TED Residency
Anindya Kundu: The boost students need to overcome obstacles
艾尼迪亞康杜: 學生克服障礙所需要的推動力
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弱勢學生在學校要如何成功？對社會學家艾尼迪亞康杜而言，毅力和堅忍不拔還不夠，學生也需要發展他們的動力、或是克服障礙及在體制中開路的能力。他分享了帶有希望的故事：一些學生在面對個人、社會、制度挑戰時，能夠令人跌破眼鏡的故事。
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. Full bio
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.
00:12
So, I teach college students
about inequality and race in education,
about inequality and race in education,
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我教導大學生關於教育中的
不平等以及種族議題，
不平等以及種族議題，
00:17
and I like to leave my office open
to any of my students
to any of my students
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我會把我的辦公室
開放給我任何一個學生，
開放給我任何一個學生，
00:20
who might just want to see me to chat.
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就算只是想來找我聊聊都很歡迎。
00:23
And a few semesters ago,
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幾學期之前，
00:24
one of my more cheerful
students, Mahari,
students, Mahari,
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我最快活的學生之一，馬哈里，
00:27
actually came to see me
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竟然來找我，
00:29
and mentioned that he was feeling
a bit like an outcast because he's black.
a bit like an outcast because he's black.
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他提到，他覺得
因為他是黑人而被排擠。
因為他是黑人而被排擠。
00:34
He had just transferred to NYU
from a community college
from a community college
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他剛從社區大學轉學到紐約大學，
00:36
on a merit scholarship,
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他靠的是榮譽獎學金，
00:38
and turns out,
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結果，
00:40
only about five percent
of students at NYU are black.
of students at NYU are black.
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在紐約大學中
只有 5% 的學生是黑人。
只有 5% 的學生是黑人。
00:43
And so I started to remember
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於是，我開始想起，
00:45
that I know that feeling
of being an outsider
of being an outsider
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我知道在自己的社區中
00:47
in your own community.
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身為外人的感覺。
00:49
It's partially what drew me to my work.
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這是導致我做這份工作的部份原因。
00:51
At my university,
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在我的大學中，
00:53
I'm one of the few
faculty members of color,
faculty members of color,
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我是少數的有色人種教職員之一，
00:55
and growing up, I experienced
my family's social mobility,
my family's social mobility,
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在成長過程中，我經歷了
我家庭的社會地位變動，
我家庭的社會地位變動，
00:59
moving out of apartments
into a nice house,
into a nice house,
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搬出公寓，搬進好房子，
01:02
but in an overwhelmingly
white neighborhood.
white neighborhood.
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但卻是在一個非常白人的鄰里中。
01:05
I was 12,
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我當時十二歲，
01:06
and kids would say that were surprised
that I didn't smell like curry.
that I didn't smell like curry.
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孩子們會說他們很意外
我聞起來竟然不像咖哩。
我聞起來竟然不像咖哩。
01:10
(Laughter)
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（笑聲）
01:11
That's because school is in the morning,
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那是因為上學時間是早上，
01:13
and I had Eggo waffles for breakfast.
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而我早餐吃的是 Eggo 鬆餅。
01:15
(Laughter)
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（笑聲）
01:17
Curry is for dinner.
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咖哩要到晚餐才吃。
01:18
(Laughter)
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（笑聲）
01:20
So when Mahari was leaving,
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所以當馬哈里要離開時，
01:21
I asked him how he was coping
with feeling isolated.
with feeling isolated.
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我問他，他如何處理被隔離的感受。
01:24
And he said that despite feeling lonely,
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他說，儘管感到孤獨，
01:27
he just threw himself at his work,
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他就讓自己埋頭工作，
01:29
that he built strategies around his grit
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為他的毅力和想要成功的慾望
01:31
and his desire to be successful.
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建立起策略。
01:33
A mentor of mine is actually
Dr. Angela Duckworth,
Dr. Angela Duckworth,
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我的導師之一是
安琪拉達克沃斯博士，
安琪拉達克沃斯博士，
01:36
the psychologist at UPenn who has defined
this stick-to-itiveness of grit
this stick-to-itiveness of grit
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賓州大學的心理學家，
她將堅忍不拔的毅力定義為
她將堅忍不拔的毅力定義為
01:41
as being "the perseverance
and passion for long-term goals."
and passion for long-term goals."
