演講MP3+雙語文稿:如何與孩子談論禁忌話題
聽力課堂TED音頻欄目主要包括TED演講的音頻MP3及中英雙語文稿，供各位英語愛好者學習使用。本文主要內容為演講MP3+雙語文稿:如何與孩子談論禁忌話題，希望你會喜歡！
【演講者及介紹】Liz Kleinrock
Liz Kleinrock教育家，為K-12年級的學生創(chuàng)造了關于多樣性、公平和包容的課程內容。
【演講主題】如何教孩子談論禁忌話題
【中英文字幕】
翻譯者 Y H 校對者YinchunRui
00:13
So, a few years ago, I was beginning a newunit on race with my fourth-graders. And whenever we start a new unit, I liketo begin by having all the students list everything they know about it, andthen we also list questions we have. And I had the type of moment that everyteacher has nightmares about. One of my students had just asked the question,"Why are some people racist?" And another student, let's call herAbby, had just raised her hand and volunteered: "Maybe some people don'tlike black people because their skin is the color of poop." Yeah, I know.
幾年前我要開始教四年級學生新的課程，是關于種族的。每次開始新的課程前，我會讓學生們列舉一下他們對其內容已有的認知，也會讓他們聊聊對這一課的疑問。有一次我遇到一個問題，那簡直是所有老師的噩夢，我的一個學生問我，“為什么有人是種族主義者？”另一個學生，我們叫她Abby吧，Abby主動舉手回答說，“有些人不喜歡黑人，可能是因為他們的膚色像糞便一樣?！?/p>
00:49
So, as if on cue, my entire class exploded.Half of them immediately started laughing, and the other half started yellingat Abby and shouting things like, "Oh, my God, you can't say that, that'sracist!" So just take a second to freeze this scene in your mind. There'sa class of nine- and ten-year-olds, and half of them are in hysterics becausethey think Abby has said something wildly funny, and the other half are yellingat her for saying something offensive. And then you have Abby, sitting therecompletely bewildered because, in her mind, she doesn't understand the weightof what she said and why everybody is reacting this way. And then you have me,the teacher, standing there in the corner, like, about to have a panic attack.
果然，全班就炸翻天了一半的學生笑了起來，另一半的學生開始朝Abby大喊，比如，“天哪，你不能說這種話，那是種族歧視！”你可以在腦海中定格這一幕嗎？一個班上都是九歲十歲的孩子，一半人笑瘋了因為他們覺得Abby剛才說的話超級好笑，另一半人被她的話冒犯到了，正朝著她大聲嚷嚷。而Abby自己呢，坐在那里完全懵掉了她并不理解自己剛才說的話的份量，也不明白為什么其他人的反應。還有作為老師的我，我站在角落里，快要暈過去了。
01:31
So as a classroom teacher, I have to makesplit-second decisions all the time. And I knew I needed to react, but how?Consider your fight-or-flight instincts. I could fight by raising my voice andreprimanding her for her words. Or flight -- just change the subject andquickly start reaching for another subject, like anything to get my students'minds off the word "poop." However, as we know, the right thing to dois often not the easy thing to do. And as much as I wanted this moment to beover, and that I knew both of these options would help me escape the situation,I knew that this was far too important of a teachable moment to miss.
不過，作為老師必須具備的素養(yǎng)是在一剎那間快速做決定的能力，所以我知道我必須立刻采取行動，但是我應該怎么做？想一下戰(zhàn)斗或逃跑反應。我可以選擇“戰(zhàn)斗”，也就是提高我的音量訓斥她，我也可以選擇“逃跑”，也就是轉移話題趕緊聊聊其他的話題，好讓學生們不要再去想跟糞便有關的事。但是眾所周知，正確的選項往往不是容易的選項 盡管我非常希望這一刻快快結束，且這兩個選項都可以讓我 逃避這個局面，我深知這是一個不容錯過的 重要的教學時刻。
02:14
So after standing there for what felt likean eternity, I unfroze and I turned to face my class, and I said,"Actually, Abby makes a point." And my students kind of looked ateach other, all confused. And I continued, "One reason why racism existsis because people with light skin have looked at people with dark skin and saidthat their skin was ugly. And even use this reason as an excuse to dehumanizethem. And the reason why we're learning about race and racism in the firstplace is to educate ourselves to know better. And to understand why commentslike this are hurtful, and to make sure that people with dark skin are alwaystreated with respect and kindness."
