TED Residency
Anindya Kundu: The boost students need to overcome obstacles
Anindya Kundu: Dorongan yang dibutuhkan siswa untuk mengatasi masalah
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Bagaimana bisa murid yang kurang beruntung meraih sukses di sekolah? Bagi sosiologis, Anindya Kundu, berpegangan-pada-keuletan dan kegigihan tidaklah cukup; siswa juga harus mengembangkan agen mereka, atau kemampuan mereka untuk mengatasi masalah dan bergerak di dalam sistem. Ia berbagi cerita penuh harapan dari siswa-siswa yang menantang ekspektasi dalam tantangan personal, sosial, dan institusional.
Anindya Kundu - Sociologist, educator, writer
TED Resident Anindya Kundu is reframing our notions of achievement and ability through his sociological research, which suggests all students can succeed if provided the right support systems. Full bio
TED Resident Anindya Kundu is reframing our notions of achievement and ability through his sociological research, which suggests all students can succeed if provided the right support systems. Full bio
Double-click the English transcript below to play the video.
00:12
So, I teach college students
about inequality and race in education,
about inequality and race in education,
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Jadi, saya mengajar mahasiswa tentang
ketidaksetaraan dan ras dalam pendidikan
ketidaksetaraan dan ras dalam pendidikan
00:17
and I like to leave my office open
to any of my students
to any of my students
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dan saya senang membuka pintu
kantor saya bagi mahasiswa
kantor saya bagi mahasiswa
00:20
who might just want to see me to chat.
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yang ingin bertemu
sekadar untuk mengobrol.
sekadar untuk mengobrol.
00:23
And a few semesters ago,
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Dan beberapa semester yang lalu,
00:24
one of my more cheerful
students, Mahari,
students, Mahari,
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salah satu mahasiswa saya yang ceria,
Mahari,
Mahari,
00:27
actually came to see me
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datang menemui saya
00:29
and mentioned that he was feeling
a bit like an outcast because he's black.
a bit like an outcast because he's black.
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dan mengatakan ia merasa sedikit seperti
terasingkan karena ia berkulit hitam.
terasingkan karena ia berkulit hitam.
00:34
He had just transferred to NYU
from a community college
from a community college
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Saat itu ia baru pindah ke NYU
dari sebuah community college
dari sebuah community college
00:36
on a merit scholarship,
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melalui beasiswa akademik,
00:38
and turns out,
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dan ternyata,
00:40
only about five percent
of students at NYU are black.
of students at NYU are black.
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hanya sekitar 5% dari mahasiswa di NYU
adalah orang kulit hitam.
adalah orang kulit hitam.
00:43
And so I started to remember
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Dan akhirnya saya teringat
00:45
that I know that feeling
of being an outsider
of being an outsider
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bahwa saya mengetahui perasaaan
menjadi orang asing
menjadi orang asing
00:47
in your own community.
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di dalam komunitasmu sendiri.
00:49
It's partially what drew me to my work.
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Dan jadi alasan saya
dalam membuat karya ini.
dalam membuat karya ini.
00:51
At my university,
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Di universitas,
00:53
I'm one of the few
faculty members of color,
faculty members of color,
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saya adalah satu dari sedikit
pengajar "berwarna",
pengajar "berwarna",
00:55
and growing up, I experienced
my family's social mobility,
my family's social mobility,
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dan saat beranjak dewasa,
saya mengalami mobilitas sosial keluarga,
saya mengalami mobilitas sosial keluarga,
00:59
moving out of apartments
into a nice house,
into a nice house,
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keluar dari apartemen lalu
ke sebuah rumah yang bagus,
ke sebuah rumah yang bagus,
01:02
but in an overwhelmingly
white neighborhood.
white neighborhood.
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namun di sebuah
lingkungan dominan kulit putih.
lingkungan dominan kulit putih.
01:05
I was 12,
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Saat itu saya 12 tahun,
01:06
and kids would say that were surprised
that I didn't smell like curry.
that I didn't smell like curry.
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dan anak-anak berkata mereka terkejut
karena saya tidak berbau kari.
karena saya tidak berbau kari.
01:10
(Laughter)
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(Tawa)
01:11
That's because school is in the morning,
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Itu karena sekolah dimulai pagi hari
01:13
and I had Eggo waffles for breakfast.
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dan saya sarapan waffle Eggo.
01:15
(Laughter)
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(Tawa)
01:17
Curry is for dinner.
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Kari untuk makan malam.
01:18
(Laughter)
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(Tawa)
01:20
So when Mahari was leaving,
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Jadi, saat Mahari akan pergi
01:21
I asked him how he was coping
with feeling isolated.
with feeling isolated.
