ABOUT THE SPEAKER
Monique W. Morris - Author, social justice scholar
As Monique W. Morris writes: "I believe in a justice not associated with any form of oppression. I work for it and I write about it."

Why you should listen

Monique W. Morris, EdD, founded and leads the National Black Women's Justice Institute, an organization that works to transform public discourses on the criminalization of Black women, girls and their families. For three decades, she has been involved in social justice advocacy and scholarship, working with research and academic institutions, civil rights organizations, nonprofits, public agencies and activists to advance policies and practices that promote racial and gender equity. She's the author of Pushout: The Criminalization of Black Girls in Schools and other books, publications and articles.

As Morris writes: "My work is ultimately about using research and narratives to challenge actions and structures of oppression. I do this using the tools I have available to me as a researcher, educator, public intellectual, visual artist, writer -- and most recently, filmmaker. I am the author of several academic publications and four books, each of them very different. From a street novel about prostitution to a statistical narrative about African Americans in the 21st century to a book about the criminalization of Black girls in schools, I try to meet people where they are on this journey toward freedom. My latest project, a dive into the pedagogical practices that make education freedom work, explores how schools might become locations of healing for Black and Brown girls. And I love Prince. Always have, always will."

More profile about the speaker
Monique W. Morris | Speaker | TED.com
TEDWomen 2018

Monique W. Morris: Why black girls are targeted for punishment at school -- and how to change that

莫妮卡 W.莫里斯 (Monique W. Morris): 為什麼黑人女孩總是學校處罰的目標 - 以及怎樣改變

Filmed:
1,712,241 views

作家暨社會正義學者莫妮卡 W.莫里斯說:在這世界上,黑人女孩因為針對於她們的懲處政策而被退學。結果是,無數的女孩被迫踏進機會有限的動盪未來。我們可怎樣停止這危機?在這場動人的演講,莫妮卡揭露「排擠」背後的原因,亦告訴我們怎樣可以讓學校成為黑人女孩可以療癒並且成長的地方。
- Author, social justice scholar
As Monique W. Morris writes: "I believe in a justice not associated with any form of oppression. I work for it and I write about it." Full bio

