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Victor Rios: Help for kids the education system ignores
維克多 · 里歐斯: 幫助被教育體系忽視的孩子們
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教育家維克多 · 里歐斯認為大家應以學生所擁有的特質來看待他們，而不是只看著他們的缺失；這對於在艱困環境中成長的孩子，尤其重要。在都市的貧民區中長大並克服萬難、進取不懈的里奧斯講述著自己的故事，並提出三項明確的策略，盼能改變當今的教育觀點，並懇請教育同仁們將「有危險」的學生視為具備了韌性、品格與毅力的「有指望」的學生。
Victor Rios - Educator, author
Victor Rios seeks to uncover how to best support the lives of young people who experience poverty, stigma and social exclusion. Full bio
Victor Rios seeks to uncover how to best support the lives of young people who experience poverty, stigma and social exclusion. Full bio
Double-click the English transcript below to play the video.
00:12
For over a decade,
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十多年來，
00:14
I have studied young people
that have been pushed out of school,
that have been pushed out of school,
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我研究被學校趕出來的年輕人，
00:19
so called "dropouts."
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所謂的「中輟生」。
00:22
As they end up failed
by the education system,
by the education system,
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他們被教育體系放棄的結果
就是流落街頭，
就是流落街頭，
00:25
they're on the streets
where they're vulnerable to violence,
where they're vulnerable to violence,
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在那裡他們容易蒙受暴力對待、
00:29
police harassment,
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警察騷擾、
00:30
police brutality
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警察暴行
00:32
and incarceration.
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和監禁。
00:34
I follow these young people
for years at a time,
for years at a time,
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我追蹤這些年輕人多年的時間，
00:38
across institutional settings,
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來回於各機構間，
00:41
to try to understand what some of us call
the "school-to-prison pipeline."
the "school-to-prison pipeline."
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試圖了解我們當中某些人
所謂的「學校到監獄管道」。
所謂的「學校到監獄管道」。
00:48
When you look at a picture like this,
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當你看到這樣的照片，
00:50
of young people who are in my study ...
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我研究的年輕人...
00:55
you might see trouble.
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你大概看得到問題。
00:56
I mean one of the boys
has a bottle of liquor in his hand,
has a bottle of liquor in his hand,
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我的意思是其中一個男孩
手上拿著一瓶酒，
手上拿著一瓶酒，
01:01
he's 14 years old
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他才十四歲，
01:03
and it's a school day.
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而且那天是上學日。
01:05
Other people, when they see this picture,
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其他人看到這張照片時，
01:07
might see gangs,
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看到的可能是幫派、
01:10
thugs, delinquents --
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惡棍、問題少年、
01:12
criminals.
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罪犯。
01:13
But I see it different.
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但我看到的不是這樣。
01:16
I see these young people
through a perspective
through a perspective
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從我的角度來看，
我認為這些年輕人
我認為這些年輕人
01:19
that looks at the assets
that they bring to the education system.
that they bring to the education system.
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能為教育系統帶來寶貴的資產。
01:24
So will you join me in changing
the way we label young people
the way we label young people
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你們願不願意跟我一起
改變我們標記年輕人的方式，
改變我們標記年輕人的方式，
01:29
from "at-risk" to "at-promise?"
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從「有危險」改為「有希望」呢？
01:34
(Applause)
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（掌聲）
01:41
How do I know that these young people
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我怎麼知道這些年輕人
01:43
have the potential
and the promise to change?
and the promise to change?
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有改變的潛力和希望呢？
01:47
I know this because I am one of them.
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我知道，因為我曾是其中的一員。
01:50
You see, I grew up
in dire poverty in the inner city,
in dire poverty in the inner city,
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事情是這樣子的，
我在都市中的貧民區長大，
我在都市中的貧民區長大，
01:55
without a father --
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沒有父親。
01:56
he abandoned me before I was even born.
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他在我出生前就棄我而去。
01:59
We were on welfare,
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我們領救濟金，
02:01
sometimes homeless,
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有時無家可歸，
02:02
many times hungry.
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多次處在飢餓中。
02:04
By the time I was 15 years old,
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到我十五歲時，
02:07
I had been incarcerated in juvy
three times for three felonies.
three times for three felonies.
