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Sydney Chaffee: How teachers can help kids find their political voices
Sydney Chaffee: Kako lahko učitelji pomagajo otrokom najti svoj politični glas
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Socialna pravičnost spada v naše šole, pravi učiteljica Sydney Chaffee. V svojem drznem govoru pokaže, kako učenje študentov, da se vključijo v aktivizem, pomaga, da si pridobijo pomembne akademske in življenjske spretnosti. Prosi nas, naj ponovno razmislimo, kako bi lahko uporabili izobraževanje kot pomoč otrokom, da najdejo svoj glas, "Poučevanje bo vedno politično dejanje," pravi Chaffeejeva. "Ne smemo se bati moči svojih učencev. Ta moč jim bo pomagala graditi boljši jutri."
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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Zame je socialna pravičnost
preprost koncept.
preprost koncept.
00:16
It's the notion
that all people in a society
that all people in a society
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Gre za predpostavko,
da si vsi ljudje v družbi
da si vsi ljudje v družbi
00:19
deserve fair and equitable rights,
opportunities and access to resources.
opportunities and access to resources.
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zaslužijo pravične in enakopravne pravice,
priložnosti in dostop do virov.
priložnosti in dostop do virov.
00:25
But it's become
controversial and nebulous,
controversial and nebulous,
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A postala je kontroverzna in nebulozna,
00:28
because we've stopped talking
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ker smo prenehali govoriti
00:29
about what working
for social justice actually looks like.
for social justice actually looks like.
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o tem, kako prizadevanje
za socialno pravičnost dejansko izgleda.
za socialno pravičnost dejansko izgleda.
00:34
Working for social justice
can look like this ...
can look like this ...
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Izgleda lahko tako
00:37
or this.
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ali tako.
00:39
It can look like this ...
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Izgleda lahko tako
00:41
or it can look like this ...
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ali pa tako
00:43
or my favorite ...
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ali pa, meni najljubše,
00:45
it can look like that.
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tako.
00:47
Those are my students,
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To so moji študentje
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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in ko me kdo prosi, naj govorim o svojem
delu ali prioritetah kot učiteljica,
delu ali prioritetah kot učiteljica,
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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razložim, da verjamem, da je lahko
izobraževanje orodje socialne pravičnosti.
izobraževanje orodje socialne pravičnosti.
00:59
But a few months ago, I logged
onto Twitter -- as I do --
onto Twitter -- as I do --
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A pred nekaj meseci sem se
prijavila na Twitter - kot ponavadi -
prijavila na Twitter - kot ponavadi -
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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in videla, da se je učiteljski kolega
spustil v razpravo o tem prepričanju.
spustil v razpravo o tem prepričanju.
01:07
"Teachers," he said,
"should not be social justice warriors,
"should not be social justice warriors,
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"Učitelji," je rekel, "ne bi smeli
biti bojevniki za socialno pravičnost,
biti bojevniki za socialno pravičnost,
01:11
because the purpose
of education is to educate."
of education is to educate."
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ker je namen izobraževanja izobraževati."
01:15
And he ended his argument by saying,
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Svoj argument je končal z besedami:
01:17
"I teach my subject."
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"Jaz učim svoj predmet."
01:20
But I reject that simplification,
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A jaz zavračam to poenostavitev,
01:23
because teachers
don't just teach subjects,
don't just teach subjects,
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ker učitelji ne učimo le predmetov,
01:26
we teach people.
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ampak učimo ljudi.
01:28
When our students
walk into our classrooms,
walk into our classrooms,
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Ko naši učenci stopijo v učilnico,
01:32
they bring their identities with them.
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s seboj prinesejo svojo identiteto.
01:34
Everything they experience in our rooms
is bound up in historical context,
is bound up in historical context,
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Vse, kar izkusijo v učilnicah,
je povezano z zgodovinskim kontekstom
je povezano z zgodovinskim kontekstom
01:39
and so if we insist that education
happens in a vacuum,
happens in a vacuum,
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in če vztrajamo, da se izobraževanje
dogaja v vakuumu,
dogaja v vakuumu,
01:42
we do our students a disservice.
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delamo svojim učencem slabo uslugo.
01:45
We teach them that education
doesn't really matter,
doesn't really matter,
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Učimo jih, da izobrazba ni zares pomembna,
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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ker ni povezana s tem,
kar se dogaja okoli njih.
kar se dogaja okoli njih.
01:52
And what's happening all around them?
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In kaj se dogaja okoli njih?
01:55
Well, racism for one.
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No, recimo rasizem.
01:57
According to results
of the Implicit Association Test,
of the Implicit Association Test,
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Rezultati implicitnega
povezovalnega testa so pokazali,
povezovalnega testa so pokazali,
02:00
fully 88 percent of white people harbored
subconscious biases against black people,
subconscious biases against black people,
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da 88 odstotkov belcev goji
podzavestne predsodke do črncev
podzavestne predsodke do črncev
02:06
believing them to be less intelligent,
lazier and more dangerous than whites.
lazier and more dangerous than whites.
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in verjamejo, da so manj ineligentni,
bolj leni in bolj nevarni kot belci.
bolj leni in bolj nevarni kot belci.
02:12
And that's just one concrete example
of the insidious effects
of the insidious effects
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In to je le en konkreten primer
zahrbtnega učinka
zahrbtnega učinka
02:16
of historic and systemic racism
on our country.
on our country.
