演講MP3+雙語文稿:為什么黑人女孩總成為學校懲罰的對象？

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【演講人】Monique W. Morris

莫妮克·莫里斯，教育署創(chuàng)立并領導了全國黑人婦女司法研究所，該組織致力于改變有關黑人婦女，女孩及其家庭被定罪的公開言論。

【演講主題】《為什么黑人女孩總成為學校懲罰的對象？》

【演講文稿-中英文】

翻譯者 Cissy Yun 校對 Lipeng Chen

When I was in the sixth grade, I got into a fight at school. It wasn't the first time I'd been in a fight, but it was the first time one happened at school. It was with a boy who was about a foot taller than me, who was physically stronger than me and who'd been taunting me for weeks. One day in PE, he stepped on my shoe and refused to apologize. So, filled with anger, I grabbed him and I threw him to the ground. I'd had some previous judo training.

在六年級， 我在學校打了一架。 這不是我第一次打架了， 但這是我第一次在學校里打架。 對方是比我高一頭多的男孩， 體格比我壯多了， 他已經(jīng)騷擾我?guī)字芰恕?有一天的體育課上，他踩了我的腳， 并拒絕向我道歉。 當時的我怒火沖天，一把抓住他， 并把他摔到地上。 我以前練過柔道。

(Laughter)

（笑聲）

Our fight lasted less than two minutes, but it was a perfect reflection of the hurricane that was building inside of me as a young survivor of sexual assault and as a girl who was grappling with abandonment and exposure to violence in other spaces in my life. I was fighting him, but I was also fighting the men and boys that had assaulted my body and the culture that told me I had to be silent about it. A teacher broke up the fight and my principal called me in her office. But she didn't say, "Monique, what's wrong with you?" She gave me a moment to collect my breath and asked, "What happened?"

我們的這場架持續(xù)了不到兩分鐘， 但它真確反應了 我內心中日積月累成的 一股風暴， 因為我是一個年少的性侵受害者， 我還是一個掙扎于遺棄與 暴力之中的女孩。 我在和他打架的同時， 也是在向那些侵犯過我身體的 男孩與男人 和阻止我發(fā)聲的文化宣戰(zhàn)。 一位老師拉開了我們， 我的校長而后把我叫到辦公室。 但是，她并沒有說， “莫妮科，你發(fā)什么神經(jīng)？” 她給我一些時間來平復呼吸， 問了我，“發(fā)生了什么？”

The educators working with me led with empathy. They knew me. They knew I loved to read, they knew I loved to draw, they knew I adored Prince. And they used that information to help me understand why my actions, and those of my classmate, were disruptive to the learning community they were leading. They didn't place me on suspension; they didn't call the police. My fight didn't keep me from going to school the next day. It didn't keep me from graduating; it didn't keep me from teaching.

我的老師們以同情同理心引領我。 他們理解我。 他們知道我熱愛閱讀， 他們明白我喜歡畫畫。 他們知道我喜歡歌手“王子”。 他們用這些信息來幫助我理解 為何我和我同學的行為， 對于他們引領的學習群體 造成了破壞。 他們沒有讓我停學， 也沒有報警。 我的這場架并沒讓我 第二天上不了學。 并不會使我畢不了業(yè)， 并沒阻止我從事教育。

But unfortunately, that's not a story that's shared by many black girls in the US and around the world today. We're living through a crisis in which black girls are being disproportionately pushed away from schools --- not because of an imminent threat they pose to the safety of a school, but because they're often experiencing schools as locations for punishment and marginalization. That's something that I hear from black girls around the country. But it's not insurmountable. We can shift this narrative.

