ABOUT THE SPEAKER
Kandice Sumner - Educator
Kandice Sumner thinks we've been looking at the "achievement gap" in education all wrong.

Why you should listen

Kandice A. Sumner, M.Ed. teaches humanities (a combination of history and English) for the Boston Public Schools and is a Doctoral student in Urban Educational Policy. Sumner created and facilitates a professional development curriculum entitled R.A.C.E. (race, achievement, culture and equity) to engage professionals of all ages on how to conduct courageous critical conversations concerning race for the betterment of today’s youth. As the subject of the documentary film Far From Home, Kandice speaks publicly and consults with organizations on facilitating difficult conversations about race and education.

Born and raised in urban Boston, Kandice graduated from a suburban school system through a voluntary desegregation program (METCO). She then matriculated Spelman College (a historically Black liberal arts college) and graduated Phi Beta Kappa. From being one of a few Blacks in her school to learning at a historically Black college to teaching in the underserved and predominately Black and Latino neighborhoods of Boston, Sumner has spent a lifetime traversing the lines of race, class and gender.

More profile about the speaker
Kandice Sumner | Speaker | TED.com
TEDxBeaconStreet

Kandice Sumner: How America's public schools keep kids in poverty

勘德斯·薩姆納: 美國公立學校如何讓孩子們陷入貧困

Filmed:
1,614,819 views

為什麼良好的教育是富有的孩子獨有的? 在美國各地的低收入社區,特別是在有色人種社區,學校缺乏在更好的學校標準資源,例如樂器、新書、健康的學校午餐和足球場 ──這會真正影響學生的潛能。 勘德斯·薩姆納每天在波士頓的教室裡看到這些差異。 在這個鼓舞人心的演講中,她要求我們面對事實,並改變它們。
- Educator
Kandice Sumner thinks we've been looking at the "achievement gap" in education all wrong. Full bio

Double-click the English transcript below to play the video.

