Episode 10

Israel/Gaza

In this episode, I examine the complex topic of teaching children about war, specifically focusing on the Israel-Gaza conflict. Drawing from my personal background and experiences, I explore the intricacies of discussing such sensitive subjects in the classroom.

After that, something completely different as I preview my interview with Paudie Moore, The Teacher's Coach, on maintaining teacher wellbeing.

I also touch upon the goal of achieving 400 multi-denominational schools in Ireland and the challenges involved.

Resources for Israel/Gaza can be found here: https://simonmlewis.medium.com/i-need-to-talk-about-israel-including-some-resources-for-your-classeoom-8435df4698dc

Transcript
Speaker:

MacBook Pro Microphone & FaceTime HD Camera:

Hello?

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Hello.

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You're very welcome to if I were the

minister for education, I regular

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podcast, where I look at the world

of primary education in Ireland

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and let you know what I would do.

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If I were the minister for education,

this is Simon Lewis on this week's show.

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I will be talking about Israel and

Gaza and how we can teach about the

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subject of war in the classroom.

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I have an interview with Paudie more.

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The teachers coach.

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And I'll also be exploring how long

it's going to take before we reach

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the government's target of 400

multi-denominational schools in Ireland.

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If you are interested in subscribing

to the podcast, you can do so on your

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favorite podcasting platform, whether

that's apple podcast or Spotify, or any of

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your other favorite podcasting platforms,

you can also look and follow this podcast

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on my YouTube channel, where you can see

some of the articles being read live,

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and you can also click and subscribe

and be notified for those as well.

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If you are further interested in

the podcast, I provide a lot of.

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Ah, a newsletter where I look

at lots of other interesting

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stories that have happened in

the world of primary education.

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And you can see those on my Feeley

interesting Irish education stories, and

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you can see those there, and you can also

subscribe to that on shop.net/subscribe,

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where you can get an email into your

inbox every two weeks with all my news and

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thoughts on the Irish education system, as

well as some bonus material at including

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some ed educational technology advice.

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This week, I'm looking at

the it's the end of the year.

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And you may, maybe the rain has come

and sports day has been canceled

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and you don't have anything plans.

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I have an emergency geography lesson

with the help of AI to help you through.

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So hopefully you'll enjoy that.

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So without further ado, let's

get on with this week's program.

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MacBook Pro Microphone & FaceTime HD Camera-1:

So I need to talk about Israel.

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As many of I come from

a Jewish background.

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And in some ways I've really

been avoiding talking about.

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The terrible war that's been going on.

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In Gaza for the last number of months.

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And I haven't been avoiding it

because for any other reason, That.

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I guess I've been a little bit

afraid to talk about it because

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in some ways, I don't know enough.

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Like many of you.

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Who went to school?

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I also went to school.

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And I am.

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Unlike you, you probably went

to a school which indoctrinated

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you into some way of thinking.

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Most of you probably went to a

Catholic school and you would have been

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taught faith formation in Catholicism

and you would have been raised.

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And in, in sometimes in

very subtle ways sometimes.

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Very much deliberately in the

fact that Catholicism was the true

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way of life and that worshiping

Jesus with the Ray of life.

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And it probably has translated

even if you don't believe in a

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lot of the messages or even a lot

of the religious hostility of it.

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Or you hear a lot of people calling

themselves cultural Catholics and which

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is a kind of a strange phrase because.

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In some ways, Catholicism, isn't

an ETH ethnicity as such, but it's

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almost become cultural in Ireland

in so far as you have many families

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who may not believe in God at all.

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In fact, we have lots of teachers, as from

that the latest grace reports that don't

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believe in God and are expected to pass

on the message of Catholicism and skills.

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And you have this very strange.

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Kind of situation and again as we leave,

what is known as even the fact that

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we have a communion season in Ireland

suggests that, the vast majority of

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people who reject Catholicism managed

to and its teachings and its dogma.

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We'll still go through with allowing with.

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Making their children do sacraments

and they see it as as not a

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religious event, despite the

fact that it's a religious event.

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And, we'll talk about.

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I don't think there's an episode of

this podcast where I don't explore the

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harm that can cause to families who

don't go into this sort of, Strange.

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Cultural phenomenon that only really

happens in Ireland where parents have

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essentially outsourced the religious

reluct religiosity of the Catholic faith.

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So they can have a kind of a party.

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Once when the child turns eight where

they thoughtlessly, don't think about

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the children that don't do that and

have to sit at backs of classrooms.

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I was no different, in some way that

I went to a religiously run school

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and myself, it was a Jewish school.

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And as part of going to a Jewish school,

I was taught the Jewish faith as truth.

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And And as many of I don't believe in

the religiosity of the Jewish faith.

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I don't believe in a God.

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I don't believe in much of the ad.

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The dogma and faith formation that

I would have been taught as truth.

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I don't believe in prayer.

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I don't believe in.

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In the dieters, I don't believe

it in any of the religious sort of

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things, which wouldn't be uncommon,

as, as much as it's not uncommon

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for many of you who are listening.

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But you do get that sort of hangover,

that many of you might have in terms

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of not seeing any harm in things that

are actually harmful in many ways.

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Dash.

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I for example, these aren't harmful

to anybody else, but myself, for

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example, I still can't bring myself

to eating most pork products.

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I find that very difficult.

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And, There's no other reason other

than the fact that for the first.

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14 years of my life, when I did believe

in the faith that I was being raised in,

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that pork was seen as dirty and bad food.

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And I remember, I actually even remember.

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And this is how rooted this

sort of stuff is in me.

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I remember the first time I ate

a pork sausage and I planned it.

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I was living in Galway at the time I was

away from home and I was at, I don't even

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know why I was there because I believe

it was some GAA event and I was in

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goalie on my own, and I saw a big plate.

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A pork sausage is he doesn't know

what this cocktail sausages like.

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And I just really wants to try one.

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I really wanted to do this.

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It was almost like this kind of

In fact, I didn't have a ceremony

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where I this is where I was finally

going to, whip off the last shackles

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of the faith I was raised in.

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And I remember eating.

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sausage and going through it.

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I know that sounds very

trite, but there's.

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But, you probably recognize a lot of

this in yourself, maybe in Catholicism

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that for example, you're standing or

you're sitting in a church in your

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finery or you've decorated your house

and your child is going up to an alter

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in a sort of a mini in a communion dress.

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And maybe you see.

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What am I doing here?

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Why am I going through with this?

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You might have that thought.

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Of what am I doing this for?

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And, the sort of almost vulgarity at

potentially of it, or maybe you don't.

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And so on.

