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  • For over a decade,

    譯者: Helen Chang 審譯者: SF Huang

  • I have studied young people that have been pushed out of school,

    十多年來,

  • so called "dropouts."

    我研究被學校趕出來的年輕人,

  • As they end up failed by the education system,

    所謂的「中輟生」。

  • they're on the streets where they're vulnerable to violence,

    他們被教育體系放棄的結果 就是流落街頭,

  • police harassment,

    在那裡他們容易蒙受暴力對待、

  • police brutality

    警察騷擾、

  • and incarceration.

    警察暴行

  • I follow these young people for years at a time,

    和監禁。

  • across institutional settings,

    我追蹤這些年輕人多年的時間,

  • to try to understand what some of us call the "school-to-prison pipeline."

    來回於各機構間,

  • When you look at a picture like this,

    試圖了解我們當中某些人 所謂的「學校到監獄管道」。

  • of young people who are in my study ...

    當你看到這樣的照片,

  • you might see trouble.

    我研究的年輕人...

  • I mean one of the boys has a bottle of liquor in his hand,

    你大概看得到問題。

  • he's 14 years old

    我的意思是其中一個男孩 手上拿著一瓶酒,

  • and it's a school day.

    他才十四歲,

  • Other people, when they see this picture,

    而且那天是上學日。

  • might see gangs,

    其他人看到這張照片時,

  • thugs, delinquents --

    看到的可能是幫派、

  • criminals.

    惡棍、問題少年、

  • But I see it different.

    罪犯。

  • I see these young people through a perspective

    但我看到的不是這樣。

  • that looks at the assets that they bring to the education system.

    從我的角度來看, 我認為這些年輕人

  • So will you join me in changing the way we label young people

    能為教育系統帶來寶貴的資產。

  • from "at-risk" to "at-promise?"

    你們願不願意跟我一起 改變我們標記年輕人的方式,

  • (Applause)

    從「有危險」改為「有希望」呢?

  • How do I know that these young people

    (掌聲)

  • have the potential and the promise to change?

    我怎麼知道這些年輕人

  • I know this because I am one of them.

    有改變的潛力和希望呢?

  • You see, I grew up in dire poverty in the inner city,

    我知道,因為我曾是其中的一員。

  • without a father --

    事情是這樣子的, 我在都市中的貧民區長大,

  • he abandoned me before I was even born.

    沒有父親。

  • We were on welfare,

    他在我出生前就棄我而去。

  • sometimes homeless,

    我們領救濟金,

  • many times hungry.

    有時無家可歸,

  • By the time I was 15 years old,

    多次處在飢餓中。

  • I had been incarcerated in juvy three times for three felonies.

    到我十五歲時,

  • My best friend had already been killed.

    已犯下三次重罪, 被判三次監禁了。

  • And soon after,

    我最好的朋友已被殺死。

  • while I'm standing next to my uncle,

    不久後,

  • he gets shot.

    我目睹了身旁的舅舅

  • And as I'm waiting for the ambulance to arrive

    遭受槍擊。

  • for over an hour ...

    我等救護車等了

  • he bleeds to death on the street.

    超過一個多小時...

  • I had lost faith and hope in the world,

    以致他在街上失血過多而死。

  • and I had given up on the system because the system had failed me.

    我對世界失去了信心和希望,

  • I had nothing to offer

    我放棄了體制,因體制辜負了我。

  • and no one had anything to offer me.

    我沒能給別人什麼,

  • I was fatalistic.

    也沒有人能給我些什麼。

  • I didn't even think I could make it to my 18th birthday.

    我認命了。

  • The reason I'm here today

    甚至自認無法活過十八歲。

  • is because a teacher that cared reached out

    我今天能夠在這裡

  • and managed to tap into my soul.

    是因為有個老師伸出關心的手,

  • This teacher,

    觸動了我的心靈。

  • Ms. Russ ...

    這位老師,

  • she was the kind of teacher that was always in your business.

    柔絲老師...

