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Sydney Chaffee: How teachers can help kids find their political voices
席德妮夏菲: 老師如何協助孩子找到他們的政治聲音
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教育家席德妮夏菲說，我們的學校應該要談社會正義。在這場大膽的演說中，她說明了教導學生投入行動主義如何能協助他們建立重要的學術和人生技能——並請大家重新思考，我們能如何用教育來協助孩子找到他們的聲音。「教學將永遠會是一項政治行為。」夏菲說：「我們不能懼怕我們學生的力量。他們的力量會協助他們讓明天變得更好。」
Sydney Chaffee - Educator
Sydney Chaffee believes that teachers and students can change the world together. Full bio
Sydney Chaffee believes that teachers and students can change the world together. Full bio
Double-click the English transcript below to play the video.
00:13
To me, social justice is a simple concept.
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對我來說，社會正義
是個簡單的概念。
是個簡單的概念。
00:16
It's the notion
that all people in a society
that all people in a society
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它的想法就是，社會上所有人
00:19
deserve fair and equitable rights,
opportunities and access to resources.
opportunities and access to resources.
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都應享有公平公正的權利、
機會，與資源取得通道。
00:25
But it's become
controversial and nebulous,
controversial and nebulous,
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但它已經變得模糊又爭議，
00:28
because we've stopped talking
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由於我們已經不再談論
為社會正義努力
為社會正義努力
00:29
about what working
for social justice actually looks like.
for social justice actually looks like.
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看起來是什麼樣子的了。
00:34
Working for social justice
can look like this ...
can look like this ...
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為社會正義努力
看起來可能是這樣……
看起來可能是這樣……
00:37
or this.
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或這樣，
00:39
It can look like this ...
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可能看起來是這樣⋯⋯
00:41
or it can look like this ...
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也可能是這樣⋯⋯
00:43
or my favorite ...
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或是我最中意的⋯⋯
00:45
it can look like that.
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可以看起來是像那樣。
那些是我的學生，
00:47
Those are my students,
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00:48
and whenever I'm asked to articulate
my work or my priorities as a teacher,
my work or my priorities as a teacher,
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每當我被要求說明
我身為老師的工作及優先順序時，
我身為老師的工作及優先順序時，
00:53
I explain that I believe education
can be a tool for social justice.
can be a tool for social justice.
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我會解釋說我相信教育
能成為社會正義的工具。
能成為社會正義的工具。
00:59
But a few months ago, I logged
onto Twitter -- as I do --
onto Twitter -- as I do --
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但幾個月以前，我登入
推特——跟平常一樣——
推特——跟平常一樣——
01:02
and I saw that a fellow teacher
had taken issue with that belief.
had taken issue with that belief.
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看到一位教師同仁在爭論這個信念。
01:07
"Teachers," he said,
"should not be social justice warriors,
"should not be social justice warriors,
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他說：「老師不該當社會正義的戰士，
01:11
because the purpose
of education is to educate."
of education is to educate."
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因為教育的目的是在做教育。」
01:15
And he ended his argument by saying,
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他的論點以此作結：
01:17
"I teach my subject."
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「我教我的科目。」
01:20
But I reject that simplification,
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但我反對那種簡化，
01:23
because teachers
don't just teach subjects,
don't just teach subjects,
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因為老師不只是教授科目，
01:26
we teach people.
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我們教的是人。
01:28
When our students
walk into our classrooms,
walk into our classrooms,
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當我們的學生進入我們的教室時，
01:32
they bring their identities with them.
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他們帶著他們自己的身分。
01:34
Everything they experience in our rooms
is bound up in historical context,
is bound up in historical context,
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歷史的脈絡緊繫著他們
在我們教室中經歷的一切，
在我們教室中經歷的一切，
01:39
and so if we insist that education
happens in a vacuum,
happens in a vacuum,
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因此若我們堅持教育
是在真空中進行，
是在真空中進行，
01:42
we do our students a disservice.
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我們是在幫學生倒忙。
01:45
We teach them that education
doesn't really matter,
doesn't really matter,
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我們等於是在教他們：
教育不重要，
教育不重要，
01:48
because it's not relevant
to what's happening all around them.
to what's happening all around them.
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因為教育跟他們周圍
發生的事無關。
發生的事無關。
01:52
And what's happening all around them?
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他們周圍發生了什麼事？
01:55
Well, racism for one.
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種族主義是其一。
01:57
According to results
of the Implicit Association Test,
of the Implicit Association Test,
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根據內隱聯結測驗（IAT）的結果，
02:00
fully 88 percent of white people harbored
subconscious biases against black people,
subconscious biases against black people,
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整整 88% 的白人
對黑人有潛意識的偏見，
02:06
believing them to be less intelligent,
lazier and more dangerous than whites.
lazier and more dangerous than whites.
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認為黑人智商較低、較懶惰，
且比白人更危險。
02:12
And that's just one concrete example
of the insidious effects
of the insidious effects
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這僅是一個具體例子，
說明歷史上與體制上的種族主義
說明歷史上與體制上的種族主義
02:16
of historic and systemic racism
on our country.
on our country.
