ABOUT THE SPEAKER
Monique W. Morris - Author, social justice scholar
As Monique W. Morris writes: "I believe in a justice not associated with any form of oppression. I work for it and I write about it."

Why you should listen

Monique W. Morris, EdD, founded and leads the National Black Women's Justice Institute, an organization that works to transform public discourses on the criminalization of Black women, girls and their families. For three decades, she has been involved in social justice advocacy and scholarship, working with research and academic institutions, civil rights organizations, nonprofits, public agencies and activists to advance policies and practices that promote racial and gender equity. She's the author of Pushout: The Criminalization of Black Girls in Schools and other books, publications and articles.

As Morris writes: "My work is ultimately about using research and narratives to challenge actions and structures of oppression. I do this using the tools I have available to me as a researcher, educator, public intellectual, visual artist, writer -- and most recently, filmmaker. I am the author of several academic publications and four books, each of them very different. From a street novel about prostitution to a statistical narrative about African Americans in the 21st century to a book about the criminalization of Black girls in schools, I try to meet people where they are on this journey toward freedom. My latest project, a dive into the pedagogical practices that make education freedom work, explores how schools might become locations of healing for Black and Brown girls. And I love Prince. Always have, always will."

More profile about the speaker
Monique W. Morris | Speaker | TED.com
TEDWomen 2018

Monique W. Morris: Why black girls are targeted for punishment at school -- and how to change that

Monique W. Morris: Kwanini wasichana weusi wanalengwa na adhabu shuleni -- na ni namna gani ya kubadili hilo

Filmed:
1,712,241 views

Duniani kote, wasichana weusi wanafukuzwa mashuleni kwa sababu ya sera ambazo zinalenga kuwapa adhabu, anasema mtunzi na mwanafunzi wa haki za jamii Monique W. Morris. Matokeo: wasichana wengi wanalazimika kuishia katika maisha yasiyo salama na yaliyo na fursa finyu za kufanikiwa kimaisha. Tunawezaje kuzuia janga hili? Katika hotuba yake yenye kuvuta hisia, Morris anafunua sababu za "kufukuzwa" na anaonyesha namna gani tunaweza kufanya shule kuwa sehemu ambazo wasichana wanaweza kupona na kufanikiwa.
- Author, social justice scholar
As Monique W. Morris writes: "I believe in a justice not associated with any form of oppression. I work for it and I write about it." Full bio