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

00:12
When I was in the sixth第六 grade年級,
I got into a fight鬥爭 at school學校.
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小六時,我捲入一場學校的打架
00:16
It wasn't the first time
I'd been in a fight鬥爭,
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那不是首次發生,我打過架
00:19
but it was the first time
one happened發生 at school學校.
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但是第一次在學校發生
00:22
It was with a boy男孩 who was
about a foot腳丫子 taller than me,
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對象是一個約比我高一呎的男生
00:25
who was physically物理 stronger than me
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他身型比我壯健
00:27
and who'd誰願意 been taunting辱罵 me for weeks.
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他已經嘲笑我好幾週了
00:31
One day in PE體育, he stepped加強 on my shoe
and refused拒絕 to apologize道歉.
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體育課時,他踩到我,卻拒絕道歉
00:35
So, filled填充 with anger憤怒, I grabbed抓起 him
and I threw him to the ground地面.
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我很生氣,抓住他並甩他到地上
00:40
I'd had some previous以前 judo柔道 training訓練.
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我以前有練過柔道
00:42
(Laughter笑聲)
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(笑聲)
00:46
Our fight鬥爭 lasted歷時 less than two minutes分鐘,
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這場打架歷時不到兩分鐘
00:49
but it was a perfect完善
reflection反射 of the hurricane颶風
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但卻深深地反映了
00:52
that was building建造 inside of me
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我內心的一場風暴
00:54
as a young年輕 survivor倖存者 of sexual有性 assault突擊
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我是個年少的性侵害生還者
00:56
and as a girl女孩 who was grappling擒拿
with abandonment放棄
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與遺棄搏鬥著的女孩
00:58
and exposure曝光 to violence暴力
in other spaces空間 in my life.
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而且在生活其他地方亦遭受暴力
01:01
I was fighting戰鬥 him,
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我與他搏鬥著
01:03
but I was also fighting戰鬥 the men男人
and boys男孩 that had assaulted毆打 my body身體
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但同時與侵害過我身體的
男人與男孩搏鬥著
01:07
and the culture文化 that told me
I had to be silent無聲 about it.
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還有要我保持沉默的文化氛圍
01:11
A teacher老師 broke打破 up the fight鬥爭
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一位老師中止了那場打架
01:12
and my principle原理 called me in her office辦公室.
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校長把我叫進他的辦公室
01:15
But she didn't say,
"Monique莫妮克, what's wrong錯誤 with you?"
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但她沒說:莫妮卡你有什麼問題?
01:19
She gave me a moment時刻 to collect蒐集 my breath呼吸
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她給我一點時間來調整自己的呼吸
01:22
and asked, "What happened發生?"
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然後問道:發生什麼事了?
01:26
The educators教育工作者 working加工 with me
led with empathy同情.
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我的師長以同理心導人
01:29
They knew知道 me.
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他們了解我
01:30
They knew知道 I loved喜愛 to read,
they knew知道 I loved喜愛 to draw,
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他們知道我喜歡閱讀,喜歡畫畫
01:34
they knew知道 I adored崇拜 Prince王子.
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他們知道我喜歡音樂家 王子
01:37
And they used that information信息
to help me understand理解
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他們透過這些資訊讓我了解到
01:39
why my actions行動, and those
of my classmate同學, were disruptive破壞性
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為何我和同學的行為
01:42
to the learning學習 community社區
they were leading領導.
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會對他們領導的學習社群造成破壞
01:45
They didn't place地點 me on suspension懸掛;
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他們並沒有讓我停學
01:48
they didn't call the police警察.
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他們也沒有叫警察來
01:50
My fight鬥爭 didn't keep me
from going to school學校 the next下一個 day.
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那場架沒令我隔天不能到學校上課
01:54
It didn't keep me from graduating畢業;
it didn't keep me from teaching教學.
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也沒有讓我不能畢業,還有教書
02:00
But unfortunately不幸, that's not a story故事
that's shared共享 by many許多 black黑色 girls女孩
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很可惜其他的黑人女孩的故事不同
02:03
in the US and around the world世界 today今天.
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今天在美國以及世界各地
02:06
We're living活的 through通過 a crisis危機
in which哪一個 black黑色 girls女孩
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我們正經歷一個危機
黑人女孩們不成比例地被迫離開學校
02:09
are being存在 disproportionately不成比例 pushed
away from schools學校 ---
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02:11
not because of an imminent即將來臨 threat威脅
they pose提出 to the safety安全 of a school學校,
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並非因她們對學校帶來即時威脅
02:15
but because they're often經常
experiencing經歷 schools學校
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而是因為學校常常成為
02:17
as locations地點 for punishment懲罰
and marginalization邊緣化.
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她們經歷懲罰與被邊緣化的地方
02:21
That's something that I hear
from black黑色 girls女孩 around the country國家.
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這是從我國的黑人女孩聽到的
02:25
But it's not insurmountable不可逾越.
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然而這並非難以克服的
02:27
We can shift轉移 this narrative敘述.
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我們可以改寫故事
02:30
Let's start開始 with some data數據.
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我們先來看些數據
02:33
According根據 to a National國民 Black黑色 Women's女士的
Justice正義 Institute研究所 analysis分析
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國家黑人女性司法機關分析
02:36
of civil國內 rights權利 data數據
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由美國教育局收集
