TED Salon: Education Everywhere
Liz Kleinrock: How to teach kids to talk about taboo topics
Liz Klajnrok (Liz Kleinrock): Kako učiti decu da govore o tabu temama
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Kada je jedna učenica četvrtog razreda nastavnici Liz Klajnrock rekla nešto nezamislivo na početku predavanja o rasi, Liz je znala da je to previše važan trenutak za učenje da bi ga propustila. Ali odakle početi? Saznajte kako Klajnrok uči decu da govore o tabu temama bez straha, jer je razgovor o društvenim problemima najbolji način da počnemo da ih rešavamo.
Liz Kleinrock - Educator
Liz Kleinrock creates curricular content for K-12 students around issues of diversity, equity and inclusion. Full bio
Liz Kleinrock creates curricular content for K-12 students around issues of diversity, equity and inclusion. Full bio
Double-click the English transcript below to play the video.
00:12
So, a few years ago,
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Pre nekoliko godina
00:14
I was beginning a new unit on race
with my fourth-graders.
with my fourth-graders.
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započinjala sam novu lekciju
sa svojim đacima četvrtog razreda.
sa svojim đacima četvrtog razreda.
00:18
And whenever we start a new unit,
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Kad god započnemo novu lekciju,
00:20
I like to begin by having all the students
list everything they know about it,
list everything they know about it,
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volim da krenem tako što učenici
navedu sve što znaju o toj temi,
navedu sve što znaju o toj temi,
a potom i zabeležimo koja pitanja imaju.
00:23
and then we also list questions we have.
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00:26
And I had the type of moment
that every teacher has nightmares about.
that every teacher has nightmares about.
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Desio mi se trenutak
koji je košmar svakog učitelja.
koji je košmar svakog učitelja.
00:31
One of my students
had just asked the question,
had just asked the question,
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Jedan od mojih učenika
je postavio pitanje:
je postavio pitanje:
00:34
"Why are some people racist?"
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„Zašto su neki ljudi rasisti?“
00:36
And another student, let's call her Abby,
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A druga učenica, zvaćemo je Abi,
00:39
had just raised her hand and volunteered:
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podigla je ruku i ponudila odgovor:
00:41
"Maybe some people don't like black people
because their skin is the color of poop."
because their skin is the color of poop."
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„Možda neki ljudi ne vole crnce
jer je njihova koža boje kake.“
jer je njihova koža boje kake.“
00:47
Yeah, I know.
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Da, znam.
00:48
So, as if on cue,
my entire class exploded.
my entire class exploded.
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U tom času je čitav razred eksplodirao.
00:53
Half of them immediately started laughing,
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Polovina njih je odmah počela da se smeje,
00:55
and the other half started yelling at Abby
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a druga polovina je počela da viče na Abi
00:57
and shouting things like,
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i da uzvikuje, na primer:
00:59
"Oh, my God, you can't say that,
that's racist!"
that's racist!"
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„O bože, ne smeš to da govoriš,
to je rasistički!“
to je rasistički!“
01:01
So just take a second
to freeze this scene in your mind.
to freeze this scene in your mind.
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Hajde, na trenutak
zamislite ovu scenu u svojoj glavi.
zamislite ovu scenu u svojoj glavi.
01:04
There's a class
of nine- and ten-year-olds,
of nine- and ten-year-olds,
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Imate razred dece od devet i 10 godina
01:07
and half of them are in hysterics
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i polovina njih je upala u histeriju
01:08
because they think
Abby has said something wildly funny,
Abby has said something wildly funny,
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jer misle da je Abi rekla
nešto što je nenormalno smešno,
nešto što je nenormalno smešno,
01:12
and the other half are yelling at her
for saying something offensive.
for saying something offensive.
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a druga polovina viče na nju
jer je rekla nešto uvredljivo.
jer je rekla nešto uvredljivo.
01:16
And then you have Abby,
sitting there completely bewildered
sitting there completely bewildered
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A zatim imate Abi
koja sedi sasvim zbunjena
koja sedi sasvim zbunjena
jer u svojoj glavi ne razume
težinu svojih reči
težinu svojih reči
01:19
because, in her mind, she doesn't
understand the weight of what she said
understand the weight of what she said
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01:22
and why everybody is reacting this way.
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i zašto svi tako reaguju.
