ABOUT THE SPEAKER
Dena Simmons - Educator
Dena Simmons believes that creating a safe environment for children is an essential component of education.

Why you should listen

Dena Simmons, Ed.D., is a lifelong activist, educator and student of life. A native of the Bronx, New York, Simmons grew up in a one-bedroom apartment with her two sisters and immigrant mother. There, she learned and lived the violence of injustice and inequity and decided to dedicate her life to educating and empowering others. As the Director of Education at the Yale Center for Emotional Intelligence, she supports schools throughout the nation and world to use the power of emotions to create a more effective and compassionate society.

Prior to her work at the Center, Simmons served as an educator, teacher educator, diversity facilitator and curriculum developer. She is a leading voice on teacher education and has spoken across the country about social justice pedagogy, diversity, education reform, emotional intelligence and bullying in K-12 school settings, including the United Nations and two TEDx talks. She writes and has written for numerous outlets including Teaching ToleranceBright on MediumFeminist Teacher and Feministing. Simmons has been profiled in the Huffington Post, the AOL/PBS project, "MAKERS: Women Who Make America," and a Beacon Press Book, Do It Anyway: The New Generation of Activists.

Simmons is a recipient of a Harry S. Truman Scholarship, a J. William Fulbright Fellowship, an Education Pioneers Fellowship, a Paul and Daisy Soros Fellowship, a Phillips Exeter Academy Dissertation Fellowship and an Arthur Vining Davis Aspen Fellowship among others. She is a graduate of Middlebury College and Pace University. She received her doctorate degree from Teachers College, Columbia University.

Simmons's research interests include teacher preparedness to address bullying in the K-12 school setting as well as the intersection of social and emotional learning and culturally responsive pedagogy -- all in an effort to ensure and foster justice and safe spaces for all.

More profile about the speaker
Dena Simmons | Speaker | TED.com
TED Talks Live

Dena Simmons: How students of color confront impostor syndrome

蒂娜.賽門斯: 有色人種學生如何面對冒牌者症候群

Filmed:
1,276,284 views

一位(紐約)布朗克斯毒品區出身的黑人女性,蒂娜.賽門斯(Dena Simmons)在成長的過程中獲得了所有學術聲望的獎項。蒂娜知道,有色人種的學生,要在學校成功,有時候是需要犧牲真實做自己為代價的。 現在身為教育家的她,西蒙斯與我們一起討論如何創建一個使所有學生對自己的出身感到自豪的教室。 她說:「每個小孩,無論膚色,都有安心學習的權利。」
- Educator
Dena Simmons believes that creating a safe environment for children is an essential component of education. Full bio

Double-click the English transcript below to play the video.

