TED Residency
Anindya Kundu: The boost students need to overcome obstacles
Anindya Kundu: Podrška koju studenti trebaju da prevaziđu prepreke
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Kako mogu studenti u lošoj situaciji uspjeti u školi? Za sociologa Anindya Kundu hrabrost i uporost nisu dovoljni; studenti trebaju da počnu djelavati, ili da razviju svoju sposobnost da prevaziđu prepreke i upravljaju sistemom. On dijeli nekoliko pozitivnih priča od studenata koji su prkosili očekivanjima usprkos ličnim, društvenim i institucionalnim iskušenjima.
Anindya Kundu - Sociologist, educator, writer
TED Resident Anindya Kundu is reframing our notions of achievement and ability through his sociological research, which suggests all students can succeed if provided the right support systems. Full bio
TED Resident Anindya Kundu is reframing our notions of achievement and ability through his sociological research, which suggests all students can succeed if provided the right support systems. Full bio
Double-click the English transcript below to play the video.
00:12
So, I teach college students
about inequality and race in education,
about inequality and race in education,
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Ja dakle držim predavanja studentima o neravnopravnosti i rasi u obrazovanju,
00:17
and I like to leave my office open
to any of my students
to any of my students
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i ja volim da ostavim svoju kancelariju otvorenu za bilo kojeg studenta
00:20
who might just want to see me to chat.
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koji bi samo poželio da me vidi da bi popričao.
00:23
And a few semesters ago,
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I prije nekoliko semestara
00:24
one of my more cheerful
students, Mahari,
students, Mahari,
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jedan od mojih veselijih studenata, Mahari,
00:27
actually came to see me
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je zapravo došao da me vidi
00:29
and mentioned that he was feeling
a bit like an outcast because he's black.
a bit like an outcast because he's black.
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vidi i spomenuo da se osjeća pomalo kao stranac zbog toga što je crnac.
00:34
He had just transferred to NYU
from a community college
from a community college
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On se upravo bio prebacio na New York Univerzitet sa jedne više škole
00:36
on a merit scholarship,
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zbog stipendije koju je dobio svojim zaslugama,
00:38
and turns out,
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i ispostavilo se
00:40
only about five percent
of students at NYU are black.
of students at NYU are black.
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da je samo pet posto studenta na New York Univerzitetu bilo crnaca
00:43
And so I started to remember
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I tada sam se počeo sjećati
00:45
that I know that feeling
of being an outsider
of being an outsider
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da ja znam kako je se osjećati kao stranac
00:47
in your own community.
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u svojoj vlastitoj zajednici.
00:49
It's partially what drew me to my work.
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To je djelimično razlog koji me privukao mom poslu.
00:51
At my university,
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Na mom univerzitetu,
00:53
I'm one of the few
faculty members of color,
faculty members of color,
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ja sam od rijetkih među osobljem
fakulteta koji je crnac,
fakulteta koji je crnac,
00:55
and growing up, I experienced
my family's social mobility,
my family's social mobility,
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i dok sam odrastao doživio sam društvenu mobilnost moje porodice,
00:59
moving out of apartments
into a nice house,
into a nice house,
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iseljavanje iz stanova u lijepu kuću,
01:02
but in an overwhelmingly
white neighborhood.
white neighborhood.
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ali u pretežno bijelom naselju.
01:05
I was 12,
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Imao sam 12 godina,
01:06
and kids would say that were surprised
that I didn't smell like curry.
that I didn't smell like curry.
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i djeca su mi govorila da su izenađena
da ne mirišem kao kari.
da ne mirišem kao kari.
01:10
(Laughter)
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(Smijeh)
01:11
That's because school is in the morning,
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To je bilo zbog toga što je škola bila ujutro,
01:13
and I had Eggo waffles for breakfast.
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i ja sam doručkovao Eggo vafle.
01:15
(Laughter)
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(Smijeh)
01:17
Curry is for dinner.
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Kari je za večeru.
01:18
(Laughter)
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(Smijeh)
01:20
So when Mahari was leaving,
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Tako kada je Mahari odlazio,
01:21
I asked him how he was coping
with feeling isolated.
with feeling isolated.
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upitao sam ga kako se nosi sa
osjećanjem izoliranosti.
osjećanjem izoliranosti.