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已犯下三次重罪，
被判三次監禁了。
被判三次監禁了。
02:12
My best friend had already been killed.
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我最好的朋友已被殺死。
02:15
And soon after,
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不久後，
02:17
while I'm standing next to my uncle,
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我目睹了身旁的舅舅
02:19
he gets shot.
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遭受槍擊。
02:21
And as I'm waiting
for the ambulance to arrive
for the ambulance to arrive
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我等救護車等了
02:24
for over an hour ...
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超過一個多小時...
02:28
he bleeds to death on the street.
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以致他在街上失血過多而死。
02:32
I had lost faith and hope in the world,
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我對世界失去了信心和希望，
02:36
and I had given up on the system
because the system had failed me.
because the system had failed me.
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我放棄了體制，因體制辜負了我。
02:40
I had nothing to offer
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我沒能給別人什麼，
02:42
and no one had anything to offer me.
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也沒有人能給我些什麼。
02:47
I was fatalistic.
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我認命了。
02:48
I didn't even think
I could make it to my 18th birthday.
I could make it to my 18th birthday.
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甚至自認無法活過十八歲。
02:52
The reason I'm here today
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我今天能夠在這裡
02:54
is because a teacher
that cared reached out
that cared reached out
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是因為有個老師伸出關心的手，
02:59
and managed to tap into my soul.
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觸動了我的心靈。
03:03
This teacher,
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這位老師，
03:04
Ms. Russ ...
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柔絲老師...
03:07
she was the kind of teacher
that was always in your business.
that was always in your business.
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她是那種什麼事都愛管的老師。
03:12
(Laughter)
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（笑聲）
03:14
She was the kind of teacher that was like,
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她這樣對我說：
03:16
"Victor, I'm here for you
whenever you're ready."
whenever you're ready."
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「維克多，當你準備好了，
願意的時候，我就在這裡。」
願意的時候，我就在這裡。」
03:19
(Laughter)
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（笑聲）
03:21
I wasn't ready.
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當時我還沒準備好。
03:23
But she understood one basic principle
about young people like me.
about young people like me.
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但她瞭解像我這類年輕人的
一個基本原則：
一個基本原則：
03:27
We're like oysters.
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我們就像牡蠣。
03:29
We're only going to open up
when we're ready,
when we're ready,
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我們只在準備好的時候張開，
03:32
and if you're not there when we're ready,
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若那個當下你不在我們身旁，
03:35
we're going to clam back up.
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我們就又關起來了。
03:38
Ms. Russ was there for me.
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當時柔絲老師在我身邊。
03:40
She was culturally relevant,
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她理解我的文化背景，
03:42
she respected my community,
my people, my family.
my people, my family.
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她尊重我的社區、族群和家人。
03:46
I told her a story about my Uncle Ruben.
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我告訴她有關我舅舅魯本的事。
03:50
He would take me to work with him
because I was broke,
because I was broke,
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他帶我一起工作，
因為我一塊錢都沒有，
因為我一塊錢都沒有，
03:52
and he knew I needed some money.
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他知道我需要錢。
03:54
He collected glass bottles for a living.
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他以回收玻璃瓶維生。
03:58
Four in the morning on a school day,
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上學日的早上四點鐘，
04:00
we'd throw the glass bottles
in the back of his van,
in the back of his van,
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我們把玻璃瓶往他的貨車後面扔，
04:03
and the bottles would break.
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瓶子迸裂，
04:05
And my hands and arms would start to bleed
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我的手和手臂開始流血，
04:07
and my tennis shoes and pants
would get all bloody.
would get all bloody.
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我的球鞋和長褲沾上血跡。
04:12
And I was terrified and in pain,
and I would stop working.
and I would stop working.
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我嚇到了，覺得很痛，
於是停下了工作。
於是停下了工作。
04:16
And my uncle, he would look me in the eyes
and he would say to me,
and he would say to me,
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舅舅直視我的眼睛對我說：
04:20
"Mijo,
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「親愛的孩子，
04:21
estamos buscando vida."
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（西文：）estamos buscando vida.
04:25
"We're searching for a better life,
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我們在追求更美好的生活，
04:27
we're trying to make
something out of nothing."
something out of nothing."