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對於我們的國家有著
潛在的不良效應。
潛在的不良效應。
02:19
For more evidence,
we could look at incarceration rates;
we could look at incarceration rates;
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若想要更多的證據，
我們可以看看監禁率，
我們可以看看監禁率，
02:23
we could look at statistics on police
violence against black people;
violence against black people;
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我們可以看看警察
對黑人施暴的統計數字，
對黑人施暴的統計數字，
02:26
we could look at the opportunity
gap in education --
gap in education --
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我們可以看看教育機會的落差——
02:29
so yeah, social justice
belongs in our schools.
belongs in our schools.
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所以，是的，在學校裡
應該要談社會正義。
應該要談社會正義。
02:34
Social justice should be a part
of the mission of every school
of the mission of every school
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社會正義應該成為美國每間學校、
每位老師的使命的一部分。
02:37
and every teacher in America,
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02:40
if we want "liberty and justice for all"
to be more than a slogan ...
to be more than a slogan ...
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這樣「給所有人的自由與正義」
才不會淪為口號……
才不會淪為口號……
02:45
because schools are crucial places
for children to become active citizens
for children to become active citizens
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因為學校是很重要的地方，
能讓孩子能成為積極的公民，
02:50
and to learn the skills and the tools
that they need to change the world.
that they need to change the world.
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並學習改變世界所需的技能與工具。
上述的技能是指什麼？
02:54
So what are those skills?
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02:56
OK, here's a secret:
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告訴你們一個秘密：
02:58
many of the skills that people need
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籌劃改變來朝正義邁進
02:59
to orchestrate the kinds of change
that will lead to justice
that will lead to justice
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需要的那些技能，
03:03
are already built
into the work of schools.
into the work of schools.
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其實早已是學校工作的一部分了。
03:05
Things like problem-solving,
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像是解決問題、
03:07
critical thinking,
collaboration, perseverance --
collaboration, perseverance --
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批判性思考、合作、堅毅不撓——
03:10
none of that should be
revolutionary on its own.
revolutionary on its own.
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上述每一項都是以前就有的。
03:13
Combine that with the ability
to understand history
to understand history
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將這些技能結合了解歷史的能力，
03:16
not as one static and objective narrative
on which we all agree,
on which we all agree,
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知道歷史並不是人人同意、
不會改變的唯一客觀說法，
不會改變的唯一客觀說法，
03:21
but as a series of intertwined events
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而是一連串彼此交織的事件，
03:24
about which there can be
countless interpretations.
countless interpretations.
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且有無數的詮釋方式。
03:27
If we deliberately choose
to explore history with our students
to explore history with our students
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如果我們刻意帶學生去探索歷史，
03:30
rather than just teach it,
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而不是只教他們歷史，
03:32
we help them understand
that history is ongoing
that history is ongoing
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我們就能幫他們了解
歷史是現在進行式，
歷史是現在進行式，
03:35
and that it's connected
to current movements for justice.
to current movements for justice.
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並與目前的正義運動連結在一起。
03:38
And we help them see themselves
as potential players
as potential players
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也能幫他們了解，
自己就是活歷史中的潛在參與者。
03:41
within a living history.
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03:44
So those are the skills I'm talking about
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當我說教育能成為幫助孩子，
03:46
when I say that education can be a place
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學習如何為正義努力的場域時，
03:48
to help kids learn
how to work for justice.
how to work for justice.
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我講的技能就是指這些。
03:52
But maybe the reason
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但或許在推特上批評我的人，
03:53
that my Twitter critic
wasn't happy with that idea
wasn't happy with that idea
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不喜歡這個想法的原因，
03:57
is because he doesn't agree
with my definition of justice.
with my definition of justice.
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是因為他不同意我對正義的定義。
04:00
Fair enough.
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很公平。
04:01
Maybe he and I don't see
eye to eye, politically.
eye to eye, politically.
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或許我跟他在政治上的看法不一致。
04:04
But here's the thing:
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但重點來了：
04:06
our aim is to encourage students
to articulate their own opinions,
to articulate their own opinions,
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我們的目標是要鼓勵學生
清楚說明他們自己的意見，
清楚說明他們自己的意見，
04:11
not to coerce them into agreeing with us,
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而不是強迫他們同意我們的意見，
04:13
so it actually doesn't matter
if he and I agree.
if he and I agree.
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所以他跟我是否有共識並不重要。
04:17
What matters is that we're helping
students have those conversations
students have those conversations
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重要的是，我們在幫助學生
和彼此進行那些對話。
04:20
with each other.
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04:22
And that means that as adults,
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這表示，身為成年人，
04:23
we need to learn how to become
effective facilitators
effective facilitators
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我們得學習如何成為有效的推手，
04:26
of our students' activism.