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saya tanya bagaimana ia menghadapi
perasaan terkucilkan.
perasaan terkucilkan.
01:24
And he said that despite feeling lonely,
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Dan ia berkata, meskipun merasa kesepian,
01:27
he just threw himself at his work,
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ia menyibukkan dirinya dengan pekerjaan,
01:29
that he built strategies around his grit
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bahwa ia berstrategi
di sela kegigihannya,
di sela kegigihannya,
01:31
and his desire to be successful.
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dan keinginannya untuk sukses.
01:33
A mentor of mine is actually
Dr. Angela Duckworth,
Dr. Angela Duckworth,
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Seorang mentor saya adalah
Dr. Angela Duckworth,
Dr. Angela Duckworth,
01:36
the psychologist at UPenn who has defined
this stick-to-itiveness of grit
this stick-to-itiveness of grit
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seorang psikologis di UPenn yang
mendefinisikan kegigihan dalam keuletan
mendefinisikan kegigihan dalam keuletan
01:41
as being "the perseverance
and passion for long-term goals."
and passion for long-term goals."
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sebagai "kegigihan dan semangat untuk
cita-cita jangka panjang."
cita-cita jangka panjang."
01:45
Angela's book has become a bestseller,
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Bukunya menjadi sangat laku,
01:47
and schools across the country,
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dan seluruh sekolah Amerika,
01:49
particularly charter schools,
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terutama sekolah-sekolah khusus,
01:51
have become interested in citing
"grit" as a core value.
"grit" as a core value.
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tertarik untuk mengutip "kegigihan"
sebagai nilai utama.
sebagai nilai utama.
01:55
But sometimes grit isn't enough,
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Namu terkadang kegigihan tidak cukup,
01:57
especially in education.
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khususnya dalam pendidikan.
01:59
So when Mahari was leaving my office,
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Jadi, setelah Mahari pergi,
02:01
I worried that he might need
something more specific
something more specific
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saya khawatir ia membutuhkan
sesuatu yang lebih spesifik
sesuatu yang lebih spesifik
02:03
to combat the challenges
that he mentioned to me.
that he mentioned to me.
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untuk melawan tantangan yang
ia sebutkan.
ia sebutkan.
02:06
As a sociologist,
I also study achievement,
I also study achievement,
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Sebagai seorang sosioligis,
saya juga mempelajari kesuksesan,
saya juga mempelajari kesuksesan,
02:10
but from a slightly different perspective.
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namun dari pandangan yang sedikit berbeda.
02:12
I research students who have overcome
immense obstacles
immense obstacles
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Saya menyelidiki mahasiswa yang telah
melewati tantangan besar
melewati tantangan besar
02:15
related to their background.
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yang terkait asal usul mereka.
02:17
Students from low-income,
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Mahasiswa dari keluarga miskin,
02:18
often single-parent households,
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seringkali berorang tua tunggal,
02:20
students who have been homeless,
incarcerated or perhaps undocumented,
incarcerated or perhaps undocumented,
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mahasiswa yang pernah menjadi tunawisma,
dipenjara, atau mungkin tidak berdokumen,
dipenjara, atau mungkin tidak berdokumen,
02:25
or some who have struggled
with substance abuse
with substance abuse
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atau beberapa yang berjuang
melawan narkoba
melawan narkoba
02:28
or lived through violent or sexual trauma.
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atau hidup melewati trauma
atau kekerasan seksual.
atau kekerasan seksual.
02:31
So let me tell you about two
of the grittiest people I've met.
of the grittiest people I've met.
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Jadi, biar kuperkenalkan dua orang
paling gigih yang saya kenal.
paling gigih yang saya kenal.
02:35
Tyrique was raised by a single mother,
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Tyrique dibesarkan oleh ibu tunggal,
02:37
and then after high school,
he fell in with the wrong crowd.
he fell in with the wrong crowd.
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dan setelah SMA, ia bergabung
dengan kelompok yang salah.
dengan kelompok yang salah.
02:40
He got arrested for armed robbery.
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Ia ditangkap karena pencopetan.
02:42
But in prison, he started to work hard.
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Namun saat di penjara,
ia mulai bekerja keras.
ia mulai bekerja keras.
02:45
He took college credit courses,
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Ia mengambil kredit mata kuliah,
02:46
so when he got out,
he was able to get a master's,
he was able to get a master's,
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jadi saat ia dibebaskan,
dia bisa meraih gelar Magister,
dia bisa meraih gelar Magister,
02:49
and today he's a manager at a nonprofit.