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要在一無所有中，
創造些什麼出來。」
創造些什麼出來。」
04:32
Ms. Russ listened to my story,
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柔絲老師傾聽我的故事，
04:35
welcomed it into the classroom and said,
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在課堂上分享並告訴我：
04:38
"Victor, this is your power.
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「維克多，這是你的力量，
04:40
This is your potential.
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是你的潛力。
04:42
Your family, your culture, your community
have taught you a hard-work ethic
have taught you a hard-work ethic
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你的家人、文化和社區
已經教了你勤奮工作的倫理，
已經教了你勤奮工作的倫理，
04:48
and you will use it to empower
yourself in the academic world
yourself in the academic world
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用此倫理來激勵自己，完成學業，
04:53
so you can come back
and empower your community."
and empower your community."
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然後就有能力回饋和激勵你的社區。」
04:58
With Ms. Russ's help,
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藉由柔絲老師的幫助，
05:00
I ended up returning to school.
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我重回到學校，
05:03
I even finished my credits on time
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甚至還如期修畢了學分，
05:07
and graduated with my class.
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和同班同學一起，自高中畢業。
05:10
(Applause)
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（掌聲）
05:17
But Ms. Russ said to me
right before graduation,
right before graduation,
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柔絲老師在畢業前對我說：
05:20
"Victor, I'm so proud of you.
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「維克多，我以你為傲。
05:23
I knew you could do it.
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我就知道你做得到。
05:25
Now it's time to go to college."
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接下來要上大學囉。」
05:28
(Laughter)
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（笑聲）
05:31
College, me?
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我上大學？
05:32
Man, what is this teacher smoking
thinking I'm going to college?
thinking I'm going to college?
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這個老師認為我會上大學？
開什麼玩笑？
開什麼玩笑？
05:36
I applied with the mentors
and support she provided,
and support she provided,
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我在她的支持與指導下申請學校，
05:40
got a letter of acceptance,
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我收到一封入學許可信，
05:43
and one of the paragraphs read,
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其中有這麼一段話：
05:45
"You've been admitted
under probationary status."
under probationary status."
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「允許你來試讀。」
（註：probation 是試用也是緩刑）
（註：probation 是試用也是緩刑）
05:49
I said, "Probation?
I'm already on probation,
I'm already on probation,
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我說：「啥，緩刑？
我早已在緩刑期中，
我早已在緩刑期中，
05:51
that don't matter?"
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有什麼差別？」
05:53
(Laughter)
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（笑聲）
05:54
It was academic probation,
not criminal probation.
not criminal probation.
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信上指的是學業上的試讀，
不是刑事上的緩刑。
不是刑事上的緩刑。
05:59
But what do teachers like Ms. Russ
do to succeed with young people
do to succeed with young people
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像柔絲老師這樣的師長
採取了哪些行動，
採取了哪些行動，
能夠成功地幫助那些我所研究的
徘徊在社會邊緣的青少年呢？
徘徊在社會邊緣的青少年呢？
06:03
like the ones I study?
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06:05
I propose three strategies.
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我提出三個策略。
06:07
The first:
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第一：
06:08
let's get rid of our
deficit perspective in education.
deficit perspective in education.
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讓我們擺脫負面、缺失的教育觀點。
06:12
"These people
come from a culture of violence,
come from a culture of violence,
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「這些人來自暴力文化，
06:15
a culture of poverty.
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貧窮文化。
06:16
These people are at-risk;
these people are truant.
these people are truant.
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這些人危險；他們逃學懶惰。
06:18
These people are empty containers
for us to fill with knowledge.
for us to fill with knowledge.
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這些人腦袋空空，
得由我們灌輸知識。
得由我們灌輸知識。
06:25
They have the problems,
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他們問題多多，
06:26
we have the solutions."
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有待我們去解決。」
06:30
Number two.
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第二：
06:31
Let's value the stories that young people
bring to the schoolhouse.
bring to the schoolhouse.
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讓我們珍視年輕人帶到學校的故事。
06:37
Their stories of overcoming
insurmountable odds are so powerful.
insurmountable odds are so powerful.
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他們克服萬難的故事
是如此地強大有力。
是如此地強大有力。
06:43
And I know you know some of these stories.
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我確信你們知道這些故事。
06:48
These very same stories and experiences
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這類的故事和經驗
06:52
already have grit, character
and resilience in them.
and resilience in them.