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I'm not, I'm trying to be there's many

Catholics who are very happy with their

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religion and absolutely that, I'm not

saying what you're doing is wrong.

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It's just some of you who may

have left the religiosity of your

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religion behind and are still going

around thoughtlessly doing a Shanta.

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I'm not referencing anyone in

particular there, but there was an

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article at this week, in the Irish

times from Sean Moncrief who was going

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through his fourth child's communion.

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And seems to thought with the doers,

without thinking of the potential harm

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that's causing to children, that might be

in his daughter's class, who were sitting

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at the back of classrooms for half the

year, while his child was going through.

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I suppose what he doesn't even

take seriously as a religion.

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Both.

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The reason I'm telling you all

this is background is one of the

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things I suppose that was, I suppose

I know we'll call it harmful.

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Was the fact that in my school

I would have learned I remember

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learning about Zionism as a

concept from a very early age.

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And even growing up, I would have been,

Sent to, youth groups in Ardennes that

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would essentially, be Zionist groups,

the youth organization being one.

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I remember.

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I know that I would have had to.

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There would have been like the way you

get trocars or boxes in your school,

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we would have had a JNF box where

you would raise money to plant trees.

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In his order, we were told

that was what it was for.

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I don't I'm sure.

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I'm sure there's no, there's no.dot.

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Smart.

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It was four, but a lot of like subtle sort

of stuff that you probably do yourself.

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The truck or a box, is to help the

poor, but it is also to, as a missionary

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thing where you're also, get going

out of town, there's missionaries out

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there, convincing people to believe

in Jesus Christ and things like that.

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I would have had all that.

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And I would have learned the

history of the state of Israel.

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And it, the struggle for that land.

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Because obviously from biblical times

if you believe in those biblical

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times, that land has had many owners.

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Many people in control of it and

to do many fights because obviously

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a lot of that land is seen by many

symmetric religions as an older,

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a smidget religions, a holy land.

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Do you know, Jerusalem Nazareth

and many other places that

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you probably know quite well.

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From if you've studied

the Bible and I suppose.

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I would never have heard.

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The Palestinian side of the story.

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And that's what I suppose

I want to get Ash here.

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And I haven't really, in some ways

you, when you have when you grow up

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pungy, you try and learn a little

bit about the the situation, the

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conflict, the wars, and that you.

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You have the freedom to look at it from a

different perspective than from, and I've

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spent I've I suppose I've spent the last

few years exploring the Palestinian story.

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And the Nakba, as I said, I'd

never heard that word before.

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And I've listened to Palestinian voices.

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I've listened to Jewish voices who would

have sympathies with the Palestinian

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because, and I've obviously listened and.

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I've listened to all my life.

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To the Zionists and.

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Sort of state of affairs and have

come, to the conclusion that most

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Irish people, have come to that.

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You know that.

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The current war as it

stands at the moment.

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Is absolutely a complete

mess and all we are seeing.

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I'm what I am seeing is we have no

good guys In charge here, we have a

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very right wing Israeli government that

if it wasn't the state of Israel, we

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would be absolutely calling out for

human rights, abuses and war crimes.

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And just because it is the

state of Israel, I believe

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that isn't being called out.

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And on the other side, we have

a group Hamas who are no better.

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A, again, a group of people

who want to destroy peop.

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A nation And also we're religion and,

they're part of, and I'll go into this

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a little bit more about at their aims.

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And then you have innocent people.

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Being killed.

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Absolutely.

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Just for no other reason

because of where they are.

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In this world on this map.

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And it's not okay.

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And, I feel.

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I feel I have nothing much to offer

if this was a beach, what I'm about to

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offer isn't even worth a grain of sand.

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And I want to make sure that I say

that because all I am is just some.

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Some guy in front of a microphone who

knows nothing really, who knows nothing.

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And I think a lot of us, are in that

boat and we're in that brackish.

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And we have access to an international

where we can state opinions.

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And this is just one other.

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And I suppose what I would say to

you is the only thing you should

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take maybe a little bit seriously

from what I'm about to say is maybe

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just as a, as another voice in this,

in the many voices that are there.

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But more importantly, the resources.

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Done.

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I'm hoping that I might share

with you because as teachers.

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I do feel we have a responsibility.

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Two.

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Look.

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At humanitarianism human rights.

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War.

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Even with children who are

very young, And explore.

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Y war is never a good thing, or

even acceptable in many ways.

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And how do we explore that concept?

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How do we explore the humanity or

the lack of humanity when it comes to

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war and in particular, in this war?

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Where I think it's slightly different.

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Let's say to the Russia Ukraine conflict,

where there's very much an agreement that

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there's good guys and bad guys in this.

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Whereas with Israel.

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And Gaza.

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There is by, obviously many people will

say there's good guys and bad guys.

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In his book in some ways, this

is slightly different because not

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everybody there isn't a collective

or a universal agreements that Israel

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are bad guys and Gaza, the good guys.

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Some people will have the opposite view.

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And then some people have probably,

maybe might have my view, which is sash.

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The leadership in both comps is.

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Is horrendous and and shocking and things

need to stop because they won't, and

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I don't know how it's going to stop.

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If I knew that I don't

think I'd have this job.

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But then in any way, So why now?

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Why am I speaking now?

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And in some ways is this.

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Is it.

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I think it really came from Michael D.

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Higgins.

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A couple of weeks ago, who basically

came out to talk about the war in Gaza.

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And the fact that, a lot of

people are saying, There's a.

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A lot of Jewish people saying

they're feeling afraid.

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Of.

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Being in Ireland now, because

they're saying there's a growing

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anti-Semitism in Ireland.

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And Michael D.

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Higgins said there is no

antisemitism in Ireland.

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There is absolutely no

antisemitism in Ireland.

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And I just want to just share a

few tweets that I've been getting.

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In the last few weeks I grew up

in Ireland now really rarely if

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ever having any antisemitism.

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At all, where people would use

my ethnicity, which is Jewish.

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And to say, to.

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I suppose be racist towards me.

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Very rarely as I say, often joke

when I in the summer, when I tan a

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little more easily than most Irish

people that as a teenager at some

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summers, I'll be shouted across the

road to go back to my own country.

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And I always was very happy to

reply in a, in my albeit posh

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Irish Jackson's at, it was an Irish

Jackson that I was already in.

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In my home country and every so

often there might be a little

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bit of a thing that would happen.

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But in the last, A few months I'm

on a weekly basis getting messages

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which are clearly antisemitic.

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There's just a few of them on the screen.

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If you if you're watching it on YouTube.

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And some of them are.

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Very interested, like jus detected being,

two words that re were difficult to read.

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And just two to two words on.

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It's interesting, but then the

other one that's there that's

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made me may make the decision to

do this was as so condescending.