02:37
collected by the US
Department of Education教育,
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相關公民權利的資料
02:40
black黑色 girls女孩 are the only group of girls女孩
who are overrepresented過多
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顯示黑人女孩是唯一一群在學校中
02:43
along沿 the entire整個 continuum連續
of discipline學科 in schools學校.
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明顯有較高比例受到懲戒的女生
02:47
That doesn't mean that other girls女孩 aren't
experiencing經歷 exclusionary排他性 discipline學科
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這並不表示其他女孩
沒有受到排斥性懲戒
02:51
and it doesn't mean that other girls女孩
aren't overrepresented過多
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也不代表其他女孩的比例沒有過高
02:55
at other parts部分 along沿 that continuum連續.
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在某些地區
02:57
But black黑色 girls女孩
are the only group of girls女孩
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但黑人女孩是唯一
02:59
who are overrepresented過多 all along沿 the way.
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整體受懲戒比例較高的一群
03:02
Black黑色 girls女孩 are seven times more likely容易
than their white白色 counterparts同行
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黑人女孩比起白人多七倍的機會
03:07
to experience經驗 one or more
out-of-school外的學校 suspensions懸浮液
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會經歷一次或更多的停學
03:09
and they're nearly幾乎 three times more likely容易
than their white白色 and LatinxLatinx counterparts同行
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比起白人或拉丁裔多約三倍機會
03:13
to be referred簡稱 to the juvenile少年 court法庭.
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被移送到少年法庭
03:16
A recent最近 study研究 by the Georgetown喬治敦
Center中央 on Poverty貧窮 and Inequality不等式
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喬治城的貧窮及不平等中心最近的研究
03:20
partially部分 explained解釋
why this disparity差距 is taking服用 place地點
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部份解釋了這樣的情形為什麼會發生
03:23
when they confirmed確認
that black黑色 girls女孩 experience經驗
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研究確認黑人女孩
03:26
a specific具體 type類型 of age年齡 compression壓縮,
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在經歷特別是針對年齡的打壓
03:28
where they're seen看到 as more adult-like成人樣
than their white白色 peers同行.
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因她們看來比白人同齡朋友更成熟
03:32
Among其中 other things, the study研究 found發現
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研究也指出
03:34
that people perceive感知 black黑色 girls女孩
to need less nurturing培育,
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一般人都認為黑人女孩
需要較少的照顧
03:38
less protection保護, to know more about sex性別
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較少的保護,對性愛更熟悉
03:41
and to be more independent獨立
than their white白色 peers同行.
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比同齡的白人同伴更獨立成熟
03:46
The study研究 also found發現
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研究也顯示
03:47
that the perception知覺 disparity差距 begins開始
when girls女孩 are as young年輕 as five years年份 old.
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這樣的認知差異始於女孩五歲時
03:53
And that this perception知覺
and the disparity差距 increases增加 over time
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這樣的認知差異隨著時間過去增加
03:57
and peaks when girls女孩 are
between之間 the ages年齡 of 10 and 14.
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於女孩十至十四歲時達到頂點
04:01
This is not without consequence後果.
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這不是沒後果的
04:05
Believing相信 that a girl女孩 is older舊的 than she is
can lead to harsher嚴厲的 treatment治療,
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認為女孩比實際大導致更嚴苛的對待
04:09
immediate即時 censure譴責 when she makes品牌 a mistake錯誤
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如犯錯後即刻的譴責
04:12
and victim受害者 blaming歸咎 when she's harmed傷害.
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受傷害時卻被責怪
04:15
It can also lead a girl女孩 to think
that something is wrong錯誤 with her,
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這也可能導致女孩
以為自己出了什麼問題
04:18
rather than the conditions條件
in which哪一個 she finds認定 herself她自己.
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而不是她所處的狀況不對
04:22
Black黑色 girls女孩 are routinely常規 seen看到
as too loud, too aggressive侵略性,
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黑人女孩常被認為太吵鬧、
太有攻擊性、太生氣或太顯眼
04:26
too angry憤怒, too visible可見.
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04:29
Qualities素質 that are often經常 measured測量
in relation關係 to nonblack非黑色 girls女孩
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這些特質常用來和非黑人的女孩比較
04:33
and which哪一個 don't take into consideration考慮
what's going on in this girl's女孩 life
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但卻沒有考慮女孩經歷過什麼
或她身處的文化規範
04:37
or her cultural文化 norms規範.
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04:39
And it's not just in the US.
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不只是在美國
04:41
In South Africa非洲,
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在南非
04:42
black黑色 girls女孩 at the Pretoria比勒陀利亞
Girls女孩 High School學校
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黑人女孩在普利托里亞女子高等學校
如頭髮維持天然狀態,不經化學處理
04:44
were discouraged灰心 from attending出席 school學校
with their hair頭髮 in its natural自然 state,
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這樣的黑人女孩就不鼓勵到學校上學
04:48
without chemical化學 processing處理.
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這些女孩做了什麼?
04:50
What did those girls女孩 do?
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04:51
They protested抗議.
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她們抗議
04:54
And it was a beautiful美麗 thing to see
the global全球 community社區 for the most part部分
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美好的是,全球社群都攜手擁抱她們
04:57
wrap its arms武器 around girls女孩
as they stood站在 in their truths真理.
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女孩們堅守著她們的真理
05:01
But there were those
who saw them as disruptive破壞性,
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但也有人認為她們是搗亂的
