ABOUT THE SPEAKER
Monique W. Morris - Author, social justice scholar
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."

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."

More profile about the speaker
Monique W. Morris | Speaker | TED.com
TEDWomen 2018

Monique W. Morris: Why black girls are targeted for punishment at school -- and how to change that

莫妮科·W·莫里斯: 为什么黑人女孩在学校变成了惩罚的目标? 以及如何改变这一现状

Filmed:
1,712,241 views

在世界各地,黑人女孩因为各种针对她们的惩戒条规被排挤出学校,作家与社会司法学者莫妮科·W·莫里斯这样说道。这样做的后果是,无数的女孩被迫面对不安全的未来和有限的机会。我们如何才能化解这场危机?在这场充满激情的演讲中,莫里斯揭露了”排挤“背后的原因,并展示了我们应该如何让所有学校变成黑人女孩可以治愈疗伤和蓬勃向上的地方。
- Author, social justice scholar
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.

00:12
When I was in the sixth第六 grade年级,
I got into a fight斗争 at school学校.
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在六年级,
我在学校打了一架。
00:16
It wasn't the first time
I'd been in a fight斗争,
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这不是我第一次打架了,
00:19
but it was the first time
one happened发生 at school学校.
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但这是我第一次在学校里打架。
00:22
It was with a boy男孩 who was
about a foot脚丫子 taller than me,
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对方是比我高一头多的男孩,
00:25
who was physically物理 stronger than me
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体格比我壮多了,
00:27
and who'd谁愿意 been taunting辱骂 me for weeks.
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他已经骚扰我几周了。
00:31
One day in PE体育, he stepped加强 on my shoe
and refused拒绝 to apologize道歉.
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有一天的体育课上,他踩了我的脚,
并拒绝向我道歉。
00:35
So, filled填充 with anger愤怒, I grabbed抓起 him
and I threw him to the ground地面.
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当时的我怒火冲天,一把抓住他,
并把他摔到地上。
00:40
I'd had some previous以前 judo柔道 training训练.
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我以前练过柔道。
00:42
(Laughter笑声)
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(笑声)
00:46
Our fight斗争 lasted历时 less than two minutes分钟,
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我们的这场架持续了不到两分钟,
00:49
but it was a perfect完善
reflection反射 of the hurricane飓风
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但它真确反应了
我内心中日积月累成的
一股风暴,
00:52
that was building建造 inside of me
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00:54
as a young年轻 survivor幸存者 of sexual有性 assault突击
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因为我是一个年少的性侵受害者,
00:56
and as a girl女孩 who was grappling擒拿
with abandonment放弃
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我还是一个挣扎于遗弃与
00:58
and exposure曝光 to violence暴力
in other spaces空间 in my life.
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暴力之中的女孩。
01:01
I was fighting战斗 him,
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我在和他打架的同时,
01:03
but I was also fighting战斗 the men男人
and boys男孩 that had assaulted殴打 my body身体
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也是在向那些侵犯过我身体的
男孩与男人
01:07
and the culture文化 that told me
I had to be silent无声 about it.
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和阻止我发声的文化宣战。
01:11
A teacher老师 broke打破 up the fight斗争
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一位老师拉开了我们,
01:12
and my principle原理 called me in her office办公室.
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我的校长而后把我叫到办公室。
01:15
But she didn't say,
"Monique莫妮克, what's wrong错误 with you?"
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但是,她并没有说,
“莫妮科,你发什么神经?”
01:19
She gave me a moment时刻 to collect搜集 my breath呼吸
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她给我一些时间来平复呼吸,
01:22
and asked, "What happened发生?"
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问了我,“发生了什么?”
01:26
The educators教育工作者 working加工 with me
led with empathy同情.
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我的老师们以同情同理心引领我。
01:29
They knew知道 me.
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他们理解我。
01:30
They knew知道 I loved喜爱 to read,
they knew知道 I loved喜爱 to draw,
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他们知道我热爱阅读,
他们明白我喜欢画画。
01:34
they knew知道 I adored崇拜 Prince王子.