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zgodovinskega in sistemskega
rasizma v naši državi.
rasizma v naši državi.
02:19
For more evidence,
we could look at incarceration rates;
we could look at incarceration rates;
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Za več dokazov bi lahko
pogledali podatke o zapornikih,
pogledali podatke o zapornikih,
02:23
we could look at statistics on police
violence against black people;
violence against black people;
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lahko bi pogledali statistiko
policijskega nasilja nad temnopoltimi,
policijskega nasilja nad temnopoltimi,
02:26
we could look at the opportunity
gap in education --
gap in education --
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pomanjkanje priložnosti v izobraževanju.
02:29
so yeah, social justice
belongs in our schools.
belongs in our schools.
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Da, socialna pravičnost spada v naše šole.
02:34
Social justice should be a part
of the mission of every school
of the mission of every school
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Socialna pravičnost bi morala biti
del misije vsake šole
del misije vsake šole
02:37
and every teacher in America,
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in vsakega učitelja v Ameriki,
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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če hočemo, da bi bili "svoboda in
pravičnost za vse" več kot le slogan,
pravičnost za vse" več kot le slogan,
02:45
because schools are crucial places
for children to become active citizens
for children to become active citizens
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ker so šole ključni kraj, kjer otroci
postanejo aktivni državljani
postanejo aktivni državljani
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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in pridobijo spretnosti in orodja,
ki jih potrebujejo, da spremenijo svet.
ki jih potrebujejo, da spremenijo svet.
02:54
So what are those skills?
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Katere so te spretnosti?
02:56
OK, here's a secret:
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Prav, tu je skrivnost:
02:58
many of the skills that people need
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mnogo spretnosti, ki jih ljudje
02:59
to orchestrate the kinds of change
that will lead to justice
that will lead to justice
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potrebujejo, da sprovedejo spremembe,
ki bodo vodile do pravice,
ki bodo vodile do pravice,
03:03
are already built
into the work of schools.
into the work of schools.
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so že vdelane v delo šol.
03:05
Things like problem-solving,
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Stvari, kot so reševanje problemov,
03:07
critical thinking,
collaboration, perseverance --
collaboration, perseverance --
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kritično mišljenje,
sodelovanje, vztrajnost -
sodelovanje, vztrajnost -
03:10
none of that should be
revolutionary on its own.
revolutionary on its own.
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nič od tega ne bi
smelo biti revolucionarno.
smelo biti revolucionarno.
03:13
Combine that with the ability
to understand history
to understand history
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Skombinirajte to s sposobnostjo
razumevanja zgodovine,
razumevanja zgodovine,
03:16
not as one static and objective narrative
on which we all agree,
on which we all agree,
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ne kot statične, objektivne zgodbe,
s katero se vsi strinjamo,
s katero se vsi strinjamo,
03:21
but as a series of intertwined events
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ampak kot serijo povezanih dogodkov,
03:24
about which there can be
countless interpretations.
countless interpretations.
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ki lahko imajo nešteto interpretacij.
03:27
If we deliberately choose
to explore history with our students
to explore history with our students
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Če se načrtno odločimo
raziskovati zgodovino svojih učencev,
raziskovati zgodovino svojih učencev,
03:30
rather than just teach it,
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ne pa jo le poučevati,
03:32
we help them understand
that history is ongoing
that history is ongoing
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jim pomagamo razumeti,
da je zgodovino nenehna
da je zgodovino nenehna
03:35
and that it's connected
to current movements for justice.
to current movements for justice.
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in da je povezana
s trenutnim gibanjem za pravičnost.
s trenutnim gibanjem za pravičnost.
03:38
And we help them see themselves
as potential players
as potential players
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Pomagamo jim, da se vidijo
kot potencialni igralci
kot potencialni igralci
03:41
within a living history.
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znotraj žive zgodovine.
03:44
So those are the skills I'm talking about
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To so spretnosti, o katerih govorim,
03:46
when I say that education can be a place
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ko rečem, da je lahko izobraževanje kraj,
03:48
to help kids learn
how to work for justice.
how to work for justice.
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kjer otrokom pomagamo učiti
se delati za pravico.
se delati za pravico.
03:52
But maybe the reason
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A mogoče je razlog,
03:53
that my Twitter critic
wasn't happy with that idea
wasn't happy with that idea
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zakaj moj kritik na Twitterju
ni maral moje ideje,
ni maral moje ideje,
03:57
is because he doesn't agree
with my definition of justice.
with my definition of justice.
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ta, da se ne strinja z mojo
definicijo pravice.
definicijo pravice.
04:00
Fair enough.
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Pošteno.
04:01
Maybe he and I don't see
eye to eye, politically.
eye to eye, politically.
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Mogoče se politično ne strinjava.
04:04
But here's the thing:
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A stvar je taka:
04:06
our aim is to encourage students
to articulate their own opinions,
to articulate their own opinions,
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naš cilj je učence spodbuditi,
da izrazijo svoje mnenje,
da izrazijo svoje mnenje,
04:11
not to coerce them into agreeing with us,
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ne pa, da jih prisilimo,
da se strinjajo z nami.
da se strinjajo z nami.
04:13
so it actually doesn't matter
if he and I agree.
if he and I agree.
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Zato je v bistvu vseeno,
ali se strinjava ali ne.
ali se strinjava ali ne.
04:17
What matters is that we're helping
students have those conversations
students have those conversations
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Kar je važno, je, da pomagava
učencem govoriti o tem
učencem govoriti o tem
04:20
with each other.