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促進學生的行動主義。
04:28
We've got to help them learn
how to have really tricky conversations,
how to have really tricky conversations,
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我們得要協助他們學習如何
進行真的很棘手的對話，
進行真的很棘手的對話，
04:32
we have to expose them
to different opinions,
to different opinions,
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我們得要讓他們接觸不同的意見，
04:35
and we have to help them see
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我們得要幫助他們了解
04:37
how what they're learning in school
connects to the world outside.
connects to the world outside.
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他們在學校所學的，
與外在世界有什麼樣的連結。
與外在世界有什麼樣的連結。
04:41
So here's an example of that.
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讓我舉個例子。
04:42
Every year, my students study
the history of apartheid in South Africa
the history of apartheid in South Africa
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每年，我的學生會研究
南非的種族隔離歷史，
南非的種族隔離歷史，
04:46
as a case study of injustice.
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做為個案研究，主題是「不公正」。
04:48
Now for those of you who don't know,
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以防有人不知道，
種族隔離是一種殘酷的
種族主義體制，
種族主義體制，
04:50
apartheid was a brutally racist system,
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04:52
and the white-ruled government
in South Africa imposed racist laws
in South Africa imposed racist laws
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南非由白人統治的政府
實施種族主義的法律，
實施種族主義的法律，
04:56
to oppress people of color,
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來壓迫有色人種，
04:57
and if you resisted those laws,
you risked jail time, violence or death.
you risked jail time, violence or death.
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若你違抗這些法律，
你就有可能被監禁、
被暴力對待，甚至死亡。
被暴力對待，甚至死亡。
05:02
And around the world,
other countries' governments,
other countries' governments,
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全世界其他國家的政府，
05:06
including ours in the United States,
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包括我們美國政府，
05:08
hesitated to sanction
South Africa, because ...
South Africa, because ...
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猶豫是否要制裁南非，因為……
嗯……我們能從南非的資源獲益。
05:11
well ...
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05:12
we benefited from its resources.
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05:15
So in 1976, the South African
government passed a new law
government passed a new law
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1976 年，南非政府通過一條新法律，
05:19
which required that all students
in South Africa
in South Africa
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要求南非所有的學生
05:22
learn in the language Afrikaans,
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都要用南非荷蘭語學習。
05:24
which was a white language,
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它是白人的語言，
05:25
and many black South Africans
referred to that language
referred to that language
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許多南非黑人稱它為
05:28
as the language of the oppressor.
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壓迫者的語言。
05:30
So not surprisingly,
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有色人種的學生對這條法律震怒，
這並不讓人意外。
這並不讓人意外。
05:31
students of color
were outraged at this law.
were outraged at this law.
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05:34
They already attended segregated schools
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他們上的學校已經是隔離學校，
05:37
with overcrowded classrooms,
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教室過於擁擠，缺乏資源，
05:39
a lack of resources
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05:40
and a frankly racist curriculum,
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還有明目張膽的種族主義課程，
05:42
and now they were being told to learn
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而現在還要他們學習
05:44
in a language neither they
nor their teachers spoke.
nor their teachers spoke.
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一種他們和他們的老師
都不說的語言。
都不說的語言。
05:48
So on the morning of June 16, 1976,
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因此，1976 年 6 月 16 日早上，
05:52
thousands of kids
from the township of Soweto
from the township of Soweto
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數千名索維托鎮的孩子
05:55
walked out of schools.
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走出學校。
05:56
And they marched peacefully
through the streets to protest the law.
through the streets to protest the law.
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他們穿越街道，
和平地遊行抗議那條法律。
和平地遊行抗議那條法律。
06:01
At an intersection,
they met up with the police,
they met up with the police,
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在一個路口，他們與警察相會，
06:04
and when the kids refused to turn back,
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孩子們拒絕掉頭，
06:06
the police officers set dogs on them ...
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警察放狗攻擊他們……
06:09
and then they opened fire ...
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接著警察就開火了……
06:12
and the Soweto uprising ended in tragedy.
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索維托起義在悲劇中收場。
06:16
Apartheid itself didn't end
until almost 20 years later,
until almost 20 years later,
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種族隔離本身
到近二十年後才結束，
到近二十年後才結束，
06:21
but the activism of those kids
in Soweto profoundly changed
in Soweto profoundly changed
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但在索維托的那些孩子們的
行動主動深深地改變了
行動主動深深地改變了
06:25
the way the world viewed
what was happening in South Africa.
what was happening in South Africa.
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世界對於南非當時狀況的看法。
06:29
News outlets all around the world
published this photo
published this photo
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全世界的新聞管道
都刊出了這張相片，
都刊出了這張相片，
06:33
of 13-year-old Hector Pieterson,
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這是十三歲的海克特彼特森，
06:35
who was one of the first people
killed by police in Soweto,
killed by police in Soweto,
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他是在索維托被警察
最先射殺的人之一，
最先射殺的人之一，
06:38
and it became nearly impossible
to ignore the brutality
to ignore the brutality
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接下來幾乎不可能再忽視
種族隔離政體的殘酷。
06:42
of the apartheid regime.