00:12
I want to talk to you about my kids孩子.
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我想和你們談談我的孩子。
00:15
Now, I know everyone大家 thinks
that their kid孩子 is the most fantastic奇妙,
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我知道每個人都覺得
自己的孩子是世上
00:20
the most beautiful美麗 kid孩子 that ever lived生活.
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最了不起、最漂亮的小孩。
00:23
But mine really are.
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但我的孩子真的是如此。
00:24
(Laughter笑聲)
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(笑聲)
00:25
I have 696 kids孩子,
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我有 696 個孩子,
00:28
and they are the most intelligent智能,
inventive發明的, innovative創新,
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他們會是你們所見,
最聰明、有創造力、
00:32
brilliant輝煌 and powerful強大 kids孩子
that you'll你會 ever meet遇到.
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優秀而強大的孩子。
00:37
Any student學生 I've had the honor榮譽 of teaching教學
in my classroom課堂 is my kid孩子.
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任何我有幸教導的學生
都是我的孩子。
00:42
However然而, because their "real真實"
parents父母 aren't rich豐富
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然而,因為他們
「真正的」父母並不富有,
00:46
and, I argue爭論, because they
are mostly大多 of color顏色,
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而且,容我澄清,
因為他們多數是有色人種,
00:49
they will seldom很少 get to see in themselves他們自己
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他們往往看不到自己身上
00:51
the awesomeness迷死 that I see in them.
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如我所見的強大潛力。
00:54
Because what I see in them is myself --
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因為我在他們身上看到的
是我自己──
00:57
or what would have been myself.
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或者說,很可能是我。
01:01
I am the daughter女兒 of two hardworking用功,
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我的父母是兩位認真努力、
01:04
college-educated受過大學教育, African-American非裔美國人 parents父母
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大學畢業的非裔美國人。
01:06
who chose選擇 careers職業生涯 as public上市 servants公務員:
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他們選擇了進入大眾服務:
01:09
my father父親, a minister部長;
my mother母親, an educator教育家.
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我的父親是一位牧師;
我的母親是一位教育者。
01:13
Wealth財富 was never the primary
ambition志向 in our house.
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財富在我們家從來不是主要的追求。
01:16
Because of this lack缺乏 of wealth財富,
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由於並不富有,
01:18
we lived生活 in a neighborhood鄰里
that lacked缺乏 wealth財富,
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我們住在沒那麼有錢的社區,
01:20
and henceforth今後 a school學校 system系統
that lacked缺乏 wealth財富.
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而那裡的學校也沒那麼有錢,
01:24
Luckily, however然而, we struck來襲
the educational教育性 jackpot頭獎
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幸運的是,因為一項
「自願反隔離教育計劃」,
01:28
in a voluntary自主性 desegregation廢止岐視 program程序
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我被分到一個超棒的學區。
01:30
that buses公共汽車 inner-city內城 kids孩子 --
black黑色 and brown棕色 --
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這個計劃把內城貧民區
黑色或棕色膚色小孩,
01:33
out to suburban郊區的 schools學校 -- rich豐富 and white白色.
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載到市郊又白又有錢的小孩的學校。
01:37
At five years年份 old, I had to take
an hour-long長達一小時 bus總線 ride
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從五歲起,我每天花一小時在巴士上
01:41
to a faraway遠處 place地點
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到遙遠的地方,
01:43
to get a better education教育.
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去接受更好的教育。
01:45
At five years年份 old, I thought
everyone大家 had a life just like mine.
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那時候,我以為
每個人的生活都像我一樣,
01:50
I thought everyone大家 went to school學校
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我以為大家都去上學,
01:52
and were the only ones那些
using運用 the brown棕色 crayons蠟筆
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班上只有自己使用棕色蠟筆,
01:55
to color顏色 in their family家庭 portraits畫像,
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來著色他們的家庭畫像,
01:56
while everyone大家 else其他 was using運用
the peach-colored桃紅色 ones那些.
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而其他人使用桃色蠟筆。
02:00
At five years年份 old, I thought
everyone大家 was just like me.
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五歲的時候,
我以為每個人都像我一樣。
02:04
But as I got older舊的, I started開始
noticing注意到 things, like:
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當漸漸長大,我開始注意到:
02:08