05:03
largely大部分 because they dared
to ask the question,
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就因為她們敢於問這問題:
05:06
"Where can we be black黑色
if we can't be black黑色 in Africa非洲?"
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「如果連在非洲都不能當黑人
那我們還能在哪裡當黑人呢?」
05:09
(Laughter笑聲)
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(笑聲)
05:11
(Applause掌聲)
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(掌聲)
05:13
It's a good question.
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這是個好問題
05:16
Around the world世界,
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在世界各地
05:18
black黑色 girls女孩 are grappling擒拿
with this question.
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黑人女孩都為這問題纏鬥著
05:21
And around the world世界,
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同樣的在世界上
05:23
black黑色 girls女孩 are struggling奮鬥的 to be seen看到,
working加工 to be free自由
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黑人女孩爭取被看見
努力爭取自由
05:26
and fighting戰鬥 to be included包括
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努力爭取
05:28
in the landscape景觀 of promise諾言
that a safe安全 space空間 to learn學習 provides提供.
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安全的學習空間
05:32
In the US, little girls女孩,
just past過去 their toddler幼兒 years年份,
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在美國,學齡之年的小女孩
05:36
are being存在 arrested被捕 in classrooms教室
for having a tantrum發脾氣.
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在教室中發個脾氣就被逮捕
05:39
Middle中間 school學校 girls女孩 are being存在
turned轉身 away from school學校
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中學女孩被學校拒絕
05:42
because of the way
they wear穿 their hair頭髮 naturally自然
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因為她們讓頭髮維持在天然的樣子
05:45
or because of the way
the clothes衣服 fit適合 their bodies身體.
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或因為她們穿衣服的方式
05:48
High school學校 girls女孩
are experiencing經歷 violence暴力
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高中女孩在學校
05:50
at the hands of police警察
officers長官 in schools學校.
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經歷來自警察的暴力
05:53
Where can black黑色 girls女孩 be black黑色
without reprimand懲戒 or punishment懲罰?
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在哪裡黑人女孩能做自己
而不受懲責備或者處罰?
06:00
And it's not just these incidents事故.
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這並非偶發事件
06:02
In my work as a researcher研究員 and educator教育家,
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在我研究與教書的這幾年
06:04
I've had an opportunity機會
to work with girls女孩 like Stacy斯泰西,
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我有機會和史黛西這樣的女孩共事
06:08
a girl女孩 who I profile輪廓 in my book "Pushout推出,"
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我在《Pushout》書中介紹過的女孩
06:10
who struggles鬥爭 with
her participation參與 in violence暴力.
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她和自己的暴力傾向對抗著
06:15
She bypasses旁路 the neuroscientific神經科學
and structural結構 analyses分析
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她繞過了神經科學與結構分析
那些科學可以解釋
06:20
that science科學 has to offer提供
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06:21
about how her adverse不利的
childhood童年 experiences經驗 inform通知
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她幼時的不幸經歷如何
06:25
why she's participating參與 in violence暴力
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導致她後來參與暴力
然後直接稱呼自己為「問題兒童」
06:27
and goes straight直行 to describing說明 herself她自己
as a "problem問題 child兒童,"
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06:30
largely大部分 because that's the language語言
that educators教育工作者 were using運用
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主要是因為她的師長都這樣叫她
06:33
as they routinely常規 suspended暫停 her.
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且經常讓她停學
06:37
But here's這裡的 the thing.
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但事實是這樣
06:39
Disconnection斷開 and the internalization
of harm危害 grow增長 stronger in isolation隔離.
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脫節與內部傷害在隔離下更厲害
06:44
So when girls女孩 get in trouble麻煩,
we shouldn't不能 be pushing推動 them away,
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所以她們有麻煩時,
我們不應該把她們推開
06:47
we should be bringing使 them in closer接近.
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應該要把她們拉得更靠近
06:50
Education教育 is a critical危急 protective保護的 factor因子
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教育是關鍵的保護因素
06:52
against反對 contact聯繫
with the criminal刑事 legal法律 system系統.
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對抗與犯罪法律體系的接觸
06:56
So we should be building建造
out policies政策 and practices做法
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我們應該建立政策和做法
06:58
that keep girls女孩 connected連接的
to their learning學習,
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讓她們保持與學習的連結
07:00
rather than pushing推動 them away from it.
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而不是把她們推離學習
07:02
It's one of the reasons原因 I like to say
that education教育 is freedom自由 work.
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這是我喜歡叫教育為
「自由工作」的原因之一
07:08
When girls女孩 feel safe安全, they can learn學習.
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她們感覺安全時,她們得以學習
07:12
When they don't feel safe安全, they fight鬥爭,
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當她們感覺不安全,她們就對抗
07:14
they protest抗議, they argue爭論,
they flee逃跑, they freeze凍結.
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她們抗議、爭論、逃離、不知所措
07:21
The human人的 brain is wired有線
to protect保護 us when we feel a threat威脅.
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人腦內建有機制會保護我們逃離威脅
07:24
And so long as school學校 feels感覺 like a threat威脅,
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所以如果學校感覺像個威脅
07:26
or part部分 of the tapestry掛毯 of harm危害
in a girl's女孩 life,
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成為可能傷害她的東西之一
07:29
she'll貝殼 be inclined to resist.
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她就會抗拒