00:13
So, my journey旅程 began開始
in the Bronx布朗克斯, New York紐約,
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我的生命旅途,
是從紐約布朗克斯區的一間
一房一廳公寓開始的。
00:18
in a one-bedroom一間臥室 apartment公寓,
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00:19
with my two sisters姐妹 and immigrant移民 mother母親.
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我有兩個姐姐和移民的媽媽。
00:23
I loved喜愛 our neighborhood鄰里.
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我很喜愛我們的社區,
00:27
It was lively活潑.
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那裡非常熱鬧。
00:28
There was all this merengue梅倫格 blasting爆破,
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經常有人在大跳美倫格舞。
00:31
neighbors鄰居 socializing社交 on building建造 stoops彎身
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鄰居們在門廊上聊天,
00:33
and animated動畫 conversations對話
over domino骨牌 playing播放.
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玩骨牌時參雜著生動活潑的對話。
00:38
It was home,
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那是我的家,
00:40
and it was sweet.
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一個甜蜜的家。
00:43
But it wasn't simple簡單.
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但是我們的社區並不單純。
00:45
In fact事實, everyone大家 at school學校
knew知道 the block where we lived生活,
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事實上,學校的每個人
都知道我們住的那個區域,
00:49
because it was where people came來了
to buy購買 weed野草 and other drugs毒品.
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因為大家都知道那裡
可以買到大麻和其他的毒品。
00:53
And with drug-dealing毒品交易 comes conflict衝突,
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而伴隨著毒品交易
就一定有衝突事件,
00:56
so we often經常 went to sleep睡覺
to the sound聲音 of gunshots槍聲.
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所以我們時常在槍聲中入眠。
01:01
I spent花費 much of my childhood童年 worried擔心,
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我小時候經常很擔心,
01:05
worried擔心 about our safety安全.
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擔心我們的安全。
01:08
And so did our mother母親.
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我的母親也一樣。
01:11
She worried擔心 that the violence暴力 we witnessed目擊
would overtake超過 our lives生活;
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她擔心我們目睹的暴力行為,
會在我們的生命裡留下陰影;
01:16
that our poverty貧窮 meant意味著
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而我們的貧窮也意味著
01:18
that the neighbors鄰居 with whom
we lived生活 and shared共享 space空間
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與我們住在同一空間的鄰居,
01:20
would harm危害 us.
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可能會傷害我們。
01:22
Our entire整個 life was in the Bronx布朗克斯,
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我們的整個生活圈都在布朗克斯區,
01:26
but my mother's母親 anxiety焦慮
spurred刺激 her into action行動,
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但是我母親的憂慮
促使她採取行動。
01:29
and soon不久 we were driving主動
so fast快速 to Connecticut康涅狄格 --
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不久後,我們驅車前往
康乃狄克州,一路狂飆,
01:34
(Laughter笑聲)
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(笑聲)
01:35
to boarding登機 school學校 campuses校園,
with full充分 scholarships獎學金 in tow.
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去到一所有全額獎學金的寄宿學校。
01:39
Man, don't underestimate低估
the power功率 of a mother母親
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老兄,千萬不要低估
一個母親的能力,
01:45
determined決心 to keep her children孩子 safe安全.
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尤其是當她決心
保護孩子的安全的時候。
01:49
(Cheers乾杯)
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(歡呼)
01:50
(Applause掌聲)
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(鼓掌)
01:55
At boarding登機 school學校,
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在住宿學校,
01:58
for the first time,
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平生第一次,
02:01
I was able能夠 to sleep睡覺 without worry擔心.
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我得以無憂無慮的入睡。
02:05
I could leave離開 my dorm宿舍 room房間 unlocked解鎖,
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我可以不用鎖宿舍的門,
02:07
walk步行 barefoot赤腳 in the grass,
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赤腳走在草地上,
02:10
and look up to see
a night sky天空 full充分 of stars明星.
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仰頭看著佈滿星星的夜空。
02:16
Happy快樂 novelties新奇.
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這些是讓我很快樂的新鮮事。
02:19
But there were other novelties新奇 as well.
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但是還有其他的新鮮事。
02:22
Very quickly很快, I felt like I didn't belong屬於.
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很快地,我覺得格格不入。
02:26
I learned學到了 that I didn't speak說話
the right way,
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我發現我說話的方式
和其他人不一樣,
02:29
and to demonstrate演示
the proper正確 ways方法 of speaking請講,
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為了示範如何正確地說話,
02:33
my teachers教師 gave me
frequent頻繁 lessons教訓, in public上市,
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我的老師經常當眾糾正我,
02:37
on the appropriate適當 way
to enunciate明確地敘述 certain某些 words.
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如何正確地唸一些語詞。
02:43
A teacher老師 once一旦 instructed指示 me
in the hallway門廳:
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有一次,老師直接在走廊上教我:
02:47
"Aaaaaas-kingAaaaaas王."
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「Aaaaaas-king」(問)
02:51
She said this loudly高聲.
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她說得很大聲。
02:54
"Dena德納, it's not 'axing“砍掉,'
like you're running賽跑 around with an axe斧頭.
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「蒂娜,不是『axing』
那是你拿著一把斧頭到處走。
02:59
That's silly愚蠢."
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那很可笑。」
03:02
Now at this point, you can imagine想像
the snickers士力架 of my classmates同學,
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在那時,你可想像
我的同班同學都在竊笑,
03:08
but she continued繼續:
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但是她繼續說:
03:11
"Think about breaking破壞 the word
into 'ass''屁股' and 'king'國王,'
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「試試把這個字分成『ass』
和『king』兩個字,
03:16
and then put the two together一起
to say it correctly正確地 --
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然後把這兩個字連起來,
正確地唸出來——
03:20
'Asking.'"
