演講MP3+雙語文稿:為什么黑人女孩總成為學(xué)校懲罰的對象？

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【演講人】Monique W. Morris

莫妮克·莫里斯，教育署創(chuàng)立并領(lǐng)導(dǎo)了全國黑人婦女司法研究所，該組織致力于改變有關(guān)黑人婦女，女孩及其家庭被定罪的公開言論。

【演講主題】《為什么黑人女孩總成為學(xué)校懲罰的對象？》

【演講文稿-中英文】

翻譯者 Cissy Yun 校對 Lipeng Chen

When I was in the sixth grade, I got into a fight at school. It wasn't the first time I'd been in a fight, but it was the first time one happened at school. It was with a boy who was about a foot taller than me, who was physically stronger than me and who'd been taunting me for weeks. One day in PE, he stepped on my shoe and refused to apologize. So, filled with anger, I grabbed him and I threw him to the ground. I'd had some previous judo training.

在六年級， 我在學(xué)校打了一架。 這不是我第一次打架了， 但這是我第一次在學(xué)校里打架。 對方是比我高一頭多的男孩， 體格比我壯多了， 他已經(jīng)騷擾我?guī)字芰恕?有一天的體育課上，他踩了我的腳， 并拒絕向我道歉。 當(dāng)時(shí)的我怒火沖天，一把抓住他， 并把他摔到地上。 我以前練過柔道。

(Laughter)

（笑聲）

Our fight lasted less than two minutes, but it was a perfect reflection of the hurricane that was building inside of me as a young survivor of sexual assault and as a girl who was grappling with abandonment and exposure to violence in other spaces in my life. I was fighting him, but I was also fighting the men and boys that had assaulted my body and the culture that told me I had to be silent about it. A teacher broke up the fight and my principal called me in her office. But she didn't say, "Monique, what's wrong with you?" She gave me a moment to collect my breath and asked, "What happened?"

我們的這場架持續(xù)了不到兩分鐘， 但它真確反應(yīng)了 我內(nèi)心中日積月累成的 一股風(fēng)暴， 因?yàn)槲沂且粋€(gè)年少的性侵受害者， 我還是一個(gè)掙扎于遺棄與 暴力之中的女孩。 我在和他打架的同時(shí)， 也是在向那些侵犯過我身體的 男孩與男人 和阻止我發(fā)聲的文化宣戰(zhàn)。 一位老師拉開了我們， 我的校長而后把我叫到辦公室。 但是，她并沒有說， “莫妮科，你發(fā)什么神經(jīng)？” 她給我一些時(shí)間來平復(fù)呼吸， 問了我，“發(fā)生了什么？”

The educators working with me led with empathy. They knew me. They knew I loved to read, they knew I loved to draw, they knew I adored Prince. And they used that information to help me understand why my actions, and those of my classmate, were disruptive to the learning community they were leading. They didn't place me on suspension; they didn't call the police. My fight didn't keep me from going to school the next day. It didn't keep me from graduating; it didn't keep me from teaching.

我的老師們以同情同理心引領(lǐng)我。 他們理解我。 他們知道我熱愛閱讀， 他們明白我喜歡畫畫。 他們知道我喜歡歌手“王子”。 他們用這些信息來幫助我理解 為何我和我同學(xué)的行為， 對于他們引領(lǐng)的學(xué)習(xí)群體 造成了破壞。 他們沒有讓我停學(xué)， 也沒有報(bào)警。 我的這場架并沒讓我 第二天上不了學(xué)。 并不會(huì)使我畢不了業(yè)， 并沒阻止我從事教育。

But unfortunately, that's not a story that's shared by many black girls in the US and around the world today. We're living through a crisis in which black girls are being disproportionately pushed away from schools --- not because of an imminent threat they pose to the safety of a school, but because they're often experiencing schools as locations for punishment and marginalization. That's something that I hear from black girls around the country. But it's not insurmountable. We can shift this narrative.

