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譯者: Melody Tang
審譯者: Helen Chang
00:12
As an elementary school teacher,
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我是一位小學老師,
00:14
my mom did everything she could
to ensure I had good reading skills.
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我母親竭盡所能確保
我有很好的閱讀能力。
00:20
This usually consisted of weekend
reading lessons at our kitchen table
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她通常在週末時
在餐桌上教我閱讀,
00:24
while my friends played outside.
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而我的朋友在外面玩。
00:26
My reading ability improved,
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我的閱讀能力改善了,
00:29
but these forced reading lessons
didn't exactly inspire a love of reading.
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但是這種強迫式的閱讀課程
沒有激發我對閱讀的熱愛。
00:35
High school changed everything.
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高中改變了一切。
00:38
In 10th grade, my regular English class
read short stories and did spelling tests.
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在十年級時,我上的一般英文課
要讀短篇故事和考拼音。
00:45
Out of sheer boredom, I asked
to be switched into another class.
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因為很無聊,我要求調到另一班。
00:48
The next semester,
I joined advanced English.
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下一個學期,我就被調到高階英語課。
00:52
(Laughter)
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(笑聲)
00:53
We read two novels and wrote
two book reports that semester.
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那學期,我們要讀兩本小說
以及寫兩個讀書報告。
00:57
The drastic difference and rigor
between these two English classes
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這兩個英語課之間的
巨大差異和嚴謹程度
01:01
angered me and spurred questions like,
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讓我很生氣,也引發了像這類的問題,
01:05
"Where did all these
white people come from?"
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「這些白人是從哪裡來的?」
01:07
(Laughter)
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(笑聲)
01:09
My high school was over
70 percent black and Latino,
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我的高中有 70% 黑人
和拉丁美洲人,
01:13
but this advanced English class
had white students everywhere.
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但是那個高階英語課幾乎都是白人。
01:18
This personal encounter
with institutionalized racism
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這個制度化種族主義的個人遭遇
01:22
altered my relationship
with reading forever.
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永遠改變了我與閱讀的關係。
01:25
I learned that I couldn't depend
on a school, a teacher or curriculum
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我發現我無法依賴一個學校、
一個老師或課程
01:29
to teach me what I needed to know.
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來教我我需要知道的。
01:31
And more out of like, rebellion,
than being intellectual,
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主要是由於叛逆,而非做為知識分子,
01:35
I decided I would no longer allow
other people to dictate
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我下定決心我不會再讓其他人決定
01:39
when and what I read.
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我應該在何時閱讀以及閱讀什麼。
01:41
And without realizing it,
I had stumbled upon a key
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雖然我沒有意識到,
但我在偶然間發現了
一把幫助孩子閱讀的鑰匙。
01:45
to helping children read.
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01:47
Identity.
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那就是認同。
01:49
Instead of fixating on skills
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不是以閱讀技能
01:52
and moving students
from one reading level to another,
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來將學生從一個閱讀級別
升到另一級,
01:55
or forcing struggling readers
to memorize lists of unfamiliar words,
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或是強迫閱讀有困難的學生
去背不熟悉的單字,
02:01
we should be asking ourselves
this question:
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我們應該問自己這個問題:
02:05
How can we inspire children
to identify as readers?
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我們如何啟發孩子們
認同自己是閱讀者?
02:10
DeSean, a brilliant first-grader
I taught in the Bronx,
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迭翔,我在布朗克斯區教過的
一位很聰明的一年級學生,
02:15
he helped me understand
how identity shapes learning.
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他幫助我了解到身分認同塑造學習。
02:18
One day during math,
I walk up to DeSean, and I say,
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有一天上數學課時,
我走向迭翔,對他說:
02:22
"DeSean, you're a great mathematician."
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「迭翔,你是很棒的數學家。」
02:25
He looks at me and responds,
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他看著我,回答說:
02:27
"I'm not a mathematician,
I'm a math genius!"
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「我不是數學家,我是數學天才。」
02:29
(Laughter)
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(笑聲)
02:31
OK DeSean, right?
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好,迭翔,對!
02:34
Reading?
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閱讀呢?
02:35
Completely different story.
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完全相反。
02:37
"Mr. Irby, I can't read.
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他會說:「爾比先生,我不會閱讀。
02:39
I'm never going to learn
to read," he would say.
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我永遠學不會閱讀。」
02:42
I taught DeSean to read,
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我教他閱讀,
02:44
but there are countless black boys
who remain trapped in illiteracy.
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但是無數的黑人男孩仍然是文盲。
02:50
According to the US
Department of Education,
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根據美國教育部門的統計,
02:53
more than 85 percent
of black male fourth graders
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超過 85% 的四年級黑人男孩
02:57
are not proficient in reading.
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不擅長閱讀。
02:59
85 percent!
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85%!
03:02
The more challenges
to reading children face,
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孩子們面對的閱讀挑戰越多,
03:07
the more culturally competent
educators need to be.
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教育工作者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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在過去的八年裡我兼職做喜劇演員,
03:15
I understand the importance
of cultural competency,
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我了解到文化能力的重要,
03:18
which I define as the ability to translate
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我認為那是一種
03:20
what you want someone else
to know or be able to do
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能夠把你要別人知道或能夠做到的,
03:25
into communication or experiences
that they find relevant and engaging.
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翻譯成他們認為與他們有關
和願意參與的交流或經驗的能力。
03:30
Before going on stage,
I assess an audience.
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每次在上台前,我會評估聽眾。
03:33
Are they white, are they Latino?
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他們是白人、拉美人?
03:36
Are they old, young,
professional, conservative?
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他們是年長、年輕、
專業人士、保守派?
