How teachers can help kids find their political voices | Sydney Chaffee

47,720 views ・ 2018-08-28

TED


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Translator: Polona Ramšak Reviewer: Nika Kotnik
00:13
To me, social justice is a simple concept.
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Zame je socialna pravičnost preprost koncept.
00:16
It's the notion that all people in a society
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Gre za predpostavko, da si vsi ljudje v družbi
00:19
deserve fair and equitable rights, opportunities and access to resources.
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zaslužijo pravične in enakopravne pravice, priložnosti in dostop do virov.
00:25
But it's become controversial and nebulous,
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A postala je kontroverzna in nebulozna,
00:28
because we've stopped talking
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ker smo prenehali govoriti
00:29
about what working for social justice actually looks like.
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o tem, kako prizadevanje za socialno pravičnost dejansko izgleda.
00:34
Working for social justice can look like this ...
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Izgleda lahko tako
00:37
or this.
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ali tako.
00:39
It can look like this ...
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Izgleda lahko tako
00:41
or it can look like this ...
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ali pa tako
00:43
or my favorite ...
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ali pa, meni najljubše,
00:45
it can look like that.
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tako.
00:47
Those are my students,
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To so moji študentje
00:48
and whenever I'm asked to articulate my work or my priorities as a teacher,
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in ko me kdo prosi, naj govorim o svojem delu ali prioritetah kot učiteljica,
00:53
I explain that I believe education can be a tool for social justice.
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razložim, da verjamem, da je lahko izobraževanje orodje socialne pravičnosti.
00:59
But a few months ago, I logged onto Twitter -- as I do --
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A pred nekaj meseci sem se prijavila na Twitter - kot ponavadi -
01:02
and I saw that a fellow teacher had taken issue with that belief.
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in videla, da se je učiteljski kolega spustil v razpravo o tem prepričanju.
01:07
"Teachers," he said, "should not be social justice warriors,
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"Učitelji," je rekel, "ne bi smeli biti bojevniki za socialno pravičnost,
01:11
because the purpose of education is to educate."
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ker je namen izobraževanja izobraževati."
01:15
And he ended his argument by saying,
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Svoj argument je končal z besedami:
01:17
"I teach my subject."
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"Jaz učim svoj predmet."
01:20
But I reject that simplification,
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A jaz zavračam to poenostavitev,
01:23
because teachers don't just teach subjects,
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ker učitelji ne učimo le predmetov,
01:26
we teach people.
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ampak učimo ljudi.
01:28
When our students walk into our classrooms,
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Ko naši učenci stopijo v učilnico,
01:32
they bring their identities with them.
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s seboj prinesejo svojo identiteto.
01:34
Everything they experience in our rooms is bound up in historical context,
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Vse, kar izkusijo v učilnicah, je povezano z zgodovinskim kontekstom
01:39
and so if we insist that education happens in a vacuum,
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in če vztrajamo, da se izobraževanje dogaja v vakuumu,
01:42
we do our students a disservice.
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delamo svojim učencem slabo uslugo.
01:45
We teach them that education doesn't really matter,
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Učimo jih, da izobrazba ni zares pomembna,
01:48
because it's not relevant to what's happening all around them.
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ker ni povezana s tem, kar se dogaja okoli njih.
01:52
And what's happening all around them?
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In kaj se dogaja okoli njih?
01:55
Well, racism for one.
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No, recimo rasizem.
01:57
According to results of the Implicit Association Test,
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Rezultati implicitnega povezovalnega testa so pokazali,
02:00
fully 88 percent of white people harbored subconscious biases against black people,
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da 88 odstotkov belcev goji podzavestne predsodke do črncev
02:06
believing them to be less intelligent, lazier and more dangerous than whites.
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in verjamejo, da so manj ineligentni, bolj leni in bolj nevarni kot belci.
02:12
And that's just one concrete example of the insidious effects
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In to je le en konkreten primer zahrbtnega učinka
02:16
of historic and systemic racism on our country.
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zgodovinskega in sistemskega rasizma v naši državi.
