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翻译人员: Song Ye
校对人员: congmei Han
00:12
As an elementary school teacher,
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作为一名小学教师,
00:14
my mom did everything she could
to ensure I had good reading skills.
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我母亲竭尽所能以确保
我有良好的阅读能力。
00:20
This usually consisted of weekend
reading lessons at our kitchen table
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她通常在周末时在餐桌前教我阅读,
00:24
while my friends played outside.
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而此时我的朋友们在外玩耍。
00:26
My reading ability improved,
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我的阅读能力提高了,
00:29
but these forced reading lessons
didn't exactly inspire a love of reading.
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但这种强迫式的阅读教学
并没有激发我对阅读的热爱。
00:35
High school changed everything.
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到高中时,这一切改变了。
00:38
In 10th grade, my regular English class
read short stories and did spelling tests.
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在十年级时,我的常规英文课要求
阅读短篇故事和测试拼写。
00:45
Out of sheer boredom, I asked
to be switched into another class.
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因为感觉实在无聊,
我要求转去另一门课。
00:48
The next semester,
I joined advanced English.
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在下一个学期,
我加入了高阶英语课。
00:52
(Laughter)
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(笑声)
00:53
We read two novels and wrote
two book reports that semester.
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那学期,我们要读两本小说
并写两篇读书报告。
00:57
The drastic difference and rigor
between these two English classes
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这两门英语课之间的
巨大差异和严格程度
01:01
angered me and spurred questions like,
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让我很生气也引发了像这样的问题,
01:05
"Where did all these
white people come from?"
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“这些白人是从哪来的?”
01:07
(Laughter)
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(笑声)
01:09
My high school was over
70 percent black and Latino,
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黑裔和拉丁美洲裔学生
在我的高中占学生总数的70%,
01:13
but this advanced English class
had white students everywhere.
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但这门高阶英语课上遍布着白人学生
01:18
This personal encounter
with institutionalized racism
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这样的制度化种族主义的个人遭遇
01:22
altered my relationship
with reading forever.
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永久地改变了我与阅读的关系。
01:25
I learned that I couldn't depend
on a school, a teacher or curriculum
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我发现我不能依赖于一个学校,
一位老师或课程
01:29
to teach me what I needed to know.
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来教我那些我需要知道的。
01:31
And more out of like, rebellion,
than being intellectual,
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主要因为叛逆,而非理智,
01:35
I decided I would no longer allow
other people to dictate
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我决定我再也不会让其他人来决定
01:39
when and what I read.
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我应该在何时阅读以及阅读什么。
01:41
And without realizing it,
I had stumbled upon a key
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我已偶然发现了一把帮助孩子阅读的钥匙,
01:45
to helping children read.
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虽然我当时并没有意识到这一点。
01:47
Identity.
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那就是认同。
01:49
Instead of fixating on skills
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不应只专注于技能
01:52
and moving students
from one reading level to another,
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和将学生从一个阅读级别
升到下一级,
01:55
or forcing struggling readers
to memorize lists of unfamiliar words,
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或逼迫阅读有困难的学生
去记忆不熟悉的字列,
02:01
we should be asking ourselves
this question:
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我们应当问我们自己这个问题:
02:05
How can we inspire children
to identify as readers?
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我们如何启发孩子们
认同自己是阅读者?
02:10
DeSean, a brilliant first-grader
I taught in the Bronx,
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迪翔,一位我在布朗克斯区教过的
聪明的一年级学生,
02:15
he helped me understand
how identity shapes learning.
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他帮助我懂得了
认同感如何塑造学习行为。
02:18
One day during math,
I walk up to DeSean, and I say,
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有一天在数学课上,
我走向迪翔,说,
02:22
"DeSean, you're a great mathematician."
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”迪翔,你是个很棒的数学家。“
02:25
He looks at me and responds,
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他看着我回答说,
02:27
"I'm not a mathematician,
I'm a math genius!"
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”我不是个数学家,
我是个数学天才!“
02:29
(Laughter)
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(笑声)
02:31
OK DeSean, right?
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好吧,迪翔,是吧?
02:34
Reading?
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阅读呢?
02:35
Completely different story.
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情形完全不同。
02:37
"Mr. Irby, I can't read.
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他说:“尔比先生,我不会阅读。
02:39
I'm never going to learn
to read," he would say.
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我永远也学不会阅读。"
02:42
I taught DeSean to read,
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我教会了迪翔去阅读,
02:44
but there are countless black boys
who remain trapped in illiteracy.
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但有无数黑人男孩们仍然是文盲。
02:50
According to the US
Department of Education,
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根据美国教育部统计,
02:53
more than 85 percent
of black male fourth graders
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超过85%的四年级黑人学生
02:57
are not proficient in reading.
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不擅长阅读。
02:59
85 percent!
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85%!
03:02
The more challenges
to reading children face,
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孩子们面对的阅读挑战越多,
03:07
the more culturally competent
educators need to be.
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教育者们所需要的文化能力越高。
03:11
Moonlighting as a stand-up comedian
for the past eight years,
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在过去八年兼职做喜剧演员时,
03:15
I understand the importance
of cultural competency,
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我了解到文化能力的重要性,
03:18
which I define as the ability to translate
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我认为这种能力可以把
03:20
what you want someone else
to know or be able to do
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你想要别人知道或能够做到的,
03:25
into communication or experiences
that they find relevant and engaging.
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翻译成他们认为与之有关
且愿意参与的交流或体验。
03:30
Before going on stage,
I assess an audience.
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在上台之前,我会评估观众。
03:33
Are they white, are they Latino?
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他们是白人?拉丁美洲人?
03:36
Are they old, young,
professional, conservative?
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他们年长、年轻、专业、还是保守?