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06:43
In the months and the years
that followed the Soweto uprising,
that followed the Soweto uprising,
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在索維托起義之後的
數個月、數年，
數個月、數年，
06:47
more and more countries
exerted political and economic pressure
exerted political and economic pressure
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越來越多國家對南非政府施加政治
和經濟壓力，要求終止種族隔離，
06:50
on the South African government
to end apartheid,
to end apartheid,
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06:53
and it was largely due to the activism
of those kids in Soweto.
of those kids in Soweto.
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這大一部分的原因，
就是那些索維托孩子的行動主義。
就是那些索維托孩子的行動主義。
06:59
So every year my kids learn about this.
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每年我的學生都會學習這個事件。
07:02
And invariably, they start
to draw connections
to draw connections
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而他們總是會開始將索維托的孩子
07:05
between those kids
in Soweto and themselves.
in Soweto and themselves.
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與他們自己連結起來。
07:08
And they start to ask themselves
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他們開始捫心自問，
07:10
what kind of political power
and agency they have.
and agency they have.
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他們有什麼樣的
政治力量與政治自由？
政治力量與政治自由？
07:14
They ask themselves whether
there would ever be a reason
there would ever be a reason
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他們問自己：是否會有一個理由
07:17
they would risk their lives
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讓他們願意冒生命危險
07:19
so that a future generation
could live in a more just world.
could live in a more just world.
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讓下一代能有更正義的世界。
07:22
And most profoundly for me,
every single year,
every single year,
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對我來說最刻骨銘心的是，
每年，他們會問自己，
07:26
they ask themselves whether adults
will ever listen to their voices.
will ever listen to their voices.
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大人是否會聆聽他們的聲音？
07:32
A few years ago,
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幾年前，
07:33
my principal got an anonymous email
from one of our students.
from one of our students.
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我的校長收到一封
來自學生的匿名電子信，
來自學生的匿名電子信，
07:37
It informed him that the following day,
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通知他學生們打算
在隔天要出走校園。
在隔天要出走校園。
07:39
the students planned
to walk out of school.
to walk out of school.
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07:42
This was in the wake
of Michael Brown's death
of Michael Brown's death
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這是密蘇里州佛根森的
麥可布朗命案發生後的行動，
麥可布朗命案發生後的行動，
07:44
in Ferguson, Missouri,
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07:45
and the students were planning
to join a walkout and march
to join a walkout and march
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學生們打算要走出校園和遊行，
07:48
in support of the Black Lives
Matter movement.
Matter movement.
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來支持《黑命貴》運動。
07:51
So at this point,
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在這個時點，學校的職員
得要做一個決定。
得要做一個決定。
07:52
the staff at the school
had a decision to make.
had a decision to make.
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07:55
Would we use our authority and our power
to try to control the students
to try to control the students
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我們要運用我們的權威
與權力來試圖控制學生，
與權力來試圖控制學生，
07:59
and prevent them from leaving,
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不讓他們離開，
08:01
or would we support them
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還是我們要支持他們？
08:03
as they put into practice
the principles of social justice
the principles of social justice
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他們正是要將我們自九年級以來
就一直教導他們的
社會正義原則付諸行動。
社會正義原則付諸行動。
08:06
that we had taught them about
since the ninth-grade year?
since the ninth-grade year?
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08:10
So the next morning,
the kids left school en masse
the kids left school en masse
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所以，隔天早上，
孩子們集體離開學校，
孩子們集體離開學校，
08:13
and they gathered on the lawn.
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1555
在草坪上集合。
08:14
And one of the seniors
jumped up on a picnic table
jumped up on a picnic table
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2604
其中一位高年級學生跳上野餐桌，
08:17
and went over safety expectations.
162
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1944
超過了安全期待。
（笑聲）
08:19
(Laughter)
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1008
08:20
And the younger kids
took it very seriously.
took it very seriously.
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2247
年紀較小的孩子認真對待此事。
08:22
And as teachers and as staff we told them,
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身為老師與職員，我們告訴
他們：「好，注意安全。」
他們：「好，注意安全。」
08:25
"OK, be safe,"
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1292
08:26
and we watched as they marched off.
167
494506
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我們看著他們揚長而去。
08:28
The kids who chose to stay
spent that afternoon in class.
spent that afternoon in class.
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496808
3580
選擇留下的孩子，
在教室度過那個下午。
在教室度過那個下午。
08:32
They debated the merits of protest,
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500412
2181
他們辯論抗議的好處，
08:34
they talked about the history
of the Black Lives Matter movement,
of the Black Lives Matter movement,
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502617
3100
他們談論《黑命貴》運動的歷史，
08:37
and they went on
with classes as scheduled.
with classes as scheduled.
171
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2009
然後繼續上原定課程。
08:39
And those who chose to leave
participated in a citywide student walkout
participated in a citywide student walkout
172
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4297
選擇離開的學生，
參與了全市的學生走出校園活動，
參與了全市的學生走出校園活動，
08:44
and raised their collective
voice for justice.
voice for justice.