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他们知道我喜欢歌手“王子”。
01:37
And they used that information信息
to help me understand理解
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他们用这些信息来帮助我理解
01:39
why my actions行动, and those
of my classmate同学, were disruptive破坏性
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为何我和我同学的行为,
01:42
to the learning学习 community社区
they were leading领导.
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对于他们引领的学习群体
造成了破坏。
01:45
They didn't place地点 me on suspension悬挂;
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他们没有让我停学,
01:48
they didn't call the police警察.
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也没有报警。
01:50
My fight斗争 didn't keep me
from going to school学校 the next下一个 day.
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我的这场架并没让我
第二天上不了学。
01:54
It didn't keep me from graduating毕业;
it didn't keep me from teaching教学.
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并不会使我毕不了业,
并没阻止我从事教育。
02:00
But unfortunately不幸, that's not a story故事
that's shared共享 by many许多 black黑色 girls女孩
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可惜的是,这并不是多数黑人女孩
可与之共鸣的故事,
02:03
in the US and around the world世界 today今天.
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无论是美国还是全球各地。
02:06
We're living活的 through通过 a crisis危机
in which哪一个 black黑色 girls女孩
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我们正处于一个危机中:
黑人女孩以极不正常的比例
02:09
are being存在 disproportionately不成比例 pushed
away from schools学校 ---
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被推离学校——
02:11
not because of an imminent即将来临 threat威胁
they pose提出 to the safety安全 of a school学校,
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这并非因为她们对于
学校的安全有威胁,
02:15
but because they're often经常
experiencing经历 schools学校
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而是因为对她们来说,
02:17
as locations地点 for punishment惩罚
and marginalization边缘化.
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学校是她们饱受惩罚
和被边缘化的地方。
02:21
That's something that I hear
from black黑色 girls女孩 around the country国家.
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这是我从全国各地的
黑人女孩口中听说的。
02:25
But it's not insurmountable不可逾越.
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这并非是个无法解决的难题。
02:27
We can shift转移 this narrative叙述.
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我们可以改变这个情况。
02:30
Let's start开始 with some data数据.
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先来看看数据吧。
02:33
According根据 to a National国民 Black黑色 Women's女士的
Justice正义 Institute研究所 analysis分析
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根据国家黑人妇女司法协会
02:36
of civil国内 rights权利 data数据
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对于民权数据的分析,
02:37
collected by the US
Department of Education教育,
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这些数据由美国教育部收集,
02:40
black黑色 girls女孩 are the only group of girls女孩
who are overrepresented过多
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黑人女孩是唯一一群
在学校的纪律惩罚体系中
02:43
along沿 the entire整个 continuum连续
of discipline学科 in schools学校.
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受惩戒比例过高的女孩。
02:47
That doesn't mean that other girls女孩 aren't
experiencing经历 exclusionary排他性 discipline学科
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这并不代表其他女孩不经历
停学之类的惩罚,
02:51
and it doesn't mean that other girls女孩
aren't overrepresented过多
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也不代表其他女孩不过度经受
02:55
at other parts部分 along沿 that continuum连续.
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其他惩罚。
02:57
But black黑色 girls女孩
are the only group of girls女孩
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但是黑人女孩是唯一一组
02:59
who are overrepresented过多 all along沿 the way.
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在所有惩戒方面
都比例过高。
03:02
Black黑色 girls女孩 are seven times more likely容易
than their white白色 counterparts同行
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相比白人女孩,黑人女孩
受到停学处分的几率要高7倍,
03:07
to experience经验 one or more
out-of-school外的学校 suspensions悬浮液
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03:09
and they're nearly几乎 three times more likely容易
than their white白色 and Latinx拉丁 counterparts同行
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而相较于白人和
拉丁裔女孩,黑人女孩
被送往青少年法庭的几率
要高出3倍。
03:13
to be referred简称 to the juvenile少年 court法庭.
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03:16
A recent最近 study研究 by the Georgetown乔治敦
Center中央 on Poverty贫穷 and Inequality不等式
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最近一项乔治城大学
贫困与不平等中心的研究
03:20
partially部分 explained解释
why this disparity差距 is taking服用 place地点
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部分解释了为何有这样的差距,
03:23
when they confirmed确认
that black黑色 girls女孩 experience经验
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他们确认了黑人女孩会经历
03:26
a specific具体 type类型 of age年龄 compression压缩,
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一种特殊的“年龄压缩”,
03:28
where they're seen看到 as more adult-like成人样
than their white白色 peers同行.
