ABOUT THE SPEAKER
Anindya Kundu - Sociologist, educator, writer
TED Resident Anindya Kundu is reframing our notions of achievement and ability through his sociological research, which suggests all students can succeed if provided the right support systems.

Why you should listen

Anindya Kundu studies the potential of human agency to help people create positive change in their lives. His research involves learning how students can navigate around personal, social and institutional challenges to succeed. Kundu's book Achieving Agency is forthcoming.

At NYU, Kundu has taught the course, "American Dilemmas: Race, Inequality, and the Unfulfilled Promise of Public Education," originally designed by achievement gap scholar, Dr. Pedro Noguera. Kundu was the 2017 recipient of the NYU "Outstanding Doctoral Student Teaching Award." He also teaches high school students storytelling through The Moth in New York City.

Kundu frequently contributes to public discourse on education. His work has appeared in NPR Education, MSNBC and Huffington Post. Kundu says, "There is intellectual talent going uncultivated and unnoticed in our communities. If we remember education is our greatest public responsibility, we can better tackle the social problems that lie ahead, together."

More profile about the speaker
Anindya Kundu | Speaker | TED.com
TED Residency

Anindya Kundu: The boost students need to overcome obstacles

Anindya Kundu: 推动学生改变命运需要克服障碍

Filmed:
1,902,460 views

处于弱势地位的学生如何在学校取得成功?对于社会学家Anindya Kundu来说,坚韧和坚持还不够;学生们还需要拓展身边的资源,或者他们克服障碍和驾驭系统的能力。他给我们分享了一些在面对个人,社会和机构性的挑战的学生如何公开挑战社会原有期望的故事。
- Sociologist, educator, writer
TED Resident Anindya Kundu is reframing our notions of achievement and ability through his sociological research, which suggests all students can succeed if provided the right support systems. Full bio