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蘊含著膽量毅力、品格和韌性。
06:57
So let's help young people
refine those stories.
refine those stories.
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讓我們幫助年輕人淬煉這些故事；
07:00
Let's help them be proud of who they are,
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讓他們以自身為傲，
07:02
because our education system
welcomes their families, their cultures,
welcomes their families, their cultures,
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因為我們的教育體系
歡迎他們的家人、文化、
歡迎他們的家人、文化、
07:06
their communities
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社區，
07:08
and the skill set
they've learned to survive.
they've learned to survive.
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以及他們學會的生存技能。
07:11
And of course the third strategy
being the most important:
being the most important:
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第三，最重要的是
07:15
resources.
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資源。
07:17
We have to provide
adequate resources to young people.
adequate resources to young people.
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我們必須提供年輕人充足的資源。
07:22
Grit alone isn't going to cut it.
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光靠膽量毅力是不夠的。
07:26
You can sit there
and tell me all you want,
and tell me all you want,
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你可以坐在那裡愛怎麼講就怎麼講：
07:28
"Hey man, pick yourself up
by the bootstraps."
by the bootstraps."
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「你可以提著靴帶把自己拉上來。」
（註：靠自己的努力奮發向上。）
（註：靠自己的努力奮發向上。）
07:31
But if I was born
without any straps on my boots --
without any straps on my boots --
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但如果我生來就沒有靴帶...
07:34
(Laughter)
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（笑聲）
07:35
How am I supposed to pick myself up?
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是要如何拉自己一把啊？
07:37
(Applause)
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（掌聲）
07:45
Job training,
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職訓、
07:46
mentoring,
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指導、
07:48
counseling ...
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諮詢...
07:49
Teaching young people
to learn from their mistakes
to learn from their mistakes
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教年輕人從自身的錯誤中學習，
07:52
instead of criminalizing them,
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而不是將他們定罪，
07:54
and dragging them out
of their classrooms like animals.
of their classrooms like animals.
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待他們如同動物般地
從教室裡拖出來。
從教室裡拖出來。
07:59
How about this?
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我們換個做法如何？
08:00
I propose that we implement restorative
justice in every high school in America.
justice in every high school in America.
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我提議在全美的中學裡
實施恢復型正義。
實施恢復型正義。
08:06
(Applause)
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（掌聲）
08:13
So we went out to test these ideas
in the community of Watts in LA
in the community of Watts in LA
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我們去洛杉磯的瓦茨社區
測試這些想法，
測試這些想法，
08:19
with 40 young people
that had been pushed out of school.
that had been pushed out of school.
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有四十個中輟生參與，
08:22
William was one of them.
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威廉是其中之一。
08:24
William was the kind of kid
that had been given every label.
that had been given every label.
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威廉是那種被貼上
各種標籤的孩子。
各種標籤的孩子。
08:28
He had dropped out, he was a gang member,
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他退學，參加幫派，
08:32
a criminal.
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是個罪犯。
08:34
And when we met him he was very resistant.
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當我們初相遇時，
他抗拒得很厲害。
他抗拒得很厲害。
08:36
But I remember what Ms. Russ used to say.
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但我記得柔絲老師曾說：
08:39
"Hey, I'm here for you
whenever you're ready."
whenever you're ready."
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「嘿，只要你準備好了，
我隨時都在這裡等你。」
我隨時都在這裡等你。」
08:42
(Laughter)
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（笑聲）
08:44
So over time --
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經過一段時間，
08:46
over time he began to open up.
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他漸漸地卸下了心防。
08:48
And I remember the day
that he made the switch.
that he made the switch.
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他轉變的那一天，我記憶猶新。
08:51
We were in a large group
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我們在一個團體的聚會中，
08:53
and a young lady in our program was crying
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當中一名年輕女子
08:56
because she told us her powerful story
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哭泣著講述
09:00
of her dad being killed
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她父親遇害的隔天，
09:03
and then his body being shown
in the newspaper the next day.
in the newspaper the next day.
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報紙上刊登其屍體照片的震撼故事。
09:11
And as she's crying,
I don't know what to do,
I don't know what to do,
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她哭泣時，我不知該怎麼辦，
09:14
so I give her her space,
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所以我給她盡情發洩的空間，
09:15
and William had enough.