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

00:12
When I was in the sixthsita gradedaraja,
I got into a fightkupigana at schoolshule.
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Nilipokuwa darasa la sita, nilijikuta nikigombana shuleni.
00:16
It wasn'thaikuwa the first time
I'd been in a fightkupigana,
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Haikuwa mara ya kwanza kugombana,
00:19
but it was the first time
one happenedkilichotokea at schoolshule.
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lakini ilikuwa mara ya kwanza kutokea shuleni.
00:22
It was with a boymvulana who was
about a footmguu tallermrefu than me,
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Niligombana na mvulana ambaye alikuwa mrefu zaidi yangu kwa futi moja,
00:25
who was physicallykimwili strongernguvu than me
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ambaye alikuwa na nguvu zaidi yangu
00:27
and who'dni nani been tauntingkuitukana me for weekswiki.
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aliyekuwa akinitania kwa wiki kadhaa.
00:31
One day in PEPE, he steppedilipitiwa on my shoekiatu
and refusedalikataa to apologizekuomba msamaha.
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Siku moja tukiwa katika somo la mazoezi ya viungo, alinikanyaga na kukataa kuomba radhi.
00:35
So, filledkujazwa with angerhasira, I grabbedumechukua him
and I threwkukatupa him to the groundardhi.
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Hivyo, nikiwa nimejaa hasira, nilimkamata na kumuangusha chini.
00:40
I'd had some previousuliopita judojudo trainingmafunzo.
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Niliwahi kujifunza judo.
00:42
(LaughterKicheko)
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(Kicheko)
00:46
Our fightkupigana lastedilidumu lesschini than two minutesdakika,
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Mapigano yetu yalichukua si zaidi ya dakika mbili,
00:49
but it was a perfectkamilifu
reflectionkutafakari of the hurricanekimbunga
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lakini ilikuwa ni taswira murua ya kimbunga
00:52
that was buildingkujenga insidendani of me
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kilichokuwa kikijijenga ndani mwangu
00:54
as a youngvijana survivoraliyenusurika of sexualngono assaultshambulio
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nikiwa kama muhanga wa unyanyasaji wa kingono
00:56
and as a girlmsichana who was grapplingwakipambana
with abandonmentkuacha
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na kama msichana ambaye nilikuwa nikipambana na kutelekezwa
00:58
and exposureyatokanayo to violencevurugu
in other spacesnafasi in my life.
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na kuwepo katika vurugu katika nafasi nyingine ya maisha yangu.
01:01
I was fightingmapigano him,
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Nilikuwa napigana nae,
01:03
but I was alsopia fightingmapigano the menwatu
and boyswavulana that had assaultedashambuliwa my bodymwili
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lakini pia nilikuwa napigana na wanaume na wavulana ambao walinyanyasa mwili wangu
01:07
and the cultureutamaduni that told me
I had to be silentkimya about it.
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na utamaduni ulioniambia nilitakiwa kuwa kimya kuhusu hili.
01:11
A teachermwalimu brokekuvunja up the fightkupigana
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Mwalimu aliamua mapigano
01:12
and my principlekanuni calledaitwaye me in her officeofisi.
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na mkuu wa shule aliniita ofisini mwake.
01:15
But she didn't say,
"MoniqueMonique, what's wrongsi sawa with you?"
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Lakini hakusema, "Monique, una tatizo gani?"
01:19
She gavealitoa me a momentwakati to collectkukusanya my breathpumzi
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Alinipa wasaa wa kukusanya pumzi yangu
01:22
and askedaliuliza, "What happenedkilichotokea?"
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na kuuliza, "Kipi kimetokea?"
01:26
The educatorsWaelimishaji workingkufanya kazi with me
led with empathyhuruma.
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Wakufunzi wangu waliongoza kwa huruma.
01:29
They knewalijua me.
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Walinifahamu.
01:30
They knewalijua I lovedkupendwa to readsoma,
they knewalijua I lovedkupendwa to drawkuteka,
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Na walitambua nilipenda kusoma, walijua nilipenda kuchora,
01:34
they knewalijua I adoredilikubaliwa PrinceMkuu.
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walijua nilimpenda Prince.
01:37
And they used that informationhabari
to help me understandkuelewa
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Na walitumia taarifa hizo kunisaidia kuelewa
01:39
why my actionsVitendo, and those
of my classmatemwenzao, were disruptivekuharibu
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kwanini matendo yangu, na ya mwanafunzi mwenzangu
01:42
to the learningkujifunza communityjumuiya
they were leadingkuongoza.
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hayakuwa mazuri katika shule wanayoiongoza.
01:45
They didn't placemahali me on suspensionkusimamishwa;
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Hawakunipa adhabu ya kukaa nyumbani;
01:48
they didn't call the policepolisi.
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hawakuita polisi.
01:50
My fightkupigana didn't keep me
from going to schoolshule the nextijayo day.
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Ugomvi wangu haukunizuia mimi kwenda shuleni siku iliyofuatia.
01:54
It didn't keep me from graduatingkuhitimu;
it didn't keep me from teachingkufundisha.
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Haikunizuia mimi kumaliza masomo; Haikunizuia mimi kufundisha.
02:00
But unfortunatelykwa bahati mbaya, that's not a storyhadithi
that's sharedimeshirikiwa by manywengi blacknyeusi girlswasichana
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Lakini kwa bahati mbaya, hiyo si hadithi ambayo inasemwa na mabinti wengi weusi
02:03
in the US and around the worldulimwengu todayleo.
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nchini Marekani na duniani kote leo hii.
02:06
We're livingwanaishi throughkupitia a crisismgogoro
in whichambayo blacknyeusi girlswasichana
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Tunaishi katika janga ambalo wasichana weusi
02:09
are beingkuwa disproportionatelywale pushedkusukuma
away from schoolsshule ---
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wanasukumwa mbali na shule ---
02:11
not because of an imminentkaribu threattishio
they posepose to the safetyusalama of a schoolshule,
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siyo kutokana na hatari wanayoweza kusababisha shuleni,
02:15
but because they're oftenmara nyingi
