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  • - I love hearing my name.

    - 我喜歡聽我的名字。

  • I love my name.

    我喜歡我的名字。

  • I don't care if that's vain,

    我不在乎那是虛無縹緲的。

  • 'cause I spent a lot of time hating my name.

    因為我花了很多時間討厭我的名字。

  • - [Narrator] Our names are powerful, literally.

    - [旁白]我們的名字很強大,從字面上看。

  • Our brains have a unique reaction to the sound of our names,

    我們的大腦對我們名字的聲音有獨特的反應。

  • sometimes even while sedated,

    有時甚至在鎮靜的時候。

  • but many students have their names

    但很多學生的名字

  • mispronounced or disregarded every day in school.

    在學校裡每天都會被唸錯或忽略。

  • So what impact does that have on their education?

    那麼這對他們的教育有什麼影響呢?

  • And what can educators do?

    而教育者能做什麼呢?

  • - [Woman] My name is Adenis.

    - 我的名字叫阿德尼斯。

  • - Ajani. - Jamara.

    - 阿佳妮- Jamara.

  • - Javia.

    - 豚鼠。

  • - Nekbakht. - Alilia.

    - Nekbakht.- 艾莉莉婭

  • - Nadesh Visimungu.

    - Nadesh Visimungu.

  • - Raghdan.

    - Raghdan。

  • - It's actually Nichbacht, not Nichbat, Nichbich, Nichbod.

    - 其實是Nichbacht,不是Nichbat、Nichbich、Nichbod。

  • (bright music)

    (明亮的音樂)

  • - [Lilia] Two of the embarrassing

    - 尷尬的兩件事

  • the moment when there's a pause

    剎那間

  • and you know it's 'cause of you.

    你知道這是因為你的原因。

  • - [Raghdan] It just goes so far

    - 只是走得太遠 It just goes so far

  • that sometimes it's even concerning.

    有時甚至令人擔憂。

  • Like, Rajakada.

    就像,拉賈卡達。

  • - [Amara] I remember just being like, "Oh, that must be."

    - 我記得我當時就想 "哦 一定是這樣"

  • - Especially if they said David.

    - 特別是如果他們說大衛。

  • Everyone would laugh.

    大家都會笑。

  • - [Ajani] I learned pretty quickly

    - 我很快就學會了

  • that it was easier to just go by AJ,

    這是更容易只是去AJ。

  • which is something that I, quite honestly,

    這一點,我,很坦然。

  • regret doing now.

    現在後悔做。

  • - [Narrator] In 2012, researchers Doctor Rita Kohli

    - [旁白]2012年,研究人員麗塔-科利博士。

  • and Doctor Daniel Solorrzzano published a study called,

    和丹尼爾-索洛爾扎諾博士發表了一項名為。

  • "Teachers, please learn our names!:

    "老師們,請你們記住我們的名字!。

  • racial mioxcroaggressions and the K-12 classroom."

    種族歧視和K-12課堂。"

  • Here's Doctor Kohli.

    科裡醫生來了

  • - [Doctor Kohli] Schools are not a power-neutral space.

    - [科利博士]學校不是一個權力中立的空間。

  • Teachers are an authority figure.

    教師是一個權威人物。

  • Teachers how power in those contexts.

    教師如何在這些背景下的權力。

  • And so, often, what they say goes.

    所以,往往他們說什麼就是什麼。

  • Often, what they say is viewed as

    通常,他們說的話被視為

  • the legitimate knowledge in the space.

    空間中的合法知識。

  • - [Narrator] So it takes a lot

    - [旁白]所以它需要很多

  • for a first grader to say to their teacher,

    對於一年級的學生來說,他們要對老師說。

  • "Excuse me, you pronounced my name this way,

    "不好意思,你把我的名字念成這樣。

  • "but it's actually this way

    "但實際上是這樣的

  • "and it matters to me."

    "這對我很重要"

  • In fact, it takes a lot for a student of any age.