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

我在学校教授在教育界中的
不公平和种族问题。
00:12
So, I teach college学院 students学生们
about inequality不等式 and race种族 in education教育,
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我办公室的大门总是向想见我,
00:17
and I like to leave离开 my office办公室 open打开
to any of my students学生们
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和我聊天的学生敞开。
00:20
who might威力 just want to see me to chat.
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00:23
And a few少数 semesters学期 ago,
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几个学期之前,
我的一个非常开朗的学生,马哈里
00:24
one of my more cheerful快乐
students学生们, MahariMahari,
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来到我的办公室,
00:27
actually其实 came来了 to see me
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提到了他在学校感觉到有些
被排斥,因为他是黑人。
00:29
and mentioned提到 that he was feeling感觉
a bit like an outcast弃儿 because he's black黑色.
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00:34
He had just transferred转入 to NYUNYU
from a community社区 college学院
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他刚刚带着优秀生奖学金
从一个社区大学
00:36
on a merit值得 scholarship奖学金,
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转学到纽约大学,
00:38
and turns out,
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结果发现
在纽约大学,只有5%的学生是黑人。
00:40
only about five percent百分
of students学生们 at NYUNYU are black黑色.
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00:43
And so I started开始 to remember记得
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于是我开始想起
00:45
that I know that feeling感觉
of being存在 an outsider局外人
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我知道在自己的社区
作为一个局外人的
那种感觉。
00:47
in your own拥有 community社区.
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00:49
It's partially部分 what drew德鲁 me to my work.
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那也是我在这个
领域工作的一部分原因。
在我的学校,
00:51
At my university大学,
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我是少数有色人种的教职工之一,
00:53
I'm one of the few少数
faculty学院 members会员 of color颜色,
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在长大的过程中,我经历了
家庭的社会流动性,
00:55
and growing生长 up, I experienced有经验的
my family's家庭的 social社会 mobility流动性,
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00:59
moving移动 out of apartments公寓
into a nice不错 house,
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从一个公寓搬到
一个很漂亮的房子,
但是这个居住区的居民
绝大多数是白人。
01:02
but in an overwhelmingly压倒性
white白色 neighborhood邻里.
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01:05
I was 12,
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我12岁,
那时的小孩会跟我说,
他们很惊讶我闻起来没有咖喱味。
01:06
and kids孩子 would say that were surprised诧异
that I didn't smell like curry咖喱.
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01:10
(Laughter笑声)
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(观众笑声)
那是因为我们只有上午上学,
01:11
That's because school学校 is in the morning早上,
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而我的早餐是鸡蛋和华夫饼。
01:13
and I had EggoEggo waffles威化饼 for breakfast早餐.
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(观众笑声)
01:15
(Laughter笑声)
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01:17
Curry咖喱 is for dinner晚餐.
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晚上才吃咖喱。
(观众笑声)
01:18
(Laughter笑声)
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01:20
So when MahariMahari was leaving离开,
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当马哈里离开的时候,
我问他,他是如何
处理这种被孤立的感觉的。
01:21
I asked him how he was coping应对
with feeling感觉 isolated孤立.
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他告诉我尽管感觉到很孤独,
01:24
And he said that despite尽管 feeling感觉 lonely孤独,
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但他会将自己沉浸在工作中,
01:27
he just threw himself他自己 at his work,
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01:29
that he built内置 strategies策略 around his grit砂砾
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他的策略是建立在他的韧性
和对成功的追求之上。
01:31
and his desire欲望 to be successful成功.
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01:33
A mentor导师 of mine is actually其实
Dr博士. Angela安吉拉 Duckworth达克沃斯,
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我的一个导师是安琪拉 · 达克沃斯
(Angela Duckworth)博士,
宾州大学的心理学家,
她对韧性的定义是
01:36
the psychologist心理学家 at UPenn宾夕法尼亚大学 who has defined定义
this stick-to-itiveness坚持到itiveness of grit砂砾
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“为了实现长期目标
所怀有的坚持和激情”。
01:41
as being存在 "the perseverance毅力
and passion for long-term长期 goals目标."
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安琪拉的书成为了畅销书,
01:45
Angela's安吉拉的 book has become成为 a bestseller畅销书,
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全国范围内的学校,
01:47
and schools学校 across横过 the country国家,
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尤其是特许学校,
01:49
particularly尤其 charter宪章 schools学校,
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开始热衷于引用“韧性”
作为其办学的核心价值。
01:51
have become成为 interested有兴趣 in citing引用
"grit砂砾" as a core核心 value.
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01:55
But sometimes有时 grit砂砾 isn't enough足够,
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但有时候光有韧性是不够的,
01:57
especially特别 in education教育.
