Quality educational care grows resilient children, provides support for working families and stability for employers, makes Georgia more competitive, and invests in the workforce of the future, beginning in early childhood.
Interpretation
Quality education is essential for developing strong individuals and a competitive workforce.
This quote emphasizes the importance of high-quality early childhood education, arguing that it not only fosters resilience in children but also supports families and strengthens the economy. By investing in education, we create a better future for individuals and society as a whole, making regions like Georgia more competitive in the global landscape.
In practice
In a speech at a community center about educational reforms.
I grew up one of six children with working-class parents in the Deep South. My mother was a college librarian, and my father worked in a shipyard. I never saw them balance a checkbook, but they kept a roof over our heads and got all six of us into college.
I do not Google myself, I do not read comments, and I barely look myself in the eye when I look in the mirror.
My being a black woman is not a deficit. It is a strength. Because I could not be where I am had I not overcome so many other barriers. Which means you know I'm relentless, you know I'm persistent, and you know I'm smart.
The basis for sustainable progress is legal protections grounded in an awareness of how identity has been used to deny opportunity.
I like to solve problems. I know it is a skill set, but it's also an obligation. I grew up with parents who believe that you don't simply complain: you try to find solutions and fix what's in front of you.
Here in Georgia, we continue to grapple with our own vestiges of hate. The image carved into Stone Mountain, like Confederate monuments across this state, stand as constant reminders of racism, intolerance, and division.
An academic discipline, or any other semiotic domain, for that matter, is not primarily content, in the sense of facts and principles. It is rather primarily a lived and historically changing set of distinctive social practices. It is in these practices that 'content' is generated, debated, and transformed via certain distinctive ways of thinking, talking, valuing, acting, and, often, writing and reading.
If present trends continue, our country may soon find itself far behind many other nations in both science and technology nations where, if you inform strangers that you are a mathematician, they respond with admiration and not by telling you how much they hated math in school, and how they sure could use you to balance their checkbooks.
I've had a lot of fun, and when I talk to kids in journalism schools, I say, look, I know what the journalism teachers tell you that this is a great way to perform public service and all that, but I say the main reason, if you decide what you want to do is be a reporter, the main reason you want to do it is because it's just so much fun.
We are at a point in our work when we can no longer ignore empires and the imperial context in our studies. (p. 5)
I did poorly in math for a couple of years in middle school; I was just not interested in thinking about it.
In my own research when I'm working with equations, I never feel like I really understand what I'm doing if I'm solely relying on the mathematics for my understanding. I need to have a visual picture in my mind. I'm constantly translating from the math to some intuitive mind's-eye picture.
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