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This is from someone called a.

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Younger.

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So condescending because

I dunno what I said.

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I just, I was speaking about

multi-denominational schools, which

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I will be again in a few minutes.

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That I'm so dog condescending and

don't you have Arab children to murder.

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It was the question that I was asked and.

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I just thought look.

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There is that there is this correlation.

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And yes, maybe.

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Maybe I should have spoken up earlier

in this or said something earlier,

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but I just didn't see the point of it.

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And just with this, I said, look.

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The very small.

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Kind of number of people

that might listen to this.

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Maybe they ask those questions themselves.

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I noticed, I would imagine

that if I wasn't Jewish and I

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knew someone who was Jewish.

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The first question I'd like to

ask them was what do you think

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is, what do you think about the

Israeli Palestinian situation?

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And people have asked me that,

when they see me and I tell them.

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Exactly what I've told you there.

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And I think I don't speak for

the Jewish community by any

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stretch of the imagination.

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And in fact, I imagine I

do exactly the opposite.

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But I'm one voice.

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As I said, and I suppose that's

what I wanted to talk to you about.

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I've written about president

Higgins and thinking about

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no antisemitism in Ardennes.

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And I just wanted to and essentially you

can read a little bit more on, on those.

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On that, if you want to and I've put

some links to other areas where there is

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anti-Semitism, if you're looking along,

you'll probably see some imagery there.

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Dasha might give you, cause for

concern, particularly the one I'm

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hovering on about there, which

is images of Jewish people in.

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Fairly derogatory memes or

whatever you might call them.

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Abbott, also some other examples of

people who have got to talk to people

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who look Jewish in some ways, which

is interesting without being Jewish.

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So I thought that was something

worth talking about John.

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I know I've been talking quite a bit.

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I don't have a lot to cover, but

I do want to talk about Israel.

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And I'm going to go through an article.

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I wrote on my medium

blog@simonmlewisdotmedium.com.

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About Israel, which has had

some small amount of a reaction.

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And.

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At the cooks that this is bad things

happen when good people do nothing.

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This is something one lesson

I was taught in school.

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The one.

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Maybe.

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W in Ari, Google, a thing that you

could teach to a Jewish kid in a

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Jewish school, because this was in

the context of the Holocaust that.

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And I remember when I was very young.

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In fact, I remember it was senior infants

when I first learned about the Holocaust.

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I dunno, people would

say that's appropriate.

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But I remember, and I've

actually written some over.

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I actually wrote a poem.

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Called six white candles.

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A number of years ago about my experience

of being taught about the Holocaust and

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how weird that was for a six-year-old

to learn about this death and 6 million

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people being killed because they were

Jewish and in a way it was there.

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And this is taught to me, as I said,

this was taught to me in a way to

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basically teach me to be afraid.

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And it's something I think.

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I could be wrong on this now, but a lot of

Jewish people spend a lot of their lives

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afraid that this is going to happen again.

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And.

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And up being just for being Jewish.

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You should be afraid.

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And I remember through

the course of my life.

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I I remember going to Israel.

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To represent Ireland

in the Jewish Olympics.

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That is a thing.

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And I remember being,

really interested in that.

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The main question I was asked

when I was in Israel is there a

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lot of antisemitism in Ireland?

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The did this sort of obsession that people

are antisemitic amongst, In Israel or

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anywhere you go and do you experience

a lot of antisemitism and it is an

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interesting thing to me was the question.

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And and it's all down obviously to

do with the Holocaust and so on.

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And.

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I guess I grew up in

a very different time.

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When I was more conscious of Israel

as a teenager, A much more peaceful

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time and I could be wrong on this.

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Again, remember I was only

getting one side of the story.

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But I grew up in Israel with Yitzhak Rabin

as the Theater of Israel at the labor

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party and more liberal form of Zionism.

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If such a thing exists where

under was talk of a two-state

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solution, peaceful talks and gets

our Caribbean was assassinated by

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a very right-wing Jewish person.

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And.

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At that time I've learned since that you

had a very, a younger Benjamin Netanyahu.

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Stoking the flames of, this.

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It's idea dash Benjamin

Netanyahu was actually going

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against this form of Zionism.

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That is now that we now know in the

21st century, that's very right wing,

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aggressive Zionism, where we were,

where Israel is now a nation state.

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I think my last.

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Last kind of, I suppose.

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Bit of support or whatever that would be.

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I don't even think support's the right

d for Israeli policy ended in:

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when they introduced the nation state law.

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And I'll talk about that in a second, but

I do want to say that when people speak to

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me about the Israeli Palestinian conflict

and how I feel as someone who's raised

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in the Jewish faith, but also as an Irish

person given the overwhelming support of

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Palestinian stage in this country, they

often ask me if I feel safe anymore.

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And I just want to say.

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That I recognize the irony of that

questioning because my safety.

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Is overwhelming me overwhelmingly at

dwarfed when compared to families.

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Living.

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In fear for their lives every

single minute of every single day.

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:

In.

383

:

Gaza, it's, so I want to point that

out before this becomes a kind of

384

:

a, oh, I feel unsafe kind of thing.

385

:

I know there's thousands and thousands

of families, tens of thousands,

386

:

hundreds of thousands of families

that may never feel safe again.

387

:

And I just want to say that Basically,

I, as I said, I receive now at least

388

:

one antisemitic remarks a week.

389

:

Online Which I never did before the

October 7th war that started and, as

390

:

much as it makes me feel less safe.

391

:

I don't feel unsafe.

392

:

I think I've had to wonder what is

it that makes me feel less safe.

393

:

Let's say, because it's not pleasant

getting onto symmetrical marks.

394

:

By any stretch of imagination,

it's never good for your ethnicity.

395

:

To be to be pointed out.

396

:

Or threatened or to feel that

it's being threatened and to

397

:

be looking over your shoulder.

398

:

But my entire blame is actually lies

with the Israeli government here.

399

:

Because it's not Hamas that are

making me feel safe or unsafe.

400

:

And to be honest, here in Ireland

and Israeli Jews might say.

401

:

That's.

402

:

They feel offended by me saying that,

but as an Irish person living in Ireland

403

:

and as a, as someone from a Jewish

ethnicity, my lack of safety is lies.

404

:

With the Israeli government

who are relentlessly murdering

405

:

thousands of people, supposedly.

406

:

In my name.

407

:

And then it's not my name.

408

:

They have single-handedly turned

a terrorist group, Hamas who are a

409

:

terrorist group that nobody would

have supported a few years ago into

410

:

some legitimate revolutionaries.

411

:

If you look at Hamas charter this

from:

412

:

the day of children's will not come

about until Muslims fight the Jews.