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dan saat ini menjabat manajer
di sebuah NGO.
di sebuah NGO.
02:52
Vanessa had to move around a lot as a kid,
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Vanessa sering pindah rumah saat kecil,
02:55
from the Lower East Side
to Staten Island to the Bronx.
to Staten Island to the Bronx.
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dari Lower East Side lalu ke Staten Island
kemudian Bronx.
kemudian Bronx.
02:58
She was raised primarily
by her extended family,
by her extended family,
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Ia dibesarkan oleh keluarga besarnya,
03:01
because her own mother
had a heroin addiction.
had a heroin addiction.
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karena ibunya adalah
seorang pecandu heroin.
seorang pecandu heroin.
03:04
Yet at 15,
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Pada usia 15 tahun,
03:05
Vanessa had to drop out of school,
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Vanessa harus berhenti sekolah,
03:07
and she had a son of her own.
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dan melahirkan putranya.
03:09
But eventually, she was able
to go to community college,
to go to community college,
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Namun akhirnya, ia mampu
melanjutkan ke community college,
melanjutkan ke community college,
03:12
get her associate's,
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mendapat gelar kesetaraan,
03:14
then go to an elite college
to finish her bachelor's.
to finish her bachelor's.
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kemudian melanjutkan ke universitas
terkemuka untuk gelar Sarjana.
terkemuka untuk gelar Sarjana.
03:18
So some people might
hear these stories and say,
hear these stories and say,
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Orang mungkin
dengar cerita ini dan berkata,
dengar cerita ini dan berkata,
03:20
"Yes, those two definitely have grit.
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"Ya, jelas mereka memiliki kegigihan.
03:22
They basically pulled themselves up
by the bootstraps."
by the bootstraps."
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mereka telah berjuang
dengan amat sangat keras."
dengan amat sangat keras."
03:26
But that's an incomplete picture,
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Namun itu adalah gambaran tidak sempurna,
03:28
because what's more important
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karena yang lebih penting
03:30
is that they had factors in their lives
that helped to influence their agency,
that helped to influence their agency,
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bahwa mereka memiliki faktor dalam hidup
yang membantu mempengaruhi agen mereka
yang membantu mempengaruhi agen mereka
03:34
or their specific capacity
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atau kemampuan khusus mereka
03:35
to actually overcome
the obstacles that they were facing
the obstacles that they were facing
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untuk benar-benar melewati
rintangan yang mereka hadapi
rintangan yang mereka hadapi
03:39
and navigate the system
given their circumstances.
given their circumstances.
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dan bergerak di dalam sistem yang
menciptakan situasi mereka.
menciptakan situasi mereka.
03:43
So, allow me to elaborate.
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Jadi, biar saya uraikan.
03:44
In prison, Tyrique
was actually aimless at first,
was actually aimless at first,
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Di penjara, pada awalnya Tyrique
tidak memiliki tujuan,
tidak memiliki tujuan,
03:48
as a 22-year-old on Rikers Island.
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sebagai pria 22 tahun di Rikers Island.
03:50
This is until an older detainee
took him aside
took him aside
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Hingga seorang tahanan yang lebih tua
menariknya
menariknya
03:54
and asked him to help
with the youth program.
with the youth program.
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dan meminta ia membantu
program taruna.
program taruna.
03:56
And in mentoring youth,
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Dan saat mentoring taruna,
03:58
he started to see his own mistakes
and possibilities in the teens.
and possibilities in the teens.
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ia mulai menyadari kesalahannya
dan kesempatan di masa remaja.
dan kesempatan di masa remaja.
04:02
This is what got him interested
in taking college-credit courses.
in taking college-credit courses.
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Hal itu yang membuatnya tertarik
untuk mengambil kredit mata kuliah.
untuk mengambil kredit mata kuliah.
04:05
And when he got out,
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Dan saat ia dibebaskan,
04:07
he got a job with Fortune Society,
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ia mendapat pekerjaan di Fortune Society,
04:09
where many executives are people
who have been formerly incarcerated.
who have been formerly incarcerated.
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di mana sebagian besar petingginya adalah
orang-orang yang pernah dipenjara.
orang-orang yang pernah dipenjara.
04:13
So then he was able to get
a master's in social work,
a master's in social work,
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Setelah itu ia meraih Magister
di bidang pekerjaan sosial
di bidang pekerjaan sosial
04:16
and today, he even lectures
at Columbia about prison reform.
at Columbia about prison reform.
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bahkan saat ini ia mengajar
reformasi penjara di universitas Columbia.
reformasi penjara di universitas Columbia.
04:21
And Vanessa ...