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Asking」。
03:23
There were some other moments瞬間
that reminded提醒 me that I didn't belong屬於.
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其它時候我也經常覺得格格不入。
03:28
Once一旦, I walked into
a classmate's同學的 dorm宿舍 room房間,
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有一次,我走進一個
同學的宿舍房間,
03:32
and I watched看著 her watch
her valuables貴重物品 around me.
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我注意到她一直在注意
在我身邊的貴重物品。
03:36
Like, why would she do that?
I thought to myself.
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我那時想,她為什麼會這樣呢?
03:40
And then there was the time
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另一次是,
03:42
when another另一個 classmate同學
walked into my dorm宿舍 room房間,
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有另一位同學走進我的宿舍房間,
03:46
and yelled大叫, "EwEW!" as I was applying應用
hair頭髮 grease潤滑脂 to my scalp頭皮.
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當她看到我在頭髮上抹油。
她大聲叫,「噁!」
03:53
There is emotional情緒化 damage損傷 doneDONE
when young年輕 people can't be themselves他們自己,
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年輕人會有情緒傷害,
如果他不能做他自己,
03:58
when they are forced被迫 to edit編輯 who they are
in order訂購 to be acceptable接受.
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或是他被迫改變自己
來讓別人接納他們。
04:04
It's a kind of violence暴力.
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那是一種暴力行為。
04:08
Ultimately最終,, I'm a quintessential典型
success成功 story故事.
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終究,我是一個典型的成功故事。
04:13
I attended出席 boarding登機 school學校
and college學院 in New England英國,
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我就學於新英格蘭州的
寄宿學校和大學,
04:17
studied研究 abroad國外 in Chile智利
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也去過智利留學,
04:19
and returned to the Bronx布朗克斯
to be a middle中間 school學校 teacher老師.
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然後我回到布朗柯斯區
當一位中學老師。
04:23
I received收到 a Truman杜魯門 Scholarship獎學金,
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我拿過杜魯門獎學金、
04:25
a Fulbright富布賴特 and a Soros索羅斯 Fellowship獎學金.
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富布萊特獎學金、和索羅斯獎學金。
04:28
And I could list名單 more.
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我可以繼續告訴你其它的。
04:30
(Laughter笑聲)
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(笑聲)
04:32
But I won't慣於.
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但我不會。
04:33
(Laughter笑聲)
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(笑聲)
04:35
I earned my doctorate博士學位
at Columbia哥倫比亞 University大學.
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我從哥倫比亞大學得到博士學位。
04:39
(Cheers乾杯)
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(歡呼)
04:40
(Applause掌聲)
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(掌聲)
04:42
And then I landed登陸 a job工作 at Yale耶魯.
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然後從耶魯大學拿到一個工作。
04:45
(Applause掌聲)
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(掌聲)
04:47
I am proud驕傲 of everything
that I've been able能夠 to accomplish完成
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我對我到目前為止的所有成就
04:52
on my journey旅程 thus從而 far.
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感到驕傲。
04:56
I have eternal永恆 imposter冒名頂替者 syndrome綜合徵.
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但是我一直有冒牌者症候群。
05:01
Either I've been invited邀請
because I'm a token代幣,
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我被邀請的原因,
是因為我象徵著某一群人,
05:04
which哪一個 really isn't about me,
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而不是因為我個人,
05:06
but rather, about a box
someone有人 needed需要 to check off.
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又或者因為我在別人的待辦事項上。
05:10
Or, I am exceptional優秀,
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或是,我的出類拔萃,
05:13
which哪一個 means手段 I've had to leave離開
the people I love behind背後.
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是因為我必須拋下我深愛的人。
05:19
It's the price價錢 that I and so many許多 others其他
pay工資 for learning學習 while black黑色.
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但這些是我和其他許多黑人
為了學習所付出的代價。
05:27
(Applause掌聲)
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(掌聲)
05:34
I police警察 myself all the time.
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我常常檢視自己。
05:40
Are my pants褲子 too tight?
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我的褲子太緊嗎?
05:42
Should I wear穿 my hair頭髮 up or in a fro來來往往?
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我應該把頭髮盤上去
或是讓它自然蓬鬆?
05:46
Should I speak說話 up for myself,
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我是否應該為自己發言,
05:49
or will the power功率 of my words
be reduced減少 to: "She's angry憤怒?"
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或者我說話的力道是否
被解讀為「她生氣了」?
05:56
Why did I have to leave離開 the Bronx布朗克斯
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我為何要離開布朗克斯區
05:58
to gain獲得 access訪問 to a better education教育?
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去得到更好的教育?
06:03
And why, in the process處理
of getting得到 that better education教育,
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還有為什麼,
為了得到更好的教育過程當中,
06:07
did I have to endure忍受 the trauma外傷
of erasing擦除 what made製作 me, me --
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我必須忍受不能當自己的創傷?
06:15
a black黑色 girl女孩 from the Bronx布朗克斯,
raised上調 by an Antiguan安提瓜 mother母親?
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不能當一位來自布朗克斯區,
由安提瓜母親所養大的黑人女孩?
06:21
So when I think about our current當前
education教育 reform改革 initiatives倡議,
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所以當我思考
我們現在的教育改革計劃,
06:27
I can't help asking:
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我不禁要問:
06:30
What are our students學生們 of color顏色
learning學習 about themselves他們自己?
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我們有色人種的學生,
對他們自己了不了解?
06:35
Three -- three decades幾十年 of research研究 reveal揭示
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30 年來的研究顯示,
06:39
that students學生們 of color顏色
are suspended暫停 and expelled開除
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有色人種學生被休學和退學的比率,
06:42
at a rate three times greater更大
than white白色 students學生們,
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是白人學生的三倍,