413

:

When the Jew will hide behind

stones and trees, the stones

414

:

and trees will say, oh, Muslims.

415

:

There is a Jew behind

me come and kill him.

416

:

Only the banter that goes on, but.

417

:

You know it in that charter, this is

the Hamas charter, which hasn't changed.

418

:

They mentioned Israel quite a bit and

how it should be destructed and they

419

:

don't recognize it, but it also in

12 occasions, mentions Jews, people

420

:

with the ethnicity of Jewishness.

421

:

It's not.

422

:

As David Baddiel has said in his book

that even though he doesn't believe in God

423

:

much like me, he would be still tomorrow.

424

:

If the Castano came along,

he would be murdered.

425

:

Much like I would be.

426

:

And this is, I suppose where the fear

is that we know that's happening.

427

:

But the only reason I suppose the

fear is because Hamas are not a threat

428

:

to me in Ireland is because of what

Israel is doing to rise, Hamas up

429

:

as a legitimate organization who.

430

:

Quite bluntly.

431

:

W R would make want to wipe out.

432

:

Anyone who is Jewish.

433

:

And to me in this war, As I

said, there's no goodies bodies.

434

:

There's simply victims.

435

:

And unfortunately, what I want

to press is a nation of people.

436

:

One can only expect that nation to rise

up, and we know that from our own history.

437

:

I share Arden's recognition

with the state of Palestine.

438

:

We need at the moment, a

two state solution, very

439

:

much like what we have here.

440

:

And I hope it will lead to convincing

more powerful nations who actually

441

:

have some sort of influence.

442

:

It's interesting art and it's like

me here in a way where nothing.

443

:

Israelis don't care what

Irish people think really.

444

:

And do you know.

445

:

And the same way as is I

don't, no one cares what I say.

446

:

But I guess if everybody is speaking

agents some different way the hope

447

:

is that you convince more powerful

people, more powerful nations to

448

:

support some sort of peaceful outcome

to this artsy devastating crisis.

449

:

Need to remember though

the piece won't happen.

450

:

Whether it's Netanyahu's

government who are in charge

451

:

or whether Hamas are in charge.

452

:

We need to ensure that the right people

are in charge of this is coming on.

453

:

Now a lot of people, and I suppose the

point of this really in a way, and this

454

:

is going to be a bit of a longer episode

than usual, but as it looks at things.

455

:

Because I've a lot to say, a lot of

people might ask me about my own opinion

456

:

and they, and you'll hear this yourself.

457

:

If you're someone who's out of

Palestinian, solid Darcy March, or

458

:

your, a lot of people who will be.

459

:

Pro Israel in an inverted comments.

460

:

Would've asked me this,

ask me the same questions.

461

:

That I have to ask myself.

462

:

I always think it's important.

463

:

To ask questions, no matter

how uncomfortable they are.

464

:

And one of the questions

I'm asked is why Israel?

465

:

Why is the world, why is everybody in art?

466

:

And just focusing on

Israel, there's genocides.

467

:

The argument is basically there's

genocides and wars and humanitarian

468

:

crises happening all over the world.

469

:

I just learned over the weekend of,

loads and loads of other like genocides

470

:

that are happening before our eyes

that I'd never even knew were happening

471

:

Brazil, for example a journalist, I

obviously listened to over the weekend

472

:

and to 60,000 black Brazilians murdered

every year in the state of Brazil.

473

:

I had no idea.

474

:

It's absolutely nuts to hear that.

475

:

But all these things are

happening over the world.

476

:

So why are the, why are you Irish?

477

:

Why are you Irish?

478

:

They'd say why?

479

:

And the politicians, the

media only focusing on Israel.

480

:

And they follow.

481

:

And the logic really from the point of

question is it's downtown to Semitism, but

482

:

yeah, Ireland is an anti-Semitic country.

483

:

Now I know it isn't.

484

:

But at the same time, I know.

485

:

Antisemitism exists in the same

way as racism exists in the same

486

:

way as anti migrant center phobia

exists, and we know it exists.

487

:

I'm recording this.

488

:

I said local elections are

unfolding and we're seeing.

489

:

And the rise.

490

:

Are people who are anti migrant getting

elected and they are getting elected.

491

:

I know a lot of them aren't, but some

are, I'm not quite as scary notion.

492

:

But anyway, back to why only Israel,

surely it's antisemitic, Baba, and,

493

:

And they say they give examples.

494

:

They say Yemen, China, South Sudan,

Ethiopia, Nigeria, Iran, Afghanistan,

495

:

and they list countries where there

are absolutely massacres, humanitarian

496

:

crises, genocides happening.

497

:

And we hear very little

of them and people.

498

:

Even point out about the

T shock, for example.

499

:

It wasn't Miele Martin or

Leah Recart at the time.

500

:

I think it was the red car at

the time he met when the Chinese

501

:

premier came over to Argentina.

502

:

And she shook his hand.

503

:

And what is this saying when they're, when

the Chinese are killing groups of people

504

:

in China because of their ethnicity.

505

:

We also have the Russian invasion of

Ukraine going on with very little,

506

:

the focus on that seems to have

waned quite a bit because of Israel.

507

:

And in fact, there's a growing animosity

from some of these xenophobia people

508

:

to Ukrainian refugees in our tanks

to that growing right wing rhetoric.

509

:

That's infecting us in this islands.

510

:

I though Joan January to believe

that Arden stance against Israel.

511

:

As opposed to the other countries

has anything to do with Judaism.

512

:

Israel supposed to be a Western democracy.

513

:

Whereas the others aren't I listed

some of those countries there.

514

:

You don't ever look at those

as Western democracies.

515

:

So it's only natural.

516

:

I feel when a Western democracy behaves,

unlike a Western democracy, it's only

517

:

natural that we hold them to a higher

account than we would to a country

518

:

that is an autocracy or an autocracy.

519

:

And I still think in art.

520

:

And then I will see this.

521

:

And Angie, you hear this on the radio,

particularly now, as we're doing the

522

:

local elections and European actions,

we still consider democracy to be

523

:

one of the most important things that

we have in our Western civilization.

524

:

And when it's being abused in the way

that it currently is by Israel, we stand

525

:

against it more strongly than we would.

526

:

And whether that's a Christian stage

and Muslim state or a Jewish stage, if

527

:

they state that they are democracies,

they need to behave like democracies.

528

:

In my view, And I, so I hear

many Irish people discussing.

529

:

Apartheid.

530

:

As well.

531

:

So this is another thing

I hear Irish people.

