist of what they said about
• 1:48:55
  Speaker 1: toxic masculinity.
• 1:48:59
  Speaker 5: This guy here is basically saying that toxic masculinity gets
• 1:49:03
  Speaker 5: a bad rap, and so you know, we need to
• 1:49:05
  Speaker 5: like be better, be better able to explain it so
• 1:49:08
  Speaker 5: that people don't think that it just refers to all masculinity.
• 1:49:13
  Speaker 2: Oh the Michael Kimmel root, yeah, yeah, yeah, yeah yeah.
• 1:49:20
  Speaker 2: If you need a two year gender studies two years
• 1:49:24
  Speaker 2: of gender studies courses to understand what they mean by
• 1:49:27
  Speaker 2: toxic masculinity, right, this throw around like confetti, right, thinking
• 1:49:32
  Speaker 2: it doesn't harm anybody. Yeah, no, I'm sorry, you should
• 1:49:36
  Speaker 2: stop using it.
• 1:49:38
  Speaker 5: Mm hmm.
• 1:49:40
  Speaker 2: I just understand there's there's immature masculinity and there's mature masculinity,
• 1:49:44
  Speaker 2: and that as men grow older, hopefully with the right mentorship,
• 1:49:50
  Speaker 2: they grow wiser and more in command of themselves. They
• 1:49:55
  Speaker 2: develop emotional and self mastery. Right, that that's what happens.
• 1:50:01
  Speaker 2: That's what's supposed to happen.
• 1:50:04
  Speaker 1: Mm hmm.
• 1:50:05
  Speaker 2: Okay, what the hell is this ship? What?
• 1:50:10
  Speaker 1: It's a drawing I did while we were talking.
• 1:50:13
  Speaker 2: Okay, that's not me though, right, No, that's not you.
• 1:50:16
  Speaker 2: It's the woman there's well, but there's a cigarette, isn't there.
• 1:50:22
  Speaker 1: There's a cigarette on a on a stick like Corilla
• 1:50:25
  Speaker 1: de Ville.
• 1:50:26
  Speaker 2: Oh and and and alcohol.
• 1:50:28
  Speaker 1: Gigantic damn forehead. No, it's just some drink that she has.
• 1:50:33
  Speaker 5: What woman, the woman in the video, the woman in the.
• 1:50:36
  Speaker 4: Green and the green dress.
• 1:50:40
  Speaker 1: Yeah, bless gigantic forehead.
• 1:50:45
  Speaker 4: Girl.
• 1:50:46
  Speaker 5: Well, let's not pick on her. She's going bald. That's
• 1:50:49
  Speaker 5: just sad for a woman. No, it's not.
• 1:50:52
  Speaker 1: It's not picking on her. It cricature.
• 1:50:55
  Speaker 2: Anyways, it is pretty good. Yeah, we're at I don't know,
• 1:51:04
  Speaker 2: I don't know, call me, call me, call me sensitive.
• 1:51:07
  Speaker 2: But anytime there's you do a drawing with someone with
• 1:51:10
  Speaker 2: like a bottle and a cigarette.
• 1:51:13
  Speaker 5: That's personally I did her and her and Hunter S.
• 1:51:22
  Speaker 1: Thompson and also Corella de Villic. She had a gigantic
• 1:51:26
  Speaker 1: forehead as well.
• 1:51:28
  Speaker 2: All right, okay, I gotta go my dogs, all right,
• 1:51:33
  Speaker 2: I'm taking off.
• 1:51:35
  Speaker 5: All right, okay, So.
• 1:51:44
  Speaker 1: Thank you for joining us.
• 1:51:46
  Speaker 4: Appreciate your kind attention.
• 1:51:47
  Speaker 1: If you want to comment after the show, I think
• 1:51:49
  Speaker 1: we did miss a super chat.
• 1:51:51
  Speaker 4: Actually I know Karen left, but we probably should pick
• 1:51:54
  Speaker 4: that up.
• 1:51:55
  Speaker 6: It was.
• 1:51:58
  Speaker 5: Activity. No, I don't see anything.
• 1:52:00
  Speaker 1: Yeah, I saw I saw it.
• 1:52:02
  Speaker 5: I saw like a membership comment and I read it.
• 1:52:05
  Speaker 1: Oh okay, well, no, there was this. It was an
• 1:52:07
  Speaker 1: actual it was actual super chat. It was senior sticks,
• 1:52:11
  Speaker 1: I believe.
• 1:52:12
  Speaker 5: Oh for some reason, I'm not seeing it unless it
• 1:52:14
  Speaker 5: was on the old stream.
• 1:52:15
  Speaker 1: Yeah, it might have been on the old stream. I
• 1:52:17
  Speaker 1: can take a look and see if I can find
• 1:52:19
  Speaker 1: it myself. I no, it's you'd have to go look
• 1:52:22
  Speaker 1: in the back room. I could try that to make
• 1:52:26
  Speaker 1: sure that we get it. But yeah, if you want
• 1:52:28
  Speaker 1: to send a message, please do so at feed Thebadger
• 1:52:30
  Speaker 1: dot com slash. Just the tip very much appreciated if
• 1:52:34
  Speaker 1: you do, and don't have our monthly fundraiser turned on yet,
• 1:52:38
  Speaker 1: so don't worry about that. Yet, but yeah, send us
• 1:52:41
  Speaker 1: a tip and the message the badger dot com slash
• 1:52:43
  Speaker 1: just the tip.
• 1:52:44
  Speaker 5: Uh senior sticks gave us two dollars American says Western
• 1:52:48
  Speaker 5: Western women want to be in Cell's HBr Cafe coffee.
• 1:52:54
  Speaker 5: Thank you for that, all right, a little bit confusing,
• 1:52:58
  Speaker 5: but yeah, a little bit all right. Well, well, if
• 1:53:00
  Speaker 5: you guys liked this video, please hit like, subscribe. If
• 1:53:02
  Speaker 5: you're not already subscribed, hit the BELF notifications, leave us
• 1:53:05
  Speaker 5: a comment, let us we guess think about what we
• 1:53:07
  Speaker 5: discussed on the show today, and please please please share
• 1:53:10
  Speaker 5: this video because sharing is caring. Thank you guys so
• 1:53:12
  Speaker 5: much for coming on today's episode of The Rant Sirker,
• 1:53:15
  Speaker 5: and we'll talk to you guys in the next one.