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00:00:00 - Introduction

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Partial Transcript: Specifically, we're interested in your activities here during the mid sixty's, nineteen sixty-four when there was the Gegner demonstration which you were a part of.

Segment Synopsis: In this section David describes his early life in Hartford, Connecticut. He talks about his time in school and the difficulties of living through the McCarthy period.

Keywords: Exclusion; Judaism; McCarthyism; Race; School; West Hartford

Subjects: Anti-communist movements--United States; Antisemitism

00:04:57 - Experiences of Exclusion as a Jew

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Partial Transcript: So I was used to people being friendly playing ball with kids and then when Easter or Christmas came dirt-balls were thrown or names were called or you were excluded from a lot of things in those days.

Segment Synopsis: Tulin describes his personal experience with exclusion as a Jew and how he was able to sympathize with African-Americans in his neighborhood.

Keywords: Anti-semitism; McCarthyism; National Conference of Christians and Jews; Zionists; goyim; immigrant

Subjects: Anti-communist movements--United States; Antisemitism

00:07:29 - Political Landscape of the 1960s

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Partial Transcript: We used to learn in school about how to be able to decipher commercial propaganda.

Segment Synopsis: Tulin remembers the political atmosphere he and his family grew up in, and how that influenced his political beliefs as an adult. He begins by discussing how politics and propaganda were handled in his school and then discusses anti-black racism in his family. Afterwards he tells a story of his memory of being dressed up as a "mammy" by his family at the age of six.

Keywords: Anti-black racism; Civil Rights; Eleanor Roosevelt; Kennedy; Marian Anderson; Martin Luther King, Jr.; Montgomery; Nixon; Politics; Propaganda; prejudice

Subjects: Racism--Political aspects--United States; United States--history---20th century

00:14:29 - "A Product of Our Time"

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Partial Transcript: It seems like you grew up in a an environment that was sort of no stranger to the idea of exclusion, but your experience kind of shows how we can all, we're all a product of our time to a degree.

Segment Synopsis: Tulin begins by discussing how victims of bullying are more likely to avoid stereotyping others because they have the experience of being a victim. He then talks about his early experience at Antioch and how the music of Elvis Presley influenced him.

Keywords: Antioch; Elvis; Gospel; Heritage; Identity; Judaism; Liberal; Music; Radical; bullying

Subjects: United States--history---20th century

00:19:17 - After Graduating High School in 1962

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Partial Transcript: And somehow, somebody recommended Antioch along with other colleges to more traditional colleges, and I applied and got in and didn't realize in New York it was a huge college.

Segment Synopsis: Tulin discusses how he came to Antioch and his the factors that influenced his world views. He then talks about privilege, ACRE, and unionization. Lastly, Tulin also discusses the changes in his political views between his first few years at Antioch.

Keywords: Antioch College; Gegner; Malcolm X; Martin Luther King; Organizing; Protest; Strike; Unions

Subjects: Civil rights movements--United States; United States--history---20th century

00:26:00 - The Community of Yellow Springs in 1962

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Partial Transcript: Yellow Springs was a lovely welcoming place.

Segment Synopsis: Tulin first discusses the relations between Antioch students and Yellow Springs residents and then talks about the demonstrations at Gegner's Barbershop. Gegner's Barbershop, located in Yellow Springs, refused to cut the hair of black people.

Keywords: Civil Rights Act; Gegner's; Yellow Springs

Subjects: Civil rights movements--United States; United States--history---20th century

00:28:21 - More on A.C.R.E. and Tulin's Role in the Demonstrations

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Partial Transcript: So it was predisposed to support movements, most of them outside of the college in society.

Segment Synopsis: Tulin goes into explicit detail on what A.C.R.E.'s mission was and the activities of A.C.R.E on campus.

Keywords: African-American; Public Accommodations Act; racial equality; systematic

Subjects: Civil rights movements--United States; United States--history---20th century

00:31:33 - Racial Issues in Yellow Springs: Gegner the Barber

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Partial Transcript: There were stories I never witnessed to, but stories about Gegner and stories about his policies in articles in the news-Yellow Springs media-about it and then we responded by trying to do some kind of methodic piece.

Segment Synopsis: Tulin briefly describes his experience with seeing, or rather lack of seeing, explicit acts of racism in Yellow Springs as an Antioch College student. He discusses how most of the conflict that he witnessed in Yellow Springs was amongst people under the influence of alcohol or drugs.