experiencinginakabiliwa schoolsshule
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lakini kwa sababu wamezoea kuona shule
02:17
as locationsmaeneo for punishmentadhabu
and marginalizationkuwekwa pembezoni.
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kama maeneo ya adhabu na unyanyapaa.
02:21
That's something that I hearkusikia
from blacknyeusi girlswasichana around the countrynchi.
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Hicho ndicho kitu ninachosikia kutoka kwa wasichana weusi duniani kote.
02:25
But it's not insurmountableisiyotingisika.
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Lakini si kwamba hakizuiliki.
02:27
We can shiftkuhama this narrativemaelezo.
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Tunaweza badili hadithi hii.
02:30
Let's startkuanza with some datadata.
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Tuanze na taarifa.
02:33
AccordingKwa mujibu wa to a NationalTaifa BlackNyeusi Women'sYa wanawake
JusticeHaki InstituteChuo analysisuchambuzi
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Kutokana na utafiti wa Taasisi ya Taifa ya Haki za Wanawake Weusi
02:36
of civilkiraia rightshaki datadata
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Ihusuyo haki za binadamu
02:37
collectedzilizokusanywa by the US
DepartmentIdara of EducationElimu,
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uliokusanywa na Kitengo cha Elimu,
02:40
blacknyeusi girlswasichana are the only groupkikundi of girlswasichana
who are overrepresentedoverrepresented
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wasichana weusi ni kundi pekee la wasichana ambalo huwakilishwa maradufu
02:43
alongkando the entirenzima continuumkuendelea
of disciplinenidhamu in schoolsshule.
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sambamba na mwendelezo mzima wa adhabu mashuleni.
02:47
That doesn't mean that other girlswasichana aren'tsio
experiencinginakabiliwa exclusionarykibaguzi disciplinenidhamu
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Haimaanishi kwamba wasichana wengine hawakumbani na adhabu
02:51
and it doesn't mean that other girlswasichana
aren'tsio overrepresentedoverrepresented
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na haimaanishi kwamba wasichana wengine hawawakilishwi maradufu
02:55
at other partssehemu alongkando that continuumkuendelea.
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katika mambo mengine sambamba na huo mwendelezo.
02:57
But blacknyeusi girlswasichana
are the only groupkikundi of girlswasichana
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Lakini wasichana weusi ni kundi pekee la wasichana
02:59
who are overrepresentedoverrepresented all alongkando the way.
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ambalo huwakilishwa maradufu katika nyanja nzima.
03:02
BlackNyeusi girlswasichana are sevensaba timesnyakati more likelyuwezekano
than theirwao whitenyeupe counterpartswenzao
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Wasichana weusi hukumbana na hilo mara saba zaidi kuliko wasichana wenzao weupe
03:07
to experienceuzoefu one or more
out-of-schoolnje ya shule suspensionskusimamishwa kwa muda
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kupatwa na kufukuzwa shule kwa muda mara moja au zaidi
03:09
and they're nearlykaribu threetatu timesnyakati more likelyuwezekano
than theirwao whitenyeupe and LatinxLatinx counterpartswenzao
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na wapo karibuni mara tatu zaidi kuliko wenzao ambao ni weupe au Walatina
03:13
to be referredinajulikana to the juvenilevijana courtmahakama.
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kupelekwa mahakama za watoto.
03:16
A recenthivi karibuni studykujifunza by the GeorgetownGeorgetown
CenterKituo cha on PovertyUmaskini and InequalityMatabaka.
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Tafiti ya hivi karibuni iliyofanywa na Kituo Cha Georgetown kinachoshughulika na Umasikini na Ukosefu wa Usawa
03:20
partiallysehemu explainedalielezea
why this disparityusawa is takingkuchukua placemahali
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Walichambua kwa juu juu kwanini ukosefu wa usawa unatokea
03:23
when they confirmedimethibitishwa
that blacknyeusi girlswasichana experienceuzoefu
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ambapo waliafiki kwamba wasichana weusi wanakumbana
03:26
a specificz zara typeaina of ageumri compressionMfinyazo,
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na namna fulani ya mminyo wa umri,
03:28
where they're seenkuonekana as more adult-likewatu wazima-kama
than theirwao whitenyeupe peersrika.
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ambapo wanaonekana kama watu wazima kuliko wenzao ambao ni weupe.
03:32
AmongMiongoni mwa other things, the studykujifunza foundkupatikana
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Ukijumuisha na mambo mengine, walitambua kwamba
03:34
that people perceivekujua blacknyeusi girlswasichana
to need lesschini nurturingkuwalea,
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watu wanawachukulia wasichana weusi kwamba wanahitaji malezi kidogo,
03:38
lesschini protectionulinzi, to know more about sexngono
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ulinzi duni, kujua zaidi kuhusu ngono
03:41
and to be more independenthuru
than theirwao whitenyeupe peersrika.
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na kujitegemea zaidi kuliko wenzao ambao ni weupe.
03:46
The studykujifunza alsopia foundkupatikana
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Utafiti ulionyesha
03:47
that the perceptionmtazamo disparityusawa beginshuanza
when girlswasichana are as youngvijana as fivetano yearsmiaka oldzamani.
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kwamba ukosefu wa usawa wa mtazamo huanza pale wasichana wanapokuwa wadogo katika miaka mitano.
03:53
And that this perceptionmtazamo
and the disparityusawa increaseshuongezeka over time
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Na kwamba huu mtazamo unongezeka kadiri muda unavyokwenda
03:57
and peaksvilele vinne when girlswasichana are
betweenkati the agesumri of 10 and 14.
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na hufika juu zaidi pale wasichana wanapokuwa na umri wa katika ya miaka 10 na 14.
04:01
This is not withoutbila consequencematokeo.
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Hii huja na madhara.
04:05
BelievingKuamini that a girlmsichana is olderwakubwa than she is
can leadkuongoza to harsherzimeshindwa treatmentmatibabu,
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Kuamini kwamba msichana ni mkubwa zaidi ya umri wake huleta namna ya matunzo yenye akili,
04:09
immediateharaka censurecensure when she makeshufanya a mistakekosa
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hatua kali anapofanya kosa
04:12
and victimmwathirika blamingkulaumu when she's harmedkuharibiwa.
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na kumlaumu pale anapopatwa na janga.
04:15