01:25
And then you have me, the teacher,
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A tu sam i ja, učiteljica
koja stoji u ćošku
koja stoji u ćošku
01:27
standing there in the corner,
like, about to have a panic attack.
like, about to have a panic attack.
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i samo što ne dobije napad panike.
01:30
So as a classroom teacher,
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Kao učiteljica,
01:32
I have to make split-second
decisions all the time.
decisions all the time.
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stalno moram da donosim brze odluke.
01:35
And I knew I needed to react, but how?
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Znala sam da moram da reagujem, ali kako?
01:38
Consider your fight-or-flight instincts.
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Uzmite u obzir svoje instinkte
„bori se ili beži“.
„bori se ili beži“.
01:42
I could fight by raising my voice
and reprimanding her for her words.
and reprimanding her for her words.
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Mogla sam da se borim
tako što bih povisila ton
i izgrdila je zbog njenih reči.
i izgrdila je zbog njenih reči.
01:47
Or flight -- just change the subject
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Ili da pobegnem - prosto promenim temu
01:50
and quickly start reaching
for another subject,
for another subject,
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i brzo pređem na nešto drugo,
01:52
like anything to get my students' minds
off the word "poop."
off the word "poop."
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bilo šta što bi učenicima
skrenulo pažnju sa reči „kaka“.
skrenulo pažnju sa reči „kaka“.
01:57
However, as we know, the right thing to do
is often not the easy thing to do.
is often not the easy thing to do.
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Međutim, kao što znamo,
često nije lako uraditi pravu stvar.
često nije lako uraditi pravu stvar.
02:01
And as much as I wanted
this moment to be over,
this moment to be over,
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Koliko god da sam želela
da se taj trenutak završi,
da se taj trenutak završi,
02:04
and that I knew both of these options
would help me escape the situation,
would help me escape the situation,
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i znala da bi mi obe opcije pomogle
da pobegnem iz situacije,
da pobegnem iz situacije,
02:08
I knew that this was far too important
of a teachable moment to miss.
of a teachable moment to miss.
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bila sam svesna da je ovaj trenutak
previše važan za učenje
da bih ga propustila.
da bih ga propustila.
02:13
So after standing there
for what felt like an eternity,
for what felt like an eternity,
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Nakon izvesnog perioda stajanja
koji se činio kao večnost,
koji se činio kao večnost,
02:17
I unfroze and I turned
to face my class, and I said,
to face my class, and I said,
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otkočila sam se, okrenula se
ka razredu i rekla:
ka razredu i rekla:
02:22
"Actually, Abby makes a point."
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„U stvari, ima smisla
ono što je rekla Abi.“
ono što je rekla Abi.“
02:26
And my students kind of
looked at each other, all confused.
looked at each other, all confused.
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Moji učenici su se zbunjeno
pogledali međusobno.
pogledali međusobno.
02:29
And I continued,
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Nastavila sam:
02:31
"One reason why racism exists
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„Jedan od razloga zašto rasizam postoji
02:33
is because people with light skin
have looked at people with dark skin
have looked at people with dark skin
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je taj što su ljudi sa svetlom kožom
gledali ljude sa tamnom kožom
gledali ljude sa tamnom kožom
02:37
and said that their skin was ugly.
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i rekli da je njihova koža ružna.
02:39
And even use this reason
as an excuse to dehumanize them.
as an excuse to dehumanize them.
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Čak koriste taj razlog
kao izgovor da ih dehumanizuju.
kao izgovor da ih dehumanizuju.
02:44
And the reason why we're learning
about race and racism in the first place
about race and racism in the first place
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A razlog zašto uopšte učimo
o rasi i rasizmu
o rasi i rasizmu
02:47
is to educate ourselves to know better.
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je da bismo se obrazovali
i da bismo znali da postupamo bolje,
i da bismo znali da postupamo bolje,
02:50
And to understand
why comments like this are hurtful,
why comments like this are hurtful,
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da bismo razumeli
zašto su ovakvi komentari bolni,
zašto su ovakvi komentari bolni,
02:53
and to make sure
that people with dark skin
that people with dark skin
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i da se postaramo da ljude sa tamnom kožom
02:55
are always treated
with respect and kindness."
with respect and kindness."
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uvek tretiramo sa poštovanjem
i ljubaznošću.“
i ljubaznošću.“
02:59
Now, this was a truly terrifying
teachable moment.
teachable moment.