    其實,對於任何年齡段的學生來說,都需要付出很多。

  • - The first time I ever tried to confront a professor

    - 我第一次嘗試面對教授的時候

  • was actually last semester,

    其實是上學期。

  • and it wasn't really a good experience.

    而這並不是一個很好的體驗。

  • - Some professors

    - 一些教授

  • just don't even ask.

    只是不問。

  • They're just like, "Can I call you by this name?"

    他們只是想,"我可以叫你這個名字嗎?"

  • - She mispronounced my name

    - 她把我的名字唸錯了

  • then asked me if she can call me something else.

    然後問我,她能不能叫我別的名字。

  • - Regardless of whether we want

    - 不管我們是否要

  • to be called a certain way or not,

    要不要叫成這樣。

  • it's an elder person

    是老人家

  • who has a PhD, and this, and that.

    誰有博士學位,這個,那個。

  • - Later on, I felt like it was my responsibility

    - 後來,我覺得這是我的責任。

  • to actually email and tell her that,

    其實電子郵件,並告訴她,。

  • "Professor, I get that it's the first day of class,

    "教授,我明白,今天是第一天上課。

  • "but you don't even have the right

    "但你甚至沒有權利...

  • "to ask me if you can call me "something else."

    "問我,如果你能叫我 "別的東西"。

  • She later on apologized,

    後來,她就道歉了。

  • but it's only because we pushed the conversation forward.

    但這只是因為我們推動了對話的發展。

  • - [Narrator] So, what is the big deal?

    - [旁白]那麼,有什麼大不了的?

  • - If you can't understand my name

    - 如果你聽不懂我的名字

  • how can you understand me?

    你怎麼能理解我?

  • - [Narrator] A microaggression is a subtle form

    - [旁白]微觀侵犯是一種微妙的形式。

  • of discrimination that can occur

    可能發生的歧視

  • intentionally or unintentionally,

    有意或無意地。

  • and it can include telling a student

    它可以包括告訴學生

  • their name is too hard to say.

    他們的名字太難說了。

  • - We're centering a particular cultural vantage point

    - 我們以特定的文化優勢為中心。

  • when we say things are difficult to pronounce,

    當我們說東西很難發音的時候。

  • because they're not really

    因為他們不是真正

  • difficult to pronounce inherently.

    本身就難以發音。

  • They're difficult to pronounce for us.

    對我們來說,他們很難發音。

  • - [Narrator] Doctor Kohli's research underscores

    - 科裡博士的研究強調了:

  • that a person's name is their entrance point to the world.

    一個人的名字是他走向世界的入口。

  • So, what happens when those names are mispronounced,

    那麼,這些名字唸錯了怎麼辦。

  • disregarded, or even mocked?

    無視,甚至嘲笑?

  • - [Doctor Kohli] They start to feel

    - 他們開始覺得

  • like their name was a burden,

    像他們的名字是一個負擔。

  • they start to feel like they themselves were a burden,

    他們開始覺得他們自己是個負擔。

  • and so they begin to withdraw sometimes

    於是,他們有時開始退縮

  • from participating socially and academically in schools.

    在社會和學術上參與學校的活動;

  • - [Narrator] There's actually a term

    - [旁白]實際上有一個術語

  • for the unintended lessons kids learn in school.

    為孩子們在學校裡無意間學到的課程。

  • Things that live between the lines, and in hallways,

    住在線間、走廊裡的東西。

  • and in roll call.

    並進行點名。

  • - [Al-Jawhara] There's a lot that we impart

    - [Al-Jawhara]有很多我們傳授的東西。

  • onto our students or onto each other

    對我們的學生或對彼此

  • that is complete subtext.

    這就是完整的潛臺詞。

  • We don't say it out loud.

    我們不會大聲說出來。

  • - [Narrator] Al-Jawhara Al-Thani is the head of educational

    - [旁白] Al-Jawhara Al-Thani是教育部門的負責人。

  • and community programs at Qatar Foundation.