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尤其是在教育界中。
01:59
So when MahariMahari was leaving离开 my office办公室,
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所以当马哈里离开
我办公室的时候,
02:01
I worried担心 that he might威力 need
something more specific具体
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我依然担心他可能需要
一些更具体的东西,
02:03
to combat战斗 the challenges挑战
that he mentioned提到 to me.
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去应对他所提到的挑战。
02:06
As a sociologist社会学家,
I also study研究 achievement成就,
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作为一个社会学家,
我也会研究个人成就,
但是是从一个稍微不同的角度。
02:10
but from a slightly different不同 perspective透视.
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我对克服巨大障碍的学生做了研究,
02:12
I research研究 students学生们 who have overcome克服
immense巨大 obstacles障碍
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并将这些障碍和他们的
背景联系起来。
02:15
related有关 to their background背景.
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来自低收入家庭的学生,
02:17
Students学生们 from low-income低收入,
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还有来自单亲家庭的孩子,
02:18
often经常 single-parent单身父母 households,
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那些没有家的,曾待过监狱的,
或者没有合法身份的学生,
02:20
students学生们 who have been homeless无家可归,
incarcerated嵌顿 or perhaps也许 undocumented无证,
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或者是曾遭受过虐待,
02:25
or some who have struggled挣扎
with substance物质 abuse滥用
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亦或者是经受暴力
或者性侵犯创伤的学生。
02:28
or lived生活 through通过 violent暴力 or sexual有性 trauma外伤.
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02:31
So let me tell you about two
of the grittiestgrittiest people I've met会见.
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让我来说说我见过的
两个最有韧性的学生。
02:35
TyriqueTyrique was raised上调 by a single mother母亲,
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泰瑞克被单身妈妈带大,
高中毕业之后,他开始走上了歧途。
02:37
and then after high school学校,
he fell下跌 in with the wrong错误 crowd人群.
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他因为持武器抢劫被捕。
02:40
He got arrested被捕 for armed武装 robbery抢劫.
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但是在监狱里,他开始努力工作。
02:42
But in prison监狱, he started开始 to work hard.
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他上了一些提供
有效学分的大学课程,
02:45
He took college学院 credit信用 courses培训班,
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所以当他从监狱里出来的时候,
就可以拿到一个硕士学位,
02:46
so when he got out,
he was able能够 to get a master's硕士,
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现在他是一个非盈利组织的经理。
02:49
and today今天 he's a manager经理 at a nonprofit非营利性.
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02:52
Vanessa凡妮莎 had to move移动 around a lot as a kid孩子,
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维纳赛在小的时候经常搬家,
从曼哈顿的东区到
史泰登岛,再到布朗克斯。
02:55
from the Lower降低 East Side
to Staten斯塔滕 Island to the Bronx布朗克斯.
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她主要是由大家庭带大,
02:58
She was raised上调 primarily主要
by her extended扩展 family家庭,
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因为她的生母有毒瘾。
03:01
because her own拥有 mother母亲
had a heroin海洛因 addiction.
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03:04
Yet然而 at 15,
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然而在15岁的时候,
维纳赛不得不退学,
03:05
Vanessa凡妮莎 had to drop下降 out of school学校,
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她有了一个儿子。
03:07
and she had a son儿子 of her own拥有.
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03:09
But eventually终于, she was able能够
to go to community社区 college学院,
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但最终,她去了社区大学,
拿到了副学士学位。
03:12
get her associate's联营公司,
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然后她去了一所精英大学,
完成了学士学位。
03:14
then go to an elite原种 college学院
to finish her bachelor's本科.
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03:18
So some people might威力
hear these stories故事 and say,
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有些人听到这些故事也许会说,
“是的,这两个人绝对是坚韧的范例。
03:20
"Yes, those two definitely无疑 have grit砂砾.
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他们基本上是白手起家。”
03:22
They basically基本上 pulled themselves他们自己 up
by the bootstraps白手起家."
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03:26
But that's an incomplete残缺 picture图片,
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但这并不是故事的全部,
因为更重要的是
03:28
because what's more important重要
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在生命中有帮助
影响他们环境资源的因素,
03:30
is that they had factors因素 in their lives生活
that helped帮助 to influence影响 their agency机构,
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或者他们有某种特殊的能力
03:34
or their specific具体 capacity容量
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能够克服他们所面对的障碍,
03:35
to actually其实 overcome克服
the obstacles障碍 that they were facing面对
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依据他们自身的情况
找到正确的道路。
03:39
and navigate导航 the system系统
given特定 their circumstances情况.
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03:43
So, allow允许 me to elaborate阐述.
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那么让我来澄清一下。
03:44
In prison监狱, TyriqueTyrique
was actually其实 aimless漫无目的 at first,