02:19
For more evidence, we could look at incarceration rates;
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Za več dokazov bi lahko pogledali podatke o zapornikih,
02:23
we could look at statistics on police violence against black people;
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lahko bi pogledali statistiko policijskega nasilja nad temnopoltimi,
02:26
we could look at the opportunity gap in education --
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pomanjkanje priložnosti v izobraževanju.
02:29
so yeah, social justice belongs in our schools.
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Da, socialna pravičnost spada v naše šole.
02:34
Social justice should be a part of the mission of every school
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Socialna pravičnost bi morala biti del misije vsake šole
02:37
and every teacher in America,
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in vsakega učitelja v Ameriki,
02:40
if we want "liberty and justice for all" to be more than a slogan ...
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če hočemo, da bi bili "svoboda in pravičnost za vse" več kot le slogan,
02:45
because schools are crucial places for children to become active citizens
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ker so šole ključni kraj, kjer otroci postanejo aktivni državljani
02:50
and to learn the skills and the tools that they need to change the world.
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in pridobijo spretnosti in orodja, ki jih potrebujejo, da spremenijo svet.
02:54
So what are those skills?
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Katere so te spretnosti?
02:56
OK, here's a secret:
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Prav, tu je skrivnost:
02:58
many of the skills that people need
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mnogo spretnosti, ki jih ljudje
02:59
to orchestrate the kinds of change that will lead to justice
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potrebujejo, da sprovedejo spremembe, ki bodo vodile do pravice,
03:03
are already built into the work of schools.
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so že vdelane v delo šol.
03:05
Things like problem-solving,
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Stvari, kot so reševanje problemov,
03:07
critical thinking, collaboration, perseverance --
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kritično mišljenje, sodelovanje, vztrajnost -
03:10
none of that should be revolutionary on its own.
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nič od tega ne bi smelo biti revolucionarno.
03:13
Combine that with the ability to understand history
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Skombinirajte to s sposobnostjo razumevanja zgodovine,
03:16
not as one static and objective narrative on which we all agree,
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ne kot statične, objektivne zgodbe, s katero se vsi strinjamo,
03:21
but as a series of intertwined events
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ampak kot serijo povezanih dogodkov,
03:24
about which there can be countless interpretations.
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ki lahko imajo nešteto interpretacij.
03:27
If we deliberately choose to explore history with our students
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Če se načrtno odločimo raziskovati zgodovino svojih učencev,
03:30
rather than just teach it,
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ne pa jo le poučevati,
03:32
we help them understand that history is ongoing
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jim pomagamo razumeti, da je zgodovino nenehna
03:35
and that it's connected to current movements for justice.
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in da je povezana s trenutnim gibanjem za pravičnost.
03:38
And we help them see themselves as potential players
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Pomagamo jim, da se vidijo kot potencialni igralci
03:41
within a living history.
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znotraj žive zgodovine.
03:44
So those are the skills I'm talking about
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To so spretnosti, o katerih govorim,
03:46
when I say that education can be a place
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ko rečem, da je lahko izobraževanje kraj,
03:48
to help kids learn how to work for justice.
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kjer otrokom pomagamo učiti se delati za pravico.
03:52
But maybe the reason
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A mogoče je razlog,
03:53
that my Twitter critic wasn't happy with that idea
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zakaj moj kritik na Twitterju ni maral moje ideje,
03:57
is because he doesn't agree with my definition of justice.
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ta, da se ne strinja z mojo definicijo pravice.
04:00
Fair enough.
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Pošteno.
04:01
Maybe he and I don't see eye to eye, politically.
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Mogoče se politično ne strinjava.
04:04
But here's the thing:
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A stvar je taka:
04:06
our aim is to encourage students to articulate their own opinions,
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naš cilj je učence spodbuditi, da izrazijo svoje mnenje,
04:11
not to coerce them into agreeing with us,
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ne pa, da jih prisilimo, da se strinjajo z nami.
04:13
so it actually doesn't matter if he and I agree.
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Zato je v bistvu vseeno, ali se strinjava ali ne.
04:17
What matters is that we're helping students have those conversations
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Kar je važno, je, da pomagava učencem govoriti o tem
04:20
with each other.
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drug z drugim.
04:22
And that means that as adults,
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To pomeni, da se kot odrasli
04:23
we need to learn how to become effective facilitators
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moramo naučiti, kako postati učinkoviti mediatorji
04:26
of our students' activism.