    卡達基金會的社區方案。

  • Her work focuses on hidden curriculum

    她的工作重點是隱性課程

  • and how to fix it.

    以及如何解決它。

  • - [Al-Jawhara] I was in a class once,

    - 我曾經上過一堂課。

  • a sixth grade all boys English class,

    一個六年級的所有男生英語班。

  • and it was like like 15 minutes quiet reading time.

    這就像15分鐘的安靜閱讀時間。

  • I was sitting at the back of the class.

    我坐在班級的後面。

  • At one point, the boy puts his hand up

    有一次,這個男孩把手舉了起來

  • and asks the teacher, he's like,

    並問老師,他就像。

  • "Sir, I have a question."

    "先生,我有個問題。"

  • He goes, "Yeah?"

    他說:"什麼事?"

  • He goes, "Why are they all white?"

    他說:"為什麼他們都是白人?"

  • You think kids don't register?

    你以為孩子不登記嗎?

  • It registers.

    它註冊。

  • - [Narrator] There are decades worth of studies

    - [旁白]有數十年的研究價值。

  • examining how curriculum, sometimes the world over,

    研究如何課程,有時是世界性的。

  • is primarily Euro-centric, male, and upper class

    主要是以歐洲為中心的、男性的、上流社會的。

  • with names to match.

    與名字相匹配。

  • It registers.

    它註冊。

  • But, the curriculum is not always something

    但是,課程不一定是什麼

  • that's up to a teacher themselves.

    這是由老師自己決定的。

  • Learning names, on the other hand, is.

    另一方面,學習名字是。

  • - You're sitting in the back row in a lecture

    - 你坐在講座的後排。

  • of 200 students meeting on your phone.

    的200名學生在你的手機上開會。

  • You're gonna get me calling you by name,

    你會讓我叫你的名字。

  • "What are you doing?"

    "你在做什麼?"

  • - [Narrator] Professor Susan Dun has been teaching

    - [旁白]蘇珊-鄧教授一直在教書。

  • at Northwestern University in Qatar for over a decade.

    在卡達西北大學工作了十幾年。

  • Her undergrad experience at a liberal arts college

    她在一所文科學院的大學經歷

  • with small classes influenced her decision

    小班教學影響了她的決定

  • to memorize the names of every student in her classes,

    來記住她班上每個學生的名字。

  • wherever she teaches.

    無論她在哪裡教書。

  • Even in the 200-person lectures.

    即使在200人的講座中。

  • - [Susan] For me, teaching is about a lot more

    - 對我來說,教學是關於更多的東西

  • than just transmission of knowledge.

    不僅僅是知識的傳遞。

  • It's about the growth and development

    這是關於成長和發展的

  • of human beings,

    人的。

  • and so I can be far more effective in doing that

    所以我可以更有效地做到這一點。

  • if I have at least a recognition of

    如果我至少承認

  • know the identity of people, know their names,

    知道人們的身份,知道他們的名字。

  • know a little bit of something about them.

    對他們有一點了解。

  • Even in a large class.

    即使是在一個大班。

  • That they know when they walk in and I say, "Hi,"

    當他們走進來,我說 "嗨 "的時候,他們就知道了。

  • and use their name, that I really know who they are.

    並使用他們的名字,我真的知道他們是誰。

  • - When I hear someone say my name correctly,

    - 當我聽到有人正確說出我的名字時。

  • I'd be like, "Oh my god.

    我會說,"哦,我的上帝。

  • "Finally this person!

    "終於等到這個人了!

  • "They know how to say my name!"

    "他們知道怎麼說我的名字!"

  • - I think in our increasingly globalized world

    - 我想在我們這個日益全球化的世界裡

  • where we have people from all sorts of

    在那裡,我們有來自各種不同的人

  • walks of life interacting,

    各行各業的互動。

  • that the idea that we're gonna mispronounce

    這個想法,我們要去拼寫錯誤的發音。

  • each other's names is pretty much a given.