06:46
and are punished處罰 in harsher嚴厲的 ways方法
for the same相同 infractions違規.
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同樣的違規行為,
他們被處罰得較嚴厲。
06:53
They also learn學習 this through通過 the absence缺席
of their lives生活 and narratives敘事
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他們也了解
06:56
in the curricula課程.
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課本中缺少了他們的生活與故事。
06:59
The Cooperative合作社 Children's兒童 Book Center中央
did a review評論 of nearly幾乎 4,000 books圖書
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合作兒童圖書中心
做了近四千本書的審查,
07:04
and found發現 that only three percent百分
were about African-Americans非洲裔美國人.
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發現只有百分之三的書
是有關非裔美國人的。
07:10
And they further進一步 learn學習 this
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他們更進一步知道
和他們面貌相同的教師也很少。
07:12
through通過 the lack缺乏 of teachers教師
that look like them.
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07:17
An analysis分析 of data數據
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國家教育統計中心的
07:19
from the National國民 Center中央
for Education教育 Statistics統計
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分析資料當中發現,
07:22
found發現 that 45 percent百分 of our nation's國家
pre-K學前班 to high school學校 students學生們
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我們國家從學前到高中
有 45% 的學生
07:27
were people of color顏色,
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是有色人種,
07:30
while only 17 percent百分 of our teachers教師 are.
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但有色人種的教師只有 17%。
07:36
Our youth青年 of color顏色 pay工資 a profound深刻 price價錢
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我們的有色人種青年
付出了相當大的代價,
07:39
when their schooling教育
sends發送 them the message信息
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因為他們的學校給他們的訊息是
07:41
that they must必須 be controlled受控,
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他們必須被控制,
07:44
that they must必須 leave離開
their identities身份 at home
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他們必須將他們的身分留在家裡,
07:46
in order訂購 to be successful成功.
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才能夠出人頭地。
07:51
Every一切 child兒童 deserves值得 an education教育
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每個小孩
07:54
that guarantees擔保 the safety安全 to learn學習
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無論膚色,
07:57
in the comfort安慰 of one's那些 own擁有 skin皮膚.
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都有安心學習的權利。
08:03
(Applause掌聲)
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(掌聲)
08:11
It is possible可能 to create創建 emotionally感情上
and physically物理 safe安全 classrooms教室
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創造身心安全的教學環境
學生的課業才有可能
表現得越來越好。
08:16
where students學生們 also thrive興旺 academically學術上.
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08:20
I know, because I did it in my classroom課堂
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我知道這點,因為當我
回到朗克斯區去教書的時候,
08:23
when I returned to teach in the Bronx布朗克斯.
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我的班級就是如此。
08:27
So what did that look like?
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所以那是什麼樣子呢?
08:31
I centered中心 my instruction指令
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我的教學是以
08:33
on the lives生活, histories歷史
and identities身份 of my students學生們.
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學生的生活、歷史
和他們的身分為中心。
08:38
And I did all of this
because I wanted my students學生們 to know
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我如此做是因為我要我的學生知道,
08:41
that everyone大家 around them
was supporting支持 them
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他們周圍的所有人都支持他們
08:45
to be their best最好 self.
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發揮最好的一面。
08:49
So while I could not control控制
the instability不穩定 of their homes家園,
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雖然我無法控制
他們的家庭穩不穩定,
08:54
the uncertainty不確定 of their next下一個 meal膳食,
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他們的下一餐在哪裡,
08:57
or the loud neighbors鄰居
that kept不停 them from sleep睡覺,
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或者吵鬧的鄰居讓他們無法睡覺,
09:00
I provided提供 them with a loving愛心 classroom課堂
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但我可以提供他們一個愛的教室,
09:04
that made製作 them feel proud驕傲 of who they are,
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讓他們對自己是誰感到驕傲,
09:07
that made製作 them know that they mattered要緊.
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讓他們知道他們很重要。
09:11
You know,
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你知道,
09:14
every一切 time I hear
or say the word "asking,"
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每次我聽到或要說
「asking」這個字的時候,
09:22
I am in high school學校 again.
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我就又回想到高中時期。
09:26
I am thinking思維 about "ass屁股" and "king國王"
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我會想把「ass」和「king」
兩個字連在一起說出來,
09:32
and putting the two together一起
so that I speak說話 in a way
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因為這樣的說話方式,
有權勢的人才能聽見我說的話。
09:36
where someone有人 in power功率
will want to listen.
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09:42
There is a better way,
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但有一種更好的方式,
09:44
one that doesn't force kids孩子 of color顏色
into a double bind捆綁;
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一種不用迫使有色人種孩子
進退兩難的方式;
09:48
a way for them to preserve保留 their ties聯繫
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一種讓他們可以與他們的親人、
09:51
to their families家庭, homes家園 and communities社區;
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家庭和社區維持緊密關係的方式;
09:54
a way that teaches them
to trust相信 their instincts本能
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一種教導他們相信自己的本能,
10:00
and to have faith信仰
in their own擁有 creative創作的 genius天才.
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並對自己的創造天分有信心的方式。
10:07
Thank you.
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謝謝。
10:08
(Applause掌聲)
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(掌聲)
Translated by Melody Tang
Reviewed by Yi-Fan Yu