07:31
But when schools學校 become成為
locations地點 for healing復原,
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當學校成為能療傷的地方
07:35
they can also become成為
locations地點 for learning學習.
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亦可成為學習的地方
07:38
So what does this mean for a school學校
to become成為 a location位置 for healing復原?
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讓學校能療傷是什麼意思?
07:42
Well, for one thing, it means手段
that we have to immediately立即 discontinue停止
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首先,我們必須立即停止
07:45
the policies政策 and practices做法 that target目標
black黑色 girls女孩 for their hairstyles髮型 or dress連衣裙.
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總是針對黑人女孩頭髮
與衣著的政策和常規
07:50
(Applause掌聲)
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(掌聲)
07:56
Let's focus焦點 on how
and what a girl女孩 learns獲悉
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專注在她們如何學習、學到什麼
08:00
rather than policing治安 her body身體
in ways方法 that facilitate促進 rape強姦 culture文化
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而不是監督她們的身體
迎合強暴文化
08:04
or punish懲治 children孩子 for the conditions條件
in which哪一個 they were born天生.
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或因與生俱來的狀態而責罰小孩
08:08
This is where parents父母 and the community社區
of concerned關心 adults成年人 can enter輸入 this work.
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家長和關心的成人可以幫忙的地方
08:13
Start開始 a conversation會話 with the school學校
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開始跟學校對話
08:15
and encourage鼓勵 them
to address地址 their dress連衣裙 code
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鼓勵他們將服儀規定
08:18
and other conduct-related行為相關 policies政策
as a collaborative共同 project項目,
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和其他操行相關政策成為
家長與學生間合作的專案
08:21
with parents父母 and students學生們,
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08:23
so as to intentionally故意地 avoid避免
bias偏壓 and discrimination區別.
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藉此避免偏見與歧視
08:27
Keep in mind心神, though雖然,
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不過要記得
08:28
that some of the practices做法
that harm危害 black黑色 girls女孩 most are unwritten不成文.
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很多傷害黑人女孩的行動並沒明文
08:31
So we have to continue繼續 to do the deep,
internal內部 work to address地址 the biases偏見
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所以我們要繼續深入找出偏見
08:36
that inform通知 how, when and whether是否 we see
black黑色 girls女孩 for who they actually其實 are,
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來看我們看到的是否立基於真正的她
08:40
or what we've我們已經 been told they are.
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還是被別人形塑出來的她
08:44
Volunteer志願者 at a school學校
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在學校當志願者
08:46
and establish建立 culturally文化 competent勝任
and gender性別 responsive響應 discussion討論 groups
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成立文化能力、性別敏感的討論小組
08:51
with black黑色 girls女孩,
Latinas拉丁裔, indigenous土著 girls女孩
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與黑人、拉丁裔、原住民女孩
08:54
and other students學生們 who experience經驗
marginalization邊緣化 in schools學校
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以及其他在學校被邊緣化的學生
08:57
to give them a safe安全 space空間
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給予她們一個安全的空間
08:58
to process處理 their identities身份
and experiences經驗 in schools學校.
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處理她們在學校的身份認同和經歷
09:03
And if schools學校 are to become成為
locations地點 for healing復原,
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而如果我們要讓學校能夠療傷
09:05
we have to remove去掉 police警察 officers長官
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我們應該移除警察
09:07
and increase增加 the number
of counselors心理諮詢師 in schools學校.
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並增加在校輔導人員的數量
09:10
(Applause掌聲)
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(掌聲)
09:18
Education教育 is freedom自由 work.
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教育是捍衛自由的工作
09:22
And whatever隨你 our point of entry條目 is,
we all have to be freedom自由 fighters戰士.
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無論我們投身的理由為何
我們都要成為自由的鬥士
09:27
The good news新聞 is that there are schools學校
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好消息是,有一些學校
09:29
that are actively積極地 working加工
to establish建立 themselves他們自己
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努力讓自己成為
09:31
as locations地點 for girls女孩
to see themselves他們自己 as sacred神聖 and loved喜愛.
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讓女孩感受到神聖與被愛的地方
09:36
The Columbus哥倫布 City Prep準備 School學校 for Girls女孩
in Columbus哥倫布, Ohio俄亥俄州, is an example of this.
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俄亥俄州的哥倫布市女子預科學校為例
09:41
They became成為 an example
the moment時刻 their principal主要 declared聲明
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校長宣布不會因態度不好而懲罰女孩後
09:44
that they were no longer going to punish懲治
girls女孩 for having "a bad attitude態度."
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這所學校成了一個典範
09:49
In addition加成 to building建造 --
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除了建立
09:51
Essentially實質上, what they did
is they built內置 out a robust強大的 continuum連續
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實質上,是建立了一個強大的連續體
09:54
of alternatives備擇方案 to suspension懸掛,
expulsion開除 and arrest逮捕.
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建立了停學、開除和逮捕的替代方案
09:58
In addition加成 to establishing建立
a restorative恢復 justice正義 program程序,
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除了建立恢復式正義的方案
10:02
they improved改善 their
student學生 and teacher老師 relationships關係
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他們也改善老師與學生的關係
確保每個女孩遭遇危機時
10:04
by ensuring確保 that every一切 girl女孩
has at least最小 one adult成人 on campus校園
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校園裡至少有一位大人可尋求幫助
10:07
that she can go to
when she's in a moment時刻 of crisis危機.