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v aktivizmu svojih učencev.
04:28
We've got to help them learn how to have really tricky conversations,
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Pomagati jim moramo naučiti se, kako voditi kočljive pogovore,
04:32
we have to expose them to different opinions,
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izpostaviti jih moramo različnim mnenjem
04:35
and we have to help them see
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in jim pomagati, da vidijo,
04:37
how what they're learning in school connects to the world outside.
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kako se to, kar se učijo v šoli, povezuje z zunanjim svetom.
04:41
So here's an example of that.
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Tu je primer tega.
04:42
Every year, my students study the history of apartheid in South Africa
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Vsako leto se moji učenci učijo o zgodovini apartheida v Južni Afriki
04:46
as a case study of injustice.
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kot primer nepravičnosti.
04:48
Now for those of you who don't know,
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Za tiste, ki ne veste - apartheid
04:50
apartheid was a brutally racist system,
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je bil brutalno rasističen sistem
04:52
and the white-ruled government in South Africa imposed racist laws
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in vlada belcev v Južni Afriki je uvedla rasistične zakone,
04:56
to oppress people of color,
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da je zatirala temnopolte,
04:57
and if you resisted those laws, you risked jail time, violence or death.
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in če si se upiral tem zakonom, si tvegal zaporno kazen, nasilje ali smrt.
05:02
And around the world, other countries' governments,
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In po svetu so vlade drugih držav,
05:06
including ours in the United States,
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vključno z našo v ZDA,
05:08
hesitated to sanction South Africa, because ...
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kolebale, da bi sankcionirale Južno Afriko, ker ...
05:11
well ...
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no ...
05:12
we benefited from its resources.
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smo imeli korist od njihovih virov.
05:15
So in 1976, the South African government passed a new law
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Tako je leta 1976 južnoafriška vlada sprejela zakon,
05:19
which required that all students in South Africa
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ki je zahteval, da se vsi študentje v Južni Afriki
05:22
learn in the language Afrikaans,
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učijo v afrikanščini,
05:24
which was a white language,
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ki je bila jezik belcev,
05:25
and many black South Africans referred to that language
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in mnogi črni Južnoafričani so ta jezik imenovali
05:28
as the language of the oppressor.
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jezik zatiralcev.
05:30
So not surprisingly,
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Tako ni presenetljivo, da so bili
05:31
students of color were outraged at this law.
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temnopolti študentje ogorčeni nad tem zakonom.
05:34
They already attended segregated schools
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Že tako so obiskovali ločene šole
05:37
with overcrowded classrooms,
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s prenatrpanimi učilnicami,
05:39
a lack of resources
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primanjkljajem sredstev
05:40
and a frankly racist curriculum,
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in odkrito rasističnim predmetnikom,
05:42
and now they were being told to learn
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zdaj pa so jim ukazali, da se učijo
05:44
in a language neither they nor their teachers spoke.
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v jeziku, ki ga niso govorili ne oni ne učitelji.
05:48
So on the morning of June 16, 1976,
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Tako je zjutraj 16. junija 1976
05:52
thousands of kids from the township of Soweto
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na tisoče otrok iz Soweta
05:55
walked out of schools.
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šlo iz šol.
05:56
And they marched peacefully through the streets to protest the law.
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Mirno so marširali po ulicah in protestirali zakonu.
06:01
At an intersection, they met up with the police,
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Na križišču so naleteli na policijo
06:04
and when the kids refused to turn back,
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in ko se učenci niso hoteli vrniti v šolo,
06:06
the police officers set dogs on them ...
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so policisti nanje naščuvali pse
06:09
and then they opened fire ...
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in jih začeli streljati
06:12
and the Soweto uprising ended in tragedy.
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in upor v Sowetu se je končal tragično.
06:16
Apartheid itself didn't end until almost 20 years later,
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Apartheid se je končal šele skoraj 20 let kasneje,
06:21
but the activism of those kids in Soweto profoundly changed
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a aktivizem tistih otrok v Sowetu je globoko spremenil
06:25
the way the world viewed what was happening in South Africa.