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Ovo je bio zaista zastrašujući
trenutak za učenje.
trenutak za učenje.
03:03
But as we moved forward
in the conversation,
in the conversation,
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Ali kako smo nastavili sa razgovorom,
03:05
I noticed that both Abby
and the rest of the kids
and the rest of the kids
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primetila sam da su Abi i ostala deca
i dalje bila voljna da se uključe.
03:08
were still willing to engage.
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03:09
And as I watched the conversation
really marinate with my students,
really marinate with my students,
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Dok sam posmatrala
kako učenici tonu u razgovor,
kako učenici tonu u razgovor,
03:13
I began to wonder how many of my students
have assumptions just like Abby.
have assumptions just like Abby.
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počela sam da se pitam
koliko učenika ima pretpostavke kao Abi.
koliko učenika ima pretpostavke kao Abi.
03:19
And what happens when those assumptions
go unnoticed and unaddressed,
go unnoticed and unaddressed,
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Šta se desi kada te pretpostavke
prođu neprimećene i nerazrešene,
prođu neprimećene i nerazrešene,
03:22
as they so often do?
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kao što se često dešava?
03:25
But first, I think it's important
to take a step back
to take a step back
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Ali najpre, mislim da je važno
da se vratimo unazad
da se vratimo unazad
i da razmislimo
zbog čega je neka tema tabu.
zbog čega je neka tema tabu.
03:27
and even consider
what makes a topic taboo.
what makes a topic taboo.
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03:30
I don't remember receiving
an official list of things
an official list of things
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Ne sećam da sam dobila
zvaničnu listu stvari
zvaničnu listu stvari
03:32
you're not supposed to talk about.
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o kojima ne treba govoriti.
03:34
But I do remember hearing,
over and over, growing up:
over and over, growing up:
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Ali se sećam da sam tokom odrastanja
uvek iznova slušala
uvek iznova slušala
da postoje dve stvari o kojima na treba
govoriti na porodičnim okupljanjima,
govoriti na porodičnim okupljanjima,
03:38
there are two things you do not talk about
at family get-togethers.
at family get-togethers.
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03:41
And those two things
are religion and politics.
are religion and politics.
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a to su religija i politika.
03:46
And I always thought this was very curious
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Oduvek sam mislila da je to baš čudno
03:49
because religion and politics
often are such huge influencing factors
often are such huge influencing factors
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jer su religija i politika
obično faktori od snažnog uticaja
obično faktori od snažnog uticaja
03:53
over so many of our
identities and beliefs.
identities and beliefs.
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na veliki deo našeg identiteta i uverenja.
03:56
But what makes a topic taboo
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Ali ono zbog čega je neka tema tabu
03:59
is that feeling of discomfort that arises
when these things come up in conversation.
when these things come up in conversation.
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jeste taj osećaj neprijatnosti
kada se ona javi u razgovoru.
kada se ona javi u razgovoru.
04:04
But some people are extremely fluent
in the language of equity,
in the language of equity,
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Ali neki ljudi izuzetno dobro
poznaju jezik pravičnosti,
poznaju jezik pravičnosti,
dok se drugi boje da će ih posramiti
jer nisu politički korektni
jer nisu politički korektni
04:09
while other people fear being PC-shamed
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04:12
or that their ignorance will show
as soon as they open their mouths.
as soon as they open their mouths.
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ili da će se videti
njihovo neznanje čim otvore usta.
njihovo neznanje čim otvore usta.
04:15
But I believe that the first step
towards holding conversations
towards holding conversations
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Smatram da je prvi korak
ka vođenju razgovora
ka vođenju razgovora
o nečemu kao što je pravičnost
04:19
about things like equity
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04:20
is to begin by building a common language.
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početi stvaranjem zajedničkog jezika.
04:23
And that actually starts
with destigmatizing topics
with destigmatizing topics
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To zapravo počinje
uklanjanjem stigme sa tema
uklanjanjem stigme sa tema
04:25
that are typically deemed taboo.
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koje se obično smatraju tabuom.
04:28
Now, conversations
around race, for example,
around race, for example,
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Razgovori o rasi, na primer,
04:31
have their own specific language
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imaju svoj specifičan jezik
04:33
and students need
to be fluent in this language
to be fluent in this language
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i potrebno je da učenici poznaju taj jezik
04:35
in order to have these conversations.