532

:

Edwin speaking about Israel and they

talk about apartheid free zones and they

533

:

talk about, we need BDS, we need all this

sort of stuff and there, and they asked

534

:

me, and people talk to me about this.

535

:

A very, again, when they're

at, when they're happy enough

536

:

to talk to me about it.

537

:

And they're absolutely correct.

538

:

And I don't know when they

say it's an apartheid.

539

:

An apartheid stage where they

know when it became an apartheid

540

:

zone and an apartheid country.

541

:

And effectively.

542

:

It became officially an apartheid

state in:

543

:

nation state laws, which effectively

makes all people in Israel who are

544

:

not Jewish second class citizens.

545

:

This is a nation state laws

that Netanyahu brought in:

546

:

It was the last straw I

ever had for any sort of.

547

:

Sympathy.

548

:

Or affiliation I had for an Israeli

state, for the Zionist calls,

549

:

if you want to call it a cause.

550

:

And in my view, no country, no matter

who they are should favor any citizen.

551

:

Anymore than any other citizen.

552

:

On the basis of any of the human

rights that they would have.

553

:

So there's in RND we have nine

grinds for discrimination.

554

:

And if anyone.

555

:

Is treated differently because

of one of those rights that is

556

:

wrong, no matter what and Israel.

557

:

Is treats.

558

:

Anyway, it's basically said that

there is a Jewish stage on the Jewish

559

:

people are treated more favorably

than other people and that's wrong

560

:

by any stretch of imagination.

561

:

And it is a par thought because

it treats people on equally on

562

:

the basis of their religion.

563

:

And it's why I continuously

campaign against our own apartheid

564

:

in our primary education system.

565

:

And because we have one and I

understand that people only really

566

:

care about apartheid systems when

people are being killed and murdered,

567

:

but in part fight system where

citizens are treated differently

568

:

because of their ethnicity or race.

569

:

Doesn't have to become intolerable

just when people are killed.

570

:

Our primary education system is

an apartheid one where in the vast

571

:

majority of cases, I know people

don't like to hear the word apartheid

572

:

when we're talking about a primary

education, isn't the same way.

573

:

They don't like me saying indoctrination.

574

:

In fact, lots of people switch off.

575

:

When they say, when I say we have

an indoctrination system in our

576

:

educations, they prefer faith

formation, It, but words matter.

577

:

And and this is why people

don't like it in the same way.

578

:

As when I say skills, aren't inclusive.

579

:

People jar with dosh

because it's a criticism.

580

:

And so nobody likes to be criticized, but.

581

:

Just looking at the definition of

the word apartheid it's when you

582

:

treat people equally because of their

culture, their faith, their race,

583

:

their body, and things like that.

584

:

So in our primary education system,

which is an apartheid one, the vast

585

:

majority of cases of skills, one faith

is promoted over all others in 96% of

586

:

schools in the same way as an Israel, that

Jews are promote Jewishness is promoted

587

:

over all other fates in its state.

588

:

And we dress it up with the same

propaganda that Israel uses.

589

:

Users announcing that we're inclusive

because we allow children of all

590

:

fades or none into our schools.

591

:

Israel will say that they are

in a democracy they're inclusive

592

:

because they allow, they you hear

them saying 20% of the Knesset,

593

:

the did the governments are Arabs.

594

:

They're allowed into the the Knesset into

the door, their equivalent of the door.

595

:

But doesn't mean they're treated equally.

596

:

No.

597

:

Is the answer.

598

:

These to the children in our schools

are expected either except the doctrine

599

:

being taught in our schools or to sit at

the backs of classrooms as second class

600

:

citizens in their own local schools.

601

:

We, we've the app.

602

:

So I'm going to give it,

move on to another example.

603

:

Our primary teachers unit,

the ITO has a Palestinian

604

:

solidarity group in the rightly.

605

:

So I absolutely support that, but

they're asking, they were asking

606

:

their members to have a solidarity

day in their schools on 5th of June.

607

:

Then they asked schools to designate

themselves apartheid free zones.

608

:

You can see how I feel.

609

:

That's quite ironic.

610

:

I can imagine.

611

:

People.

612

:

Out there most Irish primary

school teachers would have made

613

:

board of, whether they did it or

didn't do it on the 5th of June.

614

:

They probably didn't think that they

may very well be teaching in a parfait

615

:

and in an apartheid system themselves.

616

:

Again, I know.

617

:

People will probably be very cross with

me for saying that because, obviously,

618

:

no one's been killed in our schools.

619

:

No, one's being a ho no.

620

:

I wouldn't say I wouldn't go as far

as saying no one's being harmed.

621

:

People are being harmed, but no

one's been harmed in the same way

622

:

as obviously Palestinian kids and

Palestinian people are being, but

623

:

it doesn't mean it isn't apartheid.

624

:

And I just, I think it's

important to point things out.

625

:

I can't not say that, but.

626

:

As I'm saying it.

627

:

I'm doing something that I'm advising

against now, which is politicizing things,

628

:

politicizing schools, it's very dangerous.

629

:

And we try, I think we tend

to avoid it in our, and we try

630

:

to not politicize schools and.

631

:

I think.

632

:

At schools.

633

:

We need to teach children about politics.

634

:

We need to teach children about injustice.

635

:

We need to teach children about

human rights, but we also need to

636

:

be very careful when we're doing it.

637

:

So for example, When we had the

Russian invasion of Ukraine.

638

:

We advise strongly.

639

:

And I remember this very clearly.

640

:

I'm sure some of you do

is to always remember.

641

:

That in schools, in our schools,

we had Russian children.

642

:

And they need to be as protected as

our Ukrainian children who were also

643

:

amongst us and also the new Ukrainian

children who were fleeing this war.

644

:

And in fact.

645

:

Over the last 20 years, Irish schools

or more have been welcoming refugees

646

:

from all countries and asylum

seekers from all over the world.

647

:

And it's important to ensure that all

children are protected from alienation.

648

:

And it's an Israeli children

have no part in this war no

649

:

more than the Russian children.

650

:

How did the Ukraine and it's

incumbent that we don't forget that

651

:

we have to make sure that we don't.

652

:

Alienate A nation of people because

of the acts of their governments.

653

:

We don't, if you have any Burmese students

in your school, you don't treat them,

654

:

you don't treat them any differently.

655

:

Did I say to Rohingya and children, if

you have any of the Tamil kids in true.

656

:

Untrue and Sri Lankan kids, you don't

treat, you, we need to treat our children.

657

:

It's not their fault that

there's a war going on.

658

:

We need to remember that we need to, we

don't avoid discussing the horrors of war,

659

:

but we need to remember that war is much

more complicated than goodies and bodies.

660

:

And I think that's the message

I want to bring to this.