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drug z drugim.
04:22
And that means that as adults,
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To pomeni, da se kot odrasli
04:23
we need to learn how to become
effective facilitators
effective facilitators
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moramo naučiti, kako postati
učinkoviti mediatorji
učinkoviti mediatorji
04:26
of our students' activism.
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v aktivizmu svojih učencev.
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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Pomagati jim moramo naučiti se,
kako voditi kočljive pogovore,
kako voditi kočljive pogovore,
04:32
we have to expose them
to different opinions,
to different opinions,
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izpostaviti jih moramo različnim mnenjem
04:35
and we have to help them see
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in jim pomagati, da vidijo,
04:37
how what they're learning in school
connects to the world outside.
connects to the world outside.
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kako se to, kar se učijo v šoli,
povezuje z zunanjim svetom.
povezuje z zunanjim svetom.
04:41
So here's an example of that.
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Tu je primer tega.
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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Vsako leto se moji učenci učijo
o zgodovini apartheida v Južni Afriki
o zgodovini apartheida v Južni Afriki
04:46
as a case study of injustice.
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kot primer nepravičnosti.
04:48
Now for those of you who don't know,
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Za tiste, ki ne veste - apartheid
04:50
apartheid was a brutally racist system,
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je bil brutalno rasističen sistem
04:52
and the white-ruled government
in South Africa imposed racist laws
in South Africa imposed racist laws
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in vlada belcev v Južni Afriki
je uvedla rasistične zakone,
je uvedla rasistične zakone,
04:56
to oppress people of color,
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da je zatirala temnopolte,
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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in če si se upiral tem zakonom,
si tvegal zaporno kazen, nasilje ali smrt.
si tvegal zaporno kazen, nasilje ali smrt.
05:02
And around the world,
other countries' governments,
other countries' governments,
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In po svetu so vlade drugih držav,
05:06
including ours in the United States,
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vključno z našo v ZDA,
05:08
hesitated to sanction
South Africa, because ...
South Africa, because ...
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kolebale, da bi sankcionirale
Južno Afriko, ker ...
Južno Afriko, ker ...
05:11
well ...
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no ...
05:12
we benefited from its resources.
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smo imeli korist od njihovih virov.
05:15
So in 1976, the South African
government passed a new law
government passed a new law
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Tako je leta 1976 južnoafriška vlada
sprejela zakon,
sprejela zakon,
05:19
which required that all students
in South Africa
in South Africa
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ki je zahteval, da se vsi študentje
v Južni Afriki
v Južni Afriki
05:22
learn in the language Afrikaans,
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učijo v afrikanščini,
05:24
which was a white language,
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ki je bila jezik belcev,
05:25
and many black South Africans
referred to that language
referred to that language
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in mnogi črni Južnoafričani
so ta jezik imenovali
so ta jezik imenovali
05:28
as the language of the oppressor.
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jezik zatiralcev.
05:30
So not surprisingly,
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Tako ni presenetljivo, da so bili
05:31
students of color
were outraged at this law.
were outraged at this law.
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temnopolti študentje
ogorčeni nad tem zakonom.
ogorčeni nad tem zakonom.
05:34
They already attended segregated schools
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Že tako so obiskovali ločene šole
05:37
with overcrowded classrooms,
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s prenatrpanimi učilnicami,
05:39
a lack of resources
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primanjkljajem sredstev
05:40
and a frankly racist curriculum,
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in odkrito rasističnim predmetnikom,
05:42
and now they were being told to learn
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zdaj pa so jim ukazali, da se učijo
05:44
in a language neither they
nor their teachers spoke.
nor their teachers spoke.
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v jeziku, ki ga niso govorili
ne oni ne učitelji.
ne oni ne učitelji.
05:48
So on the morning of June 16, 1976,
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Tako je zjutraj 16. junija 1976
05:52
thousands of kids
from the township of Soweto
from the township of Soweto
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na tisoče otrok iz Soweta
05:55
walked out of schools.
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šlo iz šol.
05:56
And they marched peacefully
through the streets to protest the law.
through the streets to protest the law.
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Mirno so marširali po ulicah
in protestirali zakonu.
in protestirali zakonu.
06:01
At an intersection,
they met up with the police,
they met up with the police,
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Na križišču so naleteli na policijo
06:04
and when the kids refused to turn back,
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in ko se učenci niso hoteli vrniti v šolo,
06:06
the police officers set dogs on them ...
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so policisti nanje naščuvali pse
06:09
and then they opened fire ...
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in jih začeli streljati
06:12
and the Soweto uprising ended in tragedy.
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in upor v Sowetu se je končal tragično.
06:16
Apartheid itself didn't end
until almost 20 years later,
until almost 20 years later,
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Apartheid se je končal
šele skoraj 20 let kasneje,
šele skoraj 20 let kasneje,
06:21
but the activism of those kids
in Soweto profoundly changed
in Soweto profoundly changed
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a aktivizem tistih otrok
v Sowetu je globoko spremenil
v Sowetu je globoko spremenil
06:25
the way the world viewed
what was happening in South Africa.
what was happening in South Africa.
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pogled sveta na dogajanje v Južni Afriki.