It can alsopia leadkuongoza a girlmsichana to think
that something is wrongsi sawa with her,
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Na inaweza pelekea msichana kuona kwamba kuna kitu hakipo sawa kwake,
04:18
ratherbadala than the conditionshali
in whichambayo she findshupata herselfmwenyewe.
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ukiachana na mazingira ambayo anajikuta.
04:22
BlackNyeusi girlswasichana are routinelymara kwa mara seenkuonekana
as too loudsauti kubwa, too aggressivefujo,
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Wasichana kwa kawaida huonekana wana kelele, wenye vurugu,
04:26
too angryhasira, too visibleinayoonekana.
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wenye hasira, wanaoonekana sana.
04:29
QualitiesSifa that are oftenmara nyingi measuredkipimo
in relationuhusiano to nonblacknonblack girlswasichana
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Vipengele vya ubora ambavyo kwa kawaida hupimwa ukilinganisha na wale wasio weusi
04:33
and whichambayo don't take into considerationkuzingatia
what's going on in this girl'smsichana huyo life
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na ambavyo havijali yanayotokea katika maisha ya msichana huyu
04:37
or her culturalutamaduni normskanuni.
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au utamaduni wake.
04:39
And it's not just in the US.
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Na siyo tu Marekani.
04:41
In SouthKusini AfricaAfrika,
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Afrika Kusini,
04:42
blacknyeusi girlswasichana at the PretoriaPretoria
GirlsWasichana HighJuu SchoolShule
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wasichana katika shule ya Sekondari ya Pretoria
04:44
were discouragedtamaa from attendingkuhudhuria schoolshule
with theirwao hairnywele in its naturalasili statehali,
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walikatzwa kwenda shuleni wakiwa na nywele za asili,
04:48
withoutbila chemicalkemikali processingusindikaji.
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bila kuziweka kemikali.
04:50
What did those girlswasichana do?
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Wasichana hao walifanya nini?
04:51
They protestedwalipinga.
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Walipinga.
04:54
And it was a beautifulnzuri thing to see
the globalkimataifa communityjumuiya for the mostwengi partsehemu
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Na ilikuwa kitu cha kuvutia kuona ulimwengu katika kiasi kikubwa
04:57
wrapfunika its armssilaha around girlswasichana
as they stoodalisimama in theirwao truthsukweli.
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ikiwakumbatia wasichana pale waliposimama katika ukweli wao.
05:01
But there were those
who saw them as disruptivekuharibu,
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Lakini kuna wale waliowaona kama wavuruga amani,
05:03
largelykwa kiasi kikubwa because they daredalishangaa
to askkuuliza the questionswali,
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kwa sababu walithubutu kuuliza swali,
05:06
"Where can we be blacknyeusi
if we can't be blacknyeusi in AfricaAfrika?"
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"Ni wapi ambapo tutakuwa weusi kama hatuwezi kuwa weusi Africa?"
05:09
(LaughterKicheko)
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(Kicheko)
05:11
(ApplauseMakofi)
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(Makofi)
05:13
It's a good questionswali.
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Ni swali zuri.
05:16
Around the worldulimwengu,
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Duniani kote,
05:18
blacknyeusi girlswasichana are grapplingwakipambana
with this questionswali.
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wasichana weusi wanapambana na swali hili.
05:21
And around the worldulimwengu,
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Na duniani kote,
05:23
blacknyeusi girlswasichana are strugglingwanajitahidi to be seenkuonekana,
workingkufanya kazi to be freebure
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wasichana wanapambana kuonekana, wanahangaika kuwa huru
05:26
and fightingmapigano to be includedni pamoja
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na wanapambana kujumuishwa
05:28
in the landscapemazingira of promiseahadi
that a safesalama spacenafasi to learnkujifunza provideshutoa.
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katika mazingira ya ahadi kwamba nafasi salama ya kujifunza inapotolewa,
05:32
In the US, little girlswasichana,
just pastzilizopita theirwao toddlertoddler yearsmiaka,
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Nchini Marekani, wasichana wadogo, wanapopita miaka ya kuwa wachanga,
05:36
are beingkuwa arrestedwalikamatwa in classroomsmadarasa
for havingkuwa na a tantrumtantrum.
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wanakamatwa darasani kwa kuwa na ghadhabu.
05:39
MiddleKati schoolshule girlswasichana are beingkuwa
turnedakageuka away from schoolshule
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Wasichana wa shule za sekondari wanafukuzwa shuleni
05:42
because of the way
they wearkuvaa theirwao hairnywele naturallykawaida
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kwa sababu ya namna ambavyo huweka nywele zao katika uhalisia
05:45
or because of the way
the clothesnguo fitinafaa theirwao bodiesmiili.
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au kwa sababu ya namna nguo zinavyobana miili yao.
05:48
HighJuu schoolshule girlswasichana
are experiencinginakabiliwa violencevurugu
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Wasichana wa sekondari hukumbana na vurugu
05:50
at the handsmikono of policepolisi
officersmaafisa in schoolsshule.
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katika mikono ya askari wakiwa shuleni.
05:53
Where can blacknyeusi girlswasichana be blacknyeusi
withoutbila reprimandmakaribio or punishmentadhabu?
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Wapi ambapo wasichana weusi watakuwa weusi bila kugombezwa au adhabu?
06:00
And it's not just these incidentsmatukio.
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Na siyo tu matukio haya.
06:02
In my work as a researchermtafiti and educatormwalimu,
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Katika kazi yangu nikiwa kama mtafiti na mwalimu,
06:04
I've had an opportunitynafasi
to work with girlswasichana like StacyStacy,
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Nilipata nafasi ya kufanya kazi na wasichana kama Stacy,
06:08
a girlmsichana who I profileMaelezo mafupi in my bookkitabu "PushoutPushout,"
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msichana ambaye nimemtaja katika kitabu changu cha "Pushout,"
06:10
who strugglesmapambano with
her participationushiriki in violencevurugu.
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ambaye anapambana na ujumuikaji wake katika vurugu.
06:15