How come my neighborhood鄰里 friend朋友
don't have to wake喚醒 up
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為何我鄰居的朋友
02:11
at five o'clock in the morning早上,
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不需要早上五點起床,
02:13
and go to a school學校 that's an hour小時 away?
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然後去離家一小時遠的學校?
02:16
How come I'm learning學習 to play the violin小提琴
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我學著小提琴,
02:18
while my neighborhood鄰里 friends朋友
don't even have a music音樂 class?
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而我的鄰居甚至沒有音樂課?
02:23
Why were my neighborhood鄰里 friends朋友
learning學習 and reading material材料
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我的鄰居朋友
學著我兩三年前的上課內容?
02:26
that I had doneDONE two to three years年份 prior?
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02:29
See, as I got older舊的,
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當我年紀漸長,
02:32
I started開始 to have
this unlawful非法的 feeling感覺 in my belly肚皮,
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我開始有種內疚感,
02:36
like I was doing something
that I wasn't supposed應該 to be doing;
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好像我正做著什麼不該做的事情;
02:40
taking服用 something that wasn't mine;
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拿走了什麼不屬於我的東西;
02:43
receiving接收 a gift禮品,
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或是收下一份
02:45
but with someone有人 else's別人的 name名稱 on it.
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寄給別人的禮物。
02:47
All these amazing驚人 things
that I was being存在 exposed裸露 to
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那些我有機會接觸
02:51
and experiencing經歷,
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和經歷的精彩事物,
02:53
I felt I wasn't really supposed應該 to have.
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不像是我應該擁有的。
02:57
I wasn't supposed應該 to have a library圖書館,
fully充分 equipped裝備 athletic競技 facilities設備,
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我不該擁有圖書館,
設備齊全的運動設施,
03:01
or safe安全 fields領域 to play in.
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或是安全的遊樂場地。
03:04
I wasn't supposed應該 to have
theatre劇院 departments部門
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我不該擁有劇場
03:06
with seasonal時令的 plays播放 and concerts音樂會 --
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那裡有季節性的表演和音樂會──
03:08
digital數字, visual視覺, performing執行 arts藝術.
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數位的、視覺的、表演藝術。
03:11
I wasn't supposed應該 to have
fully充分 resourced資源匱乏 biology生物學 or chemistry化學 labs實驗室,
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我不該擁有資源完整的
生物或化學實驗室,
03:16
school學校 buses公共汽車 that brought me door-to-door門對門,
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學校巴士到府接駁,
03:19
freshly新鮮 prepared準備 school學校 lunches午餐
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新鮮的學校午餐。
03:21
or even air空氣 conditioning空調.
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甚至是空調,
03:24
These are things my kids孩子 don't get.
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這些是我的孩子所沒有的。
03:26
You see, as I got older舊的,
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你知道,當我長大,
03:28
while I was grateful感激
for this amazing驚人 opportunity機會
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即使我對所擁有過的機會
03:31
that I was being存在 given特定,
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充滿感激,
03:32
there was this ever-present永遠存在 pang of:
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在我的內心有個永遠存在的痛苦:
03:36
But what about everyone大家 else其他?
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「那其他人呢?」
03:39
There are thousands數千
of other kids孩子 just like me,
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有成千上萬像我一樣的孩子,
03:42
who deserve值得 this, too.
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也理應得到這些。
03:44
Why doesn't everyone大家 get this?
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為什麼不是每個人都得到這些?
03:46
Why is a high-quality高質量 education教育
only exclusive獨家 to the rich豐富?
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為什麼好的教育只提供給有錢人?
03:51
It was like I had some sort分類
of survivor's倖存者 remorse悔恨.
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而我就好像一個倖存者般在自責。
03:55
All of my neighborhood鄰里 friends朋友
were experiencing經歷
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我所有的鄰居朋友都在經歷
03:57
an educational教育性 train培養 wreck破壞
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支離破碎的教育慘劇,
03:59
that I was saved保存 from through通過 a bus總線 ride.
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我卻幸運坐上了巴士得到救贖。
04:04