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kako bi vodili ove razgovore.
04:38
Now, schools are often the only place
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Škole su često jedino mesto
04:41
where students can feel
free and comfortable
free and comfortable
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gde se učenici mogu osećati
slobodno i opušteno
slobodno i opušteno
04:43
to ask questions and make mistakes.
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da bi postavljali pitanja
i pravili greške.
i pravili greške.
04:45
But, unfortunately, not all students
feel that sense of security.
feel that sense of security.
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Ali, nažalost, nemaju svi učenici
taj osećaj sigurnosti.
taj osećaj sigurnosti.
04:50
Now, I knew that day
in front of my fourth-graders
in front of my fourth-graders
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Tog dana sam pred učenicima
četvrtog razreda znala
četvrtog razreda znala
04:53
that how I chose to respond
could actually have life-long implications
could actually have life-long implications
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da način na koji odaberem da odgovorim
može imati životne posledice
može imati životne posledice
04:57
not only for Abby, but for the rest
of the students in my class.
of the students in my class.
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ne samo za Abi, već i za ostale
učenike u mom razredu.
učenike u mom razredu.
05:01
If I had brushed her words aside,
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Da sam odbacila njene reči,
05:05
the rest of the class could actually infer
that this type of comment is acceptable.
that this type of comment is acceptable.
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ostatak razreda mogao je da zaključi
da je ovaj tip komentara prihvatljiv.
da je ovaj tip komentara prihvatljiv.
05:09
But if I had yelled at Abby
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Ali da sam vikala na Abi
05:12
and embarrassed her
in front of all of her friends,
in front of all of her friends,
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i osramotila je
pred svim njenim prijateljima,
pred svim njenim prijateljima,
05:15
that feeling of shame associated with one
of her first conversations on race
of her first conversations on race
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taj osećaj sramote vezan za jedan
od prvih razgovora o rasi
od prvih razgovora o rasi
05:19
could actually prevent her
from ever engaging on that topic again.
from ever engaging on that topic again.
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mogao bi je sprečiti da se ponovo angažuje
u razgovorima na tu temu.
u razgovorima na tu temu.
05:23
Now, teaching kids about equity in schools
is not teaching them what to think.
is not teaching them what to think.
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No, podučavanje dece pravičnosti
u školama ne uči ih šta da misle.
u školama ne uči ih šta da misle.
05:30
It is about giving them the tools
and strategies and language
and strategies and language
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Ne radi se o tome da im daje
sredstva, strategije, jezik
sredstva, strategije, jezik
05:33
and opportunities
to practice how to think.
to practice how to think.
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i prilike da vežbaju kako da razmišljaju.
05:36
For example, think about
how we teach kids how to read.
how we teach kids how to read.
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Na primer, razmislite o tome
kako učimo decu da čitaju.
kako učimo decu da čitaju.
Ne počinjemo tako što im damo knjige.
05:40
We don't start by giving them books.
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05:41
We start by breaking down words
into letters and sounds
into letters and sounds
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Počinjemo tako što rastavimo reči
na slova i zvukove
na slova i zvukove
05:44
and we encourage them to practice
their fluency by reading every single day,
their fluency by reading every single day,
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i podstičemo ih da vežbaju znanje
svakodnevnim čitanjem,
svakodnevnim čitanjem,
05:49
with a partner or with their friends.
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sa partnerom ili sa prijateljima.
05:52
And we give them
lots of comprehension questions
lots of comprehension questions
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Postavljamo im mnoga pitanja
vezana za razumevanje
vezana za razumevanje
05:55
to make sure that they're
understanding what they're reading.
understanding what they're reading.
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da bismo se uverili
da razumeju ono šta čitaju.
da razumeju ono šta čitaju.
05:58
And I believe that teaching
kids about equity
kids about equity
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Smatram da podučavanju dece pravičnosti
06:00
should be approached
in the exact same way.
in the exact same way.
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treba pristupiti na potpuno isti način.
06:04
I like to start by giving my students
a survey every year,
a survey every year,
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Volim da započnem tako što učenicima
zadajem anketu svake godine
zadajem anketu svake godine
06:07
about different issues
around equity and inclusion.
around equity and inclusion.