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作为一个22岁的雷克斯岛的学生,
刚进监狱的时候,
03:48
as a 22-year-old-岁 on Rikers赖克斯 Island.
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泰瑞克并没有明确的目标。
03:50
This is until直到 an older旧的 detainee被拘留者
took him aside在旁边
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直到后来一个被拘留者
将他拉到一边,
要求他一起参与一个青年项目。
03:54
and asked him to help
with the youth青年 program程序.
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03:56
And in mentoring师徒 youth青年,
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在给年轻人作导师的过程中,
他开始意识到自己在青少年时期
所犯的错误,以及所面对的可能性。
03:58
he started开始 to see his own拥有 mistakes错误
and possibilities可能性 in the teens青少年.
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04:02
This is what got him interested有兴趣
in taking服用 college-credit大学学分 courses培训班.
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这使他开始对上提供学分的
大学课程产生了兴趣。
04:05
And when he got out,
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刑满释放后,
04:07
he got a job工作 with Fortune幸运 Society社会,
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他在“福利社会”得到了一个工作,
04:09
where many许多 executives高管 are people
who have been formerly以前 incarcerated嵌顿.
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那里的很多执行官都有过
被正式拘留的经历。
04:13
So then he was able能够 to get
a master's硕士 in social社会 work,
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他后来通过努力拿到了
社会工作的硕士学位,
而今天,他甚至会在哥伦比亚大学
做关于监狱改革的演讲。
04:16
and today今天, he even lectures讲座
at Columbia哥伦比亚 about prison监狱 reform改革.
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04:21
And Vanessa凡妮莎 ...
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再看看维纳塞,
04:22
well, after the birth分娩 of her son儿子,
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在她儿子出生之后,
她偶然找到一个叫作
职业基金的项目,
04:24
she happened发生 to find a program程序
called Vocational专业 Foundation基础
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可以获得40美金的周薪,
04:27
that gave her 20 dollars美元 biweekly双周,
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04:30
a MetroCard捷运卡
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一张交通卡,
以及从零开始学电脑的经历。
04:31
and her first experiences经验 with a computer电脑.
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04:33
These simple简单 resources资源
are what helped帮助 her get her GEDGED,
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正是这些简单的资源
帮助她获得了高中水平的教育。
04:36
but then she suffered遭遇
from a very serious严重 kidney failure失败,
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但是后来她又患上了
非常严重的肾衰竭,
04:39
which哪一个 was particularly尤其 problematic问题
because she was only born天生 with one kidney.
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这个问题对她来说尤为严重,
因为她出生时只有一个肾。
04:43
She spent花费 10 years年份 on dialysis透析
waiting等候 for a successful成功 transplant移植.
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她做了十年的透析,
只为等待一个成功的移植手术。
04:48
After that,
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在那之后,
04:49
her mentors导师 at community社区 college学院
had kept不停 in touch触摸 with her,
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由于她在社区大学的导师
一直与她保持联系,
于是她能够参与
04:52
and so she was able能够 to go,
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他们为她安排的荣誉项目。
04:54
and they put her in an honors荣誉 program程序.
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正是这个渠道帮助她进入了
04:56
And that's the pathway
that allowed允许 her to become成为 accepted公认
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对于女性来说全国
最精英的大学之一,
04:59
to one of the most elite原种 colleges高校
for women妇女 in the country国家,
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她在36岁的时候
拿到了学士学位,
05:02
and she received收到 her bachelor's本科 at 36,
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为她年轻的儿子树立了
一个不可思议的榜样。
05:05
setting设置 an incredible难以置信 example
for her young年轻 son儿子.
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05:08
What these stories故事 primarily主要 indicate表明
is that teaching教学 is social社会
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这些故事主要暗示的是,
育人是一个社会行为,
而且能从社会框架中收益。
05:12
and benefits好处 from social社会 scaffolding脚手架.
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有一些因素在推动
这两个人朝着同一方向前进,
05:15
There were factors因素
pushing推动 these two in one direction方向,
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但是他们各自遇到的
导师和机会却因人而异,
05:18
but through通过 tailored量身定制
mentorship导师 and opportunities机会,
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他们能够反省自己的处境,
05:21
they were able能够 to reflect反映
on their circumstances情况
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拒绝消极的影响。
05:23
and resist negative influences影响.
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他们也学到了简单的技能,
比如发展人脉,
05:26
They also learned学到了 simple简单 skills技能
like developing发展 a network网络,
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或者寻求帮助——
05:29
or asking for help --
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这些是我们在场的很多人
经常需要,却很容易忘记,
05:31
things many许多 of us in this room房间 can forget忘记
that we have needed需要 from time to time,
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或者认为理所当然的。
05:36
or can take for granted理所当然.
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05:38
