TED Salon: Education Everywhere
Liz Kleinrock: How to teach kids to talk about taboo topics
麗茲‧克雷洛克: 如何教導孩子們談論禁忌的主題
Filmed:
Readability: 3.9
2,038,639 views
在一堂關於種族的課堂上，當麗茲‧克雷洛克的一位四年級學生一開始說了無法想像的話之後，她知道，這是個非常重要的機會教育時刻，不能錯過。但，要從何開始？來聽聽這場演說，了解克雷洛克如何教導孩子們能不要害怕地去談論禁忌的主題——因為若要解決社會問題，最好的方式就是從談論這些問題著手。
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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幾年前，
00:14
I was beginning a new unit on race
with my fourth-graders.
with my fourth-graders.
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我正要開始教我的四年級學生
一個關於種族的新單元。
一個關於種族的新單元。
00:18
And whenever we start a new unit,
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每當我們開始一個新單元時，
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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我喜歡一開始先請學生列舉出
他們對該主題所知的一切，
他們對該主題所知的一切，
00:23
and then we also list questions we have.
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接著，我們也會列出我們的疑問。
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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我也曾經有過每位老師
都會遇到的惡夢般的經歷。
都會遇到的惡夢般的經歷。
00:31
One of my students
had just asked the question,
had just asked the question,
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我的一位學生問了這個問題：
00:34
"Why are some people racist?"
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「為什麼有人是種族主義者？」
00:36
And another student, let's call her Abby,
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另一位學生，就稱她為艾比，
00:39
had just raised her hand and volunteered:
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舉起手主動發言：
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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「也許有些人不喜歡黑人，
因為黑人的膚色很像大便的顏色。」
因為黑人的膚色很像大便的顏色。」
00:47
Yeah, I know.
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是啊，我知道。
00:48
So, as if on cue,
my entire class exploded.
my entire class exploded.
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果然不出所料，
全班的學生就不約而同的爆發了。
00:53
Half of them immediately started laughing,
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其中一半的人馬上開始笑，
00:55
and the other half started yelling at Abby
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另一半的人開始對艾比大吼，
喊出像這種話：「喔，天，
你不能那樣說，那是種族主義！」
你不能那樣說，那是種族主義！」
00:57
and shouting things like,
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00:59
"Oh, my God, you can't say that,
that's racist!"
that's racist!"
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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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花點時間，
讓我們來想像一下當時這個場景。
01:04
There's a class
of nine- and ten-year-olds,
of nine- and ten-year-olds,
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這是一群九到十歲的學生，
01:07
and half of them are in hysterics
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其中一半的人歇斯底里，
01:08
because they think
Abby has said something wildly funny,
Abby has said something wildly funny,
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因為他們認為艾比說的話超好笑，
01:12
and the other half are yelling at her
for saying something offensive.
for saying something offensive.
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另一半在對她吼叫，
因為她說了冒失的話。
因為她說了冒失的話。
01:16
And then you have Abby,
sitting there completely bewildered
sitting there completely bewildered
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接著，還有艾比，
她困惑地坐在那裡，
她困惑地坐在那裡，
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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因為，她不能意識到
她剛剛說的話有什麼影響，
她剛剛說的話有什麼影響，
01:22
and why everybody is reacting this way.
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也不了解大家為何會有這些反應。
01:25
And then you have me, the teacher,
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然後，還有我，這班的老師，
站在角落，即將恐慌症發作似的。
站在角落，即將恐慌症發作似的。
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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01:30
So as a classroom teacher,
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身為老師，
01:32
I have to make split-second
decisions all the time.
decisions all the time.
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我總是需要非常快速地做決策。
01:35
And I knew I needed to react, but how?
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我知道我得要做出反應，
但要如何反應呢？
但要如何反應呢？
01:38
Consider your fight-or-flight instincts.
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想想看你的「要戰或要逃」直覺。
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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如果要戰，
我可以拉高聲音，斥責她剛說的話。
01:47
Or flight -- just change the subject
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或者要逃——就改變主題，
01:50
and quickly start reaching
for another subject,
for another subject,
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立刻開始去找另一個主題，
01:52
like anything to get my students' minds
off the word "poop."
off the word "poop."
