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。"