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2637
大聲發出他們集體的正義之聲。
08:47
But no matter where they chose
to spend the afternoon,
to spend the afternoon,
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3002
但不論他們選擇
在哪裡度過那個下午，
在哪裡度過那個下午，
08:50
our kids learned
valuable lessons that day.
valuable lessons that day.
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2620
我們的孩子們都在那天
學到寶貴的一課。
學到寶貴的一課。
08:54
They learned that the adults
in their lives would support them
in their lives would support them
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他們學到，他們生活中的大人
就算擔心他們的安危，
也一樣會支持他們。
也一樣會支持他們。
08:57
even as we worried for their safety.
177
525478
2289
09:00
And they learned that they didn't need us
to tell them how or when
to tell them how or when
178
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他們學到，他們不需要
我們來告訴他們
我們來告訴他們
如何、何時，甚至為何要去抗議。
09:03
or even why to protest.
179
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1738
09:05
They learned that they were members
of a community of young people
of a community of young people
180
533911
3096
他們學到，他們是
年輕人共同體中的一員，
年輕人共同體中的一員，
09:09
with a shared vision
of a more equitable society,
of a more equitable society,
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3048
有著共同的願景：
一個更公平的社會，
一個更公平的社會，
09:12
and they learned that they had power
within that society.
within that society.
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540103
2810
他們學到，他們
在那個社會中也有力量。
在那個社會中也有力量。
09:15
They learned that events
like the Soweto uprising
like the Soweto uprising
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543893
2318
他們學到，像索維托起義
這樣的事件
這樣的事件
09:18
are not ancient history,
184
546235
2219
並非古老歷史，
09:20
and they don't have to end in tragedy.
185
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2268
也不必以悲劇收場。
09:23
And that's what education as a tool
for social justice can look like.
for social justice can look like.
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4271
把教育當作為社會正義的工具，
看起來就是這個樣子的。
看起來就是這個樣子的。
09:29
And here's the thing:
187
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1151
重點是，我們的孩子
已經準備好做這些事。
已經準備好做這些事。
09:30
our kids are ready for this kind of work.
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558524
2053
09:32
So in 2015,
189
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1171
所以，2015 年，
大學新生接受了一項調查，
大學新生接受了一項調查，
09:33
incoming college freshmen were surveyed,
190
561796
2247
09:36
and 8.5 percent of them said
191
564067
2351
8.5% 的新生表示，
09:38
that there was a "very good chance"
they would participate in a protest
they would participate in a protest
192
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3334
在大學期間，他們「非常有可能」
09:41
sometime during their college career.
193
569800
1891
會參加抗議活動。
09:43
That might not seem very impressive,
194
571715
2152
那似乎沒有很讓人印象深刻，
09:45
but consider the fact
195
573891
1201
但那是 1967 年以來
09:47
that it's the largest number
of students to say that since 1967.
of students to say that since 1967.
196
575116
4160
最多學生如此作答的一次。
09:52
And 75 percent of those kids
197
580073
1739
75% 的孩子說，
09:53
said that helping other people
who are having difficulty
who are having difficulty
198
581836
2625
幫助有困難的人
09:56
was a "very important"
or "essential" goal for them.
or "essential" goal for them.
199
584485
2431
對他們來說是「非常重要」
或「必要」的目標。
或「必要」的目標。
09:58
Again, the highest number of people
to say that since the late 1960s.
to say that since the late 1960s.
200
586940
3514
同樣的，也是六十年代末期之後，
最多人這麼作答的一次。
最多人這麼作答的一次。
10:02
And research shows us that working
for justice doesn't just follow
for justice doesn't just follow
201
590984
4963
研究顯示為正義努力
並不只是接續在我先前說的
那些技能之後的事——
那些技能之後的事——
10:07
from building all those skills
I talked about earlier --
I talked about earlier --
202
595971
2628
這關係其實是雙向的。
10:10
it actually goes the other way, too.
203
598623
1749
10:12
So working for justice,
engaging in activism,
engaging in activism,
204
600396
3086
為正義努力，投入行動主義，
10:15
helps students build skills
like leadership and critical thinking,
like leadership and critical thinking,
205
603506
4264
都協助學生建立技能，
如領導力與批判性思考，
如領導力與批判性思考，
10:19
and it correlates positively
with their political participation
with their political participation
206
607794
3107
這也和他們的政治參與
及公民投入有正相關性，
10:22
and their civic engagement
207
610925
1374
10:24
and their commitment
to their communities later in life.
to their communities later in life.
208
612323
2620
也和他們未來對社群的
承諾有正相關性。
承諾有正相關性。
換句話說，
10:26
So in other words,
209
614967
1472
10:28
students are telling us
that social justice matters to them
that social justice matters to them
210
616463
3869
學生在告訴我們，
他們在乎社會正義，
他們在乎社會正義，
10:32
and researchers are telling us
that it helps students learn.
that it helps students learn.