And when we think of people like this,
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当我们想到这样的人的时候,
我们应该只认为他们
是出色的,而不是个例。
05:40
we should only think of them
as exceptional优秀, but not as exceptions例外.
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05:44
Thinking思维 of them as exceptions例外 absolves免除 us
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把他们当作个例
就等于免除了我们
帮助在相似处境中的
学生的集体责任。
05:47
of the collective集体 responsibility责任
to help students学生们 in similar类似 situations情况.
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05:52
When Presidents总统 Bush衬套, Obama奥巴马
and now even Trump王牌,
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当总统布什,奥巴马
以及现在的特朗普,
都把教育称作
“我们时代的民权问题”,
05:55
have called education教育
"the civil国内 rights权利 issue问题 of our time,"
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05:59
perhaps也许 we should treat对待 it that way.
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也许我们的确应该这样做。
06:02
If schools学校 were able能够 to think
about the agency机构 that their students学生们 have
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如果学校能够想到
他们的学生所拥有的环境资源,
06:05
and bring带来 to the table
when they push them,
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当他们推动学生进步的时候
将这一因素放到台面上,
06:08
what students学生们 learn学习 can become成为
more relevant相应 to their lives生活,
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学生所学习的技能就可以
与他们的生活更息息相关,
这样一来他们就可以实现
更深层的韧性和性格。
06:11
and then they can tap龙头 into those internal内部
reservoirs水库 of grit砂砾 and character字符.
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06:17
So this here --
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那么这是——
我的学生马哈里,
06:18
My student学生 MahariMahari
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06:20
got accepted公认 to law school学校
with scholarships奖学金,
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被法学院录取,还获得了奖学金,
06:23
and not to brag吹牛,
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我并不是在炫耀,
06:25
but I did write one of his letters
of recommendation建议.
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但我确实是他的推荐人之一。
(观众笑声)
06:27
(Laughter笑声)
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06:29
And even though虽然 I know hard work
is what got him this achievement成就,
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即使我知道是辛勤工作
使得他有了今天的成就,
我也曾目睹他一路上
如何找到了自己的声音,
06:33
I've seen看到 him find
his voice语音 along沿 the way,
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2107
作为一个在长大过程中
有一点害羞和古怪的人,
06:35
which哪一个 as someone有人 who's谁是 grown长大的 up
a little bit shy害羞 and awkward尴尬,
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我知道这需要时间和支持。
06:39
I know it takes time and support支持.
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所以即使他需要经常
依赖他的韧性,
06:41
So even though虽然
he will rely依靠 a lot on his grit砂砾
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才能艰难地度过
在法学院的第一年,
06:44
to get him through通过
that first-year第一年 law school学校 grind研磨,
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我会始终作为他的导师,
06:48
I'll be there as a mentor导师 for him,
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时不时地跟进他的状态,
06:50
check in with him from time to time,
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也许带他去尝尝咖喱,
06:52
maybe take him out to get some curry咖喱 ...
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(观众笑声)
06:54
(Laughter笑声)
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帮助他不断扩充身边的资源,
从而取得更大的成功。
06:55
so that he can keep growing生长 his agency机构
to succeed成功 even more.
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谢谢。
06:59
Thank you.
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(观众掌声)
07:00
(Applause掌声)
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Translated by Chen Zou
Reviewed by Amy Fann

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ABOUT THE SPEAKER
Anindya Kundu - Sociologist, educator, writer
TED Resident Anindya Kundu is reframing our notions of achievement and ability through his sociological research, which suggests all students can succeed if provided the right support systems.

Why you should listen

Anindya Kundu studies the potential of human agency to help people create positive change in their lives. His research involves learning how students can navigate around personal, social and institutional challenges to succeed. Kundu's book Achieving Agency is forthcoming.

At NYU, Kundu has taught the course, "American Dilemmas: Race, Inequality, and the Unfulfilled Promise of Public Education," originally designed by achievement gap scholar, Dr. Pedro Noguera. Kundu was the 2017 recipient of the NYU "Outstanding Doctoral Student Teaching Award." He also teaches high school students storytelling through The Moth in New York City.

Kundu frequently contributes to public discourse on education. His work has appeared in NPR Education, MSNBC and Huffington Post. Kundu says, "There is intellectual talent going uncultivated and unnoticed in our communities. If we remember education is our greatest public responsibility, we can better tackle the social problems that lie ahead, together."

More profile about the speaker
Anindya Kundu | Speaker | TED.com