Monique W. Morris: Why black girls are targeted for punishment at school -- and how to change that
Monique W. Morris: Mengapa gadis kulit hitam menjadi sasaran hukuman di sekolah -- dan cara mengubahnya
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.
berkelahi di sekolah.
I'd been in a fight,
berkelahi,
one happened at school.
di sekolah.
tinggi sekitar satu kaki dari saya,
about a foot taller than me,
berminggu-minggu.
sepatu saya dan menolak untuk minta maaf.
and refused to apologize.
and I threw him to the ground.
melemparnya ke tanah.
gerakan judo.
dua menit,
reflection of the hurricane
sempurna dari badai
pelecehan seksual
with abandonment
bergulat dengan pengabaian
in other spaces in my life.
di sisi lain dalam hidup saya.
dengannya,
and boys that had assaulted my body
yang sudah melecehkan tubuh saya
I had to be silent about it.
saya harus diam tentang itu.
untuk ke kantor.
"Monique, what's wrong with you?"
"Monique, ada apa denganmu?"
menarik nafas
led with empathy.
they knew I loved to draw,
mereka tahu saya suka melukis,
membantu saya mengerti
to help me understand
of my classmate, were disruptive
kelas saya, mengganggu
they were leading.
untuk bersekolah keesokan harinya.
from going to school the next day.
it didn't keep me from teaching.
tidak menahan saya dari mengajar.
that's shared by many black girls
dibagi oleh banyak gadis kulit hitam
gadis kulit hitam
in which black girls
away from schools ---
dari sekolah---
they pose to the safety of a school,
demi keamanan sekolah,
experiencing schools
sekolah
and marginalization.
marjinalisasi.
from black girls around the country.
kulit hitam di seluruh negeri.
Perempuan Kulit Hitam Nasional
Justice Institute analysis
Department of Education,
Pendidikan di Amerika,
who are overrepresented
perempuan yang sering diwakili
of discipline in schools.
disiplin di sekolah.
experiencing exclusionary discipline
mengalami disiplin eksklusif
aren't overrepresented
sering diwakili
are the only group of girls
satu-satunya kelompok
sepanjang jalan.
than their white counterparts
dari rekan-rekan putih mereka
out-of-school suspensions
penskorsan dari sekolah
than their white and Latinx counterparts
dari rekan kulit putih dan latin mereka
Center on Poverty and Inequality
pada Pusat Kemiskinan dan Keselarasan
why this disparity is taking place
mengapa perbedaan ini terjadi
that black girls experience
gadis kulit hitam
than their white peers.
dari rekan-rekan putih mereka.
to need less nurturing,
butuh lebih sedikit pengasuhan,
banyak tentang seks
than their white peers.
dari rekan kulit putih mereka.
when girls are as young as five years old.
ketika anak perempuan lima tahunan.
and the disparity increases over time
meningkat dari waktu ke waktu
between the ages of 10 and 14.
berusia antara 10 dan 14.
can lead to harsher treatment,
bisa membawa perlakuan yang lebih kejam,
kesalahan
berpikir ada sesuatu yang salah dengannya,
that something is wrong with her,
in which she finds herself.
menemukan dirinya sendiri.
as too loud, too aggressive,
terlalu keras, terlalu agresif,
kaitannya dengan gadis non kulit hitam
in relation to nonblack girls
what's going on in this girl's life
apa yang terjadi dalam kehidupan gadis ini
Girls High School
SMA Wanita Pretoria
with their hair in its natural state,
dengan rambut alami mereka,
the global community for the most part
komunitas global untuk sebagian besar
as they stood in their truths.
ketika mereka berdiri pada kebenaran.
sebagai pengganggu.
who saw them as disruptive,
to ask the question,
mengajukan pertanyaan,
if we can't be black in Africa?"
kalau bukan di Afrika?"
with this question.
pertanyaan ini.
working to be free
bekerja untuk bebas
that a safe space to learn provides.
ruang aman untuk belajar disediakan.
just past their toddler years,
melewati masa balita mereka,
for having a tantrum.
karena mengamuk.
turned away from school
they wear their hair naturally
rambut alami mereka
the clothes fit their bodies.
di tubuh mereka,
kekerasan
are experiencing violence
officers in schools.
petugas sekolah.
without reprimand or punishment?
tanpa teguran atau hukuman?
peneliti dan pendidik,
to work with girls like Stacy,
gadis seperti Stacy,
di buku saya "Pushout,"
her participation in violence.
partisipasinya dalam kekerasan.
and structural analyses
dan analisis struktural
yang merugikannya menginformasikan
childhood experiences inform
as a "problem child,"
"anak yang bermasalah,"
that educators were using
yang digunakan pendidik
menskorsnya.