03:40
Then I curate and modify my jokes
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然後我策劃和修改我的笑話
03:43
based on what I think
would generate the most laughter.
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基於我認為會產生最多笑聲的想法。
03:46
While performing in a church,
I could tell bar jokes.
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當我在教堂表演時,
我不能說酒吧的笑話。
03:50
But that might not result in laughter.
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因為可能不會有人笑。
03:52
(Laughter)
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(笑聲)
03:54
As a society, we're creating
reading experiences for children
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在社會裡,我們為孩子們
創造的閱讀經驗
03:59
that are the equivalent
of telling bar jokes in a church.
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就像在教堂講酒吧的笑話。
04:03
And then we wonder
why so many children don't read.
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然後我們想知道
為什麼這麼多孩子不愛閱讀。
04:07
Educator and philosopher Paulo Freire
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教育家和哲學家保羅·弗雷勒
04:10
believed that teaching and learning
should be two-way.
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相信教學和學習應該是雙向的。
04:13
Students shouldn't be viewed
as empty buckets to be filled with facts
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學生不應該被看成
需要被填滿事實的空桶,
04:18
but as cocreators of knowledge.
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而是被視為知識的共同創作者。
04:21
Cookie-cutter curriculums
and school policies
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一成不變的課程和學校政策
04:25
that require students to sit statue-still
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要求學生如雕像般坐著學習,
04:28
or to work in complete silence --
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或是上課時保持安靜──
04:30
these environments often exclude
the individual learning needs,
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這種環境通常不符合
個人的學習需求、
04:35
the interest and expertise of children.
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興趣和孩子們的專長。
04:39
Especially black boys.
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特別是黑人男孩。
04:41
Many of the children's books
promoted to black boys
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給黑人男孩讀的兒童書籍
04:44
focus on serious topics, like slavery,
civil rights and biographies.
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許多都是嚴肅的主題,
如奴隸、公民權利和傳記。
04:50
Less than two percent of teachers
in the United States are black males.
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少於 2% 的美國老師是黑人男性。
04:54
And a majority of black boys
are raised by single mothers.
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大多數的黑人男孩由母親獨自扶養。
04:58
There are literally young black boys
who have never seen a black man reading.
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實際上,黑人男孩幾乎
從未見過成年黑人男子閱讀。
05:04
Or never had a black man
encourage him to read.
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或是從來沒有一位成年的
黑人男性鼓勵他們閱讀。
05:09
What cultural factors,
what social cues are present
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有什麼文化因素和社會誘因
05:14
that would lead
a young black boy to conclude
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來讓黑人男孩覺得
05:16
that reading is even
something he should do?
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閱讀是他應該做的事?
05:19
This is why I created Barbershop Books.
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這是我成立理髮店書籍
(Barbershop Books) 的理由。
05:24
It's a literacy nonprofit
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這是一個掃盲非營利組織,
05:26
that creates child-friendly
reading spaces in barber shops.
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我們創造孩子們喜歡的
理髮店閱讀空間。
05:31
The mission is simple:
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我們的任務很簡單:
05:33
to help young black boys
identify as readers.
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幫助黑人男孩認同自己為閱讀者。
05:37
Lots of black boys go to the barber shop
once or twice a month.
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許多黑人男孩每個月
會去理髮店一、二次。
05:41
Some see their barbers
more than they see their fathers.
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有些孩子見到理髮師的次數
比見到他們的父親還多。
05:46
Barbershop Books connects reading
to a male-centered space
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理髮店書籍將閱讀與
男性為中心的空間連結起來,
05:50
and involves black men
and boys' early reading experiences.
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讓成年黑人男子參與
男孩早期的閱讀經驗。
05:55
This identity-based reading program
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這個基於認同的閱讀計畫
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
推薦的兒童書籍清單。
06:01
These are the books
that they actually want to read.
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這些是他們會想要讀的書。
06:06
Scholastic's 2016 Kids and Family Report
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學者出版社 (Scholastic)
2016 年的兒童和家庭報告
06:10
found that the number one thing
children look for when choosing a book
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發現孩子們選書時,
首先會找能讓他們發笑的書。
06:16
is a book that will make them laugh.
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06:19
So if we're serious about helping
black boys and other children to read
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所以如果我們很認真要幫助
黑人男孩和其他孩子主動閱讀,
06:24
when it's not required,
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而不是強迫他們閱讀,
06:26
we need to incorporate
relevant male reading models
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我們需要將相關的男性閱讀模型
06:29
into early literacy
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融入早期識字學習。
06:31
and exchange some of the children's books
that adults love so much
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其實,一些兒童書籍
大人們也都非常喜歡。
06:36
for funny, silly or even gross books,
like "Gross Greg".
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那些有趣、愚蠢甚至是噁心的書籍
像《噁心的格雷》(Gross Greg)。
06:41
(Laughter)
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(笑聲)
06:45
"You call them boogers.
Greg calls them delicious little sugars."
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「你稱它為鼻屎。
格雷稱它為美味的小糖。」
06:50
(Laughter)
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(笑聲)
06:52
That laugh, that positive reaction
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那個笑聲、正面的反應、
06:56
or gross reaction some of you just had,
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或是你們有些人覺得很噁心的反應,
06:58
(Laughter)
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(笑聲)
06:59
black boys deserve
and desperately need more of that.
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黑人男孩應該要有,
並迫切地需要更多。
07:05
Dismantling the savage inequalities
that plague American education
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消除困擾著美國教育的野蠻不平等
07:09
requires us to create reading experiences
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需要我們創造閱讀體驗
07:13
that inspire all children
to say three words:
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來激發所有的孩子說三個字:
07:17
I'm a reader.
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我閱讀。
07:19
Thank you.
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謝謝!
07:20
(Applause)
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(掌聲)
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