She bypassesbypasses the neuroscientificneuroscientific
and structuralmiundo analysesUchambuzi
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Anakwepa uchambuzi wa sayansi ya nuroni
06:20
that sciencesayansi has to offerkutoa
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ambayo sayansi inaelezea
06:21
about how her adversembaya
childhoodutoto experiencesuzoefu informtaarifa
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kuhusu namna gani utoto wake wenye matatizo unaainisha
06:25
why she's participatingkushiriki in violencevurugu
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kwanini anashiriki katika ugomvi
06:27
and goeshuenda straightsawa to describingkuelezea herselfmwenyewe
as a "problemtatizo childmtoto,"
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na kwenda moja kwa moja kujielezea kama "mtoto mwenye matatizo,"
06:30
largelykwa kiasi kikubwa because that's the languagelugha
that educatorsWaelimishaji were usingkutumia
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kikubwa ni kwa sababu hiyo ndiyo lugha ambayo wakufunzi walitumia
06:33
as they routinelymara kwa mara suspendedkusimamishwa her.
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pale kila wakati walipokuwa wakimtoa shuleni.
06:37
But here'shapa the thing.
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Lakini jambo ni hili.
06:39
DisconnectionIsiyopatikana and the internalizationinternalization
of harmkuumiza growkukua strongernguvu in isolationkutengwa.
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Kutengwa na ongezeko la hatari hukua zaidi katika upweke.
06:44
So when girlswasichana get in troubleshida,
we shouldn'thaipaswi be pushingkusukuma them away,
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Kwa hiyo wasichana wanapokuwa katika hatari, haitakiwi kuwatenga mbali,
06:47
we should be bringingkuleta them in closerkaribu.
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tunatakiwa kuwaleta karibu nasi.
06:50
EducationElimu is a criticalmuhimu protectivekinga factorsababu
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Elimu ni jambo muhimu linaloleta usalama
06:52
againstdhidi contactwasiliana
with the criminalwahalifu legalkisheria systemmfumo.
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dhidi ya mfumo wa kuzuia uhalifu.
06:56
So we should be buildingkujenga
out policiessera and practicesmazoea
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Kwa hiyo inatakiwa kuunda sera zetu na hatua
06:58
that keep girlswasichana connectedimeunganishwa
to theirwao learningkujifunza,
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zinazowafanya wasichana kuunganika na kujifunza kwao,
07:00
ratherbadala than pushingkusukuma them away from it.
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kuliko kuwasukuma mbali na mfumo huo.
07:02
It's one of the reasonssababu I like to say
that educationelimu is freedomuhuru work.
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Ni moja ya sababu ambayo nitapenda kusema kwamba elimu ni kazi ya uhuru.
07:08
When girlswasichana feel safesalama, they can learnkujifunza.
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Pale wasichana wanahisi wapo salama, wanaweza kujifunza.
07:12
When they don't feel safesalama, they fightkupigana,
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Wanapohisi hawapo salama, wanapigana,
07:14
they protestmaandamano, they arguewanasema,
they fleekukimbia, they freezekufungia.
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wanapinga, wanabishana, wanakimbia,hawaendelei mbele.
07:21
The humanbinadamu brainubongo is wiredwired
to protectkulinda us when we feel a threattishio.
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Ubongo wa mwanadamu umetengenezwa kutulinda pale tunapohisi hatari.
07:24
And so long as schoolshule feelsanahisi like a threattishio,
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Na inapokuwa kwamba shule inaonekana kama ni hatari,
07:26
or partsehemu of the tapestrytapestry of harmkuumiza
in a girl'smsichana huyo life,
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au sehemu inayokandamiza maisha ya msichana,
07:29
she'llyeye atakuja be inclinedkutega to resistPinga.
141
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lazima atachukua hatua kupambana.
07:31
But when schoolsshule becomekuwa
locationsmaeneo for healingkuponya,
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Lakini pale shule inapokuwa sehemu ya uponyaji,
07:35
they can alsopia becomekuwa
locationsmaeneo for learningkujifunza.
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pia inaweza kuwa sehemu ya kujifunza.
07:38
So what does this mean for a schoolshule
to becomekuwa a locationeneo for healingkuponya?
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Ina maana gani shule kuwa sehemu ya uponyaji?
07:42
Well, for one thing, it meansina maana
that we have to immediatelymara moja discontinuekuvunja
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inamaanisha kwamba tunatakiwa mara moja kusimamisha
07:45
the policiessera and practicesmazoea that targetlengo
blacknyeusi girlswasichana for theirwao hairstylesMitindo ya nywele or dressnguo.
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sera na hatua ambazo zinalenga wasichana weusi kutokana na mitindo yao ya nywele au mavazi.
07:50
(ApplauseMakofi)
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(Makofi)
07:56
Let's focustazama on how
and what a girlmsichana learnsanajifunza
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Tuangalie namna gani na kipi msichana anachojifunza
08:00
ratherbadala than policingPolisi her bodymwili
in waysnjia that facilitatekuwezesha rapekubaka cultureutamaduni
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kuliko kuweka sera ambazo zinawezesha utamaduni wa ubakaji
08:04
or punishadhabu childrenwatoto for the conditionshali
in whichambayo they were bornalizaliwa.
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au kuadhibu watoto kulingana na mazingira ambayo wamezaliwa nayo.
08:08
This is where parentswazazi and the communityjumuiya
of concernedwasiwasi adultswatu wazima can enteringiza this work.
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Hapa ndipo wazazi na jamii ya wanaohusika wanaweza ingia katika kazi hii.
08:13
StartKuanza a conversationmazungumzo with the schoolshule
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Anzisha maongezi na shule
08:15
and encouragekuhimiza them
to addressanwani theirwao dressnguo codemsimbo
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na wape ushauri katika kuweka mifumo ya uvaaji
08:18
and other conduct-relatedyanayohusiana na tabia policiessera
as a collaborativeushirikiano projectmradi,
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na taratibu nyingine ziwe ni hatua za kujadili kwa pamoja,
08:21
with parentswazazi and studentswanafunzi,
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na wazazi na wanafunzi,
08:23
so as to intentionallykwa makusudi avoidkuepuka
biaskupendeza and discriminationubaguzi.