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「對長期目標的堅持不懈及熱情。」
01:45
Angela's book has become a bestseller,
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安琪拉的書暢銷熱賣，
01:47
and schools across the country,
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全國的學校、
01:49
particularly charter schools,
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特別是公立學校，
01:51
have become interested in citing
"grit" as a core value.
"grit" as a core value.
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都變得很想要引用「毅力」
作為一個核心價值。
作為一個核心價值。
01:55
But sometimes grit isn't enough,
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但有時，光有毅力並不夠，
01:57
especially in education.
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特別是在教育中。
01:59
So when Mahari was leaving my office,
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所以當馬哈里離開我的辦公室，
02:01
I worried that he might need
something more specific
something more specific
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我擔心他可能需要更明確的東西，
02:03
to combat the challenges
that he mentioned to me.
that he mentioned to me.
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來對抗那些他跟我提及的挑戰。
02:06
As a sociologist,
I also study achievement,
I also study achievement,
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身為社會學家，我也研究成就，
02:10
but from a slightly different perspective.
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但會從稍微不同的觀點切入。
02:12
I research students who have overcome
immense obstacles
immense obstacles
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我研究的學生，
是克服了與他們背景相關的
是克服了與他們背景相關的
02:15
related to their background.
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巨大障礙的學生。
02:17
Students from low-income,
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有些來自低收入戶，
02:18
often single-parent households,
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通常都是單親家庭，
02:20
students who have been homeless,
incarcerated or perhaps undocumented,
incarcerated or perhaps undocumented,
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有些曾經無家可歸、被監禁過、
或也許是沒有身份證明文件的，
或也許是沒有身份證明文件的，
02:25
or some who have struggled
with substance abuse
with substance abuse
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有些因為曾經濫用藥物而在掙扎，
02:28
or lived through violent or sexual trauma.
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或是經歷過暴力或性創傷。
02:31
So let me tell you about two
of the grittiest people I've met.
of the grittiest people I've met.
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讓我告訴各位關於
兩位我見過最有毅力的人。
兩位我見過最有毅力的人。
02:35
Tyrique was raised by a single mother,
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泰瑞克是被單親媽媽扶養長大的，
02:37
and then after high school,
he fell in with the wrong crowd.
he fell in with the wrong crowd.
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高中之後，他遇到了不好的朋輩。
02:40
He got arrested for armed robbery.
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他因為武裝搶劫而被捕。
02:42
But in prison, he started to work hard.
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但在監獄中，他開始努力。
02:45
He took college credit courses,
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他上大學的學分課程，
02:46
so when he got out,
he was able to get a master's,
he was able to get a master's,
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所以出獄時，他拿到了碩士學位，
02:49
and today he's a manager at a nonprofit.
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現在他是一間非營利機構的經理。
02:52
Vanessa had to move around a lot as a kid,
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凡妮莎小時候常常搬家，
02:55
from the Lower East Side
to Staten Island to the Bronx.
to Staten Island to the Bronx.
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從紐約下東城，搬到史泰登島，
再搬到布朗克斯區。
再搬到布朗克斯區。
02:58
She was raised primarily
by her extended family,
by her extended family,
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她主要是由她的親戚養大的，
03:01
because her own mother
had a heroin addiction.
had a heroin addiction.
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因為她的母親有海洛因毒癮。
03:04
Yet at 15,
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但在十五歲時，
03:05
Vanessa had to drop out of school,
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因爲她有了孩子，凡妮莎休學了。
03:07
and she had a son of her own.
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03:09
But eventually, she was able
to go to community college,
to go to community college,
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但最終，她得以進入社區大學，
03:12
get her associate's,
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取得副學士學位，
03:14
then go to an elite college
to finish her bachelor's.
to finish her bachelor's.
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接著進入一所菁英大學，
取得她的學士學位。
取得她的學士學位。
03:18
So some people might
hear these stories and say,
hear these stories and say,
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有些人聽到這些故事可能會說：
03:20
"Yes, those two definitely have grit.
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「是，這兩個人的確有毅力。
03:22
They basically pulled themselves up
by the bootstraps."
by the bootstraps."
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他們基本上靠自己的
努力改善了處境。」
努力改善了處境。」
03:26
But that's an incomplete picture,
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但那並非實際完整的狀況。
03:28
because what's more important
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因為更重要的是，
03:30
is that they had factors in their lives
that helped to influence their agency,
that helped to influence their agency,
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他們的人生中有些因子，
協助影響了他們的動力、
協助影響了他們的動力、
03:34
or their specific capacity
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或他們的特定的能力，
03:35
to actually overcome
the obstacles that they were facing
the obstacles that they were facing
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讓他們能真的克服他們面對的障礙，
03:39
and navigate the system
given their circumstances.
given their circumstances.