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pogled sveta na dogajanje v Južni Afriki.
06:29
News outlets all around the world published this photo
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Novinarske izpostave po vsem svetu so objavile to fotografijo
06:33
of 13-year-old Hector Pieterson,
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trinajstletnega Hectorja Pietersona,
06:35
who was one of the first people killed by police in Soweto,
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ki je bil ena izmed prvih žrtev policije v Sowetu,
06:38
and it became nearly impossible to ignore the brutality
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in postalo je skoraj nemogoče ignorirati brutalnost
06:42
of the apartheid regime.
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režima apartheida.
06:43
In the months and the years that followed the Soweto uprising,
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V mesecih in letih, ki so sledili uporu v Sowetu,
06:47
more and more countries exerted political and economic pressure
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je vedno več držav izvajalo politični in gospodarski pritisk
06:50
on the South African government to end apartheid,
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na južnoafriško vlado, naj konča apartheid,
06:53
and it was largely due to the activism of those kids in Soweto.
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in to predvsem zaradi aktivizma tistih otrok v Sowetu.
06:59
So every year my kids learn about this.
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Zato se moji učenci vsako leto učijo o tem.
07:02
And invariably, they start to draw connections
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In vedno začnejo iskati primerjave
07:05
between those kids in Soweto and themselves.
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med tistimi otroki v Sowetu in seboj.
07:08
And they start to ask themselves
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In začnejo se spraševati,
07:10
what kind of political power and agency they have.
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kakšne vrste politično moč in sposobnost odločanja imajo.
07:14
They ask themselves whether there would ever be a reason
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Vprašajo se, če bi obstajal razlog,
07:17
they would risk their lives
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da bi žrtvovali svoje življenje,
07:19
so that a future generation could live in a more just world.
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da bi prihodnje generacije lahko živele v bolj pravičnem svetu.
07:22
And most profoundly for me, every single year,
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In zame še bolj globoko, vsako leto
07:26
they ask themselves whether adults will ever listen to their voices.
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se vprašajo, če bodo odrasli kdaj prisluhnili njihovim glasovom.
07:32
A few years ago,
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Pred nekaj leti je
07:33
my principal got an anonymous email from one of our students.
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moj ravnatelj dobil anonimno elektronsko pismo od enega mojih učencev.
07:37
It informed him that the following day,
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Obveščalo ga je, da naslednji dan
07:39
the students planned to walk out of school.
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učenci načrtujejo zapustiti šolo.
07:42
This was in the wake of Michael Brown's death
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To je bilo zaradi smrti Michaela Browna
07:44
in Ferguson, Missouri,
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v Fergusonu v Missouriju
07:45
and the students were planning to join a walkout and march
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in učenci so načrtovali, da se bodo pridružili protestu in pohodu
07:48
in support of the Black Lives Matter movement.
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v podporo gibanju Črna življenja so pomembna.
07:51
So at this point,
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V tistem trenutku
07:52
the staff at the school had a decision to make.
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se je moral šolski kolektiv odločiti.
07:55
Would we use our authority and our power to try to control the students
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Bomo izrabili svojo avtoriteto in moč, da bomo poskusili učence kontrolirati
07:59
and prevent them from leaving,
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in jim preprečili odhod
08:01
or would we support them
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ali pa jih bomo podprli,
08:03
as they put into practice the principles of social justice
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ker so prakticirali principe socialne pravičnosti,
08:06
that we had taught them about since the ninth-grade year?
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ki smo jih naučili do devetega razreda?
08:10
So the next morning, the kids left school en masse
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Naslednje jutro so učenci torej množično zapustili šolo
08:13
and they gathered on the lawn.
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in se zbrali na trati.
08:14
And one of the seniors jumped up on a picnic table
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Eden od starejših učencev je skočil na leseno mizo
08:17
and went over safety expectations.
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in ponovil varnostna pričakovanja.
08:19
(Laughter)
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(smeh)
08:20
And the younger kids took it very seriously.
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Mlajši učenci so to vzeli zelo resno.
08:22
And as teachers and as staff we told them,
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Kot učitelji in zaposleni smo jim rekli:
08:25
"OK, be safe,"
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"Prav, pazite se!"