  • (Laughter)

    她是那種什麼事都愛管的老師。

  • She was the kind of teacher that was like,

    (笑聲)

  • "Victor, I'm here for you whenever you're ready."

    她這樣對我說:

  • (Laughter)

    「維克多,當你準備好了, 願意的時候,我就在這裡。」

  • I wasn't ready.

    (笑聲)

  • But she understood one basic principle about young people like me.

    當時我還沒準備好。

  • We're like oysters.

    但她瞭解像我這類年輕人的 一個基本原則:

  • We're only going to open up when we're ready,

    我們就像牡蠣。

  • and if you're not there when we're ready,

    我們只在準備好的時候張開,

  • we're going to clam back up.

    若那個當下你不在我們身旁,

  • Ms. Russ was there for me.

    我們就又關起來了。

  • She was culturally relevant,

    當時柔絲老師在我身邊。

  • she respected my community, my people, my family.

    她理解我的文化背景,

  • I told her a story about my Uncle Ruben.

    她尊重我的社區、族群和家人。

  • He would take me to work with him because I was broke,

    我告訴她有關我舅舅魯本的事。

  • and he knew I needed some money.

    他帶我一起工作, 因為我一塊錢都沒有,

  • He collected glass bottles for a living.

    他知道我需要錢。

  • Four in the morning on a school day,

    他以回收玻璃瓶維生。

  • we'd throw the glass bottles in the back of his van,

    上學日的早上四點鐘,

  • and the bottles would break.

    我們把玻璃瓶往他的貨車後面扔,

  • And my hands and arms would start to bleed

    瓶子迸裂,

  • and my tennis shoes and pants would get all bloody.

    我的手和手臂開始流血,

  • And I was terrified and in pain, and I would stop working.

    我的球鞋和長褲沾上血跡。

  • And my uncle, he would look me in the eyes and he would say to me,

    我嚇到了,覺得很痛, 於是停下了工作。

  • "Mijo,

    舅舅直視我的眼睛對我說:

  • estamos buscando vida."

    「親愛的孩子,

  • "We're searching for a better life,

    (西文:)estamos buscando vida.

  • we're trying to make something out of nothing."

    我們在追求更美好的生活,

  • Ms. Russ listened to my story,

    要在一無所有中, 創造些什麼出來。」

  • welcomed it into the classroom and said,

    柔絲老師傾聽我的故事,

  • "Victor, this is your power.

    在課堂上分享並告訴我:

  • This is your potential.

    「維克多,這是你的力量,

  • Your family, your culture, your community have taught you a hard-work ethic

    是你的潛力。

  • and you will use it to empower yourself in the academic world

    你的家人、文化和社區 已經教了你勤奮工作的倫理,

  • so you can come back and empower your community."

    用此倫理來激勵自己,完成學業,

  • With Ms. Russ's help,

    然後就有能力回饋和激勵你的社區。」

  • I ended up returning to school.

    藉由柔絲老師的幫助,

  • I even finished my credits on time

    我重回到學校,

  • and graduated with my class.

    甚至還如期修畢了學分,

  • (Applause)

    和同班同學一起,自高中畢業。

  • But Ms. Russ said to me right before graduation,

    (掌聲)

  • "Victor, I'm so proud of you.

    柔絲老師在畢業前對我說:

  • I knew you could do it.

    「維克多,我以你為傲。

  • Now it's time to go to college."

    我就知道你做得到。

  • (Laughter)

    接下來要上大學囉。」

  • College, me?

    (笑聲)

  • Man, what is this teacher smoking thinking I'm going to college?

    我上大學?

  • I applied with the mentors and support she provided,

    這個老師認為我會上大學? 開什麼玩笑?

  • got a letter of acceptance,

    我在她的支持與指導下申請學校,

  • and one of the paragraphs read,

    我收到一封入學許可信,

  • "You've been admitted under probationary status."

    其中有這麼一段話:

  • I said, "Probation? I'm already on probation,

    「允許你來試讀。」 (註:probation 是試用也是緩刑)

  • that don't matter?"