I was like an educational教育性 Moses摩西 screaming尖叫,
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我就像一個教育「摩西」尖叫著,
04:06
"Let my people go ...
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「容我的百姓去……
04:08
to high-quality高質量 schools學校!"
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上高品質的學校!」
04:10
(Laughter笑聲)
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(笑聲)
我親眼看到另一半數孩童
正在接受怎樣的教育。
04:11
I'd seen看到 firsthand第一手 how the other half
was being存在 treated治療 and educated博學.
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04:16
I'd seen看到 the educational教育性 promised許諾 land土地,
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我看到教育的應許之地,
04:19
and I could not for the life of me
justify辯解 the disparity差距.
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我卻根本不能合理化這差距。
04:25
I now teach in the very same相同 school學校 system系統
from which哪一個 I sought追捧 refuge避難所.
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我如今在我家的學區教書。
04:30
I know firsthand第一手 the tools工具
that were given特定 to me as a student學生,
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我很清楚我當學生時,
學校給過我什麼教具,
04:35
and now as a teacher老師, I don't have
access訪問 to those same相同 tools工具
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現在作為老師,
我卻沒有相同的教具
04:39
to give my students學生們.
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提供給我的學生。
04:41
There have been countless無數 nights
when I've cried哭了 in frustration挫折,
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有無數的夜晚,我沮喪哭泣、
04:46
anger憤怒
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憤怒、
04:47
and sorrow悲哀,
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和悲哀,
04:48
because I can't teach my kids孩子
the way that I was taught,
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因為我不能用我被教的方式
去教我的孩子,
04:52
because I don't have access訪問
to the same相同 resources資源 or tools工具
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因為我沒有權利
擁有當初用來教我的資源和器具。
04:56
that were used to teach me.
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04:59
My kids孩子 deserve值得 so much better.
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我的孩子應該得到更好。
05:02
We sit and we keep banging
our heads again this term術語:
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我們空坐著、不停喊著:
05:05
"Achievement成就 gap間隙, achievement成就 gap間隙!"
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「成就落差,成就落差!」
卻是死路一條。
05:08
Is it really that hard to understand理解
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真的有這麼難去理解
05:11
why these kids孩子 perform演出 well
and these kids孩子 don't?
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為什麼這些孩子表現良好,
而那些孩子不?
05:14
I mean, really.
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我的意思是,真的!
05:16
I think we've我們已經 got it all wrong錯誤.
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我想我們都錯了。
05:18
I think we,
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我想我們 ,
05:20
as Gloria格洛麗亞 Ladson-Billings萊德森比林斯 says,
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正如威斯康辛大學教授拉德森所說,
05:22
should flip翻動 our paradigm範例 and our language語言
and call it was it really is.
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應該翻轉我們的範式
和我們的語言並說出實話。
05:27
It's not an achievement成就 gap間隙;
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這不叫成就落差;
05:29
it's an education教育 debt債務,
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它是一個教育債。
05:32
for all of the foregone已成 schooling教育
resources資源 that were never invested投資
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從未被投資的放棄式教育法,
05:37
in the education教育 of the black黑色
and brown棕色 child兒童 over time.
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長期用於教育黑人和棕色的孩子。
05:42
A little-known鮮為人知的 secret秘密 in American美國 history歷史
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美國歷史上鮮為人知的秘密,
05:45
is that the only American美國 institution機構
created創建 specifically特別 for people of color顏色
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是美國只有一個機構
是專門為有色人種創造的,
05:51
is the American美國 slave奴隸 trade貿易 --
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就是美國的奴隸貿易──
05:53
and some would argue爭論 the prison監獄 system系統,
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有些人會說監獄。
05:55
but that's another另一個 topic話題
for another另一個 TEDTED Talk.
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但那是另一場 TED 演講的主題。
05:58
(Laughter笑聲)
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(笑聲)
05:59
The public上市 school學校 system系統 of this country國家
was built內置, bought and paid支付 for
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這個國家的公立學校系統
06:03
using運用 commerce商業 generated產生