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Dan Vanessa ...
04:22
well, after the birth of her son,
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setelah melahirkan putranya,
04:24
she happened to find a program
called Vocational Foundation
called Vocational Foundation
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ia menemukan sebuah program
yang disebut "Vocational Foundation"
yang disebut "Vocational Foundation"
04:27
that gave her 20 dollars biweekly,
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yang memberinya 20 dolar setiap dua minggu
04:30
a MetroCard
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sebuah kartu Metro,
04:31
and her first experiences with a computer.
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dan pengalaman pertamanya dengan komputer.
04:33
These simple resources
are what helped her get her GED,
are what helped her get her GED,
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Sumber-sumber sederhana ini yang
membantunya dapat diploma kesetaraan
membantunya dapat diploma kesetaraan
04:36
but then she suffered
from a very serious kidney failure,
from a very serious kidney failure,
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namun kemudian ia menderita
penyakit gagal ginjal yang parah,
penyakit gagal ginjal yang parah,
04:39
which was particularly problematic
because she was only born with one kidney.
because she was only born with one kidney.
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yang mana problematis
karena ia terlahir hanya dengan 1 ginjal.
karena ia terlahir hanya dengan 1 ginjal.
04:43
She spent 10 years on dialysis
waiting for a successful transplant.
waiting for a successful transplant.
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Ia perlu 10 tahun melakukan dialisis
menunggu transplantasi yang berhasil.
menunggu transplantasi yang berhasil.
04:48
After that,
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Setelah itu,
04:49
her mentors at community college
had kept in touch with her,
had kept in touch with her,
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dosennya di community college
terus berhubungan dengannya,
terus berhubungan dengannya,
04:52
and so she was able to go,
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hingga ia mampu melanjutkannya,
04:54
and they put her in an honors program.
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dan menempatkannya di
program kehormatan.
program kehormatan.
04:56
And that's the pathway
that allowed her to become accepted
that allowed her to become accepted
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Dan itulah jalan yang membuatnya diterima
04:59
to one of the most elite colleges
for women in the country,
for women in the country,
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ke salah satu universitas elit
untuk wanita di Amerika,
untuk wanita di Amerika,
05:02
and she received her bachelor's at 36,
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dan ia meraih gelar Sarjana
di usia 36 tahun,
di usia 36 tahun,
05:05
setting an incredible example
for her young son.
for her young son.
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memberikan contoh luar biasa
untuk putranya yang belia.
untuk putranya yang belia.
05:08
What these stories primarily indicate
is that teaching is social
is that teaching is social
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Hal pokok dari cerita-cerita ini adalah
bahwa mengajar adalah kegiatan sosial
bahwa mengajar adalah kegiatan sosial
05:12
and benefits from social scaffolding.
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dan keuntungan dari rangka sosial.
05:15
There were factors
pushing these two in one direction,
pushing these two in one direction,
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Ada faktor yang mendorog dua orang ini
dalam satu arah,
dalam satu arah,
05:18
but through tailored
mentorship and opportunities,
mentorship and opportunities,
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namun melalui bimbingan dan
kesempatan yang disesuaikan,
kesempatan yang disesuaikan,
05:21
they were able to reflect
on their circumstances
on their circumstances
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mereka mampu merefleksikan
situasi mereka
situasi mereka
05:23
and resist negative influences.
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dan melawan pengaruh-pengaruh negatif.
05:26
They also learned simple skills
like developing a network,
like developing a network,
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Mereka juga belajar keterampilan sederhana
seperti membangun jaringan,
seperti membangun jaringan,
05:29
or asking for help --
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atau meminta bantuan --
05:31
things many of us in this room can forget
that we have needed from time to time,
that we have needed from time to time,
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hal yang sering kita lupa bahwa
kita membutuhkannya dari waktu ke waktu
kita membutuhkannya dari waktu ke waktu
05:36
or can take for granted.
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atau terima begitu saja
05:38
And when we think of people like this,
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Dan melihat kisah mereka,
05:40
we should only think of them
as exceptional, but not as exceptions.
as exceptional, but not as exceptions.
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kita seharusnya memikirkan mereka sebagai
yang luar biasa, bukan pengecualian.
yang luar biasa, bukan pengecualian.
05:44
Thinking of them as exceptions absolves us
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Memikirkan mereka sebagai pengecualian
membebaskan kita
membebaskan kita
05:47
of the collective responsibility
to help students in similar situations.
to help students in similar situations.
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dari tanggung jawab bersama
untuk membantu siswa di situasi yang sama.
untuk membantu siswa di situasi yang sama.