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能讓我的學生不要再想
「大便」的任何主題都好。
「大便」的任何主題都好。
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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然而，你們都知道，
對的事通常不是那麼容易做的。
對的事通常不是那麼容易做的。
02:01
And as much as I wanted
this moment to be over,
this moment to be over,
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雖然我好希望這一刻能快點結束，
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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而且我知道這兩種方式
都能使我脫離這個處境，
都能使我脫離這個處境，
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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但我同時也知道，這是教導孩子們
不可錯失的好機會。
不可錯失的好機會。
02:13
So after standing there
for what felt like an eternity,
for what felt like an eternity,
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我覺得自己站在那裡很久很久了，
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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接著我有動作了，我面向全班，說：
02:22
"Actually, Abby makes a point."
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「其實，艾比的話值得我們想想。」
02:26
And my students kind of
looked at each other, all confused.
looked at each other, all confused.
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我的學生困惑地看著彼此。
02:29
And I continued,
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我繼續說：
02:31
"One reason why racism exists
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「種族主義之所以存在，
其中一個理由
其中一個理由
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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就是因為膚色較淺的人
看到膚色較深的人時，
看到膚色較深的人時，
02:37
and said that their skin was ugly.
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說他們的皮膚很醜陋。
02:39
And even use this reason
as an excuse to dehumanize them.
as an excuse to dehumanize them.
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甚至用這個理由來當藉口，
不把他們當人來對待。
不把他們當人來對待。
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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我們之所以要學習了解
種族和種族主義，
種族和種族主義，
02:47
is to educate ourselves to know better.
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就是為了教育我們自己，
有更多的了解。
有更多的了解。
02:50
And to understand
why comments like this are hurtful,
why comments like this are hurtful,
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要能夠知道為什麼
像這樣的評論會很傷人，
像這樣的評論會很傷人，
02:53
and to make sure
that people with dark skin
that people with dark skin
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並確保膚色較深的人
02:55
are always treated
with respect and kindness."
with respect and kindness."
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都能夠受到尊重和仁慈的對待。」
02:59
Now, this was a truly terrifying
teachable moment.
teachable moment.
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這真的是個很讓人害怕的教育時刻。
03:03
But as we moved forward
in the conversation,
in the conversation,
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但隨著我們繼續進行談話，
03:05
I noticed that both Abby
and the rest of the kids
and the rest of the kids
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我注意到艾比以及其他孩子
都仍然願意參與。
都仍然願意參與。
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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當我看著我的學生沉浸在談話當中，
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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我開始納悶，
我的學生當中有多少人
有著和艾比一樣的假設。
有著和艾比一樣的假設。
03:19
And what happens when those assumptions
go unnoticed and unaddressed,
go unnoticed and unaddressed,
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如果他們的假設沒有被注意到
也沒有被提出來，會發生什麼後果？
也沒有被提出來，會發生什麼後果？
03:22
as they so often do?
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其實這情況經常發生。
但，首先，我認為
很重要的我們回過頭來，
很重要的我們回過頭來，
03:25
But first, I think it's important
to take a step back
to take a step back
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想想到底是什麼讓禁忌成為了禁忌？
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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我不記得有人給我過一張正式的清單
上面列出了不該談的主題。
上面列出了不該談的主題。
03:32
you're not supposed to talk about.
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03:34
But I do remember hearing,
over and over, growing up:
over and over, growing up:
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但，我確實記得
在成長過程中一再地聽到
在成長過程中一再地聽到
03:38
there are two things you do not talk about
at family get-togethers.
at family get-togethers.
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有兩樣東西在家庭聚會時是不能談的。
03:41
And those two things
are religion and politics.
are religion and politics.
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那兩樣東西就是宗教信仰和政治。
03:46
And I always thought this was very curious
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我一直很好奇為什麼，
03:49
because religion and politics
often are such huge influencing factors
often are such huge influencing factors
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因為宗教和政治通常是
組成我們身份和信仰的重要因素。
03:53
over so many of our
identities and beliefs.
identities and beliefs.
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03:56
But what makes a topic taboo
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但，一個主題會被認為是禁忌，
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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是因為在談話中提到的時候
會令人感到不適。
會令人感到不適。
04:04
But some people are extremely fluent
in the language of equity,
in the language of equity,
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但，有些人會說
極流利的「平等語言」，
極流利的「平等語言」，
04:09
while other people fear being PC-shamed
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其他人則會害怕，
想避開政治正確的問題，
想避開政治正確的問題，
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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或是怕一開口就會
暴露出自己的無知。
暴露出自己的無知。
04:15
But I believe that the first step
towards holding conversations
towards holding conversations
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但我認為，若要談論
像平等這類的主題，
像平等這類的主題，
04:19
about things like equity
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04:20
is to begin by building a common language.