06:29
News outlets all around the world
published this photo
published this photo
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Novinarske izpostave po vsem svetu
so objavile to fotografijo
so objavile to fotografijo
06:33
of 13-year-old Hector Pieterson,
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trinajstletnega Hectorja Pietersona,
06:35
who was one of the first people
killed by police in Soweto,
killed by police in Soweto,
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ki je bil ena izmed prvih žrtev
policije v Sowetu,
policije v Sowetu,
06:38
and it became nearly impossible
to ignore the brutality
to ignore the brutality
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in postalo je skoraj nemogoče
ignorirati brutalnost
ignorirati brutalnost
06:42
of the apartheid regime.
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režima apartheida.
06:43
In the months and the years
that followed the Soweto uprising,
that followed the Soweto uprising,
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V mesecih in letih, ki so
sledili uporu v Sowetu,
sledili uporu v Sowetu,
06:47
more and more countries
exerted political and economic pressure
exerted political and economic pressure
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je vedno več držav izvajalo
politični in gospodarski pritisk
politični in gospodarski pritisk
06:50
on the South African government
to end apartheid,
to end apartheid,
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na južnoafriško vlado,
naj konča apartheid,
naj konča apartheid,
06:53
and it was largely due to the activism
of those kids in Soweto.
of those kids in Soweto.
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in to predvsem zaradi aktivizma
tistih otrok v Sowetu.
tistih otrok v Sowetu.
06:59
So every year my kids learn about this.
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Zato se moji učenci
vsako leto učijo o tem.
vsako leto učijo o tem.
07:02
And invariably, they start
to draw connections
to draw connections
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In vedno začnejo iskati primerjave
07:05
between those kids
in Soweto and themselves.
in Soweto and themselves.
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med tistimi otroki v Sowetu in seboj.
07:08
And they start to ask themselves
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In začnejo se spraševati,
07:10
what kind of political power
and agency they have.
and agency they have.
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kakšne vrste politično moč
in sposobnost odločanja imajo.
in sposobnost odločanja imajo.
07:14
They ask themselves whether
there would ever be a reason
there would ever be a reason
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Vprašajo se, če bi obstajal razlog,
07:17
they would risk their lives
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da bi žrtvovali svoje življenje,
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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da bi prihodnje generacije
lahko živele v bolj pravičnem svetu.
lahko živele v bolj pravičnem svetu.
07:22
And most profoundly for me,
every single year,
every single year,
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In zame še bolj globoko, vsako leto
07:26
they ask themselves whether adults
will ever listen to their voices.
will ever listen to their voices.
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se vprašajo, če bodo odrasli
kdaj prisluhnili njihovim glasovom.
kdaj prisluhnili njihovim glasovom.
07:32
A few years ago,
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Pred nekaj leti je
07:33
my principal got an anonymous email
from one of our students.
from one of our students.
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moj ravnatelj dobil anonimno
elektronsko pismo od enega mojih učencev.
elektronsko pismo od enega mojih učencev.
07:37
It informed him that the following day,
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Obveščalo ga je, da naslednji dan
07:39
the students planned
to walk out of school.
to walk out of school.
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učenci načrtujejo zapustiti šolo.
07:42
This was in the wake
of Michael Brown's death
of Michael Brown's death
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To je bilo zaradi smrti Michaela Browna
07:44
in Ferguson, Missouri,
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v Fergusonu v Missouriju
07:45
and the students were planning
to join a walkout and march
to join a walkout and march
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3123
in učenci so načrtovali, da se bodo
pridružili protestu in pohodu
pridružili protestu in pohodu
07:48
in support of the Black Lives
Matter movement.
Matter movement.
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v podporo gibanju
Črna življenja so pomembna.
Črna življenja so pomembna.
07:51
So at this point,
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V tistem trenutku
07:52
the staff at the school
had a decision to make.
had a decision to make.
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se je moral šolski kolektiv odločiti.
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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Bomo izrabili svojo avtoriteto in moč,
da bomo poskusili učence kontrolirati
da bomo poskusili učence kontrolirati
07:59
and prevent them from leaving,
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in jim preprečili odhod
08:01
or would we support them
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ali pa jih bomo podprli,
08:03
as they put into practice
the principles of social justice
the principles of social justice
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ker so prakticirali
principe socialne pravičnosti,
principe socialne pravičnosti,
08:06
that we had taught them about
since the ninth-grade year?
since the ninth-grade year?
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3118
ki smo jih naučili do devetega razreda?
08:10
So the next morning,
the kids left school en masse
the kids left school en masse
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2722
Naslednje jutro so učenci
torej množično zapustili šolo
torej množično zapustili šolo
08:13
and they gathered on the lawn.
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in se zbrali na trati.
08:14
And one of the seniors
jumped up on a picnic table
jumped up on a picnic table
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2604
Eden od starejših učencev
je skočil na leseno mizo
je skočil na leseno mizo
08:17
and went over safety expectations.
162
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1944
in ponovil varnostna pričakovanja.
08:19
(Laughter)
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1008
(smeh)
08:20
And the younger kids
took it very seriously.
took it very seriously.
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2247
Mlajši učenci so to vzeli zelo resno.
08:22
And as teachers and as staff we told them,
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Kot učitelji in zaposleni smo jim rekli:
08:25
"OK, be safe,"
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"Prav, pazite se!"
08:26
and we watched as they marched off.
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1933
in smo jih gledali, kako so odmarširali.
08:28
The kids who chose to stay
spent that afternoon in class.
spent that afternoon in class.
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3580
Otroci, ki so se odločili ostati,
so preživeli popoldne v razredu.
so preživeli popoldne v razredu.