661

:

There were many good Germans

during the second world war that

662

:

tried against hope to help Jewish

people, escape Europe to safety.

663

:

There are many Israelis and Jews

who are demanding that the war.

664

:

War in Palestine stops.

665

:

As when it comes to any ongoing

war in schools, we need to look

666

:

at solutions not to take sides.

667

:

And with that in mind and I'm

sorry, this episode has gone much

668

:

longer than it usually would.

669

:

Get some solutions and if you're on

YouTube there right now, you'll see

670

:

some of these solutions and I'll

just go through them very quickly.

671

:

But I'm going to put links into my

show notes so that you can also.

672

:

Be able to use them if you like.

673

:

There's.

674

:

Really good.

675

:

Really good resources out

there for teaching about war.

676

:

With a focus on Palestine and

Israel and Gaza and how that works.

677

:

And I'm including our Irish resources

as well as some international resources.

678

:

And the first one I'm going to show is one

that's already six months old and it's a

679

:

three-point guide to the conflict in Gaza.

680

:

And it's the first place you should look

as a guide and it's really relevant.

681

:

And I also suggested you look at TRO CRA.

682

:

CRA TRO CRA spent a lot of time.

683

:

And one of their things, one of their

main things I wouldn't normally recommend

684

:

chakra because of, I suppose I have

an issue with their denominational

685

:

aspect, but their scooters sources

are January very are excellent.

686

:

And the tree of justice is a fantastic

resource, which I'd really recommend.

687

:

And trucker had to be very careful with

how they presented their resources.

688

:

Because again, they have the

same dilemma that we have of

689

:

they're not allowed to take sides.

690

:

And I think it's very useful at that.

691

:

That resource is very useful.

692

:

I know their Irish resource is from

the national youth council of Ireland,

693

:

which discusses war generally with

young people, which you can have a

694

:

look at and then moving on at the

British red cross, have a really good

695

:

resource about your humanitarian work.

696

:

And how you learn about the work

that they're doing in Israel and

697

:

Palestine, it's very well done.

698

:

And then another one

another Catholic agency.

699

:

And I, this is it's interesting to

me that I'm recommending catholic

700

:

agencies are as good resources.

701

:

As I said, there's nothing is ever 100%.

702

:

Black and whites, a religion can be used.

703

:

It can be a force for good.

704

:

And I often say this and this is a good

UK resource from a Catholic agency.

705

:

Again, resources, that'd be very

good for fifth and sixth class,

706

:

which is a good age maybe to cover.

707

:

This finally I think we have another UK

resource from D E C S Y S from Yorkshire.

708

:

And they've come up with some really

good lesson plans and teaching resources

709

:

might be good for senior classes as well.

710

:

However.

711

:

I would suggest.

712

:

That the best thing you can probably

do is outside of your classroom.

713

:

Attends the protests.

714

:

And the solidarity marches I

campaign for peace in the region.

715

:

I know it's a small thing to do, but get

out and stand with like-minded people.

716

:

Stop this atrocity.

717

:

And be there and stand there

and make sure you're there.

718

:

But not only that put your hands in

your pockets, if of all the things

719

:

you could possibly do, put your hand

in your pocket and donate to those

720

:

humanitarian causes where real health can

be offered to real people who need your.

721

:

You need that money to survive in

awful conditions, give them your

722

:

money and make sure you do that.

723

:

There's no point in throwing up stuff

on Instagram or throwing stuff on

724

:

social media about, and all the rest

of it without doing any of that, by

725

:

all means, put stuff on Instagram.

726

:

But put your hands in your pocket

as well, because we need to

727

:

learn, you also need to learn.

728

:

About the history of how he

got to this terrible place.

729

:

Don't simplify this.

730

:

This is not a simple war.

731

:

This isn't going to end.

732

:

Just if Israel stop killing people, this

is a deep rooted learn about the history

733

:

of how Zionism has now been weaponized

by very bad people to try and legitimate.

734

:

Legitimize the massacre of thousands

and thousands of people, and try to

735

:

help people understand that Zionism

and Judaism are not the same thing.

736

:

Help people understand that Hamas

and Palestine are not the same thing.

737

:

There are enough victims in this

war without making correlations

738

:

that will cause even more harm.

739

:

And I guess.

740

:

That's where I might stop when I'm

talking about Israel, I hadn't expected

741

:

to go on for so long and I'm sorry.

742

:

If some of it was difficult to listen to.

743

:

And do you know what.

744

:

As I said it is not even a

grain of sand on the beach of.

745

:

Opinion.

746

:

It is an opinion.

747

:

From someone.

748

:

Who's in the system in some way.

749

:

I might have.

750

:

I know slightly different.

751

:

Views, but not particularly

different either.

752

:

I hope the resources, if nothing else

are useful to you, I do want to move on.

753

:

A to.

754

:

I guess later stories under, in

some ways, and I am going to move

755

:

computers, something completely

different as Monte Python would say.

756

:

Perhaps it deserves an

episode in itself, which does.

757

:

And I am moving on to a completely

light but very important subject

758

:

for teachers because all this is

very heavy and teaching has become

759

:

very difficult over the last

number of years in particular with.

760

:

Additional needs are causing a huge

number of extra work for teachers at

761

:

behavior in schools has become very

difficult since COVID in lots of ways.

762

:

Dealing with conflict in January and

it's causing a lot of teachers to

763

:

leave the profession where we are.

764

:

I CA I do go on.

765

:

A lot of by people who are

leaving the professional.

766

:

W who wouldn't have necessarily done.

767

:

So the job of a teacher has become very

difficult and you what makes it worse for

768

:

me sometimes is people say, you need to

look after your wellbeing without telling

769

:

him how to look after your wellbeing.

770

:

So I've interviewed a number of

people over the last number of

771

:

years around wellbeing for teachers.

772

:

But I have.

773

:

Often focused, on I.

774

:

This is the main thing with the

focusing on wellbeing of children,

775

:

which is obviously very important.

776

:

What about teachers?

777

:

And I was very lucky to come across party

Moore, who is a teacher, coach, teacher.

778

:

And he runs the teachers

coach on Instagram.

779

:

Where he is actually interested

in helping teachers to look

780

:

after their own wellbeing.

781

:

And I did a great, really good

interview, which I've posted online.

782

:

It's on the on show.

783

:

You can find it on onshore.

784

:

Nash on my interviews

page is my 21st interview.

785

:

And I talked to potty more about teacher

wellbeing, but teacher fitness, and

786

:

about being the best you can be being

in this in a state of health, where

787

:

you can be the best teacher you can be.

788

:

And I'll just play a short

clip of that interview.