可惜的是，這并不是多數(shù)黑人女孩 可與之共鳴的故事， 無論是美國還是全球各地。 我們正處于一個(gè)危機(jī)中： 黑人女孩以極不正常的比例 被推離學(xué)?！?這并非因?yàn)樗齻儗τ?學(xué)校的安全有威脅， 而是因?yàn)閷λ齻儊碚f， 學(xué)校是她們飽受懲罰 和被邊緣化的地方。 這是我從全國各地的 黑人女孩口中聽說的。 這并非是個(gè)無法解決的難題。 我們可以改變這個(gè)情況。

Let's start with some data. According to a National Black Women's Justice Institute analysis of civil rights data collected by the US Department of Education, black girls are the only group of girls who are overrepresented along the entire continuum of discipline in schools. That doesn't mean that other girls aren't experiencing exclusionary discipline and it doesn't mean that other girls aren't overrepresented at other parts along that continuum. But black girls are the only group of girls who are overrepresented all along the way. Black girls are seven times more likely than their white counterparts to experience one or more out-of-school suspensions and they're nearly three times more likely than their white and Latinx counterparts to be referred to the juvenile court.

先來看看數(shù)據(jù)吧。 根據(jù)國家黑人婦女司法協(xié)會(huì) 對于民權(quán)數(shù)據(jù)的分析， 這些數(shù)據(jù)由美國教育部收集， 黑人女孩是唯一一群 在學(xué)校的紀(jì)律懲罰體系中 受懲戒比例過高的女孩。 這并不代表其他女孩不經(jīng)歷 停學(xué)之類的懲罰， 也不代表其他女孩不過度經(jīng)受 其他懲罰。 但是黑人女孩是唯一一組 在所有懲戒方面 都比例過高。 相比白人女孩，黑人女孩 受到停學(xué)處分的幾率要高7倍， 而相較于白人和 拉丁裔女孩，黑人女孩 被送往青少年法庭的幾率 要高出3倍。

A recent study by the Georgetown Center on Poverty and Inequality partially explained why this disparity is taking place when they confirmed that black girls experience a specific type of age compression, where they're seen as more adult-like than their white peers. Among other things, the study found that people perceive black girls to need less nurturing, less protection, to know more about sex and to be more independent than their white peers. The study also found that the perception disparity begins when girls are as young as five years old. And that this perception and the disparity increases over time and peaks when girls are between the ages of 10 and 14. This is not without consequence. Believing that a girl is older than she is can lead to harsher treatment, immediate censure when she makes a mistake and victim blaming when she's harmed. It can also lead a girl to think that something is wrong with her, rather than the conditions in which she finds herself.

最近一項(xiàng)喬治城大學(xué) 貧困與不平等中心的研究 部分解釋了為何有這樣的差距， 他們確認(rèn)了黑人女孩會(huì)經(jīng)歷 一種特殊的“年齡壓縮”， 她們會(huì)比同齡的白人同學(xué) 看起來更成熟。 在其他方面，這個(gè)研究發(fā)現(xiàn) 人們一般認(rèn)為，相比白人女孩， 黑人女孩只需較少的關(guān)懷， 不需要那么多的保護(hù)， 也對性生活有更多的了解， 相比白人女孩來說， 她們更獨(dú)立。 這個(gè)研究還發(fā)現(xiàn) 這種認(rèn)知差異在 女孩們五歲的時(shí)候就有了， 這種差異隨著時(shí)間越積越多 在女孩10歲到14歲之間， 達(dá)到頂峰。 這并非沒有后果。 認(rèn)為一個(gè)女孩比實(shí)際年齡要成熟 會(huì)導(dǎo)致她受到更嚴(yán)厲的對待， 在她犯錯(cuò)誤時(shí)，會(huì)受到過多的譴責(zé)； 而當(dāng)她受到傷害時(shí)，大家會(huì)責(zé)怪她。 這也可能導(dǎo)致一個(gè)女孩認(rèn)為 她自身有一些問題, 而未察覺問題出在 她處于的環(huán)境。

Black girls are routinely seen as too loud, too aggressive, too angry, too visible. Qualities that are often measured in relation to nonblack girls and which don't take into consideration what's going on in this girl's life or her cultural norms. And it's not just in the US. In South Africa, black girls at the Pretoria Girls High School were discouraged from attending school with their hair in its natural state, without chemical processing. What did those girls do? They protested. And it was a beautiful thing to see the global community for the most part wrap its arms around girls as they stood in their truths. But there were those who saw them as disruptive, largely because they dared to ask the question, "Where can we be black if we can't be black in Africa?"