01:24
And he said that despite feeling lonely,
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I rekao mi je da usprkos
usamljenosti,
usamljenosti,
01:27
he just threw himself at his work,
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on se samo baci na posao,
01:29
that he built strategies around his grit
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te da je napravio strategije da
iskoristi svoju hrabrost
iskoristi svoju hrabrost
01:31
and his desire to be successful.
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i želju da bude uspješan.
01:33
A mentor of mine is actually
Dr. Angela Duckworth,
Dr. Angela Duckworth,
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Moj mentor je zapravo Dr. Angela
Duckwort,
Duckwort,
01:36
the psychologist at UPenn who has defined
this stick-to-itiveness of grit
this stick-to-itiveness of grit
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psiholog na Univerzitetu u Pensilvaniji
koja je definisala ovu snagu hrabrosti
koja je definisala ovu snagu hrabrosti
01:41
as being "the perseverance
and passion for long-term goals."
and passion for long-term goals."
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kao „istrajnost i strast za
dugoročnim ciljevima.“
dugoročnim ciljevima.“
01:45
Angela's book has become a bestseller,
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Angelina knjiga je postala bestseler,
01:47
and schools across the country,
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i škole širom države,
01:49
particularly charter schools,
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pogotovo čarter škole, su se
01:51
have become interested in citing
"grit" as a core value.
"grit" as a core value.
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zainteresovale za citiranje 'hrabrosti'
kao osnovne vrijednosti.
kao osnovne vrijednosti.
01:55
But sometimes grit isn't enough,
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Ali ponekad hrabrost nije dovoljna,
01:57
especially in education.
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pogotovo u obrazovanju.
01:59
So when Mahari was leaving my office,
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Tako kada je Mahari napuštao
moju kancelariju
moju kancelariju
02:01
I worried that he might need
something more specific
something more specific
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bio sam zabrinut da možda
treba nešto specifičnije
treba nešto specifičnije
02:03
to combat the challenges
that he mentioned to me.
that he mentioned to me.
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da bi se borio sa iskušenjima
koja mi je spomenuo.
koja mi je spomenuo.
02:06
As a sociologist,
I also study achievement,
I also study achievement,
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Kao sociolog,
ja također izučavam uspijeh,
ja također izučavam uspijeh,
02:10
but from a slightly different perspective.
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ali iz malo drugačije perspektive.
02:12
I research students who have overcome
immense obstacles
immense obstacles
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Ja istražujem studente koji su
prevazišli ogromne prepreke
prevazišli ogromne prepreke
02:15
related to their background.
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povezane sa njihovom pozadinom.
02:17
Students from low-income,
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Studenti sa niskim prihodima,
02:18
often single-parent households,
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često domaćinstva sa jednim roditeljem,
02:20
students who have been homeless,
incarcerated or perhaps undocumented,
incarcerated or perhaps undocumented,
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studenti koji su bili beskućnici,
zatvarani ili možda nedokumentovani,
zatvarani ili možda nedokumentovani,
02:25
or some who have struggled
with substance abuse
with substance abuse
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ili neki koji su se borili sa ovisnostima,
02:28
or lived through violent or sexual trauma.
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ili su preživjeli nasilnu
ili seksualnu traumu.
ili seksualnu traumu.
02:31
So let me tell you about two
of the grittiest people I've met.
of the grittiest people I've met.
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Dopustite mi da vam kažem o dvoje
najhrabljijih ljudi koje sam upoznao.
najhrabljijih ljudi koje sam upoznao.
02:35
Tyrique was raised by a single mother,
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Tyriquea je podigla njegova
samohrana majka,
samohrana majka,
02:37
and then after high school,
he fell in with the wrong crowd.
he fell in with the wrong crowd.
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i onda nakon srednje škole
on je upao u loše društvo.
on je upao u loše društvo.
02:40
He got arrested for armed robbery.
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Bio je uhapšen zbog oružane pljačke.
02:42
But in prison, he started to work hard.
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Ali u zatvoru je počeo da radi jako.
02:45
He took college credit courses,
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Uzeo je univerzitetski
akreditovane kurseve,
akreditovane kurseve,
02:46
so when he got out,
he was able to get a master's,
he was able to get a master's,
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tako kada je izašao bio je u
stanju da završi master studij,
stanju da završi master studij,
02:49
and today he's a manager at a nonprofit.
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i danas je on menadžer u
neprofitnom sektoru.
neprofitnom sektoru.
02:52
Vanessa had to move around a lot as a kid,
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Venessa je morala mnogo da se
seli kada je bila dijete,
seli kada je bila dijete,
02:55
from the Lower East Side
to Staten Island to the Bronx.
to Staten Island to the Bronx.