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該採取的第一步就是
建立一種共同語言。
建立一種共同語言。
04:23
And that actually starts
with destigmatizing topics
with destigmatizing topics
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若要這麼做，首先就要幫那些
通常被視為禁忌的話題
把污名去除掉。
把污名去除掉。
04:25
that are typically deemed taboo.
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04:28
Now, conversations
around race, for example,
around race, for example,
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舉例來說，關於種族主題的交流，
04:31
have their own specific language
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會有它們自己的特定語言，
04:33
and students need
to be fluent in this language
to be fluent in this language
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學生必須要能把
那種語言說得很流利，
那種語言說得很流利，
04:35
in order to have these conversations.
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才能進行這類談話。
04:38
Now, schools are often the only place
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通常，唯有在學校
04:41
where students can feel
free and comfortable
free and comfortable
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學生才能夠自由地提出問題的空間，
04:43
to ask questions and make mistakes.
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即便犯錯也無須太多顧及。
04:45
But, unfortunately, not all students
feel that sense of security.
feel that sense of security.
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但，不幸的是，並非所有學生
都能感到那樣的安全感。
都能感到那樣的安全感。
04:50
Now, I knew that day
in front of my fourth-graders
in front of my fourth-graders
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我知道，那天我面對著
那些四年級學生，
那些四年級學生，
04:53
that how I chose to respond
could actually have life-long implications
could actually have life-long implications
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我知道我當時回應問題的方式，
可能會在他們的人生中
留下長遠的影響，
留下長遠的影響，
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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不僅僅是影響艾比一人，
還會影響到其他班上的學生。
還會影響到其他班上的學生。
05:01
If I had brushed her words aside,
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如果我選擇略過她所說的話，
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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班上其他學生可能就會因此認為
這樣的評論是可被接受的。
這樣的評論是可被接受的。
05:09
But if I had yelled at Abby
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但如果我對艾比大吼，
05:12
and embarrassed her
in front of all of her friends,
in front of all of her friends,
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在她所有的朋友面前給她難堪，
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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那種羞辱的感覺
會與她第一次談論
種族問題的體驗連接在一起，
種族問題的體驗連接在一起，
05:19
could actually prevent her
from ever engaging on that topic again.
from ever engaging on that topic again.
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或許會讓她迴避再次參與那個話題。
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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在學校中教孩子們平等，
並不是要教他們要想什麼。
05:30
It is about giving them the tools
and strategies and language
and strategies and language
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重點是要給他們工具、策略、語言，
05:33
and opportunities
to practice how to think.
to practice how to think.
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和機會，來練習如何思考。
05:36
For example, think about
how we teach kids how to read.
how we teach kids how to read.
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比如，想想看我們如何教孩子閱讀。
05:40
We don't start by giving them books.
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我們不會單純
就丟給他們書讓他們讀。
就丟給他們書讓他們讀。
05:41
We start by breaking down words
into letters and sounds
into letters and sounds
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我們一開始是把生詞
拆解成字母和發音，
拆解成字母和發音，
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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鼓勵他們尋找夥伴或朋友，
透過每天閱讀來提高流暢度，
透過每天閱讀來提高流暢度，
05:49
with a partner or with their friends.
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05:52
And we give them
lots of comprehension questions
lots of comprehension questions
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我們給他們很多理解式的問題，
05:55
to make sure that they're
understanding what they're reading.
understanding what they're reading.
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確保他們他們真的了解
他們在讀的素材。
他們在讀的素材。
05:58
And I believe that teaching
kids about equity
kids about equity
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我相信教孩子「平等」這一主題
06:00
should be approached
in the exact same way.
in the exact same way.
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也應該用同樣的方式。
06:04
I like to start by giving my students
a survey every year,
a survey every year,
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每年，我都會從給予學生
一項調查來當作開端，
一項調查來當作開端，
06:07
about different issues
around equity and inclusion.
around equity and inclusion.