789

:

And now we're about a minute

and a half where I ask.

790

:

Potty, what can teachers actually do?

791

:

To help with their own wellbeing.

792

:

I'm going to play that.

793

:

It's about a minute of it, but if you

want to hear the full episode and I really

794

:

recommend you do go on to onshore Nash.

795

:

And have a listen it's it's worth,

it's definitely worth your while.

796

:

Speaker: I think that they're going

to need to know number one, how to be

797

:

able to put strong boundaries in place,

how to be able to have a better work

798

:

life balance so that they're not like

we said earlier, burning the candle

799

:

on both ends, bringing work home with

them, and then showing up on maybe 30

800

:

to 40 percent battery at all times.

801

:

They need to be, they need to be taught

how to be able to create energy, how to

802

:

be able to manage their energy so that

they're going to be able to show at

803

:

their best as a leader for their class.

804

:

For their students, even

for their colleague.

805

:

I think that would be one, one

thing that I would start with.

806

:

Secondly, I think what teachers need

is to be taught how to be able to have

807

:

more helpful co op mechanisms in place.

808

:

I think the job itself, as we said

earlier, it's quite demanding, both

809

:

physically, mentally and emotionally.

810

:

And I feel that if you're not

811

:

If you're not sure how to be able

to re energize yourself physically,

812

:

mentally, and emotionally, it's

going to be very hard for you to give

813

:

back at your very best in as well.

814

:

And I think that without that

knowledge, it's too easy to then turn

815

:

to the unhelpful coping mechanisms.

816

:

And that's why so many people that we

deal with there, they struggle a lot

817

:

with snacking, with comfort eating.

818

:

Some people might even turn to alcohol

to help themselves suit because

819

:

they don't know any better way of

helping to deal with that stress.

820

:

Yeah.

821

:

So I think that.

822

:

Equipping teachers with strategies, with

skills of how to be able to overcome these

823

:

would enable them to be able to show up in

824

:

Speaker 2: a much better,

in a much better way.

825

:

MacBook Pro Microphone & FaceTime HD Camera-2:

So from I hope you enjoyed that interview.

826

:

And I I recommend us to say

listen to the full thing.

827

:

And I just wanted to very briefly,

because I can see where nearly an hour

828

:

into this episode, but I re I, as I

said, I really wanted to tackle the

829

:

question and the questions that have

been asked of me about Gaza and so on.

830

:

And I said, it's something I've

wanted to do for a while and

831

:

never really found a way into it.

832

:

But I said, I have now, but.

833

:

Slightly linked.

834

:

Is in terms of I, as I said, I

argued that we have an apartheid.

835

:

Ah, primary education

system here in Ireland.

836

:

And I was very interested

in two things that came out.

837

:

I know I mentioned very briefly

at the first reading is.

838

:

The report that comes

out nearly every year.

839

:

And it's wonderful.

840

:

Wonderful to reapportion.

841

:

I go on about this.

842

:

I actually usually just summarize

the whole thing as a full episode,

843

:

but I'm actually going to give

it less than five minutes today.

844

:

Unfortunately.

845

:

But I'd really recommended you look at it.

846

:

It is at the children's lives, our

children's schools that I've study and

847

:

their report number seven has come out.

848

:

And this time it is about number

seven is about the sense of belonging.

849

:

Sorry, it's not about a sense of what I

talk about a lot of things, but one of

850

:

the things it's about is about belonging.

851

:

It's actually about wellbeing.

852

:

So it nearly ties in quite a lot

of what we're talking about today.

853

:

I like when that happens.

854

:

In, in, in my episodes of the stories,

all intertwined among each other and

855

:

they do talk about children's wellbeing.

856

:

And it's actually quite good.

857

:

If you read the report, it's

not as bad as we all think.

858

:

Now there are obviously problems, but

children in schools to feel safe and

859

:

that's really nice, but the chapter I

was really particularly interested in.

860

:

Was there sense of belonging

school belonging in to page 27.

861

:

And I mentioned this because.

862

:

One of the re.

863

:

One of the times in school where I feel.

864

:

Belonging really happens in the school

as when we all do something to gather.

865

:

Where the school community

comes together to celebrate.

866

:

At this time of the year, many of you

would be preparing to say goodbye to your

867

:

sixth costs and you may have a graduation

ceremony and all the school comes to

868

:

gather, to say goodbye and wish the six

cos good luck when they come into school.

869

:

And another time in the year where we

will come together might be a concert.

870

:

Around Christmas timer in wintertime.

871

:

At where the school comes together and

the community comes together to celebrate.

872

:

Being in school, in, in Catholic schools,

that's usually through a, or in Christian

873

:

schools, that's usually through a nativity

play or through a Christmas concert in

874

:

schools like mine and an educate together.

875

:

We would have a winter concert where

we maybe pick a theme and everyone

876

:

comes together for that theme.

877

:

We belong and the thing is, it's the

idea of belonging to a school community.

878

:

And I suppose I bought, I was

very interested in, and it's the

879

:

question, are you, I'm going to

leave hanging in a way, because

880

:

I've touched on it in the previous.

881

:

It, when I was talking about Israel,

Gaza and a, and an apartheid is

882

:

how to do all children belong.

883

:

When it comes to sacramental

time in Catholic schools.

884

:

And obviously the answer is no,

and I know a lot of schools will

885

:

do everything they can to make

children feel that they belong.

886

:

And I get this argument

from a lot of conflicts.

887

:

Principals who said, but we do, we,

we include families in the ceremony

888

:

where they could, they can go up

to the priest and get a blessing.

889

:

Or they can, they sing in the choir

or they're invited to the ceremony.

890

:

And the thing is, that's

all lovely and it's all.

891

:

And I can see the aspiration to try

and include and help children belong.

892

:

But they don't, they are.

893

:

They are not actually in the community.

894

:

They are visitors at this point.

895

:

And this is something that's really

important to me as a, as I, when

896

:

it comes to school and this is

a bit, and this is why I go on

897

:

so much about this all the time.

898

:

No matter how much you try to make a child

feel that they belong in your school.

899

:

If the structures that are in place, and

these are not schools fault, but if the

900

:

structures are in place where only some.

901

:

Or even if most of the children are.

902

:

Are part of that community and you

were excluding even one child from

903

:

that community because of their

religion or because of their race

904

:

or because of their ethnicity.

905

:

Then we need to change the system

because you cannot have this

906

:

system where children don't belong.

907

:

And I was interested in the CSL study.

908

:

As to whether that came out,

when it came to school belonging.

909

:

As I have to say.

910

:

I was disappointed.

911

:

That it didn't, it's not in the report.