08:26
and we watched as they marched off.
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in smo jih gledali, kako so odmarširali.
08:28
The kids who chose to stay spent that afternoon in class.
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Otroci, ki so se odločili ostati, so preživeli popoldne v razredu.
08:32
They debated the merits of protest,
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Debatirali so o vrednosti protesta,
08:34
they talked about the history of the Black Lives Matter movement,
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govorili so o zgodovini gibanja Črna življenja so pomembna
08:37
and they went on with classes as scheduled.
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in imeli pouk kot načrtovano.
08:39
And those who chose to leave participated in a citywide student walkout
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Tisti, ki so šli, pa so sodelovali v stavki učencev vsega mesta
08:44
and raised their collective voice for justice.
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in izrazili svoj skupni glas za pravičnost.
08:47
But no matter where they chose to spend the afternoon,
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A ne glede na to, kje so se odločili preživeti popoldne,
08:50
our kids learned valuable lessons that day.
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so se naši otroci tistega dne naučili nekaj pomembnega.
08:54
They learned that the adults in their lives would support them
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Naučili so se, da jih bodo njihovi odrasli podprli,
08:57
even as we worried for their safety.
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tudi če jih bo skrbelo za njihovo varnost.
09:00
And they learned that they didn't need us to tell them how or when
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Naučili so se, da ne potrebujejo nas, da jim povemo, kako in kdaj
09:03
or even why to protest.
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ali celo zakaj naj protestirajo.
09:05
They learned that they were members of a community of young people
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Naučili so se, da so člani skupnosti mladih ljudi,
09:09
with a shared vision of a more equitable society,
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ki delijo vizijo pravičnejše družbe.
09:12
and they learned that they had power within that society.
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In naučili so se, da imajo v tej družbi moč.
09:15
They learned that events like the Soweto uprising
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Naučili so se, da dogodki, kot je upor v Sowetu,
09:18
are not ancient history,
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niso pradavna zgodovina
09:20
and they don't have to end in tragedy.
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in da se nujno ne končajo tragično.
09:23
And that's what education as a tool for social justice can look like.
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In tako lahko izgleda izobraževanje kot orodje socialne pravičnosti.
09:29
And here's the thing:
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In še nekaj:
09:30
our kids are ready for this kind of work.
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naši otroci so pripravljeno za tako delo.
09:32
So in 2015,
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Leta 2015
09:33
incoming college freshmen were surveyed,
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so anketirali nove študente na univerzah
09:36
and 8.5 percent of them said
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in 8,5 odstotka jih je reklo,
09:38
that there was a "very good chance" they would participate in a protest
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da obstaja zelo velika možnost, da bi sodelovali v protestu
09:41
sometime during their college career.
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v času svojega študija na univerzi.
09:43
That might not seem very impressive,
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To morda ne zveni zelo impresivno,
09:45
but consider the fact
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a pretehtajmo dejstvo,
09:47
that it's the largest number of students to say that since 1967.
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da je to največja številka študentov od leta 1967.
09:52
And 75 percent of those kids
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In 75 odstotkov teh otrok
09:53
said that helping other people who are having difficulty
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je reklo, da je pomoč drugim, ki imajo težave,
09:56
was a "very important" or "essential" goal for them.
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zanje zelo pomemben ali ključen cilj.
09:58
Again, the highest number of people to say that since the late 1960s.
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Ponovno, največje število tako mislečih po poznih 60. letih 20. stoletja.
10:02
And research shows us that working for justice doesn't just follow
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Raziskave kažejo, da prizadevanje za pravičnost ne sledi le
10:07
from building all those skills I talked about earlier --
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grajenju tistih spretnosti, o katerih sem prej govorila,
10:10
it actually goes the other way, too.
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gre tudi obratno.
10:12
So working for justice, engaging in activism,
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Prizadevanje za pravičnost in aktivizem pomagata
10:15
helps students build skills like leadership and critical thinking,
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učencem graditi spretnosti, kot sta vodenje in kritično mišljenje,
10:19
and it correlates positively with their political participation
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in se pozitivno povezujeta z njihovim političnim udejstvovanjem,
10:22
and their civic engagement
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državljansko vključenostjo
10:24
and their commitment to their communities later in life.