可惜的是，這并不是多數(shù)黑人女孩 可與之共鳴的故事， 無論是美國還是全球各地。 我們正處于一個危機中： 黑人女孩以極不正常的比例 被推離學?！?這并非因為她們對于 學校的安全有威脅， 而是因為對她們來說， 學校是她們飽受懲罰 和被邊緣化的地方。 這是我從全國各地的 黑人女孩口中聽說的。 這并非是個無法解決的難題。 我們可以改變這個情況。

Let's start with some data. According to a National Black Women's Justice Institute analysis of civil rights data collected by the US Department of Education, black girls are the only group of girls who are overrepresented along the entire continuum of discipline in schools. That doesn't mean that other girls aren't experiencing exclusionary discipline and it doesn't mean that other girls aren't overrepresented at other parts along that continuum. But black girls are the only group of girls who are overrepresented all along the way. Black girls are seven times more likely than their white counterparts to experience one or more out-of-school suspensions and they're nearly three times more likely than their white and Latinx counterparts to be referred to the juvenile court.

先來看看數(shù)據(jù)吧。 根據(jù)國家黑人婦女司法協(xié)會 對于民權數(shù)據(jù)的分析， 這些數(shù)據(jù)由美國教育部收集， 黑人女孩是唯一一群 在學校的紀律懲罰體系中 受懲戒比例過高的女孩。 這并不代表其他女孩不經(jīng)歷 停學之類的懲罰， 也不代表其他女孩不過度經(jīng)受 其他懲罰。 但是黑人女孩是唯一一組 在所有懲戒方面 都比例過高。 相比白人女孩，黑人女孩 受到停學處分的幾率要高7倍， 而相較于白人和 拉丁裔女孩，黑人女孩 被送往青少年法庭的幾率 要高出3倍。

A recent study by the Georgetown Center on Poverty and Inequality partially explained why this disparity is taking place when they confirmed that black girls experience a specific type of age compression, where they're seen as more adult-like than their white peers. Among other things, the study found that people perceive black girls to need less nurturing, less protection, to know more about sex and to be more independent than their white peers. The study also found that the perception disparity begins when girls are as young as five years old. And that this perception and the disparity increases over time and peaks when girls are between the ages of 10 and 14. This is not without consequence. Believing that a girl is older than she is can lead to harsher treatment, immediate censure when she makes a mistake and victim blaming when she's harmed. It can also lead a girl to think that something is wrong with her, rather than the conditions in which she finds herself.

最近一項喬治城大學 貧困與不平等中心的研究 部分解釋了為何有這樣的差距， 他們確認了黑人女孩會經(jīng)歷 一種特殊的“年齡壓縮”， 她們會比同齡的白人同學 看起來更成熟。 在其他方面，這個研究發(fā)現(xiàn) 人們一般認為，相比白人女孩， 黑人女孩只需較少的關懷， 不需要那么多的保護， 也對性生活有更多的了解， 相比白人女孩來說， 她們更獨立。 這個研究還發(fā)現(xiàn) 這種認知差異在 女孩們五歲的時候就有了， 這種差異隨著時間越積越多 在女孩10歲到14歲之間， 達到頂峰。 這并非沒有后果。 認為一個女孩比實際年齡要成熟 會導致她受到更嚴厲的對待， 在她犯錯誤時，會受到過多的譴責； 而當她受到傷害時，大家會責怪她。 這也可能導致一個女孩認為 她自身有一些問題, 而未察覺問題出在 她處于的環(huán)境。

Black girls are routinely seen as too loud, too aggressive, too angry, too visible. Qualities that are often measured in relation to nonblack girls and which don't take into consideration what's going on in this girl's life or her cultural norms. And it's not just in the US. In South Africa, black girls at the Pretoria Girls High School were discouraged from attending school with their hair in its natural state, without chemical processing. What did those girls do? They protested. And it was a beautiful thing to see the global community for the most part wrap its arms around girls as they stood in their truths. But there were those who saw them as disruptive, largely because they dared to ask the question, "Where can we be black if we can't be black in Africa?"