912

:

And I was so disappointed that I

contacted the CSL people on a presume

913

:

when my, if an email comes from me

To, to some organizations go, oh, no.

914

:

Oh, no, not him.

915

:

It's what's he going to do now?

916

:

And I just asked them and I said, look,

I love, I actually, I love the reports.

917

:

I'm always going on about

how brilliant they are.

918

:

I know.

919

:

I genuinely mean that, but I just

asked him, look, I was interested.

920

:

Did they get any feedback in terms

of second year, second class and

921

:

six costs and not idea belonging.

922

:

And they have said, look, yes,

they did get some feedback on us.

923

:

And they're hoping to be able to share

it, but obviously these reports can only.

924

:

Give so much.

925

:

And I think I would love, I suppose

I haven't read what those things

926

:

were, but they did assure me that

it did come up and I hope maybe

927

:

that will be shared at some point.

928

:

And when it is.

929

:

I'm looking forward to going through

it and reading it because I do think

930

:

that schools do a really good job.

931

:

Of trying to convince people that they do.

932

:

Make people feel that they belong in their

school communities, even when they don't.

933

:

And I feel, you have to be

hyper critical of a system.

934

:

Where you have.

935

:

And I bring this back to my Sean

Moncrief article, where you have someone

936

:

like Sean Moncrief, who in some ways

he ticks the no religion box in E.

937

:

He, this is what he says.

938

:

I take no religion in the census,

but all four of my children have

939

:

gone through the sacraments.

940

:

And he's very unapologetic for it.

941

:

In fact, he, sometimes he

celebrates that hypocrisy.

942

:

And he claims that the reason he does it

is because he feels he's not anti-Catholic

943

:

as if that's the reason he does it.

944

:

It's not that he's, I my, my question

mark, isn't about being an auntie.

945

:

I, for example, my child

didn't make the communion.

946

:

Not because I'm anti Catholic

and freight and parents on.

947

:

I'm far from anti-Catholic.

948

:

I, and, but the reason he didn't make his

sacraments was because he's not Catholic.

949

:

Simple as that.

950

:

As not because he's against

Catholicism or I'm against Catholicism.

951

:

It's because he's not Catholic and

no more than showing Moncrief kids.

952

:

Are probably not Catholic.

953

:

And he, in his article this year, he

said, That the priests made them think

954

:

about children all over the world who

are not belonging into their communities.

955

:

And so you referenced, without.

956

:

Saying exactly where it

was, but he referenced Gaza.

957

:

He referenced.

958

:

Ah, places outside of Ireland.

959

:

And I suppose the question I asked him,

or I am asking is what about the children

960

:

in his children's classrooms that also.

961

:

Are not belonging.

962

:

And it's the question

I asked to CSL as well.

963

:

And some will say to

me, put, look over time.

964

:

It will be fine.

965

:

It will be grand.

966

:

And look, we're having more and

more multi-denominational schools.

967

:

And that kind of leads

me to my final thought.

968

:

My final thing, which is a press

release from education equality.

969

:

Wonderful organization.

970

:

And as many people know the government are

schools by:

971

:

And at this rate, they calculator, which

I thought was quite funny or not funny.

972

:

It's sad.

973

:

What year.

974

:

Got the rate that we've been going

since this says, since the plurism

975

:

patronage forum, what year would it be?

976

:

When we do have 400 skills and

foreign just goes, by the way,

977

:

is 12% of schools by no means.

978

:

Is this a quality.

979

:

But it will be, we will

all be dead long, dead.

980

:

In fact, our grandchildren may

be dead by the time happens.

981

:

What.

982

:

At this rate.

983

:

We will get to 400

multidimensional schools in:

984

:

That's the year.

985

:

At that rate and it's not good enough.

986

:

And I guess the message I

have for this episode is.

987

:

There's a lot of stuff in this world.

988

:

That isn't good enough.

989

:

It's not good enough.

990

:

That.

991

:

We have a war going on.

992

:

Where we have.

993

:

Terrible people.

994

:

Doing terrible things.

995

:

To innocent people.

996

:

And it filters down to this

whole idea of bad things happen

997

:

when good people do nothing.

998

:

And we need to look at Israel, Palestine,

we need to look at ourselves as teachers.

999

:

In Ireland, we need to look at ourselves.

:

00:49:59,009 --> 00:50:00,569

We need to look at what we do here.

:

00:50:00,659 --> 00:50:01,949

We need to look at what we do.

:

00:50:02,279 --> 00:50:02,849

Everywhere.

:

00:50:02,969 --> 00:50:08,039

And we need to make sure that we do

something more than tokenism, more than

:

00:50:08,039 --> 00:50:10,229

ignoring the bad things that are going on.

:

00:50:10,649 --> 00:50:12,569

And we do something about them.

:

00:50:12,989 --> 00:50:15,209

I'm not saying what I'm doing

is doing anything particularly.

:

00:50:15,719 --> 00:50:16,649

This is all I have.

:

00:50:16,919 --> 00:50:18,239

Maybe this is what I can do.

:

00:50:18,719 --> 00:50:19,349

I don't know if it's.

:

00:50:19,979 --> 00:50:22,469

Again, I don't think it's, I don't

think it's very much, as I said,

:

00:50:22,469 --> 00:50:26,009

it's not even a grain of sand on the

beach, but it's not nothing either.

:

00:50:26,579 --> 00:50:28,079

So look with that in mind.

:

00:50:28,259 --> 00:50:29,669

I wish you all the very best.

:

00:50:29,829 --> 00:50:31,419

I hope this has been of use to you.

:

00:50:31,629 --> 00:50:34,269

And maybe this is maybe one

of my more useful episodes.

:

00:50:34,269 --> 00:50:35,259

It's not just giving out.

:

00:50:35,259 --> 00:50:38,829

It's not winging about, I haven't even

mentioned the minister for education.

:

00:50:38,859 --> 00:50:40,269

This episode boss.

:

00:50:40,539 --> 00:50:42,249

If I were the minister for education.

:

00:50:42,659 --> 00:50:43,169

I think.

:

00:50:43,679 --> 00:50:44,459

We could take a loss.

:

00:50:45,119 --> 00:50:47,189

From what's going on.

:

00:50:47,819 --> 00:50:49,649

In Arland in the world.

:

00:50:50,159 --> 00:50:52,289

And that we stand up for what's right.

:

00:50:52,439 --> 00:50:53,399

Whatever that might be.

:

00:50:53,849 --> 00:50:56,009

Thanks so much for

listening all the very best.

:

00:50:56,339 --> 00:50:56,789

Bye-bye.

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Anseo.net - If I were the Minister for Education
An Irish Primary Education Podcast

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Simon Lewis