from the slave奴隸 trade貿易 and slave奴隸 labor勞動.
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是以奴隸貿易和奴隸勞動力等
商務活動來建造、購買和支付。
06:08
While African-Americans非洲裔美國人 were enslaved奴役
and prohibited被禁止 from schooling教育,
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而非裔美國人以前被奴役
並被禁止上學,
06:12
their labor勞動 established既定
the very institution機構
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他們的勞役建立了這個機構,
06:15
from which哪一個 they were excluded排除.
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這個機構卻排除他們。
06:18
Ever since以來 then, every一切 court法庭 case案件,
educational教育性 policy政策, reform改革,
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從那以後,每一個法庭案件、
教育政策、改革,
06:23
has been an attempt嘗試
to retrofit改造 the design設計,
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都一直試圖改造,
06:26
rather than just stopping停止
and acknowledging承認:
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卻沒有停下來承認:
06:29
we've我們已經 had it all wrong錯誤 from the beginning開始.
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我們從一開始就錯了。
06:33
An oversimplification簡單化
of American美國 educational教育性 history歷史.
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這是過度簡化的美國教育史。
06:37
All right, just bear with me.
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好吧,容我解釋。
06:39
Blacks黑人 were kept不停 out -- you know,
the whole整個 slavery奴隸制度 thing.
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黑人被禁止──你知道,
整個奴隸制的東西。
06:43
With the help
of philanthropic慈善 white白色 people,
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在慈善白人的幫助下,
06:45
they built內置 their own擁有 schools學校.
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他們建立了自己的學校。
06:46
Separate分離 but equal等於 was OK.
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分開的但是還算平等的。
06:49
But while we all know
things were indeed確實 separate分離,
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但是我們都知道,
事情的確不可能如此,
06:52
they were in no ways方法 equal等於.
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他們在任何方面都不相等。
06:54
Enter輸入 Brown棕色 v. the Board of Education教育
of Topeka托皮卡, Kansas堪薩斯 in 1954;
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在 1954 年布朗訴堪薩斯州
托皮卡市教育委員會案後,
06:59
legal法律 separation分割 of the races比賽
is now illegal非法.
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種族分類現在是非法的。
07:03
But very few少數 people pay工資 attention注意
to all of the court法庭 cases since以來 then,
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但很少有人注意
自那時起所有的法庭案件,
07:10
that have undone未完成 the educational教育性
promised許諾 land土地 for every一切 child兒童
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反而把每個孩子的
教育應許之地都破壞了,
07:15
that Brown棕色 v. Board intended.
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那不是這個案件原本的訴求。
07:18
Some argue爭論 that today今天 our schools學校
are now more segregated隔離
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有人認為今天我們的學校更加隔離,
07:22
than they ever were before we tried試著
to desegregate取消種族隔離 them in the first place地點.
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甚至比我們嘗試之前更加隔離。
07:27
Teaching教學 my kids孩子 about desegregation廢止岐視,
the Little Rock Nine,
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教我的孩子關於廢除種族隔離、
小石城九人事件、民權運動,
07:31
the Civil國內 Rights Movement運動,
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07:32
is a real真實 awkward尷尬 moment時刻 in my classroom課堂,
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是我教室裡真正的尷尬時刻。
07:36
when I have to hear
the voice語音 of a child兒童 ask,
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當我不得不聽到一個孩子問,
07:39
"If schools學校 were desegregated分列 in 1954,
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「如果學校在 1954 年
就不再種族分離,
07:43
how come there are no white白色 kids孩子 here?"
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怎麼會沒有白人孩子在這裡?」
07:45
(Laughter笑聲)
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(笑聲)
07:47
These kids孩子 aren't dumb.
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這些孩子不傻。
07:49
They know exactly究竟 what's happening事件,
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他們知道發生了什麼,
07:51
and what's not.
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和什麼沒發生。
07:53
They know that when it comes to schooling教育,
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他們知道,在學校教育方面,
07:56
black黑色 lives生活 don't matter
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黑人根本不重要。
07:59
and they never have.
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他們從來沒有被重視。
08:02
For years年份, I tried試著 desperately拼命
to cultivate培育 in my kids孩子 a love of reading.
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多年來,我拼命地嘗試
讓孩子們培養對閱讀的熱愛。