of harm grow stronger in isolation.
tumbuh lebih kuat dalam isolasi.
kita seharusnya tidak menjauhi mereka,
we shouldn't be pushing them away,
yang kritis
with the criminal legal system.
dengan sistem hukum pidana.
out policies and practices
kebijakan dan praktik
dalam pembelajaran,
to their learning,
that education is freedom work.
pendidikan adalah pekerjaan kebebasan.
mereka bisa belajar.
mereka berkelahi,
they flee, they freeze.
mereka melarikan diri, mereka membeku.
melindungi ketika kita merasa terancam.
to protect us when we feel a threat.
sebuah ancaman,
in a girl's life,
dalam kehidupan seorang gadis,
locations for healing,
tempat penyembuhan,
locations for learning.
untuk belajar pula.
to become a location for healing?
untuk menjadi lokasi penyembuhan?
that we have to immediately discontinue
harus segera menghentikan kebijakan
black girls for their hairstyles or dress.
untuk gaya rambut atau pakaian mereka.
and what a girl learns
seorang gadis pelajari
in ways that facilitate rape culture
yang memfasilitasi budaya pemerkosaan
in which they were born.
diri mereka.
of concerned adults can enter this work.
yang peduli bisa memasuki pekerjaan ini.
to address their dress code
pakaian mereka
as a collaborative project,
sebagai proyek kolaborasi,
bias and discrimination.
prasangka dan diskriminasi.
gadis kulit hitam sering tidak tertulis.
that harm black girls most are unwritten.
internal work to address the biases
pekerjaan untuk mengatasi prasangka
black girls for who they actually are,
kita melihat gadis kulit hitam
atau apa yang diberitahu tentang mereka.
and gender responsive discussion groups
dan kelompok diskusi responsif gender
Latinas, indigenous girls
marginalization in schools
marginalisasi di sekolah
tempat yang aman
and experiences in schools.
dan pengalaman di sekolah.
locations for healing,
lokasi untuk penyembuhan,
of counselors in schools.
di sekolah-sekolah.
we all have to be freedom fighters.
harus menjadi pejuang kebebasan.
to establish themselves
mereka sendiri
to see themselves as sacred and loved.
melihat diri mereka sebagai yang dicintai.
in Columbus, Ohio, is an example of this.
Perempuan di Columbus, Ohio, contohnya.
the moment their principal declared
saat kepala sekolah mereka menyatakan
girls for having "a bad attitude."
gadis karena memiliki "sifat buruk"
adalah membangun kontinum yang kuat
is they built out a robust continuum
expulsion and arrest.
pengusiran dan penangkapan.
a restorative justice program,
program keadilan restoratif,
student and teacher relationships
hubungan siswa dan guru
has at least one adult on campus
setidaknya satu orang dewasa di kampus
when she's in a moment of crisis.
punya masalah.
of the school and in classrooms
koridor sekolah dan di ruang kelas
if they need a minute to do so.
jika mereka butuh waktu.
that provides girls with an opportunity
yang memberi perempuan kesempatan
with the promotion of self-worth,
dengan mendukung harga diri,
tujuan.
to a girl's adverse childhood experiences
kecil yang merugikan para gadis
they don't push them away.
dan tingkat suspensi telah meningkat,
and suspension rates have improved,
increasingly ready to learn
semakin siap untuk belajar
there care about them.
dan olahraga ke dalam kurikulum mereka
and sports into their curriculum
tranformative programming,
pemrograman transformatif,
mindfulness and meditation,
perhatian dan meditasi,
to repair their relationships with others,
memperbaiki hubungannya dengan orang lain,
complex and historical trauma
dan berbekas
in the promise of children and adolescents
pada janji anak-anak dan remaja
learning materials,
materi pembelajaran,
and other tools
dan alat lainnya
to heal, so that they can learn.
menyembuhkan, sampai mereka bisa belajar.
we respond to our most vulnerable girls
kita menanggapi gadis-gadis yang rentan
of a positive school culture.
dari budaya sekolah yang positif.
should be at its sharpest
harus kuat
of poverty and addiction;
kemiskinan dan kecanduan;
from having been sex-trafficked
dari perdagangan seks
kekerasan lainnya;
paling lantangnya,
tenangnya.
to support her intellectual
or stop mid-thigh or higher.
berhenti di tengah paha atau lebih tinggi.
tinggi di dunia
in the politics of fear
dalam politik ketakutan
where girls can heal and thrive,
di mana mereka bisa sembuh dan berkembang,
to set this as our intention.
untuk mengatur ini sebagai niatan.
of education as freedom work,
pendidikan sebagai kebebasan,
vulnerable among us,
rentan di antara kita,
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