211
620356
3455
研究者在告訴我們，
社會正義能幫助學生學習。
社會正義能幫助學生學習。
10:36
So now it's up to us to listen,
212
624530
2643
現在，就由我們決定是否要聆聽，
10:39
and that might not be easy.
213
627197
1836
那可能不容易。
10:41
In 1976, one of those kids
who participated in the Soweto uprising,
who participated in the Soweto uprising,
214
629984
4416
1976 年，
參加索維托起義的一位學生說，
參加索維托起義的一位學生說，
10:46
he said that that event
represented divorce
represented divorce
215
634424
2643
那個事件代表著黑人孩子
10:49
between black children and their families,
216
637091
2026
與其家人的分離。
10:51
because their families
had grown up under apartheid,
had grown up under apartheid,
217
639141
2580
因為他們的家人在種族隔離下長大，
10:53
and they knew how dangerous
it was to speak out.
it was to speak out.
218
641745
2239
他們知道把話說出來是多麽危險的事。
10:56
They wanted their kids
to lay low and stay safe.
to lay low and stay safe.
219
644008
2427
希望他們的孩子
保持低調和注意安全。
保持低調和注意安全。
10:58
And when our kids threatened to walk out,
220
646459
1970
當我們的孩子揚言要走出校園，
11:00
a lot of the adults in our community
were really conflicted, too.
were really conflicted, too.
221
648453
3461
我們社區中的許多成人
也感到很矛盾。
也感到很矛盾。
11:04
Some of us worried that they might
encounter violence.
encounter violence.
222
652515
2918
我們有些人擔心他們
可能會遭遇暴力對待。
可能會遭遇暴力對待。
11:07
Other people worried
that they would walk out
that they would walk out
223
655457
2154
還有些人擔心他們走出校園
卻不是真的知道他們在抗議什麼。
11:09
but they wouldn't really know
why they were protesting.
why they were protesting.
224
657635
2572
有些人，包括學生的家人，
11:12
And some, including
some students' families,
some students' families,
225
660231
2080
對於學校沒有做更多來防止
學生走出校園，感到很生氣。
學生走出校園，感到很生氣。
11:14
were really angry
that the school hadn't done more
that the school hadn't done more
226
662335
2357
11:16
to prevent them from leaving.
227
664716
1402
11:18
And all of those fears that adults have
about getting this stuff wrong --
about getting this stuff wrong --
228
666142
4232
成人們擔心會出差錯的所有恐懼，
11:22
all of those fears make total sense.
229
670833
2015
所有這些恐懼都很合理。
11:25
But despite those fears,
230
673680
2121
但儘管有這些恐懼，
11:27
we have got to prove to our students
that we will listen to their voices
that we will listen to their voices
231
675825
4642
我們必須向我們的學生證明，
我們會聆聽他們的聲音，
11:32
and that they do have the power
to effect change.
to effect change.
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2931
且他們也確實有影響改變的力量。
11:36
It's our responsibility
to equip our students
to equip our students
233
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3292
我們有責任讓我們的學生
11:39
with the tools and the skills
that they need
that they need
234
687374
2518
具備他們所需的工具與技能
11:41
to insist on a more equitable world --
235
689916
2265
來堅持追求更公正的世界——
11:44
and then sometimes,
to get out of their way,
to get out of their way,
236
692811
2796
且，有時候，
我們不能擋他們的路，
我們不能擋他們的路，
11:47
and let them apply those skills
to things that they care about.
to things that they care about.
237
695631
3450
要讓他們把那些技能
用在他們關心的事物上。
用在他們關心的事物上。
11:52
Living up to that vision
is going to require
is going to require
238
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3120
若要達到那個願景，
我們得要有彈性，
11:55
that we are flexible,
239
703974
1562
11:57
and it's going to require
that we're creative.
that we're creative.
240
705560
2175
我們也得要有創意，
11:59
It's going to require
that we're brave enough
that we're brave enough
241
707759
2215
我們還得要夠勇敢
12:01
to stand up in the face of people
who try to silence
who try to silence
242
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3524
去反抗那些試圖息事寧人，
12:05
or delegitimize dissenting voices.
243
713546
2430
或抹黑不同聲音的人。
12:08
And hardest of all,
244
716304
1247
最困難的是我們得要接受現實，
12:09
it's going to require accepting the fact
that sometimes we will be the ones
that sometimes we will be the ones
245
717575
4365
有時我們可能會是學生反抗的對象。
12:13
our students will rebel against.
246
721964
1976
12:15
(Laughter)
247
723964
1370
（笑聲）
12:17
Sometimes they're going to point out ways
in which systems that we have created,
in which systems that we have created,
248
725358
4040
有時，他們會指出，
我們所建立或參與建立的體制
12:21
or in which we are complicit,
249
729422
1688
12:23
contribute to inequity.
250
731134
1893
導致不平等。
12:25
It's going to be uncomfortable,
and it's going to be painful
and it's going to be painful
251
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2997
那會讓人不舒服，會很痛苦，
12:28
as they push us to question
our own assumptions and beliefs.
our own assumptions and beliefs.