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調查內容是平等及包容相關的議題。
06:11
And this is a sample survey
from one of my kids,
from one of my kids,
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這是我的一位學生所寫的調查，
06:13
and as you can see,
there's some humor in here.
there's some humor in here.
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你們可以看出，
在她的字裡行間透露出小小的幽默。
06:16
For under the question, "What is race?"
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在「種族是什麼？」這題底下，
06:18
she has written, "When two or more
cars, people and animals
cars, people and animals
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她寫著「就是至少兩台車、
兩個人、兩隻動物
兩個人、兩隻動物
06:21
run to see who is fastest and who wins."
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賽跑來決定誰最快、誰贏。」
06:25
However, if you look
at her question, "What is racism?"
at her question, "What is racism?"
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然而，如果你看她在
「種族主義是什麼？」底下寫的，
「種族主義是什麼？」底下寫的，
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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她寫「一個人用很粗俗的字詞
來稱呼膚色較深的人。」
來稱呼膚色較深的人。」
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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所以，她年紀很小，
但她顯然已經開始了解。
但她顯然已經開始了解。
06:36
And when we act
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如果我們的做法顯示出
06:37
like our students aren't capable
of having these conversations,
of having these conversations,
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我們把學生視為
沒有能力進行這類談話，
沒有能力進行這類談話，
06:41
we actually do them such a disservice.
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我們其實是在幫他們倒忙。
06:46
Now, I also know
that these types of conversations
that these types of conversations
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我也知道這類的交流
可能會令學生感到害怕，
06:50
can seem really, really intimidating
with our students,
with our students,
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06:53
especially with young learners.
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特別是針對年紀小的學習者。
06:55
But I have taught
first through fifth grades,
first through fifth grades,
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但一年級到五年級我全都教過，
06:57
and I can tell you, for example,
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我可以告訴各位，舉例來說，
06:59
that I'm not going to walk
into a first-grade classroom
into a first-grade classroom
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我不會走進一間一年級的教室，
07:02
and start talking about things
like mass incarceration.
like mass incarceration.
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然後就開始談像是
大規模監禁這類事物。
大規模監禁這類事物。
07:05
But even a six-year-old first-grader
can understand the difference
can understand the difference
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但即使是六歲的一年級生
也可以分辨差別，
也可以分辨差別，
07:10
between what is fair --
people getting what they need.
people getting what they need.
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知道什麼是公正——
人們得到他們所需要的。
07:15
We identified a lot
of these things in class together.
of these things in class together.
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我們一起在班上討論出了
很多這類需求。
很多這類需求。
07:19
And the difference
between fair and equal --
between fair and equal --
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知道公正和平等有什麼差別——
07:22
when everybody gets the same thing,
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平等是每個人都得到同樣的東西，
07:24
especially goody bags at birthday parties.
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特別是在生日派對上的禮品袋。
07:27
Now, first-graders can also
understand the difference
understand the difference
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一年級生也可以分辨出
07:30
between a punishment and a consequence.
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懲罰和後果之間的差別。
07:34
And all of these things
are foundational concepts
are foundational concepts
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所有這些，都是基礎的概念，
07:36
that anyone needs to understand
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人人都需要了解，
07:38
before having a conversation
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然後才能進行關於美國
大規模監禁的談話。
大規模監禁的談話。
07:39
about mass incarceration
in the United States.
in the United States.
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07:42
Some people might think
that kindergarteners or first-graders
that kindergarteners or first-graders
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有些人可能認為，
幼稚園生或一年級生
幼稚園生或一年級生
07:45
are too young to have
conversations around racism,
conversations around racism,
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還年紀太小，無法進行
關於種族主義的談話，
關於種族主義的談話，
07:48
but also tell you that young kids
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但卻也告訴你，小朋友
07:50
understand that there are
many different components
many different components
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了解我們的身分是由
許多不同的成分組成，
許多不同的成分組成，
07:53
that make up our identities
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也了解人們有什麼相似和差異，
07:54
and how people are similar and different,
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07:56
and what it means to have power
when other people don't.
when other people don't.
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以及在其他人沒有權力的情況下，
擁有權力所代表的意義。
擁有權力所代表的意義。
08:01
When we have these conversations
with students at a young age,
with students at a young age,
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當我們和年紀很小的學生
進行這類談話時，
進行這類談話時，
08:04
it actually takes away
some of that taboo feeling
some of that taboo feeling
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其實會讓他們在長大之後
再接觸到那些話題時
再接觸到那些話題時
08:06
when those topics come up at a later age.
