Larry Irvin: A program to empower Black teachers in the US | TED

Transcriber:

翻译人员: Xiao Wang 校对人员: Yan Li Xiao

I had a chance to teach a summer program

几年前，在我的老家新奥尔良，

a few years back in my hometown of New Orleans.

我曾执教过一个暑期项目。

I had a group of 32 young men,

我的学生是 32 个男孩，

age ranging from nine to 14, all Black boys.

他们的年龄都在 9 到 14 岁之间， 都是非裔男孩。

I wanted to set a tone the first day of class.

上课第一天，我想开个好头。

I want to compare and contrast the mindsets

我想知道现在的 孩子们的思维方式、

of the contemporary young folk

in contrast to my constituents and how we grew up and how we aspired.

成长经历和志向抱负 同我们那一代人有什么不一样。

So I asked them the old cliché question: What do you want to be when you grow up?

所以我问了他们一个老套的问题： 长大后，你们想成为什么样的人？

Here were the responses.

这是他们的回答。

Twenty nine said Kevin Durant.

29 个学生想成为 凯文·杜兰特 （Kevin Durant）。

Three said LeBron James.

3 个学生希望成为 勒布朗·詹姆斯 （LeBron James）。

Now, I had two thoughts.

听完这些回答，我有两个想法。

First was I was flabbergasted because, obviously,

一个想法是，我很惊讶， 因为，显然，

these young boys don't know basketball.

这些年轻的男孩不懂篮球。

Because LeBron is the man, if you ask me.

因为在我看来， 勒布朗才是最棒的一个。

But my second thought was, the narrative still hasn't changed.

我的第二个想法是， 这个世界仍然没有改变。

The scope of possibility is still very limited.

我们对未来的想象仍然非常局限。

Sports, streets, entertainment.

从事竞技体育，在街头游荡， 或是进入演艺圈。

We don't see ourselves really outside of those arenas.

我们没有看到自己 在其他行业的可能性。

Something has to change.

我们必须做出改变。

But my mom was an educator.

我的母亲是一个教育家，

She laid a very positive foundation for myself and my sister, Charlene,

她为我和我的姐姐沙琳

in regards to education.

在教育方面打下了非常好的基础。

But what she did, most importantly, was she made me a dreamer.

不过，最重要的是， 她让我成为了一个敢于做梦的人。

She opened up that scope of possibilities,

她拓展了我对未来的想象，

and now I’m the CEO of an organization that recruits Black male teachers.

现在，我在一个招募非裔男性 教师的组织担任首席执行官。

Being a teacher is one of the most impactful ways

教师是最具影响力的职业之一，

you can see your impact as a professional.

你能够看到你作为一名专业人士 产生的影响。

Being a Black male teacher is a game changer.

成为一名非裔男性教师 意味着成为游戏规则的改变者。

Being a Black male teacher is becoming a superhero.

成为一名非裔男性教师 意味着成为超级英雄。

So let's talk about him.

所以，让我们聊一聊他们。

Let's take a look at the landscape currently in the United States.

首先，我们来看一看美国的现状。

Less than three percent of all teachers are Black men.

在所有教师中， 非裔男性占比不足百分之三。

For my liberal arts majors that's three out of 100.

对于我所在的文科专业， 这一比例是百分之三。

(Laughs)

（笑声）

Now, Black men are in classrooms

目前，非裔男性在学校里

as disciplinarians,

做纪律管理人员，

as janitors,

做门卫，

as intervention specialists

做儿童行为干预人员，

and definitely as athletic coaches.

当然，他们也做体育老师。

In front of the classroom, leading from an intellectual capacity,

但是站在讲台前 传授知识的非裔男性

not so much.

没有多少。

But I want to take the first step and juxtapose it to that of another.

我想一点一点的改善这一状况。

Just one Black male teacher in third, fourth or fifth grade

仅仅是在三年级、四年级或五年级 遇到一位非裔男性教师

for a low-income Black boy

就可以让一个低收入家庭的非裔男孩

substantially reduces his chances of dropping out of high school

从高中辍学的概率

by almost 40 percent.

降低百分之四十。

Let that sink in.

所以让我们想一下，

Just imagine if you had two.

只需要想想， 如果你有两个非裔男性教师会怎样。

And that's what I do. Kids are what they see.

这就是我们做的事情。 孩子们是周围世界的反映。

They need that affirmation.

他们需要实例证实他们的想法。

So I provide the mirror.

所以我为他们提供了实例。

We provide the mirror.

我们提供了实例。

At Brothers Empowered to Teach, we recruit Black male teachers.

通过 Brothers Empowered to Teach 组织， 我们招募非裔男性教师。

So how do we do what we do?

所以我们是如何做的， 又做了什么呢？

Attachment.

建立连接。

We offer a three-year undergraduate fellowship to college-aged Black men.

我们为本科阶段的 非裔男性提供三年奖学金。

Our criteria are simple.

我们的要求很简单。

You got to have a 2.5,

你成绩要有个 2.5，

be enrolled at least half-time in college

即就读于至少半日制的大学，

and obviously be a Black male.