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她们会比同龄的白人同学
看起来更成熟。
03:32
Among其中 other things, the study研究 found发现
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在其他方面,这个研究发现
03:34
that people perceive感知 black黑色 girls女孩
to need less nurturing培育,
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人们一般认为,相比白人女孩,
黑人女孩只需较少的关怀,
03:38
less protection保护, to know more about sex性别
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不需要那么多的保护,
也对性生活有更多的了解,
03:41
and to be more independent独立
than their white白色 peers同行.
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相比白人女孩来说,
她们更独立。
03:46
The study研究 also found发现
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这个研究还发现
03:47
that the perception知觉 disparity差距 begins开始
when girls女孩 are as young年轻 as five years年份 old.
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这种认知差异在
女孩们五岁的时候就有了,
03:53
And that this perception知觉
and the disparity差距 increases增加 over time
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这种差异随着时间越积越多
03:57
and peaks when girls女孩 are
between之间 the ages年龄 of 10 and 14.
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在女孩10岁到14岁之间,
达到顶峰。
04:01
This is not without consequence后果.
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这并非没有后果。
04:05
Believing相信 that a girl女孩 is older旧的 than she is
can lead to harsher严厉的 treatment治疗,
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认为一个女孩比实际年龄要成熟
会导致她受到更严厉的对待,
04:09
immediate即时 censure谴责 when she makes品牌 a mistake错误
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在她犯错误时,会受到过多的谴责;
04:12
and victim受害者 blaming归咎 when she's harmed伤害.
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而当她受到伤害时,大家会责怪她。
04:15
It can also lead a girl女孩 to think
that something is wrong错误 with her,
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这也可能导致一个女孩认为
她自身有一些问题,
04:18
rather than the conditions条件
in which哪一个 she finds认定 herself她自己.
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而未察觉问题出在
她处于的环境。
04:22
Black黑色 girls女孩 are routinely常规 seen看到
as too loud, too aggressive侵略性,
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黑人女孩一直被看作
太大声,太气势汹汹,
04:26
too angry愤怒, too visible可见.
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太易怒,太出挑。
04:29
Qualities素质 that are often经常 measured测量
in relation关系 to nonblack非黑色 girls女孩
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这些特征都与非黑人女孩比较,
04:33
and which哪一个 don't take into consideration考虑
what's going on in this girl's女孩 life
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但却没有考虑到
这个女孩经历过什么,
04:37
or her cultural文化 norms规范.
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也没有考虑到她的文化常态。
04:39
And it's not just in the US.
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这并非只发生在美国。
04:41
In South Africa非洲,
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在南非,
04:42
black黑色 girls女孩 at the Pretoria比勒陀利亚
Girls女孩 High School学校
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比勒陀利亚女子高中的黑人女学生们
04:44
were discouraged灰心 from attending出席 school学校
with their hair头发 in its natural自然 state,
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被学校规劝,若她们保持自然发型,
不经化学烫发处理,
04:48
without chemical化学 processing处理.
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不能上学。
04:50
What did those girls女孩 do?
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所以这些女孩做了什么?
04:51
They protested抗议.
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她们抗议。
04:54
And it was a beautiful美丽 thing to see
the global全球 community社区 for the most part部分
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看到全球各地的人们
04:57
wrap its arms武器 around girls女孩
as they stood站在 in their truths真理.
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支持并向这些女孩伸出援手,
真是件美好的事!
05:01
But there were those
who saw them as disruptive破坏性,
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但也有人将这些女孩看作是捣乱者,
05:03
largely大部分 because they dared
to ask the question,
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仅仅因为她们质问了,
05:06
"Where can we be black黑色
if we can't be black黑色 in Africa非洲?"
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”若我们没法在非洲保持黑人本真,
还能在哪儿?“
05:09
(Laughter笑声)
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(笑声)
05:11
(Applause掌声)
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(掌声)
05:13
It's a good question.