08:32
They debated the merits of protest,
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2181
Debatirali so o vrednosti protesta,
08:34
they talked about the history
of the Black Lives Matter movement,
of the Black Lives Matter movement,
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3100
govorili so o zgodovini
gibanja Črna življenja so pomembna
gibanja Črna življenja so pomembna
08:37
and they went on
with classes as scheduled.
with classes as scheduled.
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2009
in imeli pouk kot načrtovano.
08:39
And those who chose to leave
participated in a citywide student walkout
participated in a citywide student walkout
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4297
Tisti, ki so šli, pa so sodelovali
v stavki učencev vsega mesta
v stavki učencev vsega mesta
08:44
and raised their collective
voice for justice.
voice for justice.
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2637
in izrazili svoj skupni glas
za pravičnost.
za pravičnost.
08:47
But no matter where they chose
to spend the afternoon,
to spend the afternoon,
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3002
A ne glede na to, kje so
se odločili preživeti popoldne,
se odločili preživeti popoldne,
08:50
our kids learned
valuable lessons that day.
valuable lessons that day.
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2620
so se naši otroci tistega dne
naučili nekaj pomembnega.
naučili nekaj pomembnega.
08:54
They learned that the adults
in their lives would support them
in their lives would support them
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Naučili so se, da jih bodo njihovi
odrasli podprli,
odrasli podprli,
08:57
even as we worried for their safety.
177
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2289
tudi če jih bo skrbelo za njihovo varnost.
09:00
And they learned that they didn't need us
to tell them how or when
to tell them how or when
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3195
Naučili so se, da ne potrebujejo nas,
da jim povemo, kako in kdaj
da jim povemo, kako in kdaj
09:03
or even why to protest.
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1738
ali celo zakaj naj protestirajo.
09:05
They learned that they were members
of a community of young people
of a community of young people
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3096
Naučili so se, da so člani skupnosti
mladih ljudi,
mladih ljudi,
09:09
with a shared vision
of a more equitable society,
of a more equitable society,
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ki delijo vizijo pravičnejše družbe.
09:12
and they learned that they had power
within that society.
within that society.
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2810
In naučili so se, da imajo
v tej družbi moč.
v tej družbi moč.
09:15
They learned that events
like the Soweto uprising
like the Soweto uprising
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2318
Naučili so se, da dogodki, kot je
upor v Sowetu,
upor v Sowetu,
09:18
are not ancient history,
184
546235
2219
niso pradavna zgodovina
09:20
and they don't have to end in tragedy.
185
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2268
in da se nujno ne končajo tragično.
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
In tako lahko izgleda izobraževanje
kot orodje socialne pravičnosti.
kot orodje socialne pravičnosti.
09:29
And here's the thing:
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1151
In še nekaj:
09:30
our kids are ready for this kind of work.
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2053
naši otroci so pripravljeno za tako delo.
09:32
So in 2015,
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1171
Leta 2015
09:33
incoming college freshmen were surveyed,
190
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2247
so anketirali nove študente na univerzah
09:36
and 8.5 percent of them said
191
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2351
in 8,5 odstotka jih je reklo,
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
da obstaja zelo velika možnost,
da bi sodelovali v protestu
da bi sodelovali v protestu
09:41
sometime during their college career.
193
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1891
v času svojega študija na univerzi.
09:43
That might not seem very impressive,
194
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2152
To morda ne zveni zelo impresivno,
09:45
but consider the fact
195
573891
1201
a pretehtajmo dejstvo,
09:47
that it's the largest number
of students to say that since 1967.
of students to say that since 1967.
196
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4160
da je to največja številka
študentov od leta 1967.
študentov od leta 1967.
09:52
And 75 percent of those kids
197
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1739
In 75 odstotkov teh otrok
09:53
said that helping other people
who are having difficulty
who are having difficulty
198
581836
2625
je reklo, da je pomoč drugim,
ki imajo težave,
ki imajo težave,
09:56
was a "very important"
or "essential" goal for them.
or "essential" goal for them.
199
584485
2431
zanje zelo pomemben ali ključen cilj.
09:58
Again, the highest number of people
to say that since the late 1960s.
to say that since the late 1960s.
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3514
Ponovno, največje število tako
mislečih po poznih 60. letih 20. stoletja.
mislečih po poznih 60. letih 20. stoletja.
10:02
And research shows us that working
for justice doesn't just follow
for justice doesn't just follow
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4963
Raziskave kažejo, da prizadevanje
za pravičnost ne sledi le
za pravičnost ne sledi le
10:07
from building all those skills
I talked about earlier --
I talked about earlier --
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grajenju tistih spretnosti,
o katerih sem prej govorila,
o katerih sem prej govorila,
10:10
it actually goes the other way, too.
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1749
gre tudi obratno.
10:12
So working for justice,
engaging in activism,
engaging in activism,
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600396
3086
Prizadevanje za pravičnost
in aktivizem pomagata
in aktivizem pomagata
10:15
helps students build skills
like leadership and critical thinking,
like leadership and critical thinking,
205
603506
4264
učencem graditi spretnosti,
kot sta vodenje in kritično mišljenje,
kot sta vodenje in kritično mišljenje,
10:19
and it correlates positively
with their political participation
with their political participation
206
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3107
in se pozitivno povezujeta
z njihovim političnim udejstvovanjem,
z njihovim političnim udejstvovanjem,
10:22
and their civic engagement
207
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1374
državljansko vključenostjo
10:24
and their commitment
to their communities later in life.
to their communities later in life.