以及，显然，是一个非裔男性。

The first year, the program is just an observation year,

第一年主要是观摩学习，

we like to take a gradual, slow approach to teaching.

我们喜欢采取这种渐进的、 慢速的教学方式。

We have an old saying in New Orleans: “You can’t microwave gumbo.”

我们新奥尔良有一句老话： “秋葵汤不能用微波炉烹饪。”

You've got to slow-cook it.

你必须慢炖。

And that's the approach we take with teachers.

这也是我们对待教师的方式。

Year one is a simple observation,

第一年是简单的观摩学习，

you may lead homework activities,

你也许会负责学生的课后作业，

recreational activities for 10 or 12 hours a week.

以及每周 10 到 12 小时的文体活动。

Year two and three are your lab development years

第二年和第三年是你尝试、 成长的时间。

where you learn the pedagogy, classroom management,

在这段时间内， 你学习教学方法和班级管理，

shadowing teachers, lesson planning,

跟随老师实地学习，进行教案设计，

things of that nature.

以及其他类似的事情。

It all culminates in placement into the classroom.

所有的经验都是 通过在课堂实践积累的。

But the really special sauce of our program

但我们的项目最特别的地方在于，

is our internal, personal and professional development,

我们内部的、 个性化的、专业的培养，

the Cipher series.

即 Ciphe 系列。

The Cipher series is where young men get a chance to break down and dissect,

通过 Cipher 系列，年轻男士能够 获得一个自我剖析的机会，

sort of recalibrate their compasses, if you will,

如果他们愿意的话， 他们可以重新确定未来的方向，

in regards to being a Black man in this world today,

即在当今世界做一个怎样的非裔男性，

but also being a Black man in education.

以及成为教育行业的非裔男性。

Our topics of discourse range from masculinity, résumés,

我们的培训涉及 男子气概、个人简历、

networking, relationships, you name it.

人际关系网、亲密关系，应有尽有。

See what we’re trying to do is really push this envelope in regards to attachment.

显然，我们试图建立 尽可能紧密的连结。

We take a holistic approach to education.

我们采用整体性的教育方案。

We develop good people.

我们培养优秀的人才。

And then in turn they manifest into great educators,

然后，他们能够成为好的教育从业者，

people over pedigrees,

成为超越门第限制的人，

dispositions over degrees.

成为不仅仅有学位的人。

I think about our first fellow, Alex Halstead.

我想起了我们的第一个成员， 亚历克斯·霍尔斯特德 （Alex Halstead）。

Dillard University attendee, arbitrary major.

他是迪拉德大学的学生， 可以自由选择专业。

Like a lot of our young Black men, walking around Dillard’s campus,

像很多年轻的非裔男性一样， 他进入了大学，

not much direction.

但他不知道该做什么。

Creative writing major, didn't have a plan,

他选择了创意写作专业， 但他没有明确的规划，

was told to go to school like a lot of us was told to go to school

他像我们中的很多人一样被要求上学，

because it's the right thing to say from your parents.

因为父母告诉我们上学是正确的事情。

Alex had no true direction.

亚历克斯没有他自己的规划。

Alex came to our program, we put Alex in front of the kids.

于是他参加了我们的项目， 我们将他带到了孩子们面前。

He became a mirror,

他成为了孩子们眼中的未来，

but also they became a mirror for him as well.

同时孩子们也成为了 他眼中过去的自己。

See, it’s a double reflection when Black kids see a Black male

这是一种互为映射的关系， 非裔孩子在非裔男性身上看到了自己的未来，

and then a Black male sees a Black kid.

非裔男性也在非裔孩子 身上看到了自己的曾经。

They reflect for themselves, and that's what we do.

他们在彼此身上看到了自己， 这就是我们想做的事。

We create the connection to the classroom

我们帮助这些人建立与课堂的连结，

for a demographic and a group that hasn't been represented

这些与亚历克斯相似的人，

as far as education

这些在我的印象中

as long as I can remember.

一直被教育行业忽略的人。

They were removed from the conversation from an intellectual standpoint

他们被学术讨论排除在外，

as students, but also as teachers.

无论他们是学生还是教师。

As I think about it, man,

我是这样想的，朋友，

I think three, five, 10 years from now,

我想 3 年、5 年、10 年之后，

if we circle back to the conversation about what do you want to be,

如果我们再次讨论起 长大后想成为什么样的人，

and I pose that question again to my young boys,

再次向孩子们提出这个问题时，

maybe we can add a couple of names to those lists.

或许我们能在回答中 看到更多的名字。

Maybe we can say Kevin Durant, LeBron James

或许我们会说凯文·杜兰特 和勒布朗·詹姆斯，

and also Mr. Halstead,

或许我们也会说霍尔斯特德老师，

and maybe even Mr. Irving.

或许我们甚至会说欧文先生，

Yeah. Mr. Irving.

对，欧文先生。

I like the ring of that.

我喜欢这个想法。

Thank you.

谢谢。