    彼此的名字是相當多的給定。

  • And so the question and the challenge is

    所以問題和挑戰是

  • to do as much as we can to figure out

    儘可能多地去想辦法。

  • how to embrace each other,

    如何擁抱對方。

  • which sometimes starts with simply

    有時僅以

  • taking the time and effort to figure out

    花時間和精力去了解

  • how to greet each other properly.

    如何正確的問候對方。

  • - Why we're not asking teachers

    - 為什麼我們不要求教師

  • to be able to say everybody's name correctly

    名正言順

  • the second they walk through the door,

    他們走進門的那一秒。

  • but I think there's a difference between

    但我認為這兩者之間是有區別的

  • imposing that, "Oh, your name is hard to say,"

    氣勢洶洶地說:"哦,你的名字很難說"。

  • versus, "I haven't learned how to say a name like this yet,

    與,"我還沒學會怎麼說這樣的名字。

  • "but I'm working on it because you're important,

    "但我正在努力,因為你很重要。

  • "and your name is important, and I want to honor that

    "你的名字是很重要的,我想尊重這一點

  • "in my classroom."

    "在我的教室裡。"

  • - [Narrator] What working on it looks like in practice

    - [旁白]實踐中的工作是怎樣的?

  • might be different for every educator.

    每個教育者的情況可能不同。

  • What's key is allowing teachers the room

    最關鍵的是讓教師有空間

  • to be students in this too.

    要在這裡面做學生也。

  • - If we flip this around

    - 如果我們把它轉過來

  • and we think about the expectation for students

    和我們思考對學生的期望

  • to learn lots of new things all at the same time,

    來同時學習很多新的東西。

  • and we encourage them to fail,

    我們鼓勵他們失敗。

  • and we encourage them to keep trying,

    我們鼓勵他們繼續努力。

  • and we encourage them,

    我們鼓勵他們。

  • I think that vulnerability that we expect of students

    我認為,我們對學生的期望是脆弱的。

  • should be the same expectation that we have of our teachers.

    應該是我們對老師的期望。

  • They aren't the holders of all knowledge.

    他們不是所有知識的持有者。

  • We know that.

    我們知道這一點。

  • We know that they're human.

    我們知道,他們是人類。

  • - [Davia] What would I tell my younger self?

    - 我想對年輕時的自己說什麼?

  • I would tell her to be proud that you have a unique name.

    我會告訴她,要為你有一個獨特的名字而驕傲。

  • - [Raghdan] The fact that you have such a unique name

    - 你的名字如此獨特 The fact that you have such a unique name.

  • doesn't make you stand out in a negative way,

    並不會讓你在負面的方面脫穎而出。

  • but instead it makes you shine.

    卻反而讓你大放異彩。

  • - Know that's like snithing, embarrassing.

    - 知道這就像打小報告一樣,很尷尬。

  • - It's gonna take time, but you will understand

    - 這需要時間,但你會明白的。

  • how important your name is actually,

    你的名字到底有多重要。

  • and how your parents did not name you

    你的父母怎麼不給你起名字

  • just for the sake of naming someone.

    只是為了點名。

  • - I would tell my younger self

    - 我會告訴年輕的自己

  • to learn about the significance of your name

    瞭解您名字的意義

  • and call that teacher out when they mispronounce your name.

    當老師唸錯你的名字時,就把他們叫出來。

  • - I would probably just

    - 我可能只是

  • take my younger self by the shoulders,

    挽著年輕的自己的肩膀

  • look him dead in the eye, and tell him, "Your name means

    死死地盯著他的眼睛,告訴他:"你的名字是指

  • "He who wins the struggle, and it'll be

    "誰贏得了鬥爭的勝利,誰就會是

  • a prophesy if you let it be."

    一個預言,如果你讓它是。"

- I love hearing my name.

- 我喜歡聽我的名字。

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