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2620
in njihovo predanostjo
skupnosti kasneje v življenju.
skupnosti kasneje v življenju.
10:26
So in other words,
209
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1472
Z drugimi besedami,
10:28
students are telling us
that social justice matters to them
that social justice matters to them
210
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3869
študentje nam govorijo,
da jim je socialna pravičnost pomembna,
da jim je socialna pravičnost pomembna,
10:32
and researchers are telling us
that it helps students learn.
that it helps students learn.
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3455
in strokovnjaki nam pravijo,
da pomaga učencem pri učenju.
da pomaga učencem pri učenju.
10:36
So now it's up to us to listen,
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2643
Zdaj je na nas, da poslušamo,
10:39
and that might not be easy.
213
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1836
in to morda ni lahko.
10:41
In 1976, one of those kids
who participated in the Soweto uprising,
who participated in the Soweto uprising,
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4416
Leta 1976 je eden od otrok,
ki so sodelovali pri uporu v Sowetu,
ki so sodelovali pri uporu v Sowetu,
10:46
he said that that event
represented divorce
represented divorce
215
634424
2643
dejal, da je tisti dogodek
predstavljal ločitev
predstavljal ločitev
10:49
between black children and their families,
216
637091
2026
med črnimi otroki in njihovimi družinami,
10:51
because their families
had grown up under apartheid,
had grown up under apartheid,
217
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2580
ker so njihove družine zrasle v apartheidu
10:53
and they knew how dangerous
it was to speak out.
it was to speak out.
218
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2239
in so vedele, kako nevarno
je spregovoriti.
je spregovoriti.
Želele so, da bi se otroci
potuhnili in ostali varni.
potuhnili in ostali varni.
10:56
They wanted their kids
to lay low and stay safe.
to lay low and stay safe.
219
644008
2427
10:58
And when our kids threatened to walk out,
220
646459
1970
Ko so naši otroci zagrozili, da bodo šli,
11:00
a lot of the adults in our community
were really conflicted, too.
were really conflicted, too.
221
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3461
je bilo tudi veliko odraslih v skupnosti
v konfliktu s seboj.
v konfliktu s seboj.
11:04
Some of us worried that they might
encounter violence.
encounter violence.
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2918
Nekatere nas je skrbelo,
da lahko pride do nasilja.
da lahko pride do nasilja.
11:07
Other people worried
that they would walk out
that they would walk out
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655457
2154
Druge je skrbelo, da bodo odšli,
11:09
but they wouldn't really know
why they were protesting.
why they were protesting.
224
657635
2572
ne bodo pa zares vedeli,
zakaj protestirajo.
zakaj protestirajo.
11:12
And some, including
some students' families,
some students' families,
225
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2080
Nekateri, med drugimi družine učencev,
11:14
were really angry
that the school hadn't done more
that the school hadn't done more
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2357
so bili res jezni,
da šola ni naredila več,
da šola ni naredila več,
11:16
to prevent them from leaving.
227
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1402
da bi preprečila, da bi šli.
11:18
And all of those fears that adults have
about getting this stuff wrong --
about getting this stuff wrong --
228
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4232
In vsi ti strahovi odraslih,
da bi bilo kaj narobe,
da bi bilo kaj narobe,
11:22
all of those fears make total sense.
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670833
2015
so smiselni.
11:25
But despite those fears,
230
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2121
A navkljub tem strahovom
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
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4642
moramo učencem pokazati,
da jim bomo prisluhnili
da jim bomo prisluhnili
11:32
and that they do have the power
to effect change.
to effect change.
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2931
in da imajo moč vplivati na spremembe.
11:36
It's our responsibility
to equip our students
to equip our students
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3292
Naša dolžnost je, da jih opremimo
11:39
with the tools and the skills
that they need
that they need
234
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2518
z orodji in spretnostmi,
ki jih potrebujejo,
ki jih potrebujejo,
11:41
to insist on a more equitable world --
235
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2265
da vztrajajo na pravičnejšem svetu,
11:44
and then sometimes,
to get out of their way,
to get out of their way,
236
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2796
in potem včasih, da se jim umaknemo
11:47
and let them apply those skills
to things that they care about.
to things that they care about.
237
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3450
in jim dovolimo te spretnosti
uporabiti za stvari, ki so jim pomembne.
uporabiti za stvari, ki so jim pomembne.
11:52
Living up to that vision
is going to require
is going to require
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3120
Uresničitev te vizije bo zahtevala,
11:55
that we are flexible,
239
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1562
da smo fleksibilni,
11:57
and it's going to require
that we're creative.
that we're creative.
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2175
in bo zahtevala, da smo kreativni.
11:59
It's going to require
that we're brave enough
that we're brave enough
241
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2215
Zahtevala bo, da smo dovolj pogumni,
12:01
to stand up in the face of people
who try to silence
who try to silence
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3524
da se spoprimemo z ljudmi,
ki poskušajo utišati
ki poskušajo utišati
12:05
or delegitimize dissenting voices.
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2430
ali delegitimizirati nasprotovanje.
12:08
And hardest of all,
244
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1247
In najtežje,
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
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4365
treba bo sprejeti dejstvo,
da bomo včasih mi tisti,
da bomo včasih mi tisti,
12:13
our students will rebel against.