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in njihovo predanostjo skupnosti kasneje v življenju.
10:26
So in other words,
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Z drugimi besedami,
10:28
students are telling us that social justice matters to them
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študentje nam govorijo, da jim je socialna pravičnost pomembna,
10:32
and researchers are telling us that it helps students learn.
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in strokovnjaki nam pravijo, da pomaga učencem pri učenju.
10:36
So now it's up to us to listen,
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Zdaj je na nas, da poslušamo,
10:39
and that might not be easy.
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in to morda ni lahko.
10:41
In 1976, one of those kids who participated in the Soweto uprising,
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Leta 1976 je eden od otrok, ki so sodelovali pri uporu v Sowetu,
10:46
he said that that event represented divorce
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dejal, da je tisti dogodek predstavljal ločitev
10:49
between black children and their families,
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med črnimi otroki in njihovimi družinami,
10:51
because their families had grown up under apartheid,
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ker so njihove družine zrasle v apartheidu
10:53
and they knew how dangerous it was to speak out.
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in so vedele, kako nevarno je spregovoriti.
Želele so, da bi se otroci potuhnili in ostali varni.
10:56
They wanted their kids to lay low and stay safe.
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10:58
And when our kids threatened to walk out,
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Ko so naši otroci zagrozili, da bodo šli,
11:00
a lot of the adults in our community were really conflicted, too.
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je bilo tudi veliko odraslih v skupnosti v konfliktu s seboj.
11:04
Some of us worried that they might encounter violence.
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Nekatere nas je skrbelo, da lahko pride do nasilja.
11:07
Other people worried that they would walk out
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Druge je skrbelo, da bodo odšli,
11:09
but they wouldn't really know why they were protesting.
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ne bodo pa zares vedeli, zakaj protestirajo.
11:12
And some, including some students' families,
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Nekateri, med drugimi družine učencev,
11:14
were really angry that the school hadn't done more
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so bili res jezni, da šola ni naredila več,
11:16
to prevent them from leaving.
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da bi preprečila, da bi šli.
11:18
And all of those fears that adults have about getting this stuff wrong --
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In vsi ti strahovi odraslih, da bi bilo kaj narobe,
11:22
all of those fears make total sense.
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so smiselni.
11:25
But despite those fears,
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A navkljub tem strahovom
11:27
we have got to prove to our students that we will listen to their voices
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moramo učencem pokazati, da jim bomo prisluhnili
11:32
and that they do have the power to effect change.
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in da imajo moč vplivati na spremembe.
11:36
It's our responsibility to equip our students
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Naša dolžnost je, da jih opremimo
11:39
with the tools and the skills that they need
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z orodji in spretnostmi, ki jih potrebujejo,
11:41
to insist on a more equitable world --
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da vztrajajo na pravičnejšem svetu,
11:44
and then sometimes, to get out of their way,
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in potem včasih, da se jim umaknemo
11:47
and let them apply those skills to things that they care about.
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in jim dovolimo te spretnosti uporabiti za stvari, ki so jim pomembne.
11:52
Living up to that vision is going to require
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Uresničitev te vizije bo zahtevala,
11:55
that we are flexible,
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da smo fleksibilni,
11:57
and it's going to require that we're creative.
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in bo zahtevala, da smo kreativni.
11:59
It's going to require that we're brave enough
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Zahtevala bo, da smo dovolj pogumni,
12:01
to stand up in the face of people who try to silence
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da se spoprimemo z ljudmi, ki poskušajo utišati
12:05
or delegitimize dissenting voices.
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ali delegitimizirati nasprotovanje.
12:08
And hardest of all,
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In najtežje,
12:09
it's going to require accepting the fact that sometimes we will be the ones
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treba bo sprejeti dejstvo, da bomo včasih mi tisti,
12:13
our students will rebel against.
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proti kateriim se bodo učenci upirali.
12:15
(Laughter)
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(smeh)
12:17
Sometimes they're going to point out ways in which systems that we have created,
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Včasih nam bodo pokazali načine, na katere sistemi, ki smo jih ustvarili
12:21
or in which we are complicit,
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ali s katerimi smo povezani,
12:23
contribute to inequity.