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o različitim pitanjima
vezanim za pravičnost i uključivanje.
vezanim za pravičnost i uključivanje.
06:11
And this is a sample survey
from one of my kids,
from one of my kids,
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Ovo je primer ankete jednog od moje dece,
06:13
and as you can see,
there's some humor in here.
there's some humor in here.
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i kao što vidite, prisutan je humor.
06:16
For under the question, "What is race?"
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Na pitanje: „Šta je rasa?“
odgovorila je „Kada dva ili više
automobila, čoveka ili životinje
automobila, čoveka ili životinje
06:18
she has written, "When two or more
cars, people and animals
cars, people and animals
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06:21
run to see who is fastest and who wins."
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trče da vide ko je najbrži
i ko će pobediti.“
i ko će pobediti.“
06:25
However, if you look
at her question, "What is racism?"
at her question, "What is racism?"
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Međutim, ako pogledate njen odgovor
na pitanje: „Šta je rasizam?“,
na pitanje: „Šta je rasizam?“,
06:28
it says, "When somebody says or calls
someone dark-skinned a mean name."
someone dark-skinned a mean name."
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kaže: „Kada neko ružno govori ili naziva
ružnim imenom nekog ko je tamne kože.“
ružnim imenom nekog ko je tamne kože.“
06:32
So, she's young, but she's showing
that she's beginning to understand.
that she's beginning to understand.
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Dakle, mlada je, ali pokazuje
da počinje da razume.
da počinje da razume.
06:36
And when we act
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A kada se ponašamo
06:37
like our students aren't capable
of having these conversations,
of having these conversations,
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kao da naši učenici nisu sposobni
da vode takve razgovore,
da vode takve razgovore,
06:41
we actually do them such a disservice.
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zapravo im činimo medveđu uslugu.
06:46
Now, I also know
that these types of conversations
that these types of conversations
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Takođe znam da ovakvi razgovori
06:50
can seem really, really intimidating
with our students,
with our students,
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našim učenicima mogu delovati
veoma zastrašujuće,
veoma zastrašujuće,
06:53
especially with young learners.
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naročito osnovcima.
06:55
But I have taught
first through fifth grades,
first through fifth grades,
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Ali ja sam predavala
od prvog do petog razreda
od prvog do petog razreda
06:57
and I can tell you, for example,
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i mogu vam reći, na primer,
06:59
that I'm not going to walk
into a first-grade classroom
into a first-grade classroom
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da neću ući u prvi razred
07:02
and start talking about things
like mass incarceration.
like mass incarceration.
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i početi da govorim o stvarima
kao što je masovno stavljanje u zatvor.
kao što je masovno stavljanje u zatvor.
07:05
But even a six-year-old first-grader
can understand the difference
can understand the difference
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Ali čak i prvak od šest godina
može da razume razliku
može da razume razliku
07:10
between what is fair --
people getting what they need.
people getting what they need.
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između onog što je pravedno -
ljudi dobijaju ono što im treba.
ljudi dobijaju ono što im treba.
07:15
We identified a lot
of these things in class together.
of these things in class together.
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Zajedno smo u razredu
prepoznali mnogo ovakvih stvari.
prepoznali mnogo ovakvih stvari.
07:19
And the difference
between fair and equal --
between fair and equal --
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Razlika između pravednosti i jednakosti -
07:22
when everybody gets the same thing,
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kada svi dobiju isto,
07:24
especially goody bags at birthday parties.
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pogotovo poklončiće za goste
na rođendanskim žurkama.
na rođendanskim žurkama.
07:27
Now, first-graders can also
understand the difference
understand the difference
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Prvaci obično mogu da razumeju razliku
07:30
between a punishment and a consequence.
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između kazne i posledice.
07:34
And all of these things
are foundational concepts
are foundational concepts
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Sve ove stvari su osnovni koncepti
07:36
that anyone needs to understand
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koje osoba mora da razume
07:38
before having a conversation
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pre nego što uđe u razgovor
07:39
about mass incarceration
in the United States.
in the United States.
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o masovnom zatvaranju
u Sjedinjenim Državama.
u Sjedinjenim Državama.