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od Lower East Sidea do Staten Islanda,
pa do Bronxa.
pa do Bronxa.
02:58
She was raised primarily
by her extended family,
by her extended family,
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Nju je podigla uglavnom njena
dalja porodica,
dalja porodica,
03:01
because her own mother
had a heroin addiction.
had a heroin addiction.
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zbog toga što je njena majka
bila ovisnica o heroinu.
bila ovisnica o heroinu.
03:04
Yet at 15,
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Ali ipak je
03:05
Vanessa had to drop out of school,
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Vennesa sa 15 godina morala
da napusti školu,
da napusti školu,
03:07
and she had a son of her own.
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i porodila je se.
03:09
But eventually, she was able
to go to community college,
to go to community college,
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Ali konačno je mogla da upiše
jednu višu školu
jednu višu školu
03:12
get her associate's,
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i da dobije diplomu,
03:14
then go to an elite college
to finish her bachelor's.
to finish her bachelor's.
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te da onda upiše elitni univerzitet
da završi dodiplomski studij.
da završi dodiplomski studij.
03:18
So some people might
hear these stories and say,
hear these stories and say,
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Neki ljudi dakle mogu čuti
ove priče i reći
ove priče i reći
03:20
"Yes, those two definitely have grit.
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„Da, to dvoje sigurno imaju hrabrosti.
03:22
They basically pulled themselves up
by the bootstraps."
by the bootstraps."
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Oni su se u supštini izdigli koristeći
ono što su imali.“
ono što su imali.“
03:26
But that's an incomplete picture,
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Ali to je nepotpuna slika,
03:28
because what's more important
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zbog toga što je mnogo važnije
03:30
is that they had factors in their lives
that helped to influence their agency,
that helped to influence their agency,
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da su imali faktore u životima koji su im
pomogli da utiču na njihovo djelovanje,
pomogli da utiču na njihovo djelovanje,
03:34
or their specific capacity
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ili njihovu specifičnu sposobnost
03:35
to actually overcome
the obstacles that they were facing
the obstacles that they were facing
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da zapravo pređu preko prepreka
sa kojima su se suočili
sa kojima su se suočili
03:39
and navigate the system
given their circumstances.
given their circumstances.
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i da upravljaju sistemom kojim im je
dat u njihovim uslovima.
dat u njihovim uslovima.
03:43
So, allow me to elaborate.
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Dopustite mi da vam objasnim.
03:44
In prison, Tyrique
was actually aimless at first,
was actually aimless at first,
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U zatvoru je Tyrique zapravo
bio na početku bez cilja
bio na početku bez cilja
03:48
as a 22-year-old on Rikers Island.
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kao dvadesetdvogodišnjak
na Rikers Islandu.
na Rikers Islandu.
03:50
This is until an older detainee
took him aside
took him aside
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Tako je bilo dok stariji pritvorenik
ga nije sklonio na stranu
ga nije sklonio na stranu
03:54
and asked him to help
with the youth program.
with the youth program.
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i pitao ga da pomogne sa
programom za mlade.
programom za mlade.
03:56
And in mentoring youth,
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I u mentorstvu mladih
03:58
he started to see his own mistakes
and possibilities in the teens.
and possibilities in the teens.
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on je počeo da uočava svoje vlastite
greške i mogućnosti u mladosti.
greške i mogućnosti u mladosti.
04:02
This is what got him interested
in taking college-credit courses.
in taking college-credit courses.
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To ga je zainteresovalo da uzme
univerzitetski akreditovane kurseve.
univerzitetski akreditovane kurseve.
04:05
And when he got out,
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I kada je izašao,
04:07
he got a job with Fortune Society,
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dobio je posao u Fortune Society
04:09
where many executives are people
who have been formerly incarcerated.
who have been formerly incarcerated.
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gdje su mnogi radnici
predhodno bili zatvarani.
predhodno bili zatvarani.
04:13
So then he was able to get
a master's in social work,
a master's in social work,
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Tako da je tada bio u stanju da završi
master studij iz socijalnog rada,
master studij iz socijalnog rada,
04:16
and today, he even lectures
at Columbia about prison reform.
at Columbia about prison reform.
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i danas on čak drži predavanja na Columbia
Univerzitetu o reformi zatvora.
Univerzitetu o reformi zatvora.
04:21
And Vanessa ...
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A Vanessa...