我在那里站著的時候，時間仿佛凍結了，但我終于打破僵局，面向全班的學生說，“其實呢，Abby說得有些道理?！睂W生們面面相覷，很困惑的樣子我接著說，“種族歧視存在的原因之一，是因為淺色皮膚的人們看著深色皮膚的人們說他們的膚色太丑了。甚至用這個理由來貶低他們的人性。我們之所以要學習有關種族和種族歧視的知識，是要讓自己知道得更多一些，去了解為什么這樣的言論很傷人，去保證深色皮膚的人都能獲得尊重和友善。”
03:00
Now, this was a truly terrifying teachablemoment. But as we moved forward in the conversation, I noticed that both Abbyand the rest of the kids were still willing to engage. And as I watched theconversation really marinate with my students, I began to wonder how many of mystudents have assumptions just like Abby. And what happens when thoseassumptions go unnoticed and unaddressed, as they so often do?
這是一個駭人的教學時刻，但是隨著討論的進行，我注意到Abby和其他的孩子們還是表現地很積極。我看著學生們沉浸在這些對話中，我開始猜想，有多少學生會有 Abby有的假設。而這些假設若沒有被注意到，沒有被討論，那將會怎么樣呢？
03:25
But first, I think it's important to take astep back and even consider what makes a topic taboo. I don't rememberreceiving an official list of things you're not supposed to talk about. But Ido remember hearing, over and over, growing up: there are two things you do nottalk about at family get-togethers. And those two things are religion andpolitics. And I always thought this was very curious because religion andpolitics often are such huge influencing factors over so many of our identitiesand beliefs. But what makes a topic taboo is that feeling of discomfort thatarises when these things come up in conversation. But some people are extremelyfluent in the language of equity, while other people fear being PC-shamed orthat their ignorance will show as soon as they open their mouths. But I believethat the first step towards holding conversations about things like equity isto begin by building a common language. And that actually starts withdestigmatizing topics that are typically deemed taboo.
讓我們退一步來想一想，是什么使得一個話題成為禁忌？我不記得有哪一張清單上面列出了所有你不應該討論的事情。但我卻記得在我長大的過程中，有兩件事你不能在家庭聚會的時候討論，那就是宗教和政治。而我總是挺好奇這是為什么的，因為宗教和政治往往對于每一個人的自我定位和信念有著舉足輕重的影響。是什么使得一個話題成為禁忌呢？是在這些對話中產生的不舒服感。有些人很擅長聊有關公正公平的話題，有些人卻擔心自己的觀點不夠政治正確而遭到嘲諷或是擔心他們一開口就暴露了他們的無知。我認為，要展開有關公平公正的對話第一步是需要 建立一個共同的語言。而這個共同的語言，首先需要建立在 打破禁忌話題的基礎上。
04:28
Now, conversations around race, forexample, have their own specific language and students need to be fluent inthis language in order to have these conversations. Now, schools are often theonly place where students can feel free and comfortable to ask questions andmake mistakes. But, unfortunately, not all students feel that sense ofsecurity.
舉個例子：關于種族的話題有其獨特的語言，學生們需要擅長這門語言，才能順利地開展對話。學校往往是唯一一個使學生們覺得自由和安全，是讓他們敢于提問和犯錯誤的地方。不幸的是，不是所有學生都覺得有安全感。
04:51
Now, I knew that day in front of myfourth-graders that how I chose to respond could actually have life-longimplications not only for Abby, but for the rest of the students in my class.If I had brushed her words aside, the rest of the class could actually inferthat this type of comment is acceptable. But if I had yelled at Abby andembarrassed her in front of all of her friends, that feeling of shameassociated with one of her first conversations on race could actually preventher from ever engaging on that topic again.
那一天，我知道在我的四年級學生面前，我采取怎樣的回應，很可能對Abby，還有其他學生產生終身的影響。如果我把她的話置之不理，會讓學生們產生錯覺，以為這樣的言論是可以接受的。如果我訓斥她，讓她在全班同學面前難堪，這是她第一次有有關種族的談話，如果是伴隨著這樣的恥辱感可能會使得她以后再也不愿意參與到這個話題中了。
05:24
Now, teaching kids about equity in schoolsis not teaching them what to think. It is about giving them the tools andstrategies and language and opportunities to practice how to think. Forexample, think about how we teach kids how to read. We don't start by givingthem books. We start by breaking down words into letters and sounds and weencourage them to practice their fluency by reading every single day, with apartner or with their friends. And we give them lots of comprehension questionsto make sure that they're understanding what they're reading. And I believethat teaching kids about equity should be approached in the exact same way.