07:42
Some people might think
that kindergarteners or first-graders
that kindergarteners or first-graders
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Neki će možda pomisliti
da su predškolci i prvaci
da su predškolci i prvaci
previše mladi da bi razgovarali o rasizmu,
07:45
are too young to have
conversations around racism,
conversations around racism,
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07:48
but also tell you that young kids
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ali će vam takođe reći da tako mala deca
07:50
understand that there are
many different components
many different components
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razumeju da postoji
mnogo različitih komponenti
mnogo različitih komponenti
od kojih je sačinjen naš identitet,
07:53
that make up our identities
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07:54
and how people are similar and different,
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kako su ljudi slični i različiti
07:56
and what it means to have power
when other people don't.
when other people don't.
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i šta znači imati moć
kada je drugi ljudi nemaju.
kada je drugi ljudi nemaju.
08:01
When we have these conversations
with students at a young age,
with students at a young age,
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Kada vodimo ovakve razgovore
sa učenicima mlađeg uzrasta,
sa učenicima mlađeg uzrasta,
08:04
it actually takes away
some of that taboo feeling
some of that taboo feeling
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to zapravo uklanja deo osećaja o tabuu
08:06
when those topics come up at a later age.
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kada te teme iskrsnu
na starijim uzrastima.
na starijim uzrastima.
08:09
I also know that teaching
about these things in schools
about these things in schools
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Takođe znam da podučavanje
ovim stvarima u školama
ovim stvarima u školama
08:12
can feel like navigating a minefield.
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može delovati kao šetnja
kroz minsko polje.
kroz minsko polje.
08:15
For example, what happens
if parents or families
if parents or families
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Na primer, šta se dešava
kada se roditelji ili porodice
kada se roditelji ili porodice
08:18
aren't on board with having
these conversations in schools?
these conversations in schools?
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ne slažu da takve razgovore
treba voditi u školama?
treba voditi u školama?
08:22
But to these people, I can say:
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Ali tim ljudima mogu reći
08:23
these are some examples of things
that students have said to me
that students have said to me
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da postoje primeri stvari
koje su mi učenici rekli
koje su mi učenici rekli
08:27
and brought to my attention.
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i koje su mi stavili do znanja.
08:29
For example, I had a student come in
and whisper to me,
and whisper to me,
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Na primer, jedan učenik
je došao i šapnuo mi:
je došao i šapnuo mi:
08:33
"I've heard all these people
use the term LGBTQ,
use the term LGBTQ,
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„Čuo sam da mnogi ljudi
koriste termin LGBTQ,
koriste termin LGBTQ,
08:36
but I don't know what it means
and I'm too embarrassed to admit it."
and I'm too embarrassed to admit it."
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ali ne znam šta to znači
i previše me je sramota da priznam.“
i previše me je sramota da priznam.“
08:40
I had a student come in over a weekend
and come up to me and say,
and come up to me and say,
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Jedan učenik je došao preko vikenda,
prišao mi i rekao:
prišao mi i rekao:
08:44
"You know, I just watched
this movie about Australia,
this movie about Australia,
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„Znate, upravo sam gledao
film o Australiji
film o Australiji
08:47
and it made me wonder
if they have racism there, too."
if they have racism there, too."
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i zapitao sam se
da li i tamo postoji rasizam.“
da li i tamo postoji rasizam.“
08:51
And I always want my students to be
comfortable having these conversations
comfortable having these conversations
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Uvek želim da mojim učenicima
bude ugodno da vode ove razgovore,
bude ugodno da vode ove razgovore,
08:55
because when they're comfortable
talking about it and asking questions,
talking about it and asking questions,
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jer kada im je ugodno
da govore o tome i postavljaju pitanja,
da govore o tome i postavljaju pitanja,
08:59
they also build comfort in bringing in
their own lives and experiences
their own lives and experiences
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takođe im postaje prijatnije
da iznesu svoje životne priče i iskustva
da iznesu svoje životne priče i iskustva
09:02
in how they relate to these big topics.
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u smislu toga u kakvom su odnosu
sa ovim velikim temama.
sa ovim velikim temama.
09:05
Also, some teachers might be
kind of nervous
kind of nervous
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Takođe, neki učitelji se mogu unervoziti
09:08
if a student brings up a topic
or asks a question
or asks a question
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ako učenik iznese temu
ili postavi pitanje,
ili postavi pitanje,
09:11
and they don't know the answer to it.
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a oni ne znaju odgovor na njega.