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ili kwa makusudi kuepukana na unyanyapaa.
08:27
Keep in mindakili, thoughingawa,
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Kumbuka, ingawa,
08:28
that some of the practicesmazoea
that harmkuumiza blacknyeusi girlswasichana mostwengi are unwrittenmasharti.
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kwamba mambo mengi ambayo huumiza wasichana weusi hayapo katika maandishi.
08:31
So we have to continueendelea to do the deepkina,
internalndani work to addressanwani the biasesunapendelea
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Kwa hiyo tunatakiwa kwenda ndani zaidi, kazi ya kina ya kuongelea unyanyapaa
08:36
that informtaarifa how, when and whetherkama we see
blacknyeusi girlswasichana for who they actuallykwa kweli are,
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ambao unaelezea namna, wakati gani na vile tunavyowaona wasichana weusi walivyo,
08:40
or what we'vetumekuwa been told they are.
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au kipi walichoambiwa kuhusu walivyo.
08:44
VolunteerKujitolea at a schoolshule
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Jitolee katika shule
08:46
and establishkuanzisha culturallykiutamaduni competentwenye uwezo
and genderjinsia responsivemsikivu discussionmajadiliano groupsvikundi
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na anzisha majadiliano ya utamaduni na jinsia
08:51
with blacknyeusi girlswasichana,
LatinasLatinas, indigenousasili girlswasichana
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na wasichana weusi au walatino.
08:54
and other studentswanafunzi who experienceuzoefu
marginalizationkuwekwa pembezoni in schoolsshule
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na wanafunzi wengi wanaokumbana na kutengwa mashuleni
08:57
to give them a safesalama spacenafasi
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kuwapa nafasi salama
08:58
to processmchakato theirwao identitiesvitambulisho
and experiencesuzoefu in schoolsshule.
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ya kuchambua utambuzi wao na wanavyoishi mashuleni.
09:03
And if schoolsshule are to becomekuwa
locationsmaeneo for healingkuponya,
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Na kama shule itakuwa ni sehemu ya uponyaji,
09:05
we have to removeondoa policepolisi officersmaafisa
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tunatakiwa kuondoa maafisa wa polisi
09:07
and increaseOngeza the numbernambari
of counselorswashauri in schoolsshule.
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na kuongeza washauri mashuleni.
09:10
(ApplauseMakofi)
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(Kicheko)
09:18
EducationElimu is freedomuhuru work.
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Elimu ni kazi ya kupigania uhuru.
09:22
And whateverVyovyote our pointuhakika of entrykuingia is,
we all have to be freedomuhuru fighterswapiganaji.
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Na vyovyote vile hoja yetu ilivyo, wote tunatakiwa kuwa wapigania uhuru.
09:27
The good newshabari is that there are schoolsshule
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Habari njema ni kwamba kuna shule
09:29
that are activelykikamilifu workingkufanya kazi
to establishkuanzisha themselveswenyewe
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ambazo zinafanya kazi kujiimarisha
09:31
as locationsmaeneo for girlswasichana
to see themselveswenyewe as sacredtakatifu and lovedkupendwa.
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kama sehemu ya wasichana kujiona kuwa ni wa thamani na wanaopendwa.
09:36
The ColumbusColumbus CityMji PrepPrep SchoolShule for GirlsWasichana
in ColumbusColumbus, OhioOhio, is an examplemfano of this.
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Shule ya Jiji la Columbus ya wasichana iliyopo Columbus, Ohio ni mfano wa hili.
09:41
They becameikawa an examplemfano
the momentwakati theirwao principalMkuu declaredalitangaza
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Wamekuwa mfano pale ambapo mkuu wao shule alitangaza
09:44
that they were no longertena going to punishadhabu
girlswasichana for havingkuwa na "a badmbaya attitudemtazamo."
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kwamba hawatoendelea kuwaadhibu wasichana kwa kuwa na "tabia mbaya."
09:49
In additionkuongeza to buildingkujenga --
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Katika nyongeza ya kujenga --
09:51
EssentiallyKimsingi, what they did
is they builtkujengwa out a robustimara continuumkuendelea
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Kwa umuhimu, walichofanya ni njia za
09:54
of alternativesnjia mbadala to suspensionkusimamishwa,
expulsionkufukuzwa and arrestkukamatwa.
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mbadala za kusimamishwa au kufukuzwa shuleni au kukamatwa na polisi.
09:58
In additionkuongeza to establishingkuanzisha
a restorativerestorative justicehaki programprogramu,
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Katika kuanzisha mfumo wa kurudisha haki,
10:02
they improvedkuboreshwa theirwao
studentmwanafunzi and teachermwalimu relationshipsmahusiano
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waliboresha mahusiano kati ya wanafunzi na walimu
10:04
by ensuringkuhakikisha that everykila girlmsichana
has at leastangalau one adultwatu wazima on campuschuo
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kwa kuhakikisha kwamba kila msichana anakuwa na angalau mtu mzima mmoja shuleni
10:07
that she can go to
when she's in a momentwakati of crisismgogoro.
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ambaye anaweza kumfuata pale anapokuwa katika tatizo.
10:10
They builtkujengwa out spacesnafasi alongkando the corridorskanda
of the schoolshule and in classroomsmadarasa
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Wamejenga nafasi katika korido za shule na madarasani
10:14
for girlswasichana to regroupkujikusanya,
if they need a minutedakika to do so.
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kwa ajili ya wasichana kukutana
10:17
And they establishedimara an advisoryushauri programprogramu
that provideshutoa girlswasichana with an opportunitynafasi
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Na wameanzisha programu ya ushauri ambayo inasaidia wasichana na nafasi
10:21
to startkuanza everykila singlemoja day
with the promotionkukuza of self-worthkujithamini,
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kuanza kila siku wakiamini thamani yao binafsi,
stadi ya kuwasiliana na namna ya kuweka malengo yao.
10:25
communicationmawasiliano skillsujuzi and goallengo settingkuweka.
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Katika shule hii,
10:28
At this schoolshule,
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wanajaribu kuelewa utoto ulio na majanga wa msichana husika
10:29
they're tryingkujaribu to respondjibu
to a girl'smsichana huyo adversembaya childhoodutoto experiencesuzoefu