    我說:「啥,緩刑? 我早已在緩刑期中,

  • (Laughter)

    有什麼差別?」

  • It was academic probation, not criminal probation.

    (笑聲)

  • But what do teachers like Ms. Russ do to succeed with young people

    信上指的是學業上的試讀, 不是刑事上的緩刑。

  • like the ones I study?

    像柔絲老師這樣的師長 採取了哪些行動,

  • I propose three strategies.

    能夠成功地幫助那些我所研究的 徘徊在社會邊緣的青少年呢?

  • The first:

    我提出三個策略。

  • let's get rid of our deficit perspective in education.

    第一:

  • "These people come from a culture of violence,

    讓我們擺脫負面、缺失的教育觀點。

  • a culture of poverty.

    「這些人來自暴力文化,

  • These people are at-risk; these people are truant.

    貧窮文化。

  • These people are empty containers for us to fill with knowledge.

    這些人危險;他們逃學懶惰。

  • They have the problems,

    這些人腦袋空空, 得由我們灌輸知識。

  • we have the solutions."

    他們問題多多,

  • Number two.

    有待我們去解決。」

  • Let's value the stories that young people bring to the schoolhouse.

    第二:

  • Their stories of overcoming insurmountable odds are so powerful.

    讓我們珍視年輕人帶到學校的故事。

  • And I know you know some of these stories.

    他們克服萬難的故事 是如此地強大有力。

  • These very same stories and experiences

    我確信你們知道這些故事。

  • already have grit, character and resilience in them.

    這類的故事和經驗

  • So let's help young people refine those stories.

    蘊含著膽量毅力、品格和韌性。

  • Let's help them be proud of who they are,

    讓我們幫助年輕人淬煉這些故事;

  • because our education system welcomes their families, their cultures,

    讓他們以自身為傲,

  • their communities

    因為我們的教育體系 歡迎他們的家人、文化、

  • and the skill set they've learned to survive.

    社區,

  • And of course the third strategy being the most important:

    以及他們學會的生存技能。

  • resources.

    第三,最重要的是

  • We have to provide adequate resources to young people.

    資源。

  • Grit alone isn't going to cut it.

    我們必須提供年輕人充足的資源。

  • You can sit there and tell me all you want,

    光靠膽量毅力是不夠的。

  • "Hey man, pick yourself up by the bootstraps."

    你可以坐在那裡愛怎麼講就怎麼講:

  • But if I was born without any straps on my boots --

    「你可以提著靴帶把自己拉上來。」 (註:靠自己的努力奮發向上。)

  • (Laughter)

    但如果我生來就沒有靴帶...

  • How am I supposed to pick myself up?

    (笑聲)

  • (Applause)

    是要如何拉自己一把啊?

  • Job training,

    (掌聲)

  • mentoring,

    職訓、

  • counseling ...

    指導、

  • Teaching young people to learn from their mistakes

    諮詢...

  • instead of criminalizing them,

    教年輕人從自身的錯誤中學習,

  • and dragging them out of their classrooms like animals.

    而不是將他們定罪,

  • How about this?

    待他們如同動物般地 從教室裡拖出來。

  • I propose that we implement restorative justice in every high school in America.

    我們換個做法如何?

  • (Applause)

    我提議在全美的中學裡 實施恢復型正義。

  • So we went out to test these ideas in the community of Watts in LA

    (掌聲)

  • with 40 young people that had been pushed out of school.

    我們去洛杉磯的瓦茨社區 測試這些想法,

  • William was one of them.

    有四十個中輟生參與,

  • William was the kind of kid that had been given every label.

    威廉是其中之一。

  • He had dropped out, he was a gang member,

    威廉是那種被貼上 各種標籤的孩子。

  • a criminal.

    他退學,參加幫派,

  • And when we met him he was very resistant.

    是個罪犯。

  • But I remember what Ms. Russ used to say.

    當我們初相遇時, 他抗拒得很厲害。

  • "Hey, I'm here for you whenever you're ready."