09:13
But if a student ever brings
something to my attention
something to my attention
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Ali ako učenik nekada
iznese nešto pred mene
iznese nešto pred mene
09:16
and I don't know the answer,
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a ja ne znam odgovor,
09:18
I will always admit it and own it
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uvek to priznam i prihvatim,
09:20
because I'm not going to pretend
to be an expert in something
to be an expert in something
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jer se neću pretvarati
da sam stručnjak za nešto
da sam stručnjak za nešto
u čemu nemam iskustvo ili autoritet.
09:23
that I don't have experience in
or I'm not an authority on.
or I'm not an authority on.
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09:26
That same year, I had a student come in
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Iste te godine, učenik je došao
09:28
and ask a question
about the LGBTQ community.
about the LGBTQ community.
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i postavio pitanje o zajednici LGBTQ,
09:31
And I just didn't know enough
to give them an appropriate answer.
to give them an appropriate answer.
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a ja jednostavno nisam dovoljno znala
da bih dala odgovarajući odgovor.
da bih dala odgovarajući odgovor.
Tako da sam umesto toga
podstakla tog učenika
podstakla tog učenika
09:35
So instead, I encouraged that student
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09:37
to reach out and ask that question
to a representative of a nonprofit
to a representative of a nonprofit
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da uspostavi kontakt i postavi pitanje
predstavnici neprofitne organizacije
predstavnici neprofitne organizacije
09:40
who had come to speak to our class
about that very same issue.
about that very same issue.
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koja je došla da govori našem razredu
upravo o tom problemu.
upravo o tom problemu.
09:44
When we admit to our students
that we don't have all the answers,
that we don't have all the answers,
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Kada priznamo svojim učenicima
da nemamo sve odgovore,
da nemamo sve odgovore,
09:47
not only does it humanize us to them,
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ne samo da nam to pred njima
pripisuje ljudskost,
pripisuje ljudskost,
09:50
it also shows them that adults
have a long way to go, too,
have a long way to go, too,
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već im takođe pokazuje
da i odrasli treba da pređu dug put
da i odrasli treba da pređu dug put
09:53
when it comes to learning
about issues of equity.
about issues of equity.
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kada se radi o učenju
o temama pravičnosti.
o temama pravičnosti.
09:56
Now, a little while back,
I wrote a lesson about consent.
I wrote a lesson about consent.
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Nedavno sam napisala
lekciju o saglasnosti.
lekciju o saglasnosti.
10:01
And, to some people,
this was very exciting
this was very exciting
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Za neke ljude je to bilo vrlo uzbudljivo
10:03
because I took this topic
that seemed very taboo and scary
that seemed very taboo and scary
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jer sam uzela tu temu,
koja je delovala kao tabu i zastrašujuće,
koja je delovala kao tabu i zastrašujuće,
10:06
and I broke it down into a way
that was accessible for young learners.
that was accessible for young learners.
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i razložila je na način
koji je bio pristupačan za osnovce.
koji je bio pristupačan za osnovce.
10:10
However, to other people,
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Međutim, za druge ljude,
10:12
the idea of consent
is so strongly tied to sex,
is so strongly tied to sex,
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ideja o saglasnosti
je snažno vezana za seks,
je snažno vezana za seks,
10:15
and sex is often considered
a taboo subject,
a taboo subject,
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a seks se često smatra tabu temom,
10:18
that it made them very uncomfortable.
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pa im je zbog toga bilo vrlo neprijatno.
10:20
But my students are third-graders,
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Ali moji učenici su trećaci,
10:22
so we're not talking about sex in class.
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pa mi ne govorimo o seksu na časovima.
10:25
Rather, I wanted them to understand
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Umesto toga, htela sam da shvate
10:27
that everybody has different
physical boundaries
physical boundaries
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da svako ima različite fizičke granice
10:29
that make them feel comfortable.
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sa kojima im je ugodno.
10:31
And the social and emotional
intelligence it takes
intelligence it takes
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Društvena i emocionalna inteligencija
koja je potrebna da bi se protumačile
nečije reči, ton i jezik tela
nečije reči, ton i jezik tela
10:34
to read somebody's words
and tone and body language
and tone and body language
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su veštine koje često treba
eksplicitno podučavati,
eksplicitno podučavati,
10:37
are skills that often need
to be explicitly taught,
to be explicitly taught,
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10:39
the same way we teach things
like reading and math.
like reading and math.