在學校教育孩子公正公平不是給他們灌輸思想，而是賦予他們工具、計策、語言、和機會 讓他們可以操練自己的思想。舉個例子，想一下我們 是怎么教孩子讀書的。我們不是直接丟一本書過去，我們是逐字逐句地教他們字母和讀音，而且我們鼓勵他們和小伙伴們一起 每天讀書，日益精通。我們給他們出很多閱讀理解題目 以確保他們讀懂了。我認為，教育孩子公正公平，也需要采取這樣的方法。
06:05
I like to start by giving my students asurvey every year, about different issues around equity and inclusion. And thisis a sample survey from one of my kids, and as you can see, there's some humorin here. For under the question, "What is race?" she has written,"When two or more cars, people and animals run to see who is fastest andwho wins." However, if you look at her question, "What is racism?"it says, "When somebody says or calls someone dark-skinned a meanname." So, she's young, but she's showing that she's beginning tounderstand. And when we act like our students aren't capable of having theseconversations, we actually do them such a disservice.
我每年都給學生們出一個問卷，有關公平和包容，考察他們對于這些話題的認知。這是其中一個孩子寫的問卷其中還有些小幽默，這個題目是“種族是什么？”（注：race也可以指賽跑）她的回答是，“當多于或等于兩輛車，兩個人和兩只動物一起賽跑，比誰跑得快，比誰贏?！钡阍倏聪乱粋€問題“種族歧視是什么？”她的回答是，“當某人用壞名字稱呼一個深色皮膚的人?！彼苣暧祝瑓s已經懂一些了。如果我們表現得好像我們的學生不能夠勝任這樣的對話，那我們其實是在幫倒忙。
06:46
Now, I also know that these types ofconversations can seem really, really intimidating with our students,especially with young learners. But I have taught first through fifth grades,and I can tell you, for example, that I'm not going to walk into a first-gradeclassroom and start talking about things like mass incarceration. But even asix-year-old first-grader can understand the difference between what is fair --people getting what they need. We identified a lot of these things in classtogether. And the difference between fair and equal -- when everybody gets thesame thing, especially goody bags at birthday parties. Now, first-graders canalso understand the difference between a punishment and a consequence. And allof these things are foundational concepts that anyone needs to understandbefore having a conversation about mass incarceration in the United States.
我知道這一類的話題對于我們的學生來說可能挺嚇人的，特別是年幼的學生。但是，從一年級到五年級的學生我都教過了，我可以告訴你們，我不會走進一個一年級班，一上來就討論大規(guī)模監(jiān)禁的話題。但一個六歲的一年級學生已經可以聽懂公平和平等的區(qū)別了，什么是公平：人們各取所需這些都是我們會在班上一起討論的。以及什么是平等：人們獲得一樣的東西特別是生日派對上的禮包。同樣的，一年級學生也可以聽懂懲罰和后果的區(qū)別。這些都是最基礎的概念是所有人都需要理解的，是展開有關大規(guī)模監(jiān)禁話題討論的基礎。
07:43
Some people might think thatkindergarteners or first-graders are too young to have conversations aroundracism, but also tell you that young kids understand that there are manydifferent components that make up our identities and how people are similar anddifferent, and what it means to have power when other people don't. When wehave these conversations with students at a young age, it actually takes awaysome of that taboo feeling when those topics come up at a later age.
有人可能會覺得幼兒園和一年級學生還太年輕，不能跟他們聊有關種族的話題，那我也可以告訴你們，這些孩子知道有很多不同的因素構建了他們的身份，他們也知道人們都有相似和不同之處，他們也知道有些人有權勢，有些人沒有。如果我們從小就讓孩子參與到這些話題中，就可以帶走這些話題的禁忌感他們長大后遇到這些話題時不會覺得難以啟齒。
08:10
I also know that teaching about thesethings in schools can feel like navigating a minefield. For example, whathappens if parents or families aren't on board with having these conversationsin schools? But to these people, I can say: these are some examples of thingsthat students have said to me and brought to my attention. For example, I had astudent come in and whisper to me, "I've heard all these people use theterm LGBTQ, but I don't know what it means and I'm too embarrassed to admitit." I had a student come in over a weekend and come up to me and say,"You know, I just watched this movie about Australia, and it made mewonder if they have racism there, too." And I always want my students tobe comfortable having these conversations because when they're comfortable talkingabout it and asking questions, they also build comfort in bringing in their ownlives and experiences in how they relate to these big topics.
