Monique W. Morris: Why black girls are targeted for punishment at school -- and how to change that
مونيك دبليو موريس: لماذا يستهدفُ الفتيات السوداوات للعقاب في المدراس، وكيف لنا تغيير ذلك
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.
I got into a fight at school.
أقحمتُ في شجار.
I'd been in a fight,
one happened at school.
التي تحدثُ في المدرسة.
about a foot taller than me,
and refused to apologize.
داس على حذائي ورفض الإعتذار.
and I threw him to the ground.
أمسكته وألقيتُ به على الأرض.
reflection of the hurricane
with abandonment
in other spaces in my life.
and boys that had assaulted my body
والفتيان الذين اعتدوا على جسدي
I had to be silent about it.
حيال هذا الموضع.
"Monique, what's wrong with you?"
led with empathy.
they knew I loved to draw,
وعرفوا أنني أحببتُ الرسم،
to help me understand
of my classmate, were disruptive
they were leading.
from going to school the next day.
في اليوم التالي.
it didn't keep me from teaching.
that's shared by many black girls
بين العديد من الفتيات السوداوات
وحول العالم اليوم.
in which black girls
away from schools ---
they pose to the safety of a school,
بالذهاب بأمان إلى المدرسة،
experiencing schools
and marginalization.
from black girls around the country.
من الفتيات السوداوات حول العالم.
Justice Institute analysis
للنساء السوداوات
Department of Education,
وزارة التربية والتعليم الأمريكية،
who are overrepresented
اللواتي مُثلن بشكل مفرط
of discipline in schools.
خلال الانضباط في المدارس.
experiencing exclusionary discipline
لا يواجهن الانضباط الاستبعادي
aren't overrepresented
لسن ممثلين بشكل مفرط
على امتداد تلك الاستمرارية
هن المجموعة الوحيدة من الفتيات
are the only group of girls
than their white counterparts
سبع مرات أكثر من نظيراتهن البيضاوات
out-of-school suspensions
لمرة واحدة أو أكثر
أو من أصل لاتيني
than their white and Latinx counterparts
Center on Poverty and Inequality
بشأن الفقر وعدم المساواة
why this disparity is taking place
that black girls experience
من ضغوطات التقدم في السن،
than their white peers.
أكثر من قريناتهن البيضاوات.
to need less nurturing,
أنهن يحتجن إلى رعاية أقل،
than their white peers.
من قريناتهن البيضاوات.
when girls are as young as five years old.
في سنٍ صغيرة كخمسة أعوام.
and the disparity increases over time
between the ages of 10 and 14.
بين 10 إلى 14 عام.
can lead to harsher treatment,
من عمرها الحقيقي إلى معاملة أقسى،
عندما تتعرض إلى الأذى.
that something is wrong with her,
بأن شيئًا غير سليم بها،
in which she finds herself.
التي وجدت نفسها فيها.
as too loud, too aggressive,
أنهن صاخبات جدًا وعدوانيات للغاية
in relation to nonblack girls
بخصوص الفتيات غير السوداوات
what's going on in this girl's life
ما الذي يحدثُ في حياة الفتاة
في مدرسة بريتوريا الثانوية للفتيات
Girls High School
with their hair in its natural state,
في حالتها الطبيعية
في معظمه
the global community for the most part
as they stood in their truths.
وهن يدافعهن عن طبيعتهن الحقيقية.
الذين وجدوا الفتيات مزعجات،
who saw them as disruptive,
to ask the question,
if we can't be black in Africa?"
إن لم نكن سوداوات في أفريقيا؟"
with this question.
working to be free
لكي يراهنَ الآخرين وهن يعملن لنيل حريتهن
that a safe space to learn provides.
لتوفير التعليم لهن.
just past their toddler years,
اللواتي جاوزن سن الحَبو،
for having a tantrum.
إذا اعتراهن نوبة غضب.
turned away from school
عن دخول المدارس
they wear their hair naturally
the clothes fit their bodies.
تناسب أجسادهن.
are experiencing violence
officers in schools.
without reprimand or punishment?
دون توبيخ أو عقاب؟
to work with girls like Stacy,
للعمل مع الفتيات مثل ستايسي.