黑人女孩一直被看作 太大聲，太氣勢洶洶， 太易怒，太出挑。 這些特征都與非黑人女孩比較， 但卻沒有考慮到 這個(gè)女孩經(jīng)歷過什么， 也沒有考慮到她的文化常態(tài)。 這并非只發(fā)生在美國。 在南非， 比勒陀利亞女子高中的黑人女學(xué)生們 被學(xué)校規(guī)勸，若她們保持自然發(fā)型， 不經(jīng)化學(xué)燙發(fā)處理， 不能上學(xué)。 所以這些女孩做了什么? 她們抗議。 看到全球各地的人們 支持并向這些女孩伸出援手， 真是件美好的事！ 但也有人將這些女孩看作是搗亂者， 僅僅因?yàn)樗齻冑|(zhì)問了， ”若我們沒法在非洲保持黑人本真， 還能在哪兒？“

(Laughter)

（笑聲）

(Applause)

（掌聲）

It's a good question. Around the world, black girls are grappling with this question. And around the world, black girls are struggling to be seen, working to be free and fighting to be included in the landscape of promise that a safe space to learn provides. In the US, little girls, just past their toddler years, are being arrested in classrooms for having a tantrum. Middle school girls are being turned away from school because of the way they wear their hair naturally or because of the way the clothes fit their bodies. High school girls are experiencing violence at the hands of police officers in schools. Where can black girls be black without reprimand or punishment? And it's not just these incidents.

這是一個(gè)好問題。 在全球各地， 黑人女孩都在思考這個(gè)問題。 同樣在全球各地， 黑人女孩掙扎著讓自己被重視， 努力來讓自己自由， 用盡一切使自己 可在應(yīng)許之地，爭取到相等的機(jī)會(huì)。 在美國，小女孩， 剛過蹣跚學(xué)步的年齡， 僅因在教室里發(fā)了一會(huì)兒 脾氣，就被逮捕。 中學(xué)女孩被學(xué)校勸退 僅僅因?yàn)樗齻儾粚⒆约旱念^發(fā)燙直 或因?yàn)榇┝司o身的衣服。 高中女孩甚至?xí)?jīng)歷 來自校方警衛(wèi)的暴力對待。 黑人女孩到底可以在哪兒 做自己而不受懲罰？ 這些僅僅是冰山一角。

In my work as a researcher and educator, I've had an opportunity to work with girls like Stacy, a girl who I profile in my book "Pushout," who struggles with her participation in violence. She bypasses the neuroscientific and structural analyses that science has to offer about how her adverse childhood experiences inform why she's participating in violence and goes straight to describing herself as a "problem child," largely because that's the language that educators were using as they routinely suspended her.

我作為一個(gè)研究者和一個(gè)教育者， 我有幸和一個(gè)叫史黛西的女孩 一起工作， 我的書《排擠》也提到了她， 她掙扎于自己的暴力傾向。 她完全避開了神經(jīng)科學(xué)和構(gòu)造分析 可以提供的 有關(guān)她幼年不幸可能引導(dǎo)了 她去參與暴力， 而直接稱呼自己“問題兒童”。 正因?yàn)檫@是她的師長用的詞 他們常常讓她停學(xué)。

But here's the thing. Disconnection and the internalization of harm grow stronger in isolation. So when girls get in trouble, we shouldn't be pushing them away, we should be bringing them in closer. Education is a critical protective factor against contact with the criminal legal system. So we should be building out policies and practices that keep girls connected to their learning, rather than pushing them away from it. It's one of the reasons I like to say that education is freedom work. When girls feel safe, they can learn. When they don't feel safe, they fight, they protest, they argue, they flee, they freeze. The human brain is wired to protect us when we feel a threat. And so long as school feels like a threat, or part of the tapestry of harm in a girl's life, she'll be inclined to resist. But when schools become locations for healing, they can also become locations for learning.

但是請想想， 脫節(jié)和仇恨內(nèi)化會(huì)在人被孤立時(shí) 猖狂滋長。 所以當(dāng)女孩闖禍時(shí)， 我們不該將她們推開， 我們應(yīng)該拉近她們。 教育是一個(gè)至關(guān)重要的保護(hù)方式， 來對抗與犯罪法律系統(tǒng)的接觸。 我們應(yīng)該建立規(guī)則和慣例 讓女孩與學(xué)習(xí)緊緊相連， 而不是將她們推離學(xué)習(xí)。 這也是為何我稱教育， 為使人自由的工作。 當(dāng)女孩們感到安全時(shí)， 她們就可以學(xué)習(xí)。 當(dāng)她們感到危險(xiǎn)時(shí)， 她們會(huì)斗爭， 會(huì)抗議，會(huì)爭討， 她們會(huì)逃開，她們會(huì)不知所措。 當(dāng)我們感到威脅時(shí)， 人類大腦會(huì)啟動(dòng)天生的保護(hù)機(jī)制。 所以說，只要學(xué)校對她們來說 是一種威脅 或者是女孩一生受的傷害中的 一部分， 她就會(huì)想要反抗。 但當(dāng)學(xué)校變成一個(gè)治愈所， 它就可成為學(xué)習(xí)的地方。

So what does this mean for a school to become a location for healing? Well, for one thing, it means that we have to immediately discontinue the policies and practices that target black girls for their hairstyles or dress.