黑人女孩一直被看作 太大聲，太氣勢洶洶， 太易怒，太出挑。 這些特征都與非黑人女孩比較， 但卻沒有考慮到 這個女孩經(jīng)歷過什么， 也沒有考慮到她的文化常態(tài)。 這并非只發(fā)生在美國。 在南非， 比勒陀利亞女子高中的黑人女學生們 被學校規(guī)勸，若她們保持自然發(fā)型， 不經(jīng)化學燙發(fā)處理， 不能上學。 所以這些女孩做了什么? 她們抗議。 看到全球各地的人們 支持并向這些女孩伸出援手， 真是件美好的事！ 但也有人將這些女孩看作是搗亂者， 僅僅因為她們質問了， ”若我們沒法在非洲保持黑人本真， 還能在哪兒？“

(Laughter)

（笑聲）

(Applause)

（掌聲）

It's a good question. Around the world, black girls are grappling with this question. And around the world, black girls are struggling to be seen, working to be free and fighting to be included in the landscape of promise that a safe space to learn provides. In the US, little girls, just past their toddler years, are being arrested in classrooms for having a tantrum. Middle school girls are being turned away from school because of the way they wear their hair naturally or because of the way the clothes fit their bodies. High school girls are experiencing violence at the hands of police officers in schools. Where can black girls be black without reprimand or punishment? And it's not just these incidents.

這是一個好問題。 在全球各地， 黑人女孩都在思考這個問題。 同樣在全球各地， 黑人女孩掙扎著讓自己被重視， 努力來讓自己自由， 用盡一切使自己 可在應許之地，爭取到相等的機會。 在美國，小女孩， 剛過蹣跚學步的年齡， 僅因在教室里發(fā)了一會兒 脾氣，就被逮捕。 中學女孩被學校勸退 僅僅因為她們不將自己的頭發(fā)燙直 或因為穿了緊身的衣服。 高中女孩甚至會經(jīng)歷 來自校方警衛(wèi)的暴力對待。 黑人女孩到底可以在哪兒 做自己而不受懲罰？ 這些僅僅是冰山一角。

In my work as a researcher and educator, I've had an opportunity to work with girls like Stacy, a girl who I profile in my book "Pushout," who struggles with her participation in violence. She bypasses the neuroscientific and structural analyses that science has to offer about how her adverse childhood experiences inform why she's participating in violence and goes straight to describing herself as a "problem child," largely because that's the language that educators were using as they routinely suspended her.

我作為一個研究者和一個教育者， 我有幸和一個叫史黛西的女孩 一起工作， 我的書《排擠》也提到了她， 她掙扎于自己的暴力傾向。 她完全避開了神經(jīng)科學和構造分析 可以提供的 有關她幼年不幸可能引導了 她去參與暴力， 而直接稱呼自己“問題兒童”。 正因為這是她的師長用的詞 他們常常讓她停學。

But here's the thing. Disconnection and the internalization of harm grow stronger in isolation. So when girls get in trouble, we shouldn't be pushing them away, we should be bringing them in closer. Education is a critical protective factor against contact with the criminal legal system. So we should be building out policies and practices that keep girls connected to their learning, rather than pushing them away from it. It's one of the reasons I like to say that education is freedom work. When girls feel safe, they can learn. When they don't feel safe, they fight, they protest, they argue, they flee, they freeze. The human brain is wired to protect us when we feel a threat. And so long as school feels like a threat, or part of the tapestry of harm in a girl's life, she'll be inclined to resist. But when schools become locations for healing, they can also become locations for learning.