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並以他們的情況在體制中力爭上游。
03:43
So, allow me to elaborate.
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讓我進一步解釋。
03:44
In prison, Tyrique
was actually aimless at first,
was actually aimless at first,
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泰瑞克，這為囚居
賴克斯島監獄的 22 歲青年，
賴克斯島監獄的 22 歲青年，
03:48
as a 22-year-old on Rikers Island.
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一開始其實毫無目標。
03:50
This is until an older detainee
took him aside
took him aside
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直到一位老囚犯把他拉到一旁，
03:54
and asked him to help
with the youth program.
with the youth program.
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請他協助一個青年專案。
03:56
And in mentoring youth,
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在指導青年的過程，
03:58
he started to see his own mistakes
and possibilities in the teens.
and possibilities in the teens.
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他開始看見他自己在十多歲時
犯的錯誤以及可能性。
犯的錯誤以及可能性。
04:02
This is what got him interested
in taking college-credit courses.
in taking college-credit courses.
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這讓他開始想要去
上大學的學分課程。
上大學的學分課程。
04:05
And when he got out,
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他出獄後，
04:07
he got a job with Fortune Society,
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在 Fortune Society 得到一份工作，
（譯註：非營利組織名稱）
（譯註：非營利組織名稱）
04:09
where many executives are people
who have been formerly incarcerated.
who have been formerly incarcerated.
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在那裡，許多主管以前都有坐過牢。
04:13
So then he was able to get
a master's in social work,
a master's in social work,
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所以他得以取得社工的碩士學位，
04:16
and today, he even lectures
at Columbia about prison reform.
at Columbia about prison reform.
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現在，他甚至在哥倫比亞大學
教授關於監獄改革的課。
教授關於監獄改革的課。
04:21
And Vanessa ...
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至於凡妮莎……
04:22
well, after the birth of her son,
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在她的兒子出生後，
04:24
she happened to find a program
called Vocational Foundation
called Vocational Foundation
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她剛好找到一個職訓專案，
叫 Vocational Foundation，
叫 Vocational Foundation，
04:27
that gave her 20 dollars biweekly,
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給了她每兩週 $20、
04:30
a MetroCard
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一張地鐵卡、
04:31
and her first experiences with a computer.
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以及她用電腦的初體驗。
04:33
These simple resources
are what helped her get her GED,
are what helped her get her GED,
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這些簡單的資源協助她取得
高中等級學歷證明（GED），
高中等級學歷證明（GED），
04:36
but then she suffered
from a very serious kidney failure,
from a very serious kidney failure,
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但接著她遭受到很嚴重的腎衰竭，
04:39
which was particularly problematic
because she was only born with one kidney.
because she was only born with one kidney.
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她出生時只有一個腎，
因此這對她來說特別麻煩。
因此這對她來說特別麻煩。
04:43
She spent 10 years on dialysis
waiting for a successful transplant.
waiting for a successful transplant.
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她花了十年洗腎，等待成功的移植。
04:48
After that,
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那之後，
04:49
her mentors at community college
had kept in touch with her,
had kept in touch with her,
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她在社區大學的導師
一直和她保持聯絡，
一直和她保持聯絡，
04:52
and so she was able to go,
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所以她得以進學校，
04:54
and they put her in an honors program.
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他們將她安排到榮譽課程中。
04:56
And that's the pathway
that allowed her to become accepted
that allowed her to become accepted
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那是在一所全國數一數二的
04:59
to one of the most elite colleges
for women in the country,
for women in the country,
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菁英女子大學錄取她之前，
她所走過的路，
她所走過的路，
05:02
and she received her bachelor's at 36,
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她在 36 歲時取得學士學位，
05:05
setting an incredible example
for her young son.
for her young son.
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為她的兒子做了一個好榜樣。
05:08
What these stories primarily indicate
is that teaching is social
is that teaching is social
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這些故事主要點出的重點是，
教學是社會性的，
教學是社會性的，
05:12
and benefits from social scaffolding.