08:09
I'd amassed聚斂 a modest謙虛 classroom課堂 library圖書館
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我弄了一個還不錯的教室圖書館,
08:12
of books圖書 I'd accumulated積累
from secondhand二手 shops商店,
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從二手商店買的書,
08:15
thrift節約 stores商店, attics閣樓 -- you know.
153
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慈善店、閣樓搞來的──你知道的。
08:18
But whenever每當 I said those dreadful可怕 words,
154
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但是每當我說那些可怕的話,
08:20
"Take out a book and read,"
155
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「拿出一本書來讀」,
08:22
you'd think I'd just declared聲明 war戰爭.
156
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你會認為我是在宣戰。
08:25
It was torture拷打.
157
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這是折磨。
08:27
One day,
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有一天,
08:29
after I'd heard聽說 about this website網站
called DonorsChooseDonorsChoose,
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我聽說有個網站
稱為 DonorsChoose,
08:32
where classroom課堂 teachers教師 create創建 wish希望 lists名單
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教室教師可以創建
他們班上需要的圖書願望清單,
08:34
of items項目 they need for their classroom課堂
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08:36
and anonymous匿名 donors捐助者 fulfill履行 them,
162
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然後匿名捐助者去履行,
08:39
I figured想通 I'd go out on a limb
and just make a wish希望 list名單
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我就冒險做了一個願望清單,
08:43
of the teenager's青少年 dream夢想 library圖書館.
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裡面都是青少年的夢想圖書。
08:47
Over 200 brand-new全新的 books圖書
were sent發送 to my room房間 piece by piece.
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超過 200 本全新的書
一本又一本被送到我的班上。
08:52
Every一切 day there were new deliveries交付
and my kids孩子 would exclaim喊叫 with glee高興,
166
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每天都有新的書進來,
我的孩子們都很高興大喊:
08:57
"This feels感覺 like Christmas聖誕!"
167
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「這感覺像聖誕節!」
08:59
(Laughter笑聲)
168
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(笑聲)
09:00
Then they'd他們會 say,
169
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然後他們會說,
09:01
"Ms女士. Sumner薩姆納, where did
these books圖書 come from?"
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「薩老師,這些書從哪裡來?」
09:04
And then I'd reply回复,
171
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然後我會回答:
09:05
"Strangers陌生人 from all over the country國家
wanted you to have these."
172
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「來自全國各地的陌生人
希望你們擁有這些。」
09:10
And then they'd他們會 say, almost幾乎 suspiciously形跡可疑,
173
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然後他們會用可疑的語氣說:
09:14
"But they're brand-new全新的."
174
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「但他們是全新的。」
09:16
(Laughter笑聲)
175
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(笑聲)
09:17
To which哪一個 I'd reply回复,
176
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我會回答:
09:18
"You deserve值得 brand-new全新的 books圖書."
177
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「你們應該得到全新的書。」
09:22
The whole整個 experience經驗 hit擊中 home
for me when one of my girls女孩,
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有個經驗直擊要害,
班上有一個女孩,
09:25
as she peeled去皮 open打開 a crisp paperback平裝 said,
179
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當她翻開一本嶄新的平裝書,
09:29
"Ms女士. Sumner薩姆納 -- you know,
I figured想通 you bought these books圖書,
180
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「薩老師,你知道嗎,
我以為你買了這些書,
09:33
'cause原因 you teachers教師
are always buying購買 us stuff東東.
181
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因為你們這些老師總是
在買東西給我們。
09:37
But to know that a stranger陌生人,
someone有人 I don't even know,
182
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但是想到一個
我根本不認識的陌生人
09:41
cares管它 this much about me
183
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關心我這麼多,
09:43
is pretty漂亮 cool."
184
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這真的很酷。」
09:45
Knowing會心 that strangers陌生人
will take care關心 of you
185
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知道陌生人會照顧你
09:48
is a privilege特權 my kids孩子 aren't afforded提供.
186
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是我的孩子沒有享受過的特權。
09:52
Ever since以來 the donation捐款,
187
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1442
自捐贈以來,
09:53
there has been a steady穩定 stream of kids孩子
signing簽約 out books圖書 to take home,
188
581808
3858
孩子們總是簽出書借回家,
09:57
and then returning回國 them
with the exclamation感嘆,
189