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10:10
They built內置 out spaces空間 along沿 the corridors走廊
of the school學校 and in classrooms教室
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他們在走廊與教室之間弄了許多空間
10:14
for girls女孩 to regroup重組,
if they need a minute分鐘 to do so.
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如果她們需要喘口氣時用
10:17
And they established既定 an advisory諮詢 program程序
that provides提供 girls女孩 with an opportunity機會
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亦也設立了諮詢方案,給女孩機會
10:21
to start開始 every一切 single day
with the promotion提升 of self-worth自我價值,
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在每天開始之前,提升自我價值感
10:25
communication通訊 skills技能 and goal目標 setting設置.
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增進溝通的技巧與設定目標
10:28
At this school學校,
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在這所學校
10:29
they're trying to respond響應
to a girl's女孩 adverse不利的 childhood童年 experiences經驗
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他們設法回應女孩不幸的童年經驗
10:33
rather than ignore忽視 them.
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而非忽視
10:34
They bring帶來 them in closer接近;
they don't push them away.
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將女孩們拉得更靠近,而非推開她們
10:38
And as a result結果, their truancy逃學
and suspension懸掛 rates利率 have improved改善,
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因此,逃學與停學的比例大幅改善
10:41
and girls女孩 are arriving到達 at school學校
increasingly日益 ready準備 to learn學習
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更多到了學校的女孩準備好學習
10:44
because they know the teachers教師
there care關心 about them.
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因為她們知道老師在乎她們
10:47
That matters事項.
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這很重要
10:49
Schools學校 that integrate整合 the arts藝術
and sports體育 into their curriculum課程
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整合藝術與運動進課程中的學校
10:53
or that are building建造 out
tranformative變形 programming程序設計,
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或者建立轉型方案的學校
10:56
such這樣 as restorative恢復 justice正義,
mindfulness正念 and meditation冥想,
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如修復式正義、正念與冥想
10:59
are providing提供 an opportunity機會 for girls女孩
to repair修理 their relationships關係 with others其他,
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都提供女孩與他人修復關係的機會
11:04
but also with themselves他們自己.
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以及她們與自己的關係
11:07
Responding回應 to the lived生活,
complex複雜 and historical歷史的 trauma外傷
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要回應這些學生所面對的
複雜的創傷經驗
11:10
that our students學生們 face面對
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11:12
requires要求 all of us who believe
in the promise諾言 of children孩子 and adolescents青少年
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需要我們這些關心孩子及青少年的人
11:17
to build建立 relationships關係,
learning學習 materials物料,
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去建立關係、學習素材
11:20
human人的 and financial金融 resources資源
and other tools工具
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人力與經濟資源,以及其他工具
11:23
that provide提供 children孩子 with an opportunity機會
to heal癒合, so that they can learn學習.
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讓孩子們有機會療傷,然後學習
11:30
Our schools學校 should be places地方 where
we respond響應 to our most vulnerable弱勢 girls女孩
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學校應該要能回應最脆弱的女孩
11:34
as essential必要 to the creation創建
of a positive school學校 culture文化.
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這對創造正向的學校文化很重要
11:40
Our ability能力 to see her promise諾言
should be at its sharpest銳利的
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我們應該最敏感地察覺到她們的潛能
11:43
when she's in the throws
of poverty貧窮 and addiction;
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在她陷入貧困和藥物上癮的境地時
11:46
when she's reeling繅絲
from having been sex-trafficked性販運
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當她被作為性奴販賣而蹣跚時
11:49
or survived倖存 other forms形式 of violence暴力;
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或曾經歷了其他形式的暴力而倖存
11:51
when she's at her loudest最響亮,
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在她最張狂的時候
11:54
or her quietest安靜.
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或最沉默的時候
11:57
We should be able能夠
to support支持 her intellectual知識分子
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我們應該要能在精神層面
11:59
and social-emotional社會情感 well-being福利
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及社會情緒方面幫助她
12:01
whether是否 her shorts短褲 reach達到 her knees膝蓋
or stop mid-thigh中高 or higher更高.
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無論她的裙子是否及膝或更短
12:08
It might威力 seem似乎 like a tall order訂購 in a world世界
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這聽起來似艱鉅的任務
在根深蒂固於恐懼政治的世界
12:11
so deeply entrenched根深蒂固
in the politics政治 of fear恐懼
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12:13
to radically根本 imagine想像 schools學校 as locations地點
where girls女孩 can heal癒合 and thrive興旺,
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想像學校為女孩康復和成長之地
12:18
but we have to be bold膽大 enough足夠
to set this as our intention意向.
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但我們要夠勇敢,將此成為我們的目標
12:22
If we commit承諾 to this notion概念
of education教育 as freedom自由 work,
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如果我們將教育視為捍衛自由的工作
12:26
we can shift轉移 educational教育性 conditions條件
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我們可以改變教育環境
12:28
so that no girl女孩, even the most
vulnerable弱勢 among其中 us,
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不會再有女孩,即便是最脆弱的一群
12:32
will get pushed out of school學校.
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也不會被逐出學校
12:34
And that's a win贏得 for all of us.
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這對我們所有人都是一場勝利
12:36
Thank you.
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謝謝
12:37
(Applause掌聲)
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(掌聲)
Translated by John Li
Reviewed by H.L. Au