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受惠於社會框架支持。
05:15
There were factors
pushing these two in one direction,
pushing these two in one direction,
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的確有些因子將這兩個人
推向一個方向，
推向一個方向，
05:18
but through tailored
mentorship and opportunities,
mentorship and opportunities,
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但透過量身訂作的引導和機會，
05:21
they were able to reflect
on their circumstances
on their circumstances
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他們才得以反省他們的處境，
05:23
and resist negative influences.
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並抗拒負面的影響。
05:26
They also learned simple skills
like developing a network,
like developing a network,
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他們也學會了簡單的技能，
像是開發網路、
像是開發網路、
05:29
or asking for help --
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或是尋求協助。
05:31
things many of us in this room can forget
that we have needed from time to time,
that we have needed from time to time,
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在座各位可能已經忘記，
我們偶爾都會需要幫助，
我們偶爾都會需要幫助，
05:36
or can take for granted.
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或已把它視為理所當然。
05:38
And when we think of people like this,
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當我們想想像這樣的人，
05:40
we should only think of them
as exceptional, but not as exceptions.
as exceptional, but not as exceptions.
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我們只該將他們想成是
特殊的，而非例外。
特殊的，而非例外。
05:44
Thinking of them as exceptions absolves us
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將他們視為例外，是讓我們卸責，
05:47
of the collective responsibility
to help students in similar situations.
to help students in similar situations.
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免除協助類似學生的集體責任。
05:52
When Presidents Bush, Obama
and now even Trump,
and now even Trump,
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總統布希、歐巴馬、
甚至現在的川普，
甚至現在的川普，
05:55
have called education
"the civil rights issue of our time,"
"the civil rights issue of our time,"
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都把教育稱為是
「我們時代的公民權利議題」，
「我們時代的公民權利議題」，
05:59
perhaps we should treat it that way.
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也許我們該這樣看待它。
06:02
If schools were able to think
about the agency that their students have
about the agency that their students have
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如果學校能想想
他們的學生有什麼動力，
他們的學生有什麼動力，
06:05
and bring to the table
when they push them,
when they push them,
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並在推他們一把時提供意見，
06:08
what students learn can become
more relevant to their lives,
more relevant to their lives,
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那麼學生所學的
就能對其生活更有重要性，
就能對其生活更有重要性，
06:11
and then they can tap into those internal
reservoirs of grit and character.
reservoirs of grit and character.
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那麼他們就能將內在儲藏的
毅力和品格拿出來用。
毅力和品格拿出來用。
06:17
So this here --
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這裡的這位是──
06:18
My student Mahari
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我的學生馬哈里，
06:20
got accepted to law school
with scholarships,
with scholarships,
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他得到獎學金，被法學院錄取，
06:23
and not to brag,
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不是要誇耀，
06:25
but I did write one of his letters
of recommendation.
of recommendation.
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但他的推薦信之一是我寫的。
06:27
(Laughter)
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（笑聲）
06:29
And even though I know hard work
is what got him this achievement,
is what got him this achievement,
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雖然我知道是努力
讓他有這樣的成就，
讓他有這樣的成就，
06:33
I've seen him find
his voice along the way,
his voice along the way,
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我看到他在這條路上
找到自己的聲音，
找到自己的聲音，
06:35
which as someone who's grown up
a little bit shy and awkward,
a little bit shy and awkward,
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但他在成長過程中是個
有點害羞且笨拙的人，
有點害羞且笨拙的人，
06:39
I know it takes time and support.
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我知道這的確需要時間和支持。
06:41
So even though
he will rely a lot on his grit
he will rely a lot on his grit
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雖然他將要很仰賴他的毅力，
06:44
to get him through
that first-year law school grind,
that first-year law school grind,
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來幫他渡過法學院苦學的第一年，
06:48
I'll be there as a mentor for him,
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我會在這裡，扮演他的導師，
06:50
check in with him from time to time,
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偶爾看看他的狀況，
06:52
maybe take him out to get some curry ...
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也許帶他出去吃點咖哩……
06:54
(Laughter)
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（笑聲）
06:55
so that he can keep growing his agency
to succeed even more.
to succeed even more.
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讓他能夠持續進一步發展
朝成功前進的動力。
朝成功前進的動力。
06:59
Thank you.
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謝謝。
07:00
(Applause)
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（掌聲）
ABOUT THE SPEAKER
Anindya Kundu - Sociologist, educator, writerTED 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."
Anindya Kundu | Speaker | TED.com