في كتابي الاستبعاد (Pushout)،
her participation in violence.
and structural analyses
childhood experiences inform
as a "problem child,"
that educators were using
أن معلميها يستخدمون هذه اللغة
of harm grow stronger in isolation.
الناجم عن الأذى قويًا عند العزلة.
we shouldn't be pushing them away,
علينا عدم استبعادهن بعيدًا،
with the criminal legal system.
out policies and practices
to their learning,
that education is freedom work.
أن التعليم هو عمل من أجل الحرية.
يمكنهن التعلّم.
they flee, they freeze.
to protect us when we feel a threat.
عندما نشعرُ بالتهديد.
in a girl's life,
locations for healing,
locations for learning.
لتصبح مكانًا من أجل التعافي؟
to become a location for healing?
that we have to immediately discontinue
يعني هذا أنه علينا أن نوقف فورًا
black girls for their hairstyles or dress.
الفتيات السُود لتسريحة شعرهن أو ملابسهن.
and what a girl learns
in ways that facilitate rape culture
تشجع على ثقافة الاغتصاب
in which they were born.
بسبب الظروف التي ولدوا فيها.
of concerned adults can enter this work.
والمهتمين البالغين المشاركة في هذا العمل.
to address their dress code
as a collaborative project,
كمشروع تعاون،
bias and discrimination.
that harm black girls most are unwritten.
ليست مكتوبة في معظمها.
internal work to address the biases
بالعمل الداخلي العميق لمعالجة التحيزات
black girls for who they actually are,
نرى الفتيات السوداوات كما هن في الواقع،
and gender responsive discussion groups
وتستجيبُ للنواحي المتعلقة بنوع الجنس
Latinas, indigenous girls
ومن سكان البلاد الأصليين
marginalization in schools
في المدارس
and experiences in schools.
locations for healing,
of counselors in schools.
we all have to be freedom fighters.
علينا جميعًا أن نكافح من أجل الحرية.
to establish themselves
to see themselves as sacred and loved.
كشيء غير مُباح ومحبوب.
in Columbus, Ohio, is an example of this.
في كولومبوس/ ولاية أوهايو هي مثال على ذلك.
the moment their principal declared
التي أعلنت فيها مديرتهن
girls for having "a bad attitude."
بسبب "تصرفات سيئة".
is they built out a robust continuum
expulsion and arrest.
والطرد والاعتقال.
a restorative justice program,
student and teacher relationships
has at least one adult on campus
على الاقل شخص بالغ في حرم المدرسة
when she's in a moment of crisis.
في حالة تعرضها لأزمة.
of the school and in classrooms
وفي الفصول الدراسية
if they need a minute to do so.
لدقيقة للقيام بذلك.
that provides girls with an opportunity
with the promotion of self-worth,
to a girl's adverse childhood experiences
إلى تجارب الطفولة السلبية
they don't push them away.
and suspension rates have improved,
وإيقافهن عن التعليم،
increasingly ready to learn
وهن على استعداد للتعلم بشكل متزايد
there care about them.
and sports into their curriculum
في مناهجها
tranformative programming,
mindfulness and meditation,
to repair their relationships with others,
لتحسين علاقاتهن مع الآخرين،
complex and historical trauma
والمعقدة والحية
in the promise of children and adolescents
ممن يؤمن بمستقبلٍ واعد للأطفال والمراهقين
learning materials,
and other tools
to heal, so that they can learn.
وبذلك يمكنهم التعلّم.
we respond to our most vulnerable girls
حيثُ نستجيبُ لأكثر الفتيات ضعفًا
of a positive school culture.
should be at its sharpest
في ذروتها
of poverty and addiction;
from having been sex-trafficked
نتيجة المتاجرة بها جنسيًا
to support her intellectual
or stop mid-thigh or higher.
أو منتصف فخذيها أو أعلى من ذلك.
in the politics of fear
where girls can heal and thrive,
حيثُ يمكنُ للفتيات التعافي والإزدهار،
to set this as our intention.
لنولي هذا الأمر اهتمامنا.
of education as freedom work,
كعمل من أجل الحرية،
vulnerable among us,
ABOUT THE SPEAKER
Monique W. Morris - Author, social justice scholarAs 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."
Monique W. Morris | Speaker | TED.com