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然後還書時他們會大喊:
10:00
"This one was good!"
190
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「這一個很好!」
10:01
(Laughter笑聲)
191
589986
1048
(笑聲)
10:03
Now when I say,
"Take out a book and read,"
192
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現在當我說:「拿出一本書讀」,
10:05
kids孩子 rush to my library圖書館.
193
593384
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孩子們會衝到我的小圖書館拿書。
10:08
It wasn't that they didn't want to read,
194
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他們不是不想讀,
10:10
but instead代替, they'd他們會 gladly樂意 read
if the resources資源 were there.
195
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如果有資源,他們會很樂意閱讀。
10:17
Institutionally從制度上 speaking請講,
196
605579
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從體制上講,
10:19
our public上市 school學校 system系統 has never
doneDONE right by the black黑色 and brown棕色 child兒童.
197
607255
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我們的公立學校制度從來沒有
給黑色和棕色的孩子福利。
10:24
We keep focusing調焦 on the end結束 results結果
198
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我們一直專注於最終的結果
10:26
or test測試 results結果,
199
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或測試結果,
10:28
and getting得到 frustrated受挫.
200
616029
1846
然後感到沮喪。
我們遇到一場災難,我們感到奇怪,
10:29
We get to a catastrophe災難 and we wonder奇蹟,
201
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2137
10:32
"How did it get so bad?
How did we get here?"
202
620060
2837
「情況怎麼會這麼壞?
我們是怎麼來到這一步的?」
10:35
Really?
203
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1155
真的是這樣嗎?
10:37
If you neglect忽略 a child兒童 long enough足夠,
204
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2075
如果你長期忽略一個孩子,
10:39
you no longer have
the right to be surprised詫異
205
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3090
你就不再有驚訝的權利,
10:42
when things don't turn out well.
206
630652
1831
當事情轉向壞的一方的時候。
10:45
Stop being存在 perplexed困惑
207
633319
1734
停止茫然,
10:47
or confused困惑
208
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1626
停止困惑,
10:48
or befuddled喝醉了的
209
636727
1476
停止醉茫茫吧!
10:50
by the achievement成就 gap間隙,
210
638680
1926
不要再被成就落差
10:52
the income收入 gap間隙,
211
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1223
或收入差距
10:53
the incarceration監禁 rates利率,\
212
641877
1619
或監禁率給搞混了。
10:55
or whatever隨你 socioeconomic社會經濟 disparity差距
is the new "it" term術語 for the moment時刻.
213
643520
5047
或社會經濟差距
這個當下流行的新術語。
11:01
The problems問題 we have as a country國家
214
649248
2442
我們作為一個國家的問題,
11:03
are the problems問題 we created創建 as a country國家.
215
651714
2083
正是我們作為一個國家創造的問題。
11:06
The quality質量 of your education教育
is directly proportionate均衡
216
654740
3538
你受到的教育的品質,
11:10
to your access訪問 to college學院,
217
658302
1858
與你是否能進入大學,
11:12
your access訪問 to jobs工作,
218
660184
1728
與你是否能找到工作,
11:13
your access訪問 to the future未來.
219
661936
1708
與你的未來都是直接相關的。
11:17
Until直到 we live生活 in a world世界 where every一切 kid孩子
can get a high-quality高質量 education教育
220
665594
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直到我們的世界裡
每個孩子都能得到高品質的教育,
11:22
no matter where they live生活,
221
670888
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無論他們住在哪裡,
11:24
or the color顏色 of their skin皮膚,
222
672448
1880
無論他們的皮膚的顏色,
11:26
there are things we can do
on a macro level水平.
223
674352
4060
在巨觀層面都有我們可以做的事情。
11:31
School學校 funding資金 should not
be decided決定 by property屬性 taxes
224
679389
3564
學校的資金不應該
由周邊的房屋稅
11:34
or some funky時髦 economic經濟 equation方程
225
682977
2231
或一些奇怪的經濟公式決定,
11:37
where rich豐富 kids孩子 continue繼續
to benefit效益 from state aid援助,
226
685232
3036
讓富有的孩子
繼續受益於州政府援助,
11:40
while poor較差的 kids孩子 are continuously一直
having food餐飲 and resources資源
227
688292
4085
而窮孩子嘴邊的食物和資源
11:44
taken採取 from their mouths嘴巴.
228
692401
1593
都要被拿走。
11:46
Governors州長, senators參議員, mayors市長,
city council評議會 members會員 --
229
694750
3761
州長、參議員、市長、
市議會成員──
11:50
if we're going to call
public上市 education教育 public上市 education教育,
230
698535
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如果我們叫它國民義務教育,
11:53
then it should be just that.
231
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1583
那麼它應該就是名符其實。
11:55
Otherwise除此以外, we should
call it what it really is:
232
703555
2983
否則,我們應該這麼叫:
11:58
poverty貧窮 insurance保險.
233
706562
1565
「貧困保險。」
12:01
"Public上市 education教育:
234
709211
1442
「國民義務教育:
12:02
keeping保持 poor較差的 kids孩子 poor較差的 since以來 1954."
235
710677
3088
自 1954 年以來讓窮孩子一直窮。」
12:05
(Laughter笑聲)
236
713789
1452
(笑聲)
12:08
If we really, as a country國家, believe
that education教育 is the "great equalizer均衡器,"
237
716733
5098
如果我們作為一個國家,
真的相信教育是最棒的均衡器,
12:13