03:40
Then I curate and modify my jokes
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然后我会策划和修改我的笑话
03:43
based on what I think
would generate the most laughter.
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依据我对怎样能
引发更多笑声的考量。
03:46
While performing in a church,
I could tell bar jokes.
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我在教堂表演时可以说个酒吧笑话。
03:50
But that might not result in laughter.
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但可能根本没人会笑。
03:52
(Laughter)
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(笑声)
03:54
As a society, we're creating
reading experiences for children
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在社会环境中,
我们为孩子们创造阅读体验
03:59
that are the equivalent
of telling bar jokes in a church.
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就像是在教堂里讲酒吧笑话。
04:03
And then we wonder
why so many children don't read.
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然后我们纳闷
为什么这么多孩子不阅读。
04:07
Educator and philosopher Paulo Freire
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教育家兼哲学家保罗·弗莱雷
04:10
believed that teaching and learning
should be two-way.
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相信教和学应该是双向的。
04:13
Students shouldn't be viewed
as empty buckets to be filled with facts
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学生们不应被看作是
需要被填满事实的空桶,
04:18
but as cocreators of knowledge.
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而应是知识的共同创作者。
04:21
Cookie-cutter curriculums
and school policies
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一刀切的课程和学校政策
04:25
that require students to sit statue-still
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要求学生端坐
04:28
or to work in complete silence --
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或保持安静——
04:30
these environments often exclude
the individual learning needs,
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这些环境通常抑制了
孩子们的个体学习需求、
04:35
the interest and expertise of children.
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兴趣和专长。
04:39
Especially black boys.
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尤其是黑人男孩们。
04:41
Many of the children's books
promoted to black boys
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很多给黑人男孩的儿童书籍
04:44
focus on serious topics, like slavery,
civil rights and biographies.
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都聚焦在诸如奴隶制、
公民权利和传记这样的严肃主题。
04:50
Less than two percent of teachers
in the United States are black males.
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黑人男性在美国教师中
占比不到2%。
04:54
And a majority of black boys
are raised by single mothers.
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大多数黑人男孩由单亲母亲抚养。
04:58
There are literally young black boys
who have never seen a black man reading.
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甚至还有黑人男孩
从来没见过一个黑人男性阅读。
05:04
Or never had a black man
encourage him to read.
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或从来没有被一个黑人男性
去鼓励阅读。
05:09
What cultural factors,
what social cues are present
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有什么文化因素、社会诱因
05:14
that would lead
a young black boy to conclude
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来使得一个黑人男孩觉得
05:16
that reading is even
something he should do?
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阅读是一件他应该做的事?
05:19
This is why I created Barbershop Books.
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这是为什么我创立了理发店书籍
(Barbershop Books)。
05:24
It's a literacy nonprofit
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这是一个扫盲的非营利组织
05:26
that creates child-friendly
reading spaces in barber shops.
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旨在理发店里
创造对孩子们友好的阅读空间。
05:31
The mission is simple:
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使命很简单:
05:33
to help young black boys
identify as readers.
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就是帮助年少的黑人男孩
认同自己是阅读者。
05:37
Lots of black boys go to the barber shop
once or twice a month.
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很多黑人男孩每月去理发店一两次。
05:41
Some see their barbers
more than they see their fathers.
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有些孩子见到理发师的次数
比见到他们父亲的次数还多。
05:46
Barbershop Books connects reading
to a male-centered space
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理发店连接着阅读
和以男性为主导的空间
05:50
and involves black men
and boys' early reading experiences.
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并让黑人男性参与到
男孩早期阅读体验中。
05:55
This identity-based reading program
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这个基于认同的阅读计划
05:57
uses a curated list of children's books
recommended by black boys.
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使用由黑人男孩推荐的
儿童书籍清单。
06:01
These are the books
that they actually want to read.
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这些是他们想要去读的书。
06:06
Scholastic's 2016 Kids and Family Report
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学者出版社(Scholastic)
2016年的儿童与家庭报告
06:10
found that the number one thing
children look for when choosing a book
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发现孩子们在选书时首先会找
06:16
is a book that will make them laugh.
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让他们发笑的书。
06:19
So if we're serious about helping
black boys and other children to read
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所以如果我们真要帮助
黑人男孩和其他孩子去主动阅读,
06:24
when it's not required,
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而不是强迫阅读时,
06:26
we need to incorporate
relevant male reading models
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我们需要将相关的男性阅读模型
06:29
into early literacy
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融入到早期识字学习中。
06:31
and exchange some of the children's books
that adults love so much
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有些儿童书籍成人们也非常喜欢
06:36
for funny, silly or even gross books,
like "Gross Greg".
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那些有趣、愚蠢、甚至恶心的书,
像《恶心的格雷》(Gross Greg)
06:41
(Laughter)
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(笑声)
06:45
"You call them boogers.
Greg calls them delicious little sugars."
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”你称它为鼻屎。
格雷称它为美味的小糖。“
06:50
(Laughter)
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(笑声)
06:52
That laugh, that positive reaction
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那些笑声、正面的反应
06:56
or gross reaction some of you just had,
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或你们有些人觉得恶心的反应,
06:58
(Laughter)
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(笑声)
06:59
black boys deserve
and desperately need more of that.
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黑人男孩应该有,并迫切需要更多。
07:05
Dismantling the savage inequalities
that plague American education
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消除困扰着美国教育的野蛮不平等
需要我们创造阅读体验
07:09
requires us to create reading experiences
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07:13
that inspire all children
to say three words:
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来激发所有孩子们说出这些词:
07:17
I'm a reader.
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我是阅读者。
07:19
Thank you.
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谢谢。
07:20
(Applause)
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(掌声)
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