但是請想想， 脫節(jié)和仇恨內化會在人被孤立時 猖狂滋長。 所以當女孩闖禍時， 我們不該將她們推開， 我們應該拉近她們。 教育是一個至關重要的保護方式， 來對抗與犯罪法律系統(tǒng)的接觸。 我們應該建立規(guī)則和慣例 讓女孩與學習緊緊相連， 而不是將她們推離學習。 這也是為何我稱教育， 為使人自由的工作。 當女孩們感到安全時， 她們就可以學習。 當她們感到危險時， 她們會斗爭， 會抗議，會爭討， 她們會逃開，她們會不知所措。 當我們感到威脅時， 人類大腦會啟動天生的保護機制。 所以說，只要學校對她們來說 是一種威脅 或者是女孩一生受的傷害中的 一部分， 她就會想要反抗。 但當學校變成一個治愈所， 它就可成為學習的地方。

So what does this mean for a school to become a location for healing? Well, for one thing, it means that we have to immediately discontinue the policies and practices that target black girls for their hairstyles or dress.

所以一個學校變成治愈所的 意義在哪兒？ 第一，我們必須立刻停止 那些針對黑人女孩發(fā)型和穿著 的紀律規(guī)定。

(Applause)

（掌聲）

Let's focus on how and what a girl learns rather than policing her body in ways that facilitate rape culture or punish children for the conditions in which they were born. This is where parents and the community of concerned adults can enter this work. Start a conversation with the school and encourage them to address their dress code and other conduct-related policies as a collaborative project, with parents and students, so as to intentionally avoid bias and discrimination. Keep in mind, though, that some of the practices that harm black girls most are unwritten. So we have to continue to do the deep, internal work to address the biases that inform how, when and whether we see black girls for who they actually are, or what we've been told they are. Volunteer at a school and establish culturally competent and gender responsive discussion groups with black girls, Latinas, indigenous girls and other students who experience marginalization in schools to give them a safe space to process their identities and experiences in schools. And if schools are to become locations for healing, we have to remove police officers and increase the number of counselors in schools.

讓我們更多關注 女孩學了什么， 而不是監(jiān)控她的身體， 從而增長強暴文化 或是懲罰孩童， 僅僅由于她們出生的環(huán)境不同。 在這一步，家長和關注此事的群體 可以參與進來。 與學校談話， 并鼓勵他們將著裝標準 還有其他相應的規(guī)范政策 看作一個合作項目， 與家長與學生探討， 這樣可以避免歧視和偏差。 但要當心的是， 許多傷害黑人女孩的行為規(guī)范 是不被寫下來的。 所以我們得繼續(xù)深入地工作 來消除偏見， 來提醒大家，我們看待黑人女孩時 是否是基于她的本身， 還是受別人的意見影響后 看到的她們。 在學校里當志愿者 并建立文化能力和 性別認知討論小組 與黑人女孩， 拉丁裔女孩和 原住民女孩們 還要包括其他在學校 經(jīng)歷邊緣化的學生們 要求學校提供一個安全的空間 讓他們可以梳理自己的身份與 在學校的經(jīng)歷。 而若學?？梢猿蔀橹斡?， 我們需要在學校中去減少警衛(wèi) 但增加更多的指導員。

(Applause)

（掌聲）

Education is freedom work. And whatever our point of entry is, we all have to be freedom fighters. The good news is that there are schools that are actively working to establish themselves as locations for girls to see themselves as sacred and loved. The Columbus City Prep School for Girls in Columbus, Ohio, is an example of this. They became an example the moment their principal declared that they were no longer going to punish girls for having "a bad attitude." In addition to building -- Essentially, what they did is they built out a robust continuum of alternatives to suspension, expulsion and arrest. In addition to establishing a restorative justice program, they improved their student and teacher relationships by ensuring that every girl has at least one adult on campus that she can go to when she's in a moment of crisis. They built out spaces along the corridors of the school and in classrooms for girls to regroup, if they need a minute to do so. And they established an advisory program that provides girls with an opportunity to start every single day with the promotion of self-worth, communication skills and goal setting. At this school, they're trying to respond to a girl's adverse childhood experiences rather than ignore them. They bring them in closer; they don't push them away. And as a result, their truancy and suspension rates have improved, and girls are arriving at school increasingly ready to learn because they know the teachers there care about them. That matters.