    但我記得柔絲老師曾說:

  • (Laughter)

    「嘿,只要你準備好了, 我隨時都在這裡等你。」

  • So over time --

    (笑聲)

  • over time he began to open up.

    經過一段時間,

  • And I remember the day that he made the switch.

    他漸漸地卸下了心防。

  • We were in a large group

    他轉變的那一天,我記憶猶新。

  • and a young lady in our program was crying

    我們在一個團體的聚會中,

  • because she told us her powerful story

    當中一名年輕女子

  • of her dad being killed

    哭泣著講述

  • and then his body being shown in the newspaper the next day.

    她父親遇害的隔天,

  • And as she's crying, I don't know what to do,

    報紙上刊登其屍體照片的震撼故事。

  • so I give her her space,

    她哭泣時,我不知該怎麼辦,

  • and William had enough.

    所以我給她盡情發洩的空間,

  • He slammed his hands on the desk and he said,

    而威廉已經受夠了。

  • "Hey, everybody! Group hug! Group hug!"

    他雙手拍桌,說道:

  • (Applause)

    「嘿,大家一起來抱抱!每個人都來!」

  • This young lady's tears and pain turned into joy and laughter

    (掌聲)

  • knowing that her community had her back,

    這位年輕女孩最終破涕為笑,

  • and William had now learned that he did have a purpose in life:

    她知道這個群體是她的後盾;

  • to help to heal the souls of people in his own community.

    而威廉當下發現了他生命的意義:

  • He told us his story.

    幫助他社區的人們癒合心靈的傷痛。

  • We refined his story

    他告訴我們他的故事。

  • to go from being the story of a victim to being the story of a survivor

    我們淬煉他的故事,

  • that has overcome adversity.

    他從一個受害者

  • We placed high value on it.

    轉變成克服逆境的勇者。

  • William went on to finish high school,

    我們珍視他的故事。

  • get his security guard certificate to become a security guard,

    威廉繼續念到高中畢業,

  • and is now working at a local school district.

    獲得保全警衛的證書,

  • (Applause)

    目前在當地學區擔任警衛的工作。

  • Ms. Russ's mantra --

    (掌聲)

  • her mantra was always,

    柔絲老師有個口頭禪,

  • "when you teach to the heart, the mind will follow."

    她總會說:

  • The great writer Khalil Gibran says,

    「當你的教導可以觸及心靈, 大腦就跟著心領神會了。」

  • "Out of suffering have emerged the greatest souls.

    偉大的作家紀伯倫說:

  • The massive characters are seared with scars."

    「苦難的煎熬造就了偉大的靈魂。

  • I believe that in this education revolution that we're talking about

    偉岸的品格烙印著累累的傷痕。」

  • we need to invite the souls of the young people that we work with,

    我相信在我們談及的這場教育改革裡,

  • and once they're able to refine --

    我們要邀請年輕人, 和他們的性靈一起合作,

  • identify their grit, resilience and character

    一旦他們提升了 --

  • that they've already developed --

    發掘出他們已開發的 膽量毅力、韌性和品格 --

  • their academic performance will improve.

    他們的學業成績自然會提高。

  • Let's believe in young people.

    讓我們對年輕人有信心。

  • Let's provide them the right kinds of resources.

    讓我們提供他們所需要的資源。

  • I'll tell you what my teacher did for me.

    讓我告訴你們 我的老師是如何幫我的。

  • She believed in me so much

    因她是這麼地相信我,

  • that she tricked me into believing in myself.

    以致我也相信了我自己。

  • Thank you.

    謝謝。

  • (Applause)

    (掌聲)

For over a decade,

譯者: Helen Chang 審譯者: SF Huang

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B1 中級 中文 美國腔 TED 年輕人 老師 威廉 故事 維克多

【TED】維克多-里奧斯:幫助孩子們的教育體系被忽視(Help for kids the education system ignores | Victor Rios)。 (【TED】Victor Rios: Help for kids the education system ignores (Help for kids the education system ignores | Victor Rios))

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    Zenn 發佈於 2021 年 01 月 14 日
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