所以一個(gè)學(xué)校變成治愈所的 意義在哪兒？ 第一，我們必須立刻停止 那些針對黑人女孩發(fā)型和穿著 的紀(jì)律規(guī)定。

(Applause)

（掌聲）

Let's focus on how and what a girl learns rather than policing her body in ways that facilitate rape culture or punish children for the conditions in which they were born. This is where parents and the community of concerned adults can enter this work. Start a conversation with the school and encourage them to address their dress code and other conduct-related policies as a collaborative project, with parents and students, so as to intentionally avoid bias and discrimination. Keep in mind, though, that some of the practices that harm black girls most are unwritten. So we have to continue to do the deep, internal work to address the biases that inform how, when and whether we see black girls for who they actually are, or what we've been told they are. Volunteer at a school and establish culturally competent and gender responsive discussion groups with black girls, Latinas, indigenous girls and other students who experience marginalization in schools to give them a safe space to process their identities and experiences in schools. And if schools are to become locations for healing, we have to remove police officers and increase the number of counselors in schools.

讓我們更多關(guān)注 女孩學(xué)了什么， 而不是監(jiān)控她的身體， 從而增長強(qiáng)暴文化 或是懲罰孩童， 僅僅由于她們出生的環(huán)境不同。 在這一步，家長和關(guān)注此事的群體 可以參與進(jìn)來。 與學(xué)校談話， 并鼓勵(lì)他們將著裝標(biāo)準(zhǔn) 還有其他相應(yīng)的規(guī)范政策 看作一個(gè)合作項(xiàng)目， 與家長與學(xué)生探討， 這樣可以避免歧視和偏差。 但要當(dāng)心的是， 許多傷害黑人女孩的行為規(guī)范 是不被寫下來的。 所以我們得繼續(xù)深入地工作 來消除偏見， 來提醒大家，我們看待黑人女孩時(shí) 是否是基于她的本身， 還是受別人的意見影響后 看到的她們。 在學(xué)校里當(dāng)志愿者 并建立文化能力和 性別認(rèn)知討論小組 與黑人女孩， 拉丁裔女孩和 原住民女孩們 還要包括其他在學(xué)校 經(jīng)歷邊緣化的學(xué)生們 要求學(xué)校提供一個(gè)安全的空間 讓他們可以梳理自己的身份與 在學(xué)校的經(jīng)歷。 而若學(xué)?？梢猿蔀橹斡?， 我們需要在學(xué)校中去減少警衛(wèi) 但增加更多的指導(dǎo)員。

(Applause)

（掌聲）

Education is freedom work. And whatever our point of entry is, we all have to be freedom fighters. The good news is that there are schools that are actively working to establish themselves as locations for girls to see themselves as sacred and loved. The Columbus City Prep School for Girls in Columbus, Ohio, is an example of this. They became an example the moment their principal declared that they were no longer going to punish girls for having "a bad attitude." In addition to building -- Essentially, what they did is they built out a robust continuum of alternatives to suspension, expulsion and arrest. In addition to establishing a restorative justice program, they improved their student and teacher relationships by ensuring that every girl has at least one adult on campus that she can go to when she's in a moment of crisis. They built out spaces along the corridors of the school and in classrooms for girls to regroup, if they need a minute to do so. And they established an advisory program that provides girls with an opportunity to start every single day with the promotion of self-worth, communication skills and goal setting. At this school, they're trying to respond to a girl's adverse childhood experiences rather than ignore them. They bring them in closer; they don't push them away. And as a result, their truancy and suspension rates have improved, and girls are arriving at school increasingly ready to learn because they know the teachers there care about them. That matters.