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所感受到的禁忌感降低些。
08:09
I also know that teaching
about these things in schools
about these things in schools
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我也知道，在學校教這些東西
08:12
can feel like navigating a minefield.
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感覺可能會像是
帶著大家穿越地雷區。
帶著大家穿越地雷區。
08:15
For example, what happens
if parents or families
if parents or families
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比如，如果父母或家人不認同
08:18
aren't on board with having
these conversations in schools?
these conversations in schools?
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在學校進行這類談話，會如何？
08:22
But to these people, I can say:
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但，對這些人，我會說：
08:23
these are some examples of things
that students have said to me
that students have said to me
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這些都是學生過去對我說過
08:27
and brought to my attention.
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並引起我注意的事。
08:29
For example, I had a student come in
and whisper to me,
and whisper to me,
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比如，有一次有位學生來找我，
對我悄悄地說：
08:33
"I've heard all these people
use the term LGBTQ,
use the term LGBTQ,
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「我聽到大家都在用
LGBTQ 這個詞，
LGBTQ 這個詞，
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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但我不知道它是什麼意思，
我又不好意思承認我不知道。」
我又不好意思承認我不知道。」
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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有位學生在週末來找我，說：
08:44
"You know, I just watched
this movie about Australia,
this movie about Australia,
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「你知道嗎，我剛看了
一部關於澳洲的電影，
一部關於澳洲的電影，
08:47
and it made me wonder
if they have racism there, too."
if they have racism there, too."
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讓我很納悶，他們在那裡
是否也有種族主義。」
是否也有種族主義。」
08:51
And I always want my students to be
comfortable having these conversations
comfortable having these conversations
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我總是希望我的學生能夠
很自在地進行這類談話，
很自在地進行這類談話，
08:55
because when they're comfortable
talking about it and asking questions,
talking about it and asking questions,
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因為當他們能很自在地
談論它並問問題時，
談論它並問問題時，
08:59
they also build comfort in bringing in
their own lives and experiences
their own lives and experiences
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他們也會能夠從容地
將他們自己的生活和經驗帶入，
將他們自己的生活和經驗帶入，
09:02
in how they relate to these big topics.
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跟這些大主題做連結。
09:05
Also, some teachers might be
kind of nervous
kind of nervous
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此外，有種情況可能會
讓一些老師感到緊張，
讓一些老師感到緊張，
09:08
if a student brings up a topic
or asks a question
or asks a question
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那就是學生提起
一個主題或問一個問題，
一個主題或問一個問題，
09:11
and they don't know the answer to it.
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他們卻不知道要如何回答。
09:13
But if a student ever brings
something to my attention
something to my attention
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但，如果有學生
讓我注意到某樣事物，
讓我注意到某樣事物，
09:16
and I don't know the answer,
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而我不知道如何回答，
09:18
I will always admit it and own it
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我一定都會承認並負起責任，
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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我不應該在我沒有經驗
或我不是權威的領域中
或我不是權威的領域中
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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假裝我是專家。
09:26
That same year, I had a student come in
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同年，有位學生來找我，
09:28
and ask a question
about the LGBTQ community.
about the LGBTQ community.
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問了一個關於
LGBTQ 族群的問題。
LGBTQ 族群的問題。
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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我當時知道的不夠多，
不足以給他們妥當的答案。
不足以給他們妥當的答案。
09:35
So instead, I encouraged that student
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所以，我反而鼓勵那位學生
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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把這個問題拿去請教
一個非營利組織的代表，
一個非營利組織的代表，
09:40
who had come to speak to our class
about that very same issue.
about that very same issue.
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因為這位代表來我們的班上
演講的就是這個議題。
演講的就是這個議題。
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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當我們向我們的學生承認
我們也有不能解答的問題，
我們也有不能解答的問題，
09:47
not only does it humanize us to them,
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不僅會讓他們意識到
我們也是一個普通的人，
我們也是一個普通的人，
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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也讓他們知道，就算是成年人，
在「平等」這樣的議題上
也還有很多需要學習與了解的，
也還有很多需要學習與了解的，
09:53
when it comes to learning
about issues of equity.
about issues of equity.
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09:56
Now, a little while back,
I wrote a lesson about consent.
I wrote a lesson about consent.