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这是一个好问题。
05:16
Around the world世界,
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在全球各地,
05:18
black黑色 girls女孩 are grappling擒拿
with this question.
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黑人女孩都在思考这个问题。
05:21
And around the world世界,
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同样在全球各地,
05:23
black黑色 girls女孩 are struggling奋斗的 to be seen看到,
working加工 to be free自由
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黑人女孩挣扎着让自己被重视,
努力来让自己自由,
05:26
and fighting战斗 to be included包括
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用尽一切使自己
05:28
in the landscape景观 of promise诺言
that a safe安全 space空间 to learn学习 provides提供.
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可在应许之地,争取到相等的机会。
05:32
In the US, little girls女孩,
just past过去 their toddler幼儿 years年份,
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在美国,小女孩,
刚过蹒跚学步的年龄,
05:36
are being存在 arrested被捕 in classrooms教室
for having a tantrum发脾气.
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仅因在教室里发了一会儿
脾气,就被逮捕。
05:39
Middle中间 school学校 girls女孩 are being存在
turned转身 away from school学校
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中学女孩被学校劝退
05:42
because of the way
they wear穿 their hair头发 naturally自然
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仅仅因为她们不将自己的头发烫直
05:45
or because of the way
the clothes衣服 fit适合 their bodies身体.
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或因为穿了紧身的衣服。
05:48
High school学校 girls女孩
are experiencing经历 violence暴力
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高中女孩甚至会经历
05:50
at the hands of police警察
officers长官 in schools学校.
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来自校方警卫的暴力对待。
05:53
Where can black黑色 girls女孩 be black黑色
without reprimand惩戒 or punishment惩罚?
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黑人女孩到底可以在哪儿
做自己而不受惩罚?
06:00
And it's not just these incidents事故.
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这些仅仅是冰山一角。
06:02
In my work as a researcher研究员 and educator教育家,
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我作为一个研究者和一个教育者,
06:04
I've had an opportunity机会
to work with girls女孩 like Stacy斯泰西,
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我有幸和一个叫史黛西的女孩
一起工作,
06:08
a girl女孩 who I profile轮廓 in my book "Pushout推送,"
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我的书《排挤》也提到了她,
06:10
who struggles斗争 with
her participation参与 in violence暴力.
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她挣扎于自己的暴力倾向。
06:15
She bypasses旁路 the neuroscientific神经科学
and structural结构 analyses分析
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她完全避开了神经科学和构造分析
06:20
that science科学 has to offer提供
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可以提供的
06:21
about how her adverse不利的
childhood童年 experiences经验 inform通知
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有关她幼年不幸可能引导了
06:25
why she's participating参与 in violence暴力
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她去参与暴力,
06:27
and goes straight直行 to describing说明 herself她自己
as a "problem问题 child儿童,"
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而直接称呼自己“问题儿童”。
06:30
largely大部分 because that's the language语言
that educators教育工作者 were using运用
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正因为这是她的师长用的词
06:33
as they routinely常规 suspended暂停 her.
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他们常常让她停学。
06:37
But here's这里的 the thing.
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但是请想想,
06:39
Disconnection断开 and the internalization
of harm危害 grow增长 stronger in isolation隔离.
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脱节和仇恨内化会在人被孤立时
猖狂滋长。
06:44
So when girls女孩 get in trouble麻烦,
we shouldn't不能 be pushing推动 them away,
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所以当女孩闯祸时,
我们不该将她们推开,
06:47
we should be bringing使 them in closer接近.
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我们应该拉近她们。
06:50
Education教育 is a critical危急 protective保护的 factor因子
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教育是一个至关重要的保护方式,
06:52
against反对 contact联系
with the criminal刑事 legal法律 system系统.
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来对抗与犯罪法律系统的接触。
06:56
So we should be building建造
out policies政策 and practices做法
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我们应该建立规则和惯例
06:58
that keep girls女孩 connected连接的
to their learning学习,
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让女孩与学习紧紧相连,
07:00
rather than pushing推动 them away from it.
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而不是将她们推离学习。
07:02
It's one of the reasons原因 I like to say
that education教育 is freedom自由 work.