then it should be just that:
equal等於 and equitable公平.
238
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3831
那麼它就應該是:平等和公平。
12:18
Until直到 then, there's no democracy民主
in our democratic民主的 education教育.
239
726158
4343
不然在我們的民主教育之前
沒有任何民主可言。
12:23
On a mezzo女中音 level水平:
240
731493
1507
從中觀來看:
12:25
historically歷史 speaking請講, the education教育
of the black黑色 and brown棕色 child兒童
241
733640
3202
歷史上,要教育黑色和棕色的孩子,
12:28
has always depended依賴
on the philanthropy慈善事業 of others其他.
242
736866
3471
必須一直依賴別人的慈善事業。
12:32
And unfortunately不幸, today今天 it still does.
243
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不幸的是,今天它仍然是如此。
12:35
If your son兒子 or daughter女兒 or niece侄女
or nephew外甥 or neighbor鄰居
244
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4365
如果你的兒子、或女兒、
或侄女、或侄子、或鄰居、
12:40
or little Timmy鄧肯 down the street
245
748159
1563
或在街上的小蒂瑪
12:42
goes to an affluent富裕的 school學校,
246
750253
2303
去了一所富裕的學校,
12:44
challenge挑戰 your school學校 committee委員會
to adopt採用 an impoverished貧困 school學校
247
752580
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挑戰你的學校委員會
去認養一間爛學校,
12:47
or an impoverished貧困 classroom課堂.
248
755778
2039
或一間貧窮的教室。
12:49
Close the divide劃分 by engaging
in communication通訊
249
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參與有意義的交流
12:53
and relationships關係 that matter.
250
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2197
與建立關係以拉近差距。
12:56
When resources資源 are shared共享,
251
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1954
當資源可以共享時,
12:58
they're not divided分為;
252
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1692
就不是分割;
12:59
they're multiplied乘以.
253
767744
1457
而是相乘。
13:01
And on a micro level水平:
254
769871
1839
在微觀層面上:
13:03
if you're a human人的 being存在,
255
771734
1820
如果你是一個人,
13:05
donate.
256
773985
1166
捐獻吧!
13:07
Time, money, resources資源, opportunities機會 --
257
775524
4063
時間、金錢、資源、機會──
13:11
whatever隨你 is in your heart.
258
779611
2363
無論你有什麼。
13:14
There are websites網站 like DonorsChooseDonorsChoose
259
782847
2204
有像 DonorsChoose
這樣的網站,
13:17
that recognize認識 the disparity差距
260
785075
2054
讓你發現不平等,
13:19
and actually其實 want
to do something about it.
261
787153
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讓你想要去做一些事情。
13:23
What is a carpenter木匠 with no tools工具?
262
791748
2204
如果一個木匠沒有工具?
13:26
What is an actress演員 with no stage階段?
263
794350
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如果一個演員沒有舞台?
13:28
What is a scientist科學家 with no laboratory實驗室?
264
796990
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如果一個科學家沒有實驗室?
13:31
What is a doctor醫生 with no equipment設備?
265
799859
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如果一個醫生沒有設備?
13:35
I'll tell you:
266
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我會說:
13:36
they're my kids孩子.
267
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他們是我的孩子。
13:39
Shouldn't不能 they be your kids孩子, too?
268
807219
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他們不也是你的孩子嗎?
13:41
Thank you.
269
809893
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謝謝。
13:43
(Applause掌聲)
270
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(掌聲)
Translated by joseph huang
Reviewed by Qili Luo

▲Back to top

ABOUT THE SPEAKER
Kandice Sumner - Educator
Kandice Sumner thinks we've been looking at the "achievement gap" in education all wrong.

Why you should listen

Kandice A. Sumner, M.Ed. teaches humanities (a combination of history and English) for the Boston Public Schools and is a Doctoral student in Urban Educational Policy. Sumner created and facilitates a professional development curriculum entitled R.A.C.E. (race, achievement, culture and equity) to engage professionals of all ages on how to conduct courageous critical conversations concerning race for the betterment of today’s youth. As the subject of the documentary film Far From Home, Kandice speaks publicly and consults with organizations on facilitating difficult conversations about race and education.

Born and raised in urban Boston, Kandice graduated from a suburban school system through a voluntary desegregation program (METCO). She then matriculated Spelman College (a historically Black liberal arts college) and graduated Phi Beta Kappa. From being one of a few Blacks in her school to learning at a historically Black college to teaching in the underserved and predominately Black and Latino neighborhoods of Boston, Sumner has spent a lifetime traversing the lines of race, class and gender.

More profile about the speaker
Kandice Sumner | Speaker | TED.com

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