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isto kao što učimo stvari
kao što su čitanje i matematika.
kao što su čitanje i matematika.
10:42
And this lesson is not reserved
for students of one single demographic.
for students of one single demographic.
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Ova lekcija nije rezervisana za učenike
samo jednog dela populacije.
samo jednog dela populacije.
10:47
Things like questioning
and making observations
and making observations
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Stvari poput preispitivanja,
primećivanja i kritičkog promišljanja
primećivanja i kritičkog promišljanja
10:49
and critical thinking
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su nešto što svi učenici,
bilo koje rase, etničke pripadnosti,
bilo koje rase, etničke pripadnosti,
10:50
are things that any student
of any race or ethnicity
of any race or ethnicity
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10:53
or background or language or income
or zip code should be learning in schools.
or zip code should be learning in schools.
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porekla, jezika, prihoda i mesta boravka
treba da uče u školama.
treba da uče u školama.
10:59
Also, deliberate avoidance
of these conversations
of these conversations
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Takođe, namerno izbegavanje ovih tema
11:03
speaks volumes to our students
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mnogo toga govori našim učenicima
11:05
because kids notice when their teachers,
when their textbooks
when their textbooks
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jer deca primećuju
kada njihovi učitelji i udžbenici
kada njihovi učitelji i udžbenici
11:10
leave out the voices and experiences
of people like women or people of color.
of people like women or people of color.
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izostavljaju mišljenja i iskustva ljudi
kao što su žene ili ljudi obojene kože.
kao što su žene ili ljudi obojene kože.
11:15
Silence speaks volumes.
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Tišina mnogo govori.
11:18
I recently asked my class of third-graders
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Nedavno sam upitala razred trećaka
11:21
what they would say to adults
who think they're too young
who think they're too young
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šta bi rekli odraslima
koji misle da su oni previše mladi
koji misle da su oni previše mladi
11:23
to learn about issues of equity.
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da bi učili o problemima pravičnosti.
11:26
And while this is a small sample
of my 25 students,
of my 25 students,
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Mada je u pitanju mali uzorak
od mojih 25 učenika,
od mojih 25 učenika,
11:31
all of them agreed
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svi su se složili
11:32
that not only are they capable
of having these conversations,
of having these conversations,
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da ne samo da su sposobni
da vode ove razgovore,
da vode ove razgovore,
11:35
but they view it, the right to learn it,
as a right and not as a privilege.
as a right and not as a privilege.
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već učenje o tome
vide kao pravo, a ne privilegiju.
vide kao pravo, a ne privilegiju.
11:41
And, in their words:
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Njihovim rečima:
11:43
"We're big enough
to know about these things
to know about these things
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„Dovoljno smo veliki
da znamo za ove stvari
da znamo za ove stvari
11:46
because these problems
are happening where we live.
are happening where we live.
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jer se ti problemi dešavaju
tamo gde mi živimo.
tamo gde mi živimo.
11:48
And we have the right to talk about them
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Imamo pravo da govorimo o njima
11:51
because it will be our life
in the future."
in the future."
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jer će to biti naš život u budućnosti.“
11:54
Thank you.
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Hvala.
11:55
(Applause)
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(Aplauz)
ABOUT THE SPEAKER
Liz Kleinrock - EducatorLiz Kleinrock creates curricular content for K-12 students around issues of diversity, equity and inclusion.
Why you should listen
Liz Kleinrock specializes in creating engaging and accessible units of study for all ages of learners. She began her career in education as an AmeriCorps volunteer teacher in Oakland, California in 2009, and she has since served as both a classroom educator and diversity coordinator in Los Angeles, California. She also works with schools and districts throughout the United States to develop workshops and trainings that support culturally responsive practices that fit the needs of specific communities.
Kleinrock's teaching practice gained national attention in 2017 after her classroom became the subject of a documentary short produced by Fluid Film. In 2018, she received the Teaching Tolerance Award for Excellence in Teaching, and her lessons on teaching consent and personal boundaries to students have gained international attention through media outlets such as CNN, The Washington Post, The Huffington Post and NPR. Kleinrock has published articles with Heinemann Publishing and Teaching Tolerance on destigmatizing privilege, trauma-informed teaching and cultivating relationships with students and families. She is writing her first book.
Liz Kleinrock | Speaker | TED.com