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prispevajo k neenakosti.
12:25
It's going to be uncomfortable, and it's going to be painful
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Neprijetno bo in boleče,
12:28
as they push us to question our own assumptions and beliefs.
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ko nas bodo silili, da podvomimo v svoje domneve in prepričanja.
12:32
But what if we change the way we think about rebellion in our kids?
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Kaj pa, če spremenimo svoje razmišljanje o upiranju naših otrok?
12:37
When our kids rebel --
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Ko se naši otroci upirajo,
12:39
when they thoughtfully push back against our ideas
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ko razsodno zavračajo naše ideje
12:41
or the way that we do things,
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ali načine, kako delujemo,
12:43
what if we chose to see that as a sign that we're doing something right
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kaj če se odločimo to videti kot znak, da delamo prav
12:48
and that they're becoming liberated?
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2019
in da oni postajajo osvobojeni?
12:51
I know it would be easier
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Vem, da bi bilo lažje,
12:53
if their critical thinking skills manifested in more convenient ways --
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4122
če bi spretnosti kritičnega mišljenja manifestirali bolj konvencionalno,
12:57
on their essays or their standardized tests --
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v esejih ali standardiziranih testih.
13:00
I get it --
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Razumem,
13:01
but convenience and justice do not often go hand in hand.
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a prikladnost in pravičnost ne gresta vedno z roko v roki.
13:05
And when our kids learn to think critically about the world around them,
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In ko se naši otroci naučijo kritično razmišljati o svetu okoli sebe,
13:09
they become the kinds of engaged citizens
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postanejo taki angažirani državljani,
13:11
who will recognize and question injustice when they see it
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ki prepoznajo in dvomijo v nepravičnost, ko jo vidijo,
13:15
and work to do something about it.
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in nekaj naredijo za to.
13:17
Welcoming rebellion into our schools is going to require some rethinking
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Sprejetje uporništva v šole bo zahtevalo ponoven razmislek
13:22
about what teaching and learning look like,
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o tem, kako poučevanje in učenje izgledata,
13:24
because there's this misconception
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ker obstaja napačna predstava,
13:26
that if we give students any wiggle room, they're going to walk all over us
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da če damo učencem prosto pot, nas bodo pohodili
13:30
and classrooms and dinner tables will devolve into total chaos.
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in v učilnicah in jedilnicah se bo razvil popoln kaos.
13:35
And if we expect kids to sit silently and passively receive knowledge from us,
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Če pričakujemo, da bodo otroci tiho in pasivno od nas sprejemali znanje,
13:41
then their voices will always feel overwhelming.
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se bodo njihovi glasovi vedno zdeli neobvladljivi.
13:45
But if we accept instead that learning is sometimes messy,
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Če pa namesto tega raje sprejmemo, da je učenje včasih neprijetno,
13:50
that it requires opportunities to brainstorm and mess up
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da zahteva priložnosti za prebliske in zablode
13:54
and try again,
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in za nove poskuse,
13:55
that our kids dislike chaos and want to learn
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da naši otroci ne marajo kaosa in se želijo učiti,
13:58
when they come to school,
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ko pridejo v šolo,
14:00
then we can set up schools to facilitate that kind of learning.
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potem bomo lahko prestrukturirali šole, da bodo omogočale tovrstno učenje.
14:05
So do me a favor and close your eyes for a second
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Naredite mi torej uslugo in za trenutek zaprite oči.
14:07
and imagine schools where teachers are thought partners,
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Predstavljajte si šolo, kjer učitelje vidimo kot na patnerje,
14:12
letting students grapple with complex, hard issues
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ki dovolijo učencem spopasti se s kompleksnimi, težkimi temami
14:16
and not necessarily giving them the right answers.
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in jim ne dajo nujno pravih odgovorov.
14:20
And imagine schools where we let students make choices --
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Predstavljajte si šole, kjer dovolimo učencem, da sami izbirajo,
14:24
we trust them enough to do that
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dovolj jim zaupamo za to
14:26
and we let them experience the consequences of those choices.
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in jim pustimo, da izkusijo posledice svoje izbire.