05:52
When Presidents Bush, Obama
and now even Trump,
and now even Trump,
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Saat presiden Bush, Obama, dan
bahkan saat ini Trump,
bahkan saat ini Trump,
05:55
have called education
"the civil rights issue of our time,"
"the civil rights issue of our time,"
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menyebut pendidikan sebagai
"masalah hak warga negara di masa kita"
"masalah hak warga negara di masa kita"
05:59
perhaps we should treat it that way.
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mengkin memang itu cara yang tepat.
06:02
If schools were able to think
about the agency that their students have
about the agency that their students have
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Jika sekolah mampu memikirkan
agen yang dimiliki siswa-siwanya
agen yang dimiliki siswa-siwanya
06:05
and bring to the table
when they push them,
when they push them,
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dan membawanya ke meja saat
mereka menekannya,
mereka menekannya,
06:08
what students learn can become
more relevant to their lives,
more relevant to their lives,
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yang mereka pelajari bisa
lebih relevan dengan kehidupan mereka,
lebih relevan dengan kehidupan mereka,
06:11
and then they can tap into those internal
reservoirs of grit and character.
reservoirs of grit and character.
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dan lalu mereka dapat membuka
lubuk kegigihan dan karakter.
lubuk kegigihan dan karakter.
06:17
So this here --
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Jadi, inilah --
06:18
My student Mahari
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siswa saya Mahari
06:20
got accepted to law school
with scholarships,
with scholarships,
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yang diterima di sekolah Hukum
dengan beasiswa
dengan beasiswa
06:23
and not to brag,
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dan bukannya sombong,
06:25
but I did write one of his letters
of recommendation.
of recommendation.
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tapi saya menulis
surat rekomendasi untuknya.
surat rekomendasi untuknya.
06:27
(Laughter)
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(Tawa)
06:29
And even though I know hard work
is what got him this achievement,
is what got him this achievement,
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Dan walau saya tahu kerja kerasnya
yang memungkinkan pencapaiannya,
yang memungkinkan pencapaiannya,
06:33
I've seen him find
his voice along the way,
his voice along the way,
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saya melihatnya ia menemukan suara hatinya
06:35
which as someone who's grown up
a little bit shy and awkward,
a little bit shy and awkward,
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setelah sebelumnya ia merupakan
anak kecil yang pemalu dan canggung,
anak kecil yang pemalu dan canggung,
06:39
I know it takes time and support.
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saya sadari hal itu butuh waktu
dan dukungan.
dan dukungan.
06:41
So even though
he will rely a lot on his grit
he will rely a lot on his grit
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Meskipun ia akan bergantung banyak
pada kegigihannya
pada kegigihannya
06:44
to get him through
that first-year law school grind,
that first-year law school grind,
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untuk membantunya melewati
tahun pertama di sekolah Hukum,
tahun pertama di sekolah Hukum,
06:48
I'll be there as a mentor for him,
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saya akan berada untuknya sebagai mentor,
06:50
check in with him from time to time,
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mengeceknya dari waktu ke waktu,
06:52
maybe take him out to get some curry ...
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mungkin mengajaknya makan kari ...
06:54
(Laughter)
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(Tawa)
06:55
so that he can keep growing his agency
to succeed even more.
to succeed even more.
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sehingga ia bisa terus menumbuhkan agennya
untuk meraih kesuksesan lebih.
untuk meraih kesuksesan lebih.
06:59
Thank you.
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Terima kasih.
07:00
(Applause)
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(Tepuk tangan)
ABOUT THE SPEAKER
Anindya Kundu - Sociologist, educator, writerTED Resident Anindya Kundu is reframing our notions of achievement and ability through his sociological research, which suggests all students can succeed if provided the right support systems.
Why you should listen
Anindya Kundu studies the potential of human agency to help people create positive change in their lives. His research involves learning how students can navigate around personal, social and institutional challenges to succeed. Kundu's book Achieving Agency is forthcoming.
At NYU, Kundu has taught the course, "American Dilemmas: Race, Inequality, and the Unfulfilled Promise of Public Education," originally designed by achievement gap scholar, Dr. Pedro Noguera. Kundu was the 2017 recipient of the NYU "Outstanding Doctoral Student Teaching Award." He also teaches high school students storytelling through The Moth in New York City.
Kundu frequently contributes to public discourse on education. His work has appeared in NPR Education, MSNBC and Huffington Post. Kundu says, "There is intellectual talent going uncultivated and unnoticed in our communities. If we remember education is our greatest public responsibility, we can better tackle the social problems that lie ahead, together."
Anindya Kundu | Speaker | TED.com