252
736072
3656
因為那迫使我們質疑
自己的假設與信念。
自己的假設與信念。
12:32
But what if we change the way we think
about rebellion in our kids?
about rebellion in our kids?
253
740519
4014
但如果改變我們看待
孩子反叛的方式呢？
孩子反叛的方式呢？
當我們的孩子反叛時——
12:37
When our kids rebel --
254
745842
1378
12:39
when they thoughtfully push back
against our ideas
against our ideas
255
747244
2697
當他們深思熟慮後選擇推回
我們的想法或做事的方式時，
12:41
or the way that we do things,
256
749965
1783
12:43
what if we chose to see that as a sign
that we're doing something right
that we're doing something right
257
751772
4345
如果我們能選擇將這個狀況
是個徵兆，表示我們做對了，
是個徵兆，表示我們做對了，
12:48
and that they're becoming liberated?
258
756141
2019
所以他們才會變得自由解放？
12:51
I know it would be easier
259
759474
1836
我知道比較容易的做法是
12:53
if their critical thinking skills
manifested in more convenient ways --
manifested in more convenient ways --
260
761334
4122
讓他們把批判性思考
做出更便捷的應用——
做出更便捷的應用——
12:57
on their essays
or their standardized tests --
or their standardized tests --
261
765480
2953
用在作文或考試上——
13:00
I get it --
262
768457
1150
我懂——
13:01
but convenience and justice
do not often go hand in hand.
do not often go hand in hand.
263
769631
3682
但便捷與正義通常不是相輔相成的。
13:05
And when our kids learn to think
critically about the world around them,
critically about the world around them,
264
773671
3587
當我們的孩子學會對他們
周圍的世界做批判性思考時，
周圍的世界做批判性思考時，
13:09
they become the kinds of engaged citizens
265
777282
2650
他們就成了投入的公民，
13:11
who will recognize and question
injustice when they see it
injustice when they see it
266
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在看到不正義時，
他們會發現並提出質疑，
他們會發現並提出質疑，
13:15
and work to do something about it.
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並努力去為它做點什麼。
13:17
Welcoming rebellion into our schools
is going to require some rethinking
is going to require some rethinking
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若要歡迎反叛進入學校，
會需要重新思考教與學
看起來該是什麼樣子的，
看起來該是什麼樣子的，
13:22
about what teaching
and learning look like,
and learning look like,
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2203
13:24
because there's this misconception
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2025
因為有種錯誤觀念，
13:26
that if we give students any wiggle room,
they're going to walk all over us
they're going to walk all over us
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認為如果我們給學生彈性空間，
他們會騎到我們頭上來，
他們會騎到我們頭上來，
13:30
and classrooms and dinner tables
will devolve into total chaos.
will devolve into total chaos.
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教室跟餐桌就會陷入完全的混亂中。
13:35
And if we expect kids to sit silently
and passively receive knowledge from us,
and passively receive knowledge from us,
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如果我們預期孩子安靜地坐著，
被動接受我們給他們的知識，
13:41
then their voices will always
feel overwhelming.
feel overwhelming.
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那麼將永遠會覺得
他們的聲音難以負荷。
他們的聲音難以負荷。
13:45
But if we accept instead
that learning is sometimes messy,
that learning is sometimes messy,
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但如果我們能改接受
學習有時會是一團亂，
學習有時會是一團亂，
13:50
that is requires opportunities
to brainstorm and mess up
to brainstorm and mess up
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接受需要有機會去做腦力激盪、
搞砸，再試一次，
13:54
and try again,
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13:55
that our kids dislike chaos
and want to learn
and want to learn
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接受我們的孩子到學校時，
其實不喜歡混亂，想要學習，
其實不喜歡混亂，想要學習，
13:58
when they come to school,
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14:00
then we can set up schools
to facilitate that kind of learning.
to facilitate that kind of learning.
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那麼我們就能設立學校
來促進這種學習。
來促進這種學習。
14:05
So do me a favor and close
your eyes for a second
your eyes for a second
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所以，幫我一個忙，
閉上雙眼一下子，
閉上雙眼一下子，
14:07
and imagine schools
where teachers are thought partners,
where teachers are thought partners,
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想像一下，在學校裡，
老師是思考夥伴，
老師是思考夥伴，
14:12
letting students grapple
with complex, hard issues
with complex, hard issues
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讓學生努力解決複雜、
困難的議題，
困難的議題，
14:16
and not necessarily giving them
the right answers.
the right answers.
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且不見得會給他們正確的答案。
14:20
And imagine schools
where we let students make choices --
where we let students make choices --
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想像一下，在學校中，
我們讓學生做選擇——
我們讓學生做選擇——
14:24
we trust them enough to do that
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我們相信他們能做選擇，
14:26
and we let them experience
the consequences of those choices.
the consequences of those choices.