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不久前，我準備了一堂課，
內容是關於「同意」。
內容是關於「同意」。
10:01
And, to some people,
this was very exciting
this was very exciting
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有一些人感到十分興奮，
10:03
because I took this topic
that seemed very taboo and scary
that seemed very taboo and scary
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因為我把這個看似
非常禁忌且駭人的主題
非常禁忌且駭人的主題
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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拿來拆解分析，
讓年輕學習者也能夠理解。
讓年輕學習者也能夠理解。
10:10
However, to other people,
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然而，對其他人而言，
10:12
the idea of consent
is so strongly tied to sex,
is so strongly tied to sex,
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「同意」這個概念
和「性」非常有關，
和「性」非常有關，
10:15
and sex is often considered
a taboo subject,
a taboo subject,
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而「性」通常被視為
是一個禁忌話題，
是一個禁忌話題，
10:18
that it made them very uncomfortable.
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讓他們十分不舒服。
10:20
But my students are third-graders,
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但，我的學生是三年級生，
10:22
so we're not talking about sex in class.
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所以，我們在班上
並不是在談「性」。
並不是在談「性」。
10:25
Rather, I wanted them to understand
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我反而是希望他們能夠了解
每個人對於討論議題的
接受程度都非常不同。
接受程度都非常不同。
10:27
that everybody has different
physical boundaries
physical boundaries
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10:29
that make them feel comfortable.
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10:31
And the social and emotional
intelligence it takes
intelligence it takes
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需要有足夠的社會和情緒智慧，
10:34
to read somebody's words
and tone and body language
and tone and body language
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才能去覺察理解一個人的
話語、語調、肢體語言，
話語、語調、肢體語言，
10:37
are skills that often need
to be explicitly taught,
to be explicitly taught,
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我們需要明確教導學生這些技能，
就像教導學生閱讀和數學一樣。
10:39
the same way we teach things
like reading and math.
like reading and math.
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10:42
And this lesson is not reserved
for students of one single demographic.
for students of one single demographic.
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這些內容並不是只教給
某種人口族群的學生。
某種人口族群的學生。
10:47
Things like questioning
and making observations
and making observations
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像提出質疑、做觀察，
及批判性思考這樣的東西，
及批判性思考這樣的東西，
10:49
and critical thinking
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不論是什麼種族、文化認同、背景、
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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語言、收入、以及在哪裡居住的學生
在學校裡都應該要學習的。
在學校裡都應該要學習的。
10:59
Also, deliberate avoidance
of these conversations
of these conversations
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此外，刻意避開這些談話，
11:03
speaks volumes to our students
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其實反而是不言而喻，
11:05
because kids notice when their teachers,
when their textbooks
when their textbooks
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因為孩子們會注意到
他們的老師、他們的教科書
他們的老師、他們的教科書
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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省略了像是女性或有色人種
這些族群的聲音和經歷。
這些族群的聲音和經歷。
11:15
Silence speaks volumes.
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沉默其實就是最充分的證明。
11:18
I recently asked my class of third-graders
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最近，我問我的三年級班級，
11:21
what they would say to adults
who think they're too young
who think they're too young
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他們會怎樣回答
成人說他們還太年輕，
成人說他們還太年輕，
還沒有能力學習
關於「平等」的議題？
關於「平等」的議題？
11:23
to learn about issues of equity.
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11:26
And while this is a small sample
of my 25 students,
of my 25 students,
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我的二十五位學生，
雖然只是個很小的樣本，
雖然只是個很小的樣本，
11:31
all of them agreed
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但他們全都同意，
11:32
that not only are they capable
of having these conversations,
of having these conversations,
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他們不僅有能力可以進行這類談話，
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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且他們認為學習「平等」這個議題
是他們應有的權利，
而不是一種特權。
而不是一種特權。
11:41
And, in their words:
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引述他們的話：
11:43
"We're big enough
to know about these things
to know about these things
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「我們夠大了，足以懂得這些事，
11:46
because these problems
are happening where we live.
are happening where we live.
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因為這些問題發生在
我們生活的地方。
我們生活的地方。
11:48
And we have the right to talk about them
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且我們有權可以談論它們，
11:51
because it will be our life
in the future."
in the future."
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因為那會是我們未來的生活。」
11:54
Thank you.
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謝謝。
11:55
(Applause)
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（掌聲）
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