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ABOUT THE SPEAKER
Monique W. Morris - Author, social justice scholar
As Monique W. Morris writes: "I believe in a justice not associated with any form of oppression. I work for it and I write about it."

Why you should listen

Monique W. Morris, EdD, founded and leads the National Black Women's Justice Institute, an organization that works to transform public discourses on the criminalization of Black women, girls and their families. For three decades, she has been involved in social justice advocacy and scholarship, working with research and academic institutions, civil rights organizations, nonprofits, public agencies and activists to advance policies and practices that promote racial and gender equity. She's the author of Pushout: The Criminalization of Black Girls in Schools and other books, publications and articles.

As Morris writes: "My work is ultimately about using research and narratives to challenge actions and structures of oppression. I do this using the tools I have available to me as a researcher, educator, public intellectual, visual artist, writer -- and most recently, filmmaker. I am the author of several academic publications and four books, each of them very different. From a street novel about prostitution to a statistical narrative about African Americans in the 21st century to a book about the criminalization of Black girls in schools, I try to meet people where they are on this journey toward freedom. My latest project, a dive into the pedagogical practices that make education freedom work, explores how schools might become locations of healing for Black and Brown girls. And I love Prince. Always have, always will."

More profile about the speaker
Monique W. Morris | Speaker | TED.com