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badala ya kuwakataa.
10:33
ratherbadala than ignorekupuuza them.
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Wanawaleta karibu; hawawatengi.
10:34
They bringkuleta them in closerkaribu;
they don't pushkushinikiza them away.
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Na matokeo yake, kiasi cha adhabu na kufukuzwa shule kimepungua,
10:38
And as a resultmatokeo, theirwao truancytamaa
and suspensionkusimamishwa ratesviwango have improvedkuboreshwa,
196
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na wasichana wanafika shuleni wakiwa na utayari wa kujifunza
10:41
and girlswasichana are arrivingkuwasili at schoolshule
increasinglyinazidi readytayari to learnkujifunza
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kwa sababu wanatambua walimu wanawajali.
10:44
because they know the teacherswalimu
there carehuduma about them.
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Hiyo ina maana.
10:47
That mattersmambo.
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Shule ambazo zinajumuisha sanaa na michezo katika mtaala wao
10:49
SchoolsShule that integratekuunganisha the artssanaa
and sportsmichezo into theirwao curriculummtaala
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au wanajenga utaratibu wa kuleta mabadiliko,
10:53
or that are buildingkujenga out
tranformativetranformative programmingprogramu,
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kama vile kuleta upya haki, kuwaza sahihi na utulivu wa akili,
10:56
suchvile as restorativerestorative justicehaki,
mindfulnessmindfulness and meditationkutafakari,
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hutoa nafasi kwa wasichana kurekebisha mahusiano yao na wengine,
10:59
are providingkutoa an opportunitynafasi for girlswasichana
to repairukarabati theirwao relationshipsmahusiano with otherswengine,
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lakini pia kwa wao binafsi.
11:04
but alsopia with themselveswenyewe.
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Kuweza kupambana na maisha tata ya nyuma
11:07
RespondingKuitikia to the livedaliishi,
complextata and historicalkihistoria traumakiwewe
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ambayo wanafunzi wetu wamepitia
11:10
that our studentswanafunzi faceuso
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huhitaji wote sisi kuamini katika ahadi ya watoto na vijana
11:12
requiresinahitaji all of us who believe
in the promiseahadi of childrenwatoto and adolescentsvijana
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kujenga mahusiano, nyenzo za kujifunza,
11:17
to buildjenga relationshipsmahusiano,
learningkujifunza materialsvifaa,
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rasilimali watu na fedha na nyenzo nyinginezo
11:20
humanbinadamu and financialfedha resourcesrasilimali
and other toolszana
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ambazo zinawapa watoto nafasi ya kupona, ili kwamba waweze kujifunza.
11:23
that providekutoa childrenwatoto with an opportunitynafasi
to healkuponya, so that they can learnkujifunza.
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Shule zetu zinatakiwa kuwa sehemu ambazo tunajali wasichana wetu waliopo katika hatari
11:30
Our schoolsshule should be placesmaeneo where
we respondjibu to our mostwengi vulnerablehatari girlswasichana
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kama muhimu katika kutengeneza utamaduni chanya wa shule.
11:34
as essentialmuhimu to the creationuumbaji
of a positivechanya schoolshule cultureutamaduni.
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Uwezo wetu wa kuona ahadi zake unatakiwa kuwa bora zaidi
11:40
Our abilityuwezo to see her promiseahadi
should be at its sharpestLance
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pale anapotupwa katika umasikini na uraibu;
11:43
when she's in the throwshutupa
of povertyumasikini and addictionmadawa ya kulevya;
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pale anapoumizwa kwa kutumiwa kingono
11:46
when she's reelingkuyumba
from havingkuwa na been sex-traffickedwanaosafirishwa na ngono
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au anapotoka katika namna nyingine za vurugu;
11:49
or survivedalinusurika other formsfomu of violencevurugu;
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anapokuwa katika sauti yake kuu,
11:51
when she's at her loudestloudest,
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au katika ukimya kabisa.
11:54
or her quietestquietest.
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Tunatakiwa kumsaidia kielimu
11:57
We should be ableinaweza
to supportmsaada her intellectualkiakili
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na kihisia pia
11:59
and social-emotionalkijamii na kihisia well-beingustawi
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haijalishi kaptula yake ipo magotini au katikati ya mapaja au juu zaidi.
12:01
whetherkama her shortskaptura reachfikia her kneesmagoti
or stop mid-thighpaja katikati or higherjuu.
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Inaonekana kama amri kuu katika dunia
12:08
It mightnguvu seemkuonekana like a tallmrefu orderamri in a worldulimwengu
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ikiwa imechimbiwa chini zaidi kwenye siasa za uoga
12:11
so deeplykwa undani entrenchedimesimama
in the politicssiasa of fearhofu
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kutazama shule kama sehemu ambazo wasichana wanaweza pona na kufanikiwa,
12:13
to radicallykwa kiasi kikubwa imaginefikiria schoolsshule as locationsmaeneo
where girlswasichana can healkuponya and thrivekustawi,
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lakini inatakiwa tuwe imara zaidi vya kutosha kuweka hili kama lengo letu.
12:18
but we have to be boldujasiri enoughkutosha
to setkuweka this as our intentionnia.
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Kama tutaweza fanya katika mtazamo huu wa elimu ikiwa kama kazi ya uhuru,
12:22
If we commitfanya to this notionwazo
of educationelimu as freedomuhuru work,
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tunaweza badili mazingira ya elimu
12:26
we can shiftkuhama educationalelimu conditionshali
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ili kwamba kusiwe na msichana, hata yule aliye katika hatari kubwa kati yetu,
12:28
so that no girlmsichana, even the mostwengi
vulnerablehatari amongmiongoni mwa us,
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ambaye atafukuzwa shuleni.
12:32
will get pushedkusukuma out of schoolshule.
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Na hii maana yake ni ushindi kwetu sote.
12:34
And that's a winkushinda for all of us.
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Asante.
12:36
Thank you.
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(Makofi)
12:37
(ApplauseMakofi)
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Translated by Nelson Simfukwe
Reviewed by Joachim Mangilima