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且我們讓他們體驗
那些選擇的後果。
那些選擇的後果。
14:31
Imagine schools where
we let students be humans,
we let students be humans,
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想像一下，在學校裡，
我們讓學生能當「人」，
我們讓學生能當「人」，
14:36
with all of the messiness
and the uncertainty
and the uncertainty
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身為人，就一定會伴隨有
14:39
that is bound to come with that.
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混亂與不確定性。
14:42
Whatever you just imagined,
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你們剛剛所想像的，
14:45
it's not mythical,
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並不是神話，
14:47
it's not unrealistically idealistic,
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也不是不切實際的理想主義，
14:51
because teachers all over the country
are already pushing the boundaries
are already pushing the boundaries
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因為全國各地的老師
已經在向外推移
教與學的邊界該什麼樣，
教與學的邊界該什麼樣，
14:56
of what teaching
and learning can look like
and learning can look like
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14:58
with amazing results for kids.
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和孩子們有了驚人的成果。
15:00
They're doing that
in all kinds of schools,
in all kinds of schools,
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他們在各類學校中都在這麼做，
15:03
and there are countless models
for teachers who want to get better
for teachers who want to get better
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有無數的典範可以提供給
想更精進的老師，
想更精進的老師，
15:06
at helping students learn
in a way that's more authentic
in a way that's more authentic
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讓他們了解如何幫學生用更真實、
更投入、更自主的方式學習。
15:09
and engaging and empowering.
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15:13
I was a reading a book recently,
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我最近在看一本書《學生在看》，
15:15
it's called "The Students Are Watching,"
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15:17
and it was by Ted and Nancy Sizer,
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1635
作者泰德與南西賽澤書中提到，
15:19
and in that book, they said
that the work of education
that the work of education
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教育工作常被描述為一連串的名詞，
15:21
is often described as a series of nouns,
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15:24
like "respect," "honesty," "integrity."
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像是「尊重」、「誠實」、「正直」。
15:27
And they say those nouns
sound really impressive,
sound really impressive,
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他們說，這些名詞聽起來
讓人印象深刻，
讓人印象深刻，
15:30
but often, they fail
to actually mean anything in practice.
to actually mean anything in practice.
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但實踐上往往沒有任何意義。
15:35
But verbs, they say, are "active,
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他們說，但動詞是「主動的，
15:37
no less demanding
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標準並沒有比較低，
15:39
but requiring constant engagement.
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但還需要持續的投入。
15:42
Verbs are not structures
but, rather, engines."
but, rather, engines."
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動詞不是結構，而是引擎。」
15:46
And so as I read that, I wondered:
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在讀的時候，我很納悶：
15:48
How do we make justice into an engine
driving our work as teachers?
driving our work as teachers?
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5245
我們該如何把正義變成引擎，
來帶動我們教師的工作？
15:54
What's the verb form of justice?
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正義的動詞形式是什麼？
15:58
I think there might be an answer
to be found in the words of Cornel West,
to be found in the words of Cornel West,
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我想，在康乃爾威斯特的話中
可能可以找到一個答案，
可能可以找到一個答案，
16:02
who famously said that "justice
is what love looks like in public."
is what love looks like in public."
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他的名言是「正義就是
公眾眼中愛的模樣。」
公眾眼中愛的模樣。」
16:07
And all of my nerdy English
teachers in the crowd
teachers in the crowd
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而我所有的怪咖英文老師都知道，
16:10
know that love can be a noun and a verb.
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愛既是名詞，也是動詞。
16:14
School has to be bigger.
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學校必須要更大，
16:17
It has to mean more
than "I teach my subject."
than "I teach my subject."
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它的意義不能只是
「我只教我的科目」。
「我只教我的科目」。
16:23
School has to be about teaching people
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學校的重點必須是教導大家
16:26
to change the world for the better.
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讓世界變得更好。
若我們如此相信，那麼教學
將永遠會是一項政治行為。
將永遠會是一項政治行為。
16:30
If we believe that,
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16:31
then teaching will always be
a political act.
a political act.
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3195
16:36
We can't be afraid of our students' power.
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我們不能懼怕我們學生的力量。
16:40
Their power will help them
make tomorrow better.
make tomorrow better.
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他們的力量會協助他們
讓明天變得更好。
讓明天變得更好。
16:43
But before they can do that,
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但在他們能做到之前，
我們得給他們在今天實踐的機會。
我們得給他們在今天實踐的機會。
16:45
we have to give them chances
to practice today.
to practice today.
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16:49
And that practice
should start in our schools.
should start in our schools.
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而實踐應該要從我們的學校開始。
16:53
Thank you very much.
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非常謝謝。
16:54
(Applause)
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（掌聲）
ABOUT THE SPEAKER
Sydney Chaffee - EducatorSydney Chaffee believes that teachers and students can change the world together.
Why you should listen
As the 2017 National Teacher of the Year, Sydney Chaffee traveled the world to advocate for education as a transformative tool to help young people create more just societies. Chaffee teaches ninth grade Humanities at Codman Academy Charter Public School in Boston, MA and is a National Board Certified Teacher.
(Photo: Edwin Yoo)
Sydney Chaffee | Speaker | TED.com