246
721964
1976
proti kateriim se bodo učenci upirali.
12:15
(Laughter)
247
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1370
(smeh)
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
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4040
Včasih nam bodo pokazali načine,
na katere sistemi, ki smo jih ustvarili
na katere sistemi, ki smo jih ustvarili
12:21
or in which we are complicit,
249
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1688
ali s katerimi smo povezani,
12:23
contribute to inequity.
250
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1893
prispevajo k neenakosti.
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
Neprijetno bo in boleče,
12:28
as they push us to question
our own assumptions and beliefs.
our own assumptions and beliefs.
252
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3656
ko nas bodo silili, da podvomimo
v svoje domneve in prepričanja.
v svoje domneve in prepričanja.
12:32
But what if we change the way we think
about rebellion in our kids?
about rebellion in our kids?
253
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4014
Kaj pa, če spremenimo svoje
razmišljanje o upiranju naših otrok?
razmišljanje o upiranju naših otrok?
12:37
When our kids rebel --
254
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1378
Ko se naši otroci upirajo,
12:39
when they thoughtfully push back
against our ideas
against our ideas
255
747244
2697
ko razsodno zavračajo naše ideje
12:41
or the way that we do things,
256
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1783
ali načine, kako delujemo,
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
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4345
kaj če se odločimo to videti
kot znak, da delamo prav
kot znak, da delamo prav
12:48
and that they're becoming liberated?
258
756141
2019
in da oni postajajo osvobojeni?
12:51
I know it would be easier
259
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1836
Vem, da bi bilo lažje,
12:53
if their critical thinking skills
manifested in more convenient ways --
manifested in more convenient ways --
260
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4122
če bi spretnosti kritičnega mišljenja
manifestirali bolj konvencionalno,
manifestirali bolj konvencionalno,
12:57
on their essays
or their standardized tests --
or their standardized tests --
261
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2953
v esejih ali standardiziranih testih.
13:00
I get it --
262
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1150
Razumem,
13:01
but convenience and justice
do not often go hand in hand.
do not often go hand in hand.
263
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3682
a prikladnost in pravičnost
ne gresta vedno z roko v roki.
ne gresta vedno z roko v roki.
13:05
And when our kids learn to think
critically about the world around them,
critically about the world around them,
264
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3587
In ko se naši otroci naučijo
kritično razmišljati o svetu okoli sebe,
kritično razmišljati o svetu okoli sebe,
13:09
they become the kinds of engaged citizens
265
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2650
postanejo taki angažirani državljani,
13:11
who will recognize and question
injustice when they see it
injustice when they see it
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ki prepoznajo in dvomijo
v nepravičnost, ko jo vidijo,
v nepravičnost, ko jo vidijo,
13:15
and work to do something about it.
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in nekaj naredijo za to.
13:17
Welcoming rebellion into our schools
is going to require some rethinking
is going to require some rethinking
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Sprejetje uporništva v šole
bo zahtevalo ponoven razmislek
bo zahtevalo ponoven razmislek
13:22
about what teaching
and learning look like,
and learning look like,
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o tem, kako poučevanje
in učenje izgledata,
in učenje izgledata,
13:24
because there's this misconception
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ker obstaja napačna predstava,
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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da če damo učencem
prosto pot, nas bodo pohodili
prosto pot, nas bodo pohodili
13:30
and classrooms and dinner tables
will devolve into total chaos.
will devolve into total chaos.
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in v učilnicah in jedilnicah
se bo razvil popoln kaos.
se bo razvil popoln kaos.
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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Če pričakujemo, da bodo otroci
tiho in pasivno od nas sprejemali znanje,
tiho in pasivno od nas sprejemali znanje,
13:41
then their voices will always
feel overwhelming.
feel overwhelming.
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se bodo njihovi glasovi vedno
zdeli neobvladljivi.
zdeli neobvladljivi.
13:45
But if we accept instead
that learning is sometimes messy,
that learning is sometimes messy,
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Če pa namesto tega raje sprejmemo,
da je učenje včasih neprijetno,
da je učenje včasih neprijetno,
13:50
that is requires opportunities
to brainstorm and mess up
to brainstorm and mess up
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da zahteva priložnosti za prebliske
in zablode
in zablode
13:54
and try again,
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in za nove poskuse,
13:55
that our kids dislike chaos
and want to learn
and want to learn
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da naši otroci ne marajo kaosa
in se želijo učiti,
in se želijo učiti,
13:58
when they come to school,
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ko pridejo v šolo,
14:00
then we can set up schools
to facilitate that kind of learning.
to facilitate that kind of learning.
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potem bomo lahko prestrukturirali
šole, da bodo omogočale tovrstno učenje.
šole, da bodo omogočale tovrstno učenje.
14:05
So do me a favor and close
your eyes for a second
your eyes for a second
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Naredite mi torej uslugo in za trenutek
zaprite oči.
zaprite oči.
14:07
and imagine schools
where teachers are thought partners,
where teachers are thought partners,
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Predstavljajte si šolo, kjer učitelje
vidimo kot na patnerje,
vidimo kot na patnerje,
14:12
letting students grapple
with complex, hard issues
with complex, hard issues
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ki dovolijo učencem spopasti se
s kompleksnimi, težkimi temami
s kompleksnimi, težkimi temami
14:16
and not necessarily giving them
the right answers.
the right answers.
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in jim ne dajo nujno pravih odgovorov.