04:22
well, after the birth of her son,
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nakon rođenja njenog sina
04:24
she happened to find a program
called Vocational Foundation
called Vocational Foundation
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desilo se da je ona pronašla program
koji se zove Vocational Foundation
koji se zove Vocational Foundation
04:27
that gave her 20 dollars biweekly,
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koji joj je davao 20 dolara svake
dvije sedmice,
dvije sedmice,
04:30
a MetroCard
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metro kartu
04:31
and her first experiences with a computer.
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kartu i prva iskustva sa kompjuterom.
04:33
These simple resources
are what helped her get her GED,
are what helped her get her GED,
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Ovi jednostavni resursi su ono što joj je
pomoglo da dobije srednjoškolsku diplomu,
pomoglo da dobije srednjoškolsku diplomu,
04:36
but then she suffered
from a very serious kidney failure,
from a very serious kidney failure,
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ali ona je onda bolovala od ozbiljnog
otkazivanja bubrega
otkazivanja bubrega
04:39
which was particularly problematic
because she was only born with one kidney.
because she was only born with one kidney.
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bubrega koje je bilo posebno problematično zbog
toga što je ona rođena samo sa jednim bubregom.
toga što je ona rođena samo sa jednim bubregom.
04:43
She spent 10 years on dialysis
waiting for a successful transplant.
waiting for a successful transplant.
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Ona je provela 10 godina na dializi čekajući
na uspješnu transplantaciju.
na uspješnu transplantaciju.
04:48
After that,
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Nakon toga
04:49
her mentors at community college
had kept in touch with her,
had kept in touch with her,
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su njeni mentori sa više škole ostali
u kontaktu sa njom,
u kontaktu sa njom,
04:52
and so she was able to go,
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i ona je bila u stanju da ode,
04:54
and they put her in an honors program.
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i oni su je stavili na program časti.
04:56
And that's the pathway
that allowed her to become accepted
that allowed her to become accepted
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I to je staza koja joj je omogućila
da bude primljena
da bude primljena
04:59
to one of the most elite colleges
for women in the country,
for women in the country,
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na jedan od najelitniji univerziteta
za žene u državi,
za žene u državi,
05:02
and she received her bachelor's at 36,
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i završila je dodiplomski studij
sa 36 godina
sa 36 godina
05:05
setting an incredible example
for her young son.
for her young son.
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postavljajući nevjerovatan primjer
za njenog mladog sina.
za njenog mladog sina.
05:08
What these stories primarily indicate
is that teaching is social
is that teaching is social
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Šta ove priče primarno indiciraju
jeste da je podučavanje socijalno
jeste da je podučavanje socijalno
05:12
and benefits from social scaffolding.
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i da dobija prednosti od
socijalne podrške.
socijalne podrške.
05:15
There were factors
pushing these two in one direction,
pushing these two in one direction,
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Tu su bili faktori koji guraju ovo
dvoje u jednom smijeru,
dvoje u jednom smijeru,
05:18
but through tailored
mentorship and opportunities,
mentorship and opportunities,
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ali kroz prilagođeno mentorstvo i prilike
05:21
they were able to reflect
on their circumstances
on their circumstances
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u mogućnosti su da razmišljaju o svojim uslovima
05:23
and resist negative influences.
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i da se suprostave negativnim utjecajima.
05:26
They also learned simple skills
like developing a network,
like developing a network,
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Oni su također naučili jednostavne
korake kao stvaranje veza,
korake kao stvaranje veza,
05:29
or asking for help --
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ili traženje pomoći-
05:31
things many of us in this room can forget
that we have needed from time to time,
that we have needed from time to time,
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stvari koje mnogi od nas u ovoj sobi mogu
zaboraviti da su nam trebale ponekad,
zaboraviti da su nam trebale ponekad,
05:36
or can take for granted.
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ili mogu to uzeti zdravo za gotovo.
05:38
And when we think of people like this,
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I kada mislimo o ljudima na ovaj način,
05:40
we should only think of them
as exceptional, but not as exceptions.
as exceptional, but not as exceptions.
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treba samo misliti o njima kao izuzetnim
ljudima ali ne kao izuzetcima.
ljudima ali ne kao izuzetcima.
05:44
Thinking of them as exceptions absolves us
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Smatrajući ih izuzetcima oslobađa nas
05:47
of the collective responsibility
to help students in similar situations.
to help students in similar situations.
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kolektivne odgovornosti da pomognemo
studentima u sličnoj situaciji.
studentima u sličnoj situaciji.