教育是使人自由的工作。 無論我們何時加入這個行業(yè)， 我們都需要成為自由斗士。 好消息是， 現(xiàn)在有許多學校 正在努力讓自己變成 女孩們可以感到自己是神圣的與 被愛的地方。 俄亥俄州的哥倫布市女子學院 就是一個例子。 就是因為校長聲明 他們不會僅因為女孩有“不好的態(tài)度” 而懲罰她們。 除了建造方面之外， 這所學校建立了一個成功的體系 用各種方案替代停課、停學和逮捕。 除了建立這個有修復式正義的 規(guī)范體系， 他們還改進了學生與教師的關系， 讓每個女孩在危機時刻 可以在校園中找到 至少一個成年人來傾訴。 他們在校園走廊、教室中建立空間 讓女孩們可以在受挫折后 可以用點時間緩緩神。 他們還建立了一個指導項目 為女孩們提供機會， 用提升自我價值， 溝通技能以及目標設定 來開始每一天。 在這所學校， 他們嘗試正視一些女孩 所經(jīng)歷的負面童年， 而不是無視它們。 他們拉近女孩， 而非排擠她們。 結果是，學校的逃學率和 停學事件得到顯著進步， 女孩們現(xiàn)在來到學校 更加做好了學習的準備， 因為她們明白老師真心關懷她們。 這很重要。

Schools that integrate the arts and sports into their curriculum or that are building out tranformative programming, such as restorative justice, mindfulness and meditation, are providing an opportunity for girls to repair their relationships with others, but also with themselves. Responding to the lived, complex and historical trauma that our students face requires all of us who believe in the promise of children and adolescents to build relationships, learning materials, human and financial resources and other tools that provide children with an opportunity to heal, so that they can learn.

那些將藝術和體育納入課程， 或是建立變革項目 比如修復式正義，深思以及冥想， 這樣做的學校 正在為女孩提供機會 與其他人修復關系， 但也是與自己重修于好。 面對我們的學生所經(jīng)歷的 系統(tǒng)性的、復雜的、 歷史性的創(chuàng)傷， 需要相信孩子們的期望的我們 去建立關系、編輯教材、 尋找人際方面或是資金上的資源, 建造工具提供孩子一個治愈的機會， 讓她們由此才可學習。

Our schools should be places where we respond to our most vulnerable girls as essential to the creation of a positive school culture. Our ability to see her promise should be at its sharpest when she's in the throws of poverty and addiction; when she's reeling from having been sex-trafficked or survived other forms of violence; when she's at her loudest, or her quietest. We should be able to support her intellectual and social-emotional well-being whether her shorts reach her knees or stop mid-thigh or higher. It might seem like a tall order in a world so deeply entrenched in the politics of fear to radically imagine schools as locations where girls can heal and thrive, but we have to be bold enough to set this as our intention. If we commit to this notion of education as freedom work, we can shift educational conditions so that no girl, even the most vulnerable among us, will get pushed out of school. And that's a win for all of us.

學校應該是一個可以對 最脆弱的女孩作出反饋的地方 這對創(chuàng)建一個積極的學校文化 非常重要。 我們應能最敏銳地 看見女孩的潛能， 當她陷入貧困和毒癮中； 當她在人口性交易 或是其他暴力行為的 陰霾中掙扎時， 當她大聲呼救時， 也當她緘口不語時。 我們需要能夠支持她的 身心、社交健康， 無論她的短褲否及膝，或在大腿中部 還是更短。 這看似十分艱難， 特別是在一個深深扎根于 恐懼政治中的世界 要去積極想像學校是一個女孩 可以治愈和蓬勃向上的地方， 但我們必須要勇敢地將其設為目標。 若我們將教育視為 使人自由的工作， 我們可以改變教育環(huán)境 不讓任何女孩， 即使是最脆弱的女孩 被推出學校。 這樣，我們才是真正成功了。

Thank you.

謝謝。

(Applause)

（掌聲）