14:20
And imagine schools
where we let students make choices --
where we let students make choices --
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Predstavljajte si šole, kjer
dovolimo učencem, da sami izbirajo,
dovolimo učencem, da sami izbirajo,
14:24
we trust them enough to do that
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dovolj jim zaupamo za to
14:26
and we let them experience
the consequences of those choices.
the consequences of those choices.
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in jim pustimo, da izkusijo
posledice svoje izbire.
posledice svoje izbire.
14:31
Imagine schools where
we let students be humans,
we let students be humans,
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Predstavljajte si šole, kjer dovolimo
učencem biti ljudje
učencem biti ljudje
14:36
with all of the messiness
and the uncertainty
and the uncertainty
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z vso zmedo in negotovostjo,
14:39
that is bound to come with that.
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ki pride zraven.
14:42
Whatever you just imagined,
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Kar koli ste si pravkar predstavljali,
14:45
it's not mythical,
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ni mit,
14:47
it's not unrealistically idealistic,
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ni neresnični idealizem,
14:51
because teachers all over the country
are already pushing the boundaries
are already pushing the boundaries
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ker učitelji po vsej državi
že premikajo meje tega,
že premikajo meje tega,
14:56
of what teaching
and learning can look like
and learning can look like
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kako naj poučevanje in učenje izgleda,
14:58
with amazing results for kids.
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in to z neverjetnimi rezultati za otroke.
15:00
They're doing that
in all kinds of schools,
in all kinds of schools,
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To počnejo v vseh vrstah šol
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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in obstaja nešteto modelov
za učitelje, ki želijo bolje
za učitelje, ki želijo bolje
15:06
at helping students learn
in a way that's more authentic
in a way that's more authentic
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pomagati učencem se učiti
na način, ki je bolj avtentičen
na način, ki je bolj avtentičen
15:09
and engaging and empowering.
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in privlačen in ki opolnomoča.
15:13
I was a reading a book recently,
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Pred kratkim sem brala knjigo
15:15
it's called "The Students Are Watching,"
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z naslovom Učenci gledajo
15:17
and it was by Ted and Nancy Sizer,
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avtorjev Teda in Nancy Sizer,
15:19
and in that book, they said
that the work of education
that the work of education
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ki pravita, da se delo
v izobraževanju pogosto
v izobraževanju pogosto
15:21
is often described as a series of nouns,
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opisuje s celo vrsto samostalnikov,
15:24
like "respect," "honesty," "integrity."
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npr. spoštovanje, poštenje, integriteta.
15:27
And they say those nouns
sound really impressive,
sound really impressive,
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Pravita tudi, da ti samostalniki
zvenijo zelo veličastno,
zvenijo zelo veličastno,
15:30
but often, they fail
to actually mean anything in practice.
to actually mean anything in practice.
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a pogosto v praksi nič ne pomenijo.
15:35
But verbs, they say, are "active,
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Glagoli, pravita, pa so "... aktivni,
15:37
no less demanding
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nič manj naporni,
15:39
but requiring constant engagement.
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zahtevajo pa nenehno dejavnost.
15:42
Verbs are not structures
but, rather, engines."
but, rather, engines."
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Glagoli niso strukture,
ampak stroji, ki poganjajo."
ampak stroji, ki poganjajo."
15:46
And so as I read that, I wondered:
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Ko sem to brala, sem razmišljala:
15:48
How do we make justice into an engine
driving our work as teachers?
driving our work as teachers?
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Kako pravičnost spremenimo v stroj,
ki poganja naše delo kot učitelji?
ki poganja naše delo kot učitelji?
15:54
What's the verb form of justice?
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Kaka je glagolska oblika pravičnosti?
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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Mislim, da lahko odgovor najdemo
v slavnih besedah Cornela Westa:
v slavnih besedah Cornela Westa:
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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"Pravičnost je, kako ljubezen
izgleda v javnosti."
izgleda v javnosti."
16:07
And all of my nerdy English
teachers in the crowd
teachers in the crowd
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In vsi moji zagnani učitelji v publiki
16:10
know that love can be a noun and a verb.
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vedo, da je lahko ljubezen samostalnik
ali glagol.
ali glagol.
16:14
School has to be bigger.
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Šola mora biti večja.
16:17
It has to mean more
than "I teach my subject."
than "I teach my subject."
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Pomeniti mora več kot le:
"Učim svoj predmet."
"Učim svoj predmet."
16:23
School has to be about teaching people
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Šola mora biti poučevanje ljudi,
16:26
to change the world for the better.
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kako spremeniti svet na bolje.
16:30
If we believe that,
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Če to verjamemo,
16:31
then teaching will always be
a political act.
a political act.
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bo poučevanje vedno politično dejanje.
16:36
We can't be afraid of our students' power.
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Ne moremo se bati moči učencev.
16:40
Their power will help them
make tomorrow better.
make tomorrow better.
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Njihova moč jim bo pomagala
polepšati jutrišnji dan.
polepšati jutrišnji dan.
16:43
But before they can do that,
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A preden lahko to storijo,
16:45
we have to give them chances
to practice today.
to practice today.
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jim moramo dati priložnost,
da vadijo danes.
da vadijo danes.
16:49
And that practice
should start in our schools.
should start in our schools.
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In ta vaja bi se morala
začeti v naših šolah.
začeti v naših šolah.
16:53
Thank you very much.
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Hvala lepa.
16:54
(Applause)
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(aplavz)
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