14:31
Imagine schools where we let students be humans,
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Predstavljajte si šole, kjer dovolimo učencem biti ljudje
14:36
with all of the messiness and the uncertainty
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z vso zmedo in negotovostjo,
14:39
that is bound to come with that.
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ki pride zraven.
14:42
Whatever you just imagined,
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Kar koli ste si pravkar predstavljali,
14:45
it's not mythical,
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ni mit,
14:47
it's not unrealistically idealistic,
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ni neresnični idealizem,
14:51
because teachers all over the country are already pushing the boundaries
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ker učitelji po vsej državi že premikajo meje tega,
14:56
of what teaching and learning can look like
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2014
kako naj poučevanje in učenje izgleda,
14:58
with amazing results for kids.
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in to z neverjetnimi rezultati za otroke.
15:00
They're doing that in all kinds of schools,
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To počnejo v vseh vrstah šol
15:03
and there are countless models for teachers who want to get better
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in obstaja nešteto modelov za učitelje, ki želijo bolje
15:06
at helping students learn in a way that's more authentic
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pomagati učencem se učiti na način, ki je bolj avtentičen
15:09
and engaging and empowering.
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in privlačen in ki opolnomoča.
15:13
I was a reading a book recently,
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Pred kratkim sem brala knjigo
15:15
it's called "The Students Are Watching,"
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z naslovom Učenci gledajo
15:17
and it was by Ted and Nancy Sizer,
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avtorjev Teda in Nancy Sizer,
15:19
and in that book, they said that the work of education
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ki pravita, da se delo v izobraževanju pogosto
15:21
is often described as a series of nouns,
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opisuje s celo vrsto samostalnikov,
15:24
like "respect," "honesty," "integrity."
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npr. spoštovanje, poštenje, integriteta.
15:27
And they say those nouns sound really impressive,
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Pravita tudi, da ti samostalniki zvenijo zelo veličastno,
15:30
but often, they fail to actually mean anything in practice.
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a pogosto v praksi nič ne pomenijo.
15:35
But verbs, they say, are "active,
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Glagoli, pravita, pa so "... aktivni,
15:37
no less demanding
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nič manj naporni,
15:39
but requiring constant engagement.
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zahtevajo pa nenehno dejavnost.
15:42
Verbs are not structures but, rather, engines."
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Glagoli niso strukture, ampak stroji, ki poganjajo."
15:46
And so as I read that, I wondered:
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Ko sem to brala, sem razmišljala:
15:48
How do we make justice into an engine driving our work as teachers?
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Kako pravičnost spremenimo v stroj, ki poganja naše delo kot učitelji?
15:54
What's the verb form of justice?
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Kaka je glagolska oblika pravičnosti?
15:58
I think there might be an answer to be found in the words of Cornel West,
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Mislim, da lahko odgovor najdemo v slavnih besedah Cornela Westa:
16:02
who famously said that "justice is what love looks like in public."
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"Pravičnost je, kako ljubezen izgleda v javnosti."
16:07
And all of my nerdy English teachers in the crowd
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In vsi moji zagnani učitelji v publiki
16:10
know that love can be a noun and a verb.
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vedo, da je lahko ljubezen samostalnik ali glagol.
16:14
School has to be bigger.
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Šola mora biti večja.
16:17
It has to mean more than "I teach my subject."
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Pomeniti mora več kot le: "Učim svoj predmet."
16:23
School has to be about teaching people
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Šola mora biti poučevanje ljudi,
16:26
to change the world for the better.
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kako spremeniti svet na bolje.
16:30
If we believe that,
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Če to verjamemo,
16:31
then teaching will always be a political act.
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bo poučevanje vedno politično dejanje.
16:36
We can't be afraid of our students' power.
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Ne moremo se bati moči učencev.
16:40
Their power will help them make tomorrow better.
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Njihova moč jim bo pomagala polepšati jutrišnji dan.
16:43
But before they can do that,
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A preden lahko to storijo,
16:45
we have to give them chances to practice today.
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jim moramo dati priložnost, da vadijo danes.
16:49
And that practice should start in our schools.
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In ta vaja bi se morala začeti v naših šolah.
16:53
Thank you very much.
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Hvala lepa.
16:54
(Applause)
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(aplavz)
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