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而威廉已經受夠了。
09:18
He slammed his hands
on the desk and he said,
on the desk and he said,
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他雙手拍桌，說道：
09:21
"Hey, everybody! Group hug! Group hug!"
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「嘿，大家一起來抱抱！每個人都來！」
09:27
(Applause)
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（掌聲）
09:35
This young lady's tears and pain
turned into joy and laughter
turned into joy and laughter
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這位年輕女孩最終破涕為笑，
09:41
knowing that her community had her back,
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她知道這個群體是她的後盾；
09:45
and William had now learned
that he did have a purpose in life:
that he did have a purpose in life:
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而威廉當下發現了他生命的意義：
09:50
to help to heal the souls
of people in his own community.
of people in his own community.
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幫助他社區的人們癒合心靈的傷痛。
09:56
He told us his story.
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他告訴我們他的故事。
09:58
We refined his story
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我們淬煉他的故事，
10:00
to go from being the story of a victim
to being the story of a survivor
to being the story of a survivor
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他從一個受害者
轉變成克服逆境的勇者。
10:04
that has overcome adversity.
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10:07
We placed high value on it.
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我們珍視他的故事。
10:09
William went on to finish high school,
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威廉繼續念到高中畢業，
10:14
get his security guard certificate
to become a security guard,
to become a security guard,
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獲得保全警衛的證書，
10:19
and is now working
at a local school district.
at a local school district.
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目前在當地學區擔任警衛的工作。
10:23
(Applause)
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（掌聲）
10:31
Ms. Russ's mantra --
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柔絲老師有個口頭禪，
10:33
her mantra was always,
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她總會說：
10:35
"when you teach to the heart,
the mind will follow."
the mind will follow."
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「當你的教導可以觸及心靈，
大腦就跟著心領神會了。」
大腦就跟著心領神會了。」
10:42
The great writer Khalil Gibran says,
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偉大的作家紀伯倫說：
10:47
"Out of suffering
have emerged the greatest souls.
have emerged the greatest souls.
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「苦難的煎熬造就了偉大的靈魂。
10:52
The massive characters
are seared with scars."
are seared with scars."
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偉岸的品格烙印著累累的傷痕。」
10:58
I believe that in this education
revolution that we're talking about
revolution that we're talking about
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我相信在我們談及的這場教育改革裡，
11:03
we need to invite the souls
of the young people that we work with,
of the young people that we work with,
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我們要邀請年輕人，
和他們的性靈一起合作，
和他們的性靈一起合作，
11:08
and once they're able to refine --
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一旦他們提升了 --
11:10
identify their grit,
resilience and character
resilience and character
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發掘出他們已開發的
膽量毅力、韌性和品格 --
膽量毅力、韌性和品格 --
11:14
that they've already developed --
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11:17
their academic performance will improve.
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他們的學業成績自然會提高。
11:23
Let's believe in young people.
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讓我們對年輕人有信心。
11:25
Let's provide them
the right kinds of resources.
the right kinds of resources.
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讓我們提供他們所需要的資源。
11:29
I'll tell you what my teacher did for me.
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讓我告訴你們
我的老師是如何幫我的。
我的老師是如何幫我的。
11:31
She believed in me so much
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因她是這麼地相信我，
11:35
that she tricked me
into believing in myself.
into believing in myself.
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以致我也相信了我自己。
11:39
Thank you.
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謝謝。
11:40
(Applause)
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（掌聲）
ABOUT THE SPEAKER
Victor Rios - Educator, authorVictor Rios seeks to uncover how to best support the lives of young people who experience poverty, stigma and social exclusion.
Why you should listen
Based on over a decade of research, Dr. Victor Rios created Project GRIT (Generating Resilience to Inspire Transformation) a human development program that works with educators to refine leadership, civic engagement and personal and academic empowerment in young people placed at-risk.
Rios is a professor of sociology at the University of California, Santa Barbara. He received his Ph.D. in comparative ethnic studies from the University of California, Berkeley in 2005. His book Punished: Policing the Lives of Black and Latino Boys discusses the many ways in which young urban males of color encounter the youth control complex: a ubiquitous system of punitive social control embedded in what has come to be known as the school-to-prison pipeline.
Victor Rios | Speaker | TED.com