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这也是为何我称教育,
为使人自由的工作。
07:08
When girls女孩 feel safe安全, they can learn学习.
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当女孩们感到安全时,
她们就可以学习。
07:12
When they don't feel safe安全, they fight斗争,
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当她们感到危险时,
她们会斗争,
07:14
they protest抗议, they argue争论,
they flee逃跑, they freeze冻结.
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会抗议,会争讨,
她们会逃开,她们会不知所措。
07:21
The human人的 brain is wired有线
to protect保护 us when we feel a threat威胁.
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当我们感到威胁时,
人类大脑会启动天生的保护机制。
07:24
And so long as school学校 feels感觉 like a threat威胁,
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所以说,只要学校对她们来说
是一种威胁
07:26
or part部分 of the tapestry挂毯 of harm危害
in a girl's女孩 life,
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或者是女孩一生受的伤害中的
一部分,
07:29
she'll贝壳 be inclined to resist.
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她就会想要反抗。
07:31
But when schools学校 become成为
locations地点 for healing复原,
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但当学校变成一个治愈所,
07:35
they can also become成为
locations地点 for learning学习.
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它就可成为学习的地方。
07:38
So what does this mean for a school学校
to become成为 a location位置 for healing复原?
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所以一个学校变成治愈所的
意义在哪儿?
07:42
Well, for one thing, it means手段
that we have to immediately立即 discontinue停止
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第一,我们必须立刻停止
07:45
the policies政策 and practices做法 that target目标
black黑色 girls女孩 for their hairstyles发型 or dress连衣裙.
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那些针对黑人女孩发型和穿着
的纪律规定。
07:50
(Applause掌声)
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(掌声)
07:56
Let's focus焦点 on how
and what a girl女孩 learns获悉
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让我们更多关注
女孩学了什么,
08:00
rather than policing治安 her body身体
in ways方法 that facilitate促进 rape强奸 culture文化
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而不是监控她的身体,
从而增长强暴文化
08:04
or punish惩治 children孩子 for the conditions条件
in which哪一个 they were born天生.
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或是惩罚孩童,
仅仅由于她们出生的环境不同。
08:08
This is where parents父母 and the community社区
of concerned关心 adults成年人 can enter输入 this work.
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在这一步,家长和关注此事的群体
可以参与进来。
08:13
Start开始 a conversation会话 with the school学校
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与学校谈话,
08:15
and encourage鼓励 them
to address地址 their dress连衣裙 code
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并鼓励他们将着装标准
08:18
and other conduct-related电导率相关 policies政策
as a collaborative共同 project项目,
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还有其他相应的规范政策
看作一个合作项目,
08:21
with parents父母 and students学生们,
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与家长与学生探讨,
08:23
so as to intentionally故意地 avoid避免
bias偏压 and discrimination区别.
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这样可以避免歧视和偏差。
08:27
Keep in mind心神, though虽然,
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但要当心的是,
08:28
that some of the practices做法
that harm危害 black黑色 girls女孩 most are unwritten不成文.
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许多伤害黑人女孩的行为规范
是不被写下来的。
08:31
So we have to continue继续 to do the deep,
internal内部 work to address地址 the biases偏见
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所以我们得继续深入地工作
来消除偏见,
08:36
that inform通知 how, when and whether是否 we see
black黑色 girls女孩 for who they actually其实 are,
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来提醒大家,我们看待黑人女孩时
是否是基于她的本身,
08:40
or what we've我们已经 been told they are.
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还是受别人的意见影响后
看到的她们。
08:44
Volunteer志愿者 at a school学校
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在学校里当志愿者
08:46
and establish建立 culturally文化 competent胜任
and gender性别 responsive响应 discussion讨论 groups
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并建立文化能力和
性别认知讨论小组
08:51
with black黑色 girls女孩,
Latinas拉丁裔, indigenous土著 girls女孩
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与黑人女孩, 拉丁裔女孩和
原住民女孩们
08:54
and other students学生们 who experience经验
marginalization边缘化 in schools学校
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还要包括其他在学校
经历边缘化的学生们
08:57
to give them a safe安全 space空间
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要求学校提供一个安全的空间
08:58
to process处理 their identities身份
and experiences经验 in schools学校.