05:52
When Presidents Bush, Obama
and now even Trump,
and now even Trump,
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Kada su predjednici Bush, Obama
i sada čak i Trump
i sada čak i Trump
05:55
have called education
"the civil rights issue of our time,"
"the civil rights issue of our time,"
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nazvali obrazovanje 'pitanje građanskog
prava našeg vremena',
prava našeg vremena',
05:59
perhaps we should treat it that way.
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možda bi ga trebali i tretirati tako.
06:02
If schools were able to think
about the agency that their students have
about the agency that their students have
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Da su škole u mogućnosti da razmišljaju
o djelovanju njihovih studenata
o djelovanju njihovih studenata
06:05
and bring to the table
when they push them,
when they push them,
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studenata i da ih iznesu na sto
kada ih poguraju,
kada ih poguraju,
06:08
what students learn can become
more relevant to their lives,
more relevant to their lives,
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ono što studenti uče može biti
relevantnije njihovim životima,
relevantnije njihovim životima,
06:11
and then they can tap into those internal
reservoirs of grit and character.
reservoirs of grit and character.
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i tada mogu da uđu u unutrašnje
rezervoare hrabrosti i ličnosti.
rezervoare hrabrosti i ličnosti.
06:17
So this here --
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Dakle ove ovdje-
06:18
My student Mahari
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Moj student Mahari
06:20
got accepted to law school
with scholarships,
with scholarships,
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je primljen na pravni fakultet
sa stipendijom,
sa stipendijom,
06:23
and not to brag,
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i nije da se hvalim
06:25
but I did write one of his letters
of recommendation.
of recommendation.
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ali sam mu ja napisao jedno
pismo preporuke.
pismo preporuke.
06:27
(Laughter)
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(Smijeh)
06:29
And even though I know hard work
is what got him this achievement,
is what got him this achievement,
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Iako znam da je težak rad ono što
mu je donijelo ovaj uspijeh,
mu je donijelo ovaj uspijeh,
06:33
I've seen him find
his voice along the way,
his voice along the way,
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vidio sam kako je dobio želju da priča
06:35
which as someone who's grown up
a little bit shy and awkward,
a little bit shy and awkward,
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što znam da za nekog ko je odrastao
kao pomalo stidan i nespretan
kao pomalo stidan i nespretan
06:39
I know it takes time and support.
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zahtjeva dosta vremena i podrške.
06:41
So even though
he will rely a lot on his grit
he will rely a lot on his grit
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Iako će se on dosta oslonjati
na svoju hrabrost
na svoju hrabrost
06:44
to get him through
that first-year law school grind,
that first-year law school grind,
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da prođe kroz mrvenje prve godine prava,
06:48
I'll be there as a mentor for him,
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ja ću biti tu kao mentor za njega,
06:50
check in with him from time to time,
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provjeriti ga sa vremena na vrijeme,
06:52
maybe take him out to get some curry ...
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možda ga izvesti na kari...
06:54
(Laughter)
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(Smijeh)
06:55
so that he can keep growing his agency
to succeed even more.
to succeed even more.
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To dakle može povećati njegovo
djelovanje da uspije čak i više.
djelovanje da uspije čak i više.
06:59
Thank you.
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Hvala vam.
07:00
(Applause)
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(Aplauz)
ABOUT THE SPEAKER
Anindya Kundu - Sociologist, educator, writerTED Resident Anindya Kundu is reframing our notions of achievement and ability through his sociological research, which suggests all students can succeed if provided the right support systems.
Why you should listen
Anindya Kundu studies the potential of human agency to help people create positive change in their lives. His research involves learning how students can navigate around personal, social and institutional challenges to succeed. Kundu's book Achieving Agency is forthcoming.
At NYU, Kundu has taught the course, "American Dilemmas: Race, Inequality, and the Unfulfilled Promise of Public Education," originally designed by achievement gap scholar, Dr. Pedro Noguera. Kundu was the 2017 recipient of the NYU "Outstanding Doctoral Student Teaching Award." He also teaches high school students storytelling through The Moth in New York City.
Kundu frequently contributes to public discourse on education. His work has appeared in NPR Education, MSNBC and Huffington Post. Kundu says, "There is intellectual talent going uncultivated and unnoticed in our communities. If we remember education is our greatest public responsibility, we can better tackle the social problems that lie ahead, together."
Anindya Kundu | Speaker | TED.com