教育是使人自由的工作。 無論我們何時(shí)加入這個(gè)行業(yè)， 我們都需要成為自由斗士。 好消息是， 現(xiàn)在有許多學(xué)校 正在努力讓自己變成 女孩們可以感到自己是神圣的與 被愛的地方。 俄亥俄州的哥倫布市女子學(xué)院 就是一個(gè)例子。 就是因?yàn)樾ｉL聲明 他們不會(huì)僅因?yàn)榕⒂小安缓玫膽B(tài)度” 而懲罰她們。 除了建造方面之外， 這所學(xué)校建立了一個(gè)成功的體系 用各種方案替代停課、停學(xué)和逮捕。 除了建立這個(gè)有修復(fù)式正義的 規(guī)范體系， 他們還改進(jìn)了學(xué)生與教師的關(guān)系， 讓每個(gè)女孩在危機(jī)時(shí)刻 可以在校園中找到 至少一個(gè)成年人來傾訴。 他們在校園走廊、教室中建立空間 讓女孩們可以在受挫折后 可以用點(diǎn)時(shí)間緩緩神。 他們還建立了一個(gè)指導(dǎo)項(xiàng)目 為女孩們提供機(jī)會(huì)， 用提升自我價(jià)值， 溝通技能以及目標(biāo)設(shè)定 來開始每一天。 在這所學(xué)校， 他們嘗試正視一些女孩 所經(jīng)歷的負(fù)面童年， 而不是無視它們。 他們拉近女孩， 而非排擠她們。 結(jié)果是，學(xué)校的逃學(xué)率和 停學(xué)事件得到顯著進(jìn)步， 女孩們現(xiàn)在來到學(xué)校 更加做好了學(xué)習(xí)的準(zhǔn)備， 因?yàn)樗齻兠靼桌蠋熣嫘年P(guān)懷她們。 這很重要。

Schools that integrate the arts and sports into their curriculum or that are building out tranformative programming, such as restorative justice, mindfulness and meditation, are providing an opportunity for girls to repair their relationships with others, but also with themselves. Responding to the lived, complex and historical trauma that our students face requires all of us who believe in the promise of children and adolescents to build relationships, learning materials, human and financial resources and other tools that provide children with an opportunity to heal, so that they can learn.

那些將藝術(shù)和體育納入課程， 或是建立變革項(xiàng)目 比如修復(fù)式正義，深思以及冥想， 這樣做的學(xué)校 正在為女孩提供機(jī)會(huì) 與其他人修復(fù)關(guān)系， 但也是與自己重修于好。 面對我們的學(xué)生所經(jīng)歷的 系統(tǒng)性的、復(fù)雜的、 歷史性的創(chuàng)傷， 需要相信孩子們的期望的我們 去建立關(guān)系、編輯教材、 尋找人際方面或是資金上的資源, 建造工具提供孩子一個(gè)治愈的機(jī)會(huì)， 讓她們由此才可學(xué)習(xí)。

Our schools should be places where we respond to our most vulnerable girls as essential to the creation of a positive school culture. Our ability to see her promise should be at its sharpest when she's in the throws of poverty and addiction; when she's reeling from having been sex-trafficked or survived other forms of violence; when she's at her loudest, or her quietest. We should be able to support her intellectual and social-emotional well-being whether her shorts reach her knees or stop mid-thigh or higher. It might seem like a tall order in a world so deeply entrenched in the politics of fear to radically imagine schools as locations where girls can heal and thrive, but we have to be bold enough to set this as our intention. If we commit to this notion of education as freedom work, we can shift educational conditions so that no girl, even the most vulnerable among us, will get pushed out of school. And that's a win for all of us.

學(xué)校應(yīng)該是一個(gè)可以對 最脆弱的女孩作出反饋的地方 這對創(chuàng)建一個(gè)積極的學(xué)校文化 非常重要。 我們應(yīng)能最敏銳地 看見女孩的潛能， 當(dāng)她陷入貧困和毒癮中； 當(dāng)她在人口性交易 或是其他暴力行為的 陰霾中掙扎時(shí)， 當(dāng)她大聲呼救時(shí)， 也當(dāng)她緘口不語時(shí)。 我們需要能夠支持她的 身心、社交健康， 無論她的短褲否及膝，或在大腿中部 還是更短。 這看似十分艱難， 特別是在一個(gè)深深扎根于 恐懼政治中的世界 要去積極想像學(xué)校是一個(gè)女孩 可以治愈和蓬勃向上的地方， 但我們必須要勇敢地將其設(shè)為目標(biāo)。 若我們將教育視為 使人自由的工作， 我們可以改變教育環(huán)境 不讓任何女孩， 即使是最脆弱的女孩 被推出學(xué)校。 這樣，我們才是真正成功了。

Thank you.

謝謝。

(Applause)

（掌聲）