我也知道在學校教這些東西，好像是在跨越雷區(qū)。如果家長或撫養(yǎng)人不認可在學校里開展這些話題呢？面對這些人，我會說，我會舉一些例子，是學生們告訴我的事。比如，有個學生走過來悄悄地對我說，“我聽到很多人說到LGBTQ這個詞，我不知道那是什么意思，但我不好意思說我不知道?！坝袀€學生周末來告訴我，“你知道嗎，我剛看了一個有關澳大利亞的電影，我在想他們那兒是不是也有種族歧視?！拔乙恢倍己芟Ｍ业膶W生們可以自然地參與到這些話題中，因為當他們可以自然地討論這些話題時，他們才有可能把自己的生活經歷帶入其中，與這些更大的話題產生聯(lián)系。
09:06
Also, some teachers might be kind ofnervous if a student brings up a topic or asks a question and they don't knowthe answer to it. But if a student ever brings something to my attention and Idon't know the answer, I will always admit it and own it because I'm not goingto pretend to be an expert in something that I don't have experience in or I'mnot an authority on. That same year, I had a student come in and ask a questionabout the LGBTQ community. And I just didn't know enough to give them anappropriate answer. So instead, I encouraged that student to reach out and ask thatquestion to a representative of a nonprofit who had come to speak to our classabout that very same issue. When we admit to our students that we don't haveall the answers, not only does it humanize us to them, it also shows them thatadults have a long way to go, too, when it comes to learning about issues ofequity.
有些老師可能會感到緊張，若學生提出一個問題，可是老師不知道怎么回答，怎么辦？每當學生問我一件事，我不知道答案的時候，我總是承認說，我不知道。當我缺少某方面的經歷，或者不是權威的時候我不會假裝我是專家。同一年，有個學生來問我一個有關LGBTQ社群的問題，我確實了解得不夠多，所以不能很好地回答。所以，我鼓勵那個學生去問另一個人，那個人是一個非營利組織的代表之前來過班上聊過這個話題。當我們向學生承認自己沒有所有問題的答案時，不僅拉近了我們和他們的距離，更是向他們展示了， 關于公平公正的話題，成年人也有很長的路要走。
09:57
Now, a little while back, I wrote a lessonabout consent. And, to some people, this was very exciting because I took thistopic that seemed very taboo and scary and I broke it down into a way that wasaccessible for young learners. However, to other people, the idea of consent isso strongly tied to sex, and sex is often considered a taboo subject, that itmade them very uncomfortable. But my students are third-graders, so we're nottalking about sex in class. Rather, I wanted them to understand that everybodyhas different physical boundaries that make them feel comfortable. And thesocial and emotional intelligence it takes to read somebody's words and toneand body language are skills that often need to be explicitly taught, the sameway we teach things like reading and math. And this lesson is not reserved forstudents of one single demographic. Things like questioning and makingobservations and critical thinking are things that any student of any race orethnicity or background or language or income or zip code should be learning inschools.
不久前我寫了一節(jié)課的教學方案，是有關“征得同意”的對一些人來說，這是令人激動的因為這個看起來很禁忌，很嚇人的話題，我用年輕的學生可以理解的方式呈現了出來但是另一些人，他們覺得“征得同意”和“性行為”的關聯(lián)太緊密了而性行為通常被認為是一個禁忌話題，所以他們覺得很不舒服。但我的學生們才三年級，我們不是要在課上討論性行為。我需要他們理解的是，每一個人都有不同的肢體上的界限在這個界限以內，他們會感到舒適的。通過察言觀色來理解某個人的肢體語言，這樣的社交和感知能力是需要被明確教導的，和教導閱讀和數學一樣。這樣的課程不僅僅是某一類的學生才需要的，有關提問、觀察、和辯證思考的課程是任何一個學生，無論種族、背景、語言、收入、地理位置 需要在學校里學習的。
11:00
Also, deliberate avoidance of theseconversations speaks volumes to our students because kids notice when theirteachers, when their textbooks leave out the voices and experiences of peoplelike women or people of color. Silence speaks volumes.
還有，如果刻意逃避這些話題，對于學生來說，是體現出一些問題的。因為當老師和教科書遺漏了女性和有色人群的聲音和經歷，孩子們是會注意到的，問題是不言而喻的。
11:19
I recently asked my class of third-graderswhat they would say to adults who think they're too young to learn about issuesof equity. And while this is a small sample of my 25 students, all of themagreed that not only are they capable of having these conversations, but theyview it, the right to learn it, as a right and not as a privilege. And, intheir words: "We're big enough to know about these things because theseproblems are happening where we live. And we have the right to talk about thembecause it will be our life in the future."
我最近問了我的三年級班問他們想對輕視他們的成年人說些什么這些成年人覺得他們還太年輕，學不了有關公平公正的話題。這是很小的一個樣本，25個學生，但他們一致同意，他們不僅能夠開展相關的對話，在他們看來，他們有權利學習這些話題，權利，而不是特權。用他們的原話說，“我們的年紀夠大了，可以理解這些事情了，因為這些問題就發(fā)生在我們身邊，我們有權利談論，因為這將是我們的未來。”
11:55
Thank you.
謝謝。
11:56
(Applause)
（掌聲）