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ABOUT THE SPEAKER
Dena Simmons - Educator
Dena Simmons believes that creating a safe environment for children is an essential component of education.

Why you should listen

Dena Simmons, Ed.D., is a lifelong activist, educator and student of life. A native of the Bronx, New York, Simmons grew up in a one-bedroom apartment with her two sisters and immigrant mother. There, she learned and lived the violence of injustice and inequity and decided to dedicate her life to educating and empowering others. As the Director of Education at the Yale Center for Emotional Intelligence, she supports schools throughout the nation and world to use the power of emotions to create a more effective and compassionate society.

Prior to her work at the Center, Simmons served as an educator, teacher educator, diversity facilitator and curriculum developer. She is a leading voice on teacher education and has spoken across the country about social justice pedagogy, diversity, education reform, emotional intelligence and bullying in K-12 school settings, including the United Nations and two TEDx talks. She writes and has written for numerous outlets including Teaching ToleranceBright on MediumFeminist Teacher and Feministing. Simmons has been profiled in the Huffington Post, the AOL/PBS project, "MAKERS: Women Who Make America," and a Beacon Press Book, Do It Anyway: The New Generation of Activists.

Simmons is a recipient of a Harry S. Truman Scholarship, a J. William Fulbright Fellowship, an Education Pioneers Fellowship, a Paul and Daisy Soros Fellowship, a Phillips Exeter Academy Dissertation Fellowship and an Arthur Vining Davis Aspen Fellowship among others. She is a graduate of Middlebury College and Pace University. She received her doctorate degree from Teachers College, Columbia University.

Simmons's research interests include teacher preparedness to address bullying in the K-12 school setting as well as the intersection of social and emotional learning and culturally responsive pedagogy -- all in an effort to ensure and foster justice and safe spaces for all.

More profile about the speaker
Dena Simmons | Speaker | TED.com