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
As Monique W. Morris writes: "I believe in a justice not associated with any form of oppression. I work for it and I write about it." Full bio
Double-click the English transcript below to play the video.
I got into a fight at school.
我在学校打了一架。
I'd been in a fight,
one happened at school.
about a foot taller than me,
and refused to apologize.
并拒绝向我道歉。
and I threw him to the ground.
并把他摔到地上。
reflection of the hurricane
一股风暴,
with abandonment
in other spaces in my life.
and boys that had assaulted my body
男孩与男人
I had to be silent about it.
"Monique, what's wrong with you?"
“莫妮科,你发什么神经?”
led with empathy.
they knew I loved to draw,
他们明白我喜欢画画。
to help me understand
of my classmate, were disruptive
they were leading.
造成了破坏。
from going to school the next day.
第二天上不了学。
it didn't keep me from teaching.
并没阻止我从事教育。
that's shared by many black girls
可与之共鸣的故事,
in which black girls
黑人女孩以极不正常的比例
away from schools ---
they pose to the safety of a school,
学校的安全有威胁,
experiencing schools
and marginalization.
和被边缘化的地方。
from black girls around the country.
黑人女孩口中听说的。
Justice Institute analysis
Department of Education,
who are overrepresented
在学校的纪律惩罚体系中
of discipline in schools.
experiencing exclusionary discipline
停学之类的惩罚,
aren't overrepresented
are the only group of girls
都比例过高。
than their white counterparts
out-of-school suspensions
than their white and Latinx counterparts
拉丁裔女孩,黑人女孩
要高出3倍。
Center on Poverty and Inequality
贫困与不平等中心的研究
why this disparity is taking place
that black girls experience
than their white peers.
看起来更成熟。
to need less nurturing,
黑人女孩只需较少的关怀,
也对性生活有更多的了解,
than their white peers.
她们更独立。
when girls are as young as five years old.
女孩们五岁的时候就有了,
and the disparity increases over time
between the ages of 10 and 14.
达到顶峰。
can lead to harsher treatment,
会导致她受到更严厉的对待,
that something is wrong with her,
她自身有一些问题,
in which she finds herself.
她处于的环境。
as too loud, too aggressive,
太大声,太气势汹汹,
in relation to nonblack girls
what's going on in this girl's life
这个女孩经历过什么,
Girls High School
with their hair in its natural state,
不经化学烫发处理,
the global community for the most part
as they stood in their truths.
真是件美好的事!
who saw them as disruptive,
to ask the question,
if we can't be black in Africa?"
还能在哪儿?“
with this question.
working to be free
努力来让自己自由,
that a safe space to learn provides.
just past their toddler years,
刚过蹒跚学步的年龄,
for having a tantrum.
脾气,就被逮捕。
turned away from school
they wear their hair naturally
the clothes fit their bodies.
are experiencing violence
officers in schools.
without reprimand or punishment?
做自己而不受惩罚?
to work with girls like Stacy,
一起工作,
her participation in violence.
and structural analyses
childhood experiences inform
as a "problem child,"
that educators were using
of harm grow stronger in isolation.
猖狂滋长。
we shouldn't be pushing them away,
我们不该将她们推开,
with the criminal legal system.
out policies and practices
to their learning,
that education is freedom work.
为使人自由的工作。
她们就可以学习。
她们会斗争,
they flee, they freeze.
她们会逃开,她们会不知所措。
to protect us when we feel a threat.
人类大脑会启动天生的保护机制。
是一种威胁
in a girl's life,
一部分,
locations for healing,
locations for learning.
to become a location for healing?
意义在哪儿?
that we have to immediately discontinue
black girls for their hairstyles or dress.
的纪律规定。
and what a girl learns
女孩学了什么,
in ways that facilitate rape culture
从而增长强暴文化
in which they were born.
仅仅由于她们出生的环境不同。
of concerned adults can enter this work.
可以参与进来。
to address their dress code
as a collaborative project,
看作一个合作项目,
bias and discrimination.
that harm black girls most are unwritten.
是不被写下来的。
internal work to address the biases
来消除偏见,
black girls for who they actually are,
是否是基于她的本身,
看到的她们。
and gender responsive discussion groups
性别认知讨论小组
Latinas, indigenous girls
原住民女孩们
marginalization in schools
经历边缘化的学生们
and experiences in schools.
在学校的经历。
locations for healing,
of counselors in schools.
we all have to be freedom fighters.
我们都需要成为自由斗士。
现在有许多学校
to establish themselves
to see themselves as sacred and loved.
被爱的地方。
in Columbus, Ohio, is an example of this.
就是一个例子。
the moment their principal declared
girls for having "a bad attitude."
而惩罚她们。
is they built out a robust continuum
expulsion and arrest.
a restorative justice program,
规范体系,
student and teacher relationships
has at least one adult on campus
when she's in a moment of crisis.
至少一个成年人来倾诉。
of the school and in classrooms
if they need a minute to do so.
可以用点时间缓缓神。
that provides girls with an opportunity
为女孩们提供机会,
with the promotion of self-worth,
来开始每一天。
to a girl's adverse childhood experiences
所经历的负面童年,
they don't push them away.
而非排挤她们。
and suspension rates have improved,
停学事件得到显著进步,
increasingly ready to learn
更加做好了学习的准备,
there care about them.
and sports into their curriculum
tranformative programming,
mindfulness and meditation,
这样做的学校
to repair their relationships with others,
与其他人修复关系,
complex and historical trauma
系统性的、复杂的、
in the promise of children and adolescents
learning materials,
and other tools
to heal, so that they can learn.
让她们由此才可学习。
we respond to our most vulnerable girls
最脆弱的女孩作出反馈的地方
of a positive school culture.
非常重要。
should be at its sharpest
看见女孩的潜能,
of poverty and addiction;
from having been sex-trafficked
阴霾中挣扎时,
to support her intellectual
or stop mid-thigh or higher.
还是更短。
in the politics of fear
恐惧政治中的世界
where girls can heal and thrive,
可以治愈和蓬勃向上的地方,
to set this as our intention.
of education as freedom work,
使人自由的工作,
vulnerable among us,
即使是最脆弱的女孩
ABOUT THE SPEAKER
Monique W. Morris - Author, social justice scholarAs Monique W. Morris writes: "I believe in a justice not associated with any form of oppression. I work for it and I write about it."
Why you should listen
Monique W. Morris, EdD, founded and leads the National Black Women's Justice Institute, an organization that works to transform public discourses on the criminalization of Black women, girls and their families. For three decades, she has been involved in social justice advocacy and scholarship, working with research and academic institutions, civil rights organizations, nonprofits, public agencies and activists to advance policies and practices that promote racial and gender equity. She's the author of Pushout: The Criminalization of Black Girls in Schools and other books, publications and articles.
As Morris writes: "My work is ultimately about using research and narratives to challenge actions and structures of oppression. I do this using the tools I have available to me as a researcher, educator, public intellectual, visual artist, writer -- and most recently, filmmaker. I am the author of several academic publications and four books, each of them very different. From a street novel about prostitution to a statistical narrative about African Americans in the 21st century to a book about the criminalization of Black girls in schools, I try to meet people where they are on this journey toward freedom. My latest project, a dive into the pedagogical practices that make education freedom work, explores how schools might become locations of healing for Black and Brown girls. And I love Prince. Always have, always will."
Monique W. Morris | Speaker | TED.com