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让他们可以梳理自己的身份与
在学校的经历。
09:03
And if schools学校 are to become成为
locations地点 for healing复原,
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而若学校可以成为治愈之地,
09:05
we have to remove去掉 police警察 officers长官
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我们需要在学校中去减少警卫
09:07
and increase增加 the number
of counselors心理咨询师 in schools学校.
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但增加更多的指导员。
09:10
(Applause掌声)
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(掌声)
09:18
Education教育 is freedom自由 work.
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教育是使人自由的工作。
09:22
And whatever随你 our point of entry条目 is,
we all have to be freedom自由 fighters战士.
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无论我们何时加入这个行业,
我们都需要成为自由斗士。
09:27
The good news新闻 is that there are schools学校
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好消息是,
现在有许多学校
09:29
that are actively积极地 working加工
to establish建立 themselves他们自己
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正在努力让自己变成
09:31
as locations地点 for girls女孩
to see themselves他们自己 as sacred神圣 and loved喜爱.
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女孩们可以感到自己是神圣的与
被爱的地方。
09:36
The Columbus哥伦布 City Prep准备 School学校 for Girls女孩
in Columbus哥伦布, Ohio俄亥俄州, is an example of this.
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俄亥俄州的哥伦布市女子学院
就是一个例子。
09:41
They became成为 an example
the moment时刻 their principal主要 declared声明
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就是因为校长声明
09:44
that they were no longer going to punish惩治
girls女孩 for having "a bad attitude态度."
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他们不会仅因为女孩有“不好的态度”
而惩罚她们。
09:49
In addition加成 to building建造 --
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除了建造方面之外,
09:51
Essentially实质上, what they did
is they built内置 out a robust强大的 continuum连续
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这所学校建立了一个成功的体系
09:54
of alternatives备择方案 to suspension悬挂,
expulsion开除 and arrest逮捕.
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用各种方案替代停课、停学和逮捕。
09:58
In addition加成 to establishing建立
a restorative恢复 justice正义 program程序,
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除了建立这个有修复式正义的
规范体系,
10:02
they improved改善 their
student学生 and teacher老师 relationships关系
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他们还改进了学生与教师的关系,
10:04
by ensuring确保 that every一切 girl女孩
has at least最小 one adult成人 on campus校园
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让每个女孩在危机时刻
10:07
that she can go to
when she's in a moment时刻 of crisis危机.
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可以在校园中找到
至少一个成年人来倾诉。
10:10
They built内置 out spaces空间 along沿 the corridors走廊
of the school学校 and in classrooms教室
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他们在校园走廊、教室中建立空间
10:14
for girls女孩 to regroup重组,
if they need a minute分钟 to do so.
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让女孩们可以在受挫折后
可以用点时间缓缓神。
10:17
And they established既定 an advisory咨询 program程序
that provides提供 girls女孩 with an opportunity机会
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他们还建立了一个指导项目
为女孩们提供机会,
10:21
to start开始 every一切 single day
with the promotion提升 of self-worth自我价值,
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用提升自我价值,
10:25
communication通讯 skills技能 and goal目标 setting设置.
191
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沟通技能以及目标设定
来开始每一天。
10:28
At this school学校,
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在这所学校,
10:29
they're trying to respond响应
to a girl's女孩 adverse不利的 childhood童年 experiences经验
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他们尝试正视一些女孩
所经历的负面童年,
10:33
rather than ignore忽视 them.
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而不是无视它们。
10:34
They bring带来 them in closer接近;
they don't push them away.
195
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他们拉近女孩,
而非排挤她们。
10:38
And as a result结果, their truancy逃学
and suspension悬挂 rates利率 have improved改善,
196
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结果是,学校的逃学率和
停学事件得到显著进步,
10:41
and girls女孩 are arriving到达 at school学校
increasingly日益 ready准备 to learn学习
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女孩们现在来到学校
更加做好了学习的准备,
10:44
because they know the teachers教师
there care关心 about them.
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因为她们明白老师真心关怀她们。
10:47
That matters事项.