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ABOUT THE SPEAKER
Monique W. Morris - Author, social justice scholar
As Monique W. Morris writes: "I believe in a justice not associated with any form of oppression. I work for it and I write about it."

Why you should listen

Monique W. Morris, EdD, founded and leads the National Black Women's Justice Institute, an organization that works to transform public discourses on the criminalization of Black women, girls and their families. For three decades, she has been involved in social justice advocacy and scholarship, working with research and academic institutions, civil rights organizations, nonprofits, public agencies and activists to advance policies and practices that promote racial and gender equity. She's the author of Pushout: The Criminalization of Black Girls in Schools and other books, publications and articles.

As Morris writes: "My work is ultimately about using research and narratives to challenge actions and structures of oppression. I do this using the tools I have available to me as a researcher, educator, public intellectual, visual artist, writer -- and most recently, filmmaker. I am the author of several academic publications and four books, each of them very different. From a street novel about prostitution to a statistical narrative about African Americans in the 21st century to a book about the criminalization of Black girls in schools, I try to meet people where they are on this journey toward freedom. My latest project, a dive into the pedagogical practices that make education freedom work, explores how schools might become locations of healing for Black and Brown girls. And I love Prince. Always have, always will."

More profile about the speaker
Monique W. Morris | Speaker | TED.com

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