Keywords: Gegner; advocates of social change; culture comfort; political radicals

Subjects: Civil rights movements--United States; United States--history---20th century

00:33:26 - A.C.R.E. and the Public Accommodation's Act

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Partial Transcript: Tell me about the Public Accommodations Act and how you and your A.C.R.E. companions used it.

Segment Synopsis: Tulin first describes the national news coverage that the riot at Gegner's Barbershop received. He then discusses his experience in an action in which a black Antioch student attempted to get a haircut at Gegner's.

Keywords: Dave Thomas; Gegner; Organizing; Protest; Racism; Woolworth restaurant; national awareness; riot

Subjects: Civil rights movements--United States; United States--History--20th century

00:38:32 - The Riot at Gegner's

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Partial Transcript: And they were trying to get me to go to the dedication because we had another demonstration planned in here, and I went because supposedly I had to be there for that historic moment...

Segment Synopsis: In this section, Tulin recounts his experience of the riot at Gegner's Barbershop. He begins by recounting how he happened upon the protest and how the state police exacerbated the situation by throwing tear gas at demonstrators. He then discusses the mass arrests at the protest/

Keywords: Barbershop; Jail; Nonviolence; Police; Police brutality; Protest; Racism; Riot; Route 68; Tear Gas; Trespassing; Wittenberg

Subjects: Civil rights movements--United States; United States--History--20th century

00:45:59 - The Vietnam War and Tulin's Passover Experience

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Partial Transcript: Many years later, well not many years later, I'd say in 1968, right not many years at all. I had just gotten married. The Vietnam War was just significantly escalating. We were all worried about draft notices, this was before the lottery, and I got that dreaded draft notice in the mail.

Segment Synopsis: Tulin talks about 2 important moments that occurred after he graduated from Antioch College. The first was getting drafted but then not being allowed to serve due to his arrest at the Gegner's Riot. The second memory was his response to another persons condemnation of Martin Luther King Jr. as a militant.

Keywords: Gegner; Jewish community; Vietnam War; existentialism; militant; traffic violation

Subjects: Civil rights movements--United States; United States--history---20th century

00:48:29 - More Details on A.C.R.E. and the Demonstrations Held in Yellow Springs

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Partial Transcript: So what you described for us in detail was the march of 1964 gegner demonstrations that got national coverage. What number of demonstrations was that that you were personally involved in?

Segment Synopsis: Tulin gives more details of the other demonstrations that occurred in Yellow Springs. He discusses the different organizations and leadership that were involved in organizing.

Keywords: African-American student organization; Central State University; Wilberforce; Yellow Springs; demonstrations

Subjects: Civil rights movements--United States; United States--history---20th century

00:52:30 - Tulin's Existential Epiphany

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Partial Transcript: So, would you say that you are proud of your actions on that day?

Segment Synopsis: Tulin looks back on his life and asks what more he could have done. He describes his experience of watching a protest on television in 1967 and hearing himself say "what is the matter with these kids" and then realizing that he lost his activist essence. After this moment he says that he realized he needed to get engaged in activist work once again.

Keywords: African-American; Bobby Kennedy campaign; Existentialism; Hartford, Connecticut; Latino; Trinity College; opportunities; re-radicalize

Subjects: Civil rights movements--United States; United States--history---20th century

00:59:50 - The World Today and Tulin's Perspective on the Millenials

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Partial Transcript: So after a life time's, you know, involvement in tolerance and intolerance and diversity and exclusion and inclusion, how do you describe where we are at today?

Segment Synopsis: Tulin gives an honest perspective of the future of the world. He discusses a survey that said people principally want to have meaning in their lives and how that gives him hope.

Keywords: Antioch; hope; intrinsic motivation; millennial group; recession; salvage; students

01:03:33 - Overcoming Differences

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Partial Transcript: Do you have other examples of either research that has come out maybe in the last ten years combining intercultural studies with neuroscience that chart how we perceive difference?

Segment Synopsis: Tulin addresses the issue of what it means to be an "other" and how people should confront the "other." He shares a story on the difficulties he had on training police officers on diversity and inclusion.

Keywords: Coca-Cola; Community; Philadelphia police; civilization; new deviant; suicidal probability; zoology

01:09:56 - Concluding Statement: "Any Revolution Where I Can't Dance, I Don't Want to Be Part of It."

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Partial Transcript: That was a lovely statement on how things are and ought to be and how we can continue to do this work. Are there other things that we haven't talked about that you would like to touch on?

Segment Synopsis: Tulin gives a concluding statement that addresses the ideas behind being a radical and making a difference in the world.

Keywords: Emma Goldman; learner; power; teacher