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这很重要。
10:49
Schools学校 that integrate整合 the arts艺术
and sports体育 into their curriculum课程
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那些将艺术和体育纳入课程,
10:53
or that are building建造 out
tranformative转化性的 programming程序设计,
201
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或是建立变革项目
10:56
such这样 as restorative恢复 justice正义,
mindfulness正念 and meditation冥想,
202
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比如修复式正义,深思以及冥想,
这样做的学校
10:59
are providing提供 an opportunity机会 for girls女孩
to repair修理 their relationships关系 with others其他,
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正在为女孩提供机会
与其他人修复关系,
11:04
but also with themselves他们自己.
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但也是与自己重修于好。
11:07
Responding响应 to the lived生活,
complex复杂 and historical历史的 trauma外伤
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面对我们的学生所经历的
系统性的、复杂的、
11:10
that our students学生们 face面对
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历史性的创伤,
11:12
requires要求 all of us who believe
in the promise诺言 of children孩子 and adolescents青少年
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需要相信孩子们的期望的我们
11:17
to build建立 relationships关系,
learning学习 materials物料,
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去建立关系、编辑教材、
11:20
human人的 and financial金融 resources资源
and other tools工具
209
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寻找人际方面或是资金上的资源,
11:23
that provide提供 children孩子 with an opportunity机会
to heal愈合, so that they can learn学习.
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建造工具提供孩子一个治愈的机会,
让她们由此才可学习。
11:30
Our schools学校 should be places地方 where
we respond响应 to our most vulnerable弱势 girls女孩
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学校应该是一个可以对
最脆弱的女孩作出反馈的地方
11:34
as essential必要 to the creation创建
of a positive school学校 culture文化.
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这对创建一个积极的学校文化
非常重要。
11:40
Our ability能力 to see her promise诺言
should be at its sharpest锐利的
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我们应能最敏锐地
看见女孩的潜能,
11:43
when she's in the throws
of poverty贫穷 and addiction;
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当她陷入贫困和毒瘾中;
11:46
when she's reeling缫丝
from having been sex-trafficked性贩运
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当她在人口性交易
11:49
or survived幸存 other forms形式 of violence暴力;
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或是其他暴力行为的
阴霾中挣扎时,
11:51
when she's at her loudest最响亮,
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当她大声呼救时,
11:54
or her quietest安静.
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也当她缄口不语时。
11:57
We should be able能够
to support支持 her intellectual知识分子
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我们需要能够支持她的
11:59
and social-emotional社交情感 well-being福利
220
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身心、社交健康,
12:01
whether是否 her shorts短裤 reach达到 her knees膝盖
or stop mid-thigh大腿中部 or higher更高.
221
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无论她的短裤否及膝,或在大腿中部
还是更短。
12:08
It might威力 seem似乎 like a tall order订购 in a world世界
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这看似十分艰难,
12:11
so deeply entrenched根深蒂固
in the politics政治 of fear恐惧
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特别是在一个深深扎根于
恐惧政治中的世界
12:13
to radically根本 imagine想像 schools学校 as locations地点
where girls女孩 can heal愈合 and thrive兴旺,
224
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要去积极想像学校是一个女孩
可以治愈和蓬勃向上的地方,
12:18
but we have to be bold胆大 enough足够
to set this as our intention意向.
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但我们必须要勇敢地将其设为目标。
12:22
If we commit承诺 to this notion概念
of education教育 as freedom自由 work,
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若我们将教育视为
使人自由的工作,
12:26
we can shift转移 educational教育性 conditions条件
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我们可以改变教育环境
12:28
so that no girl女孩, even the most
vulnerable弱势 among其中 us,
228
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不让任何女孩,
即使是最脆弱的女孩
12:32
will get pushed out of school学校.
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被推出学校。
12:34
And that's a win赢得 for all of us.
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这样,我们才是真正成功了。
12:36
Thank you.
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谢谢。
12:37
(Applause掌声)
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(掌声)
Translated by Cissy Yun
Reviewed by Lipeng Chen

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ABOUT THE SPEAKER
Monique W. Morris - Author, social justice scholar
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."

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."

More profile about the speaker
Monique W. Morris | Speaker | TED.com

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