演講MP3+雙語(yǔ)文稿:為何有些孩子能去上大學(xué)，有些孩子卻去了拘留所？

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聽(tīng)力課堂TED音頻欄目主要包括TED演講的音頻MP3及中英雙語(yǔ)文稿，供各位英語(yǔ)愛(ài)好者學(xué)習(xí)使用。本文主要內(nèi)容為演講MP3+雙語(yǔ)文稿:為何有些孩子能去上大學(xué)，有些孩子卻去了拘留所？，希望你會(huì)喜歡！

【演講人及介紹】Anindya Kundu

阿尼迪亞·昆都, 社會(huì)學(xué)家、教育家、作家，堅(jiān)信集體性的支持系統(tǒng)和機(jī)會(huì)能讓很多學(xué)生成功。

【演講主題】為何有些孩子能去上大學(xué)，有些孩子卻去了拘留所？

【演講文稿-中英文】

翻譯者 psjmz mz 校對(duì) Yolanda Zhang

00:12

My first job out of college was as an academic researcher at one of the largest juvenile detention centers in the country. And every day I would drive to this building on the West Side of Chicago, go through the security checkpoint and walk down these brown, brick hallways as I made my way down to the basement to observe the intake process.

我大學(xué)畢業(yè)后的第一份工作是在一所全國(guó)最大的青少年拘留所做學(xué)術(shù)研究員。每天我駕車(chē)來(lái)到這座位于芝加哥西邊的建筑，穿過(guò)安全檢查點(diǎn)，然后沿著棕色的磚砌走廊往下走，去地下室觀察錄入的過(guò)程。

00:33

The kids coming in were about 10 to 16 years old, usually always black and brown, most likely from the same impoverished South and West Sides of Chicago. They should've been in fifth to tenth grade, but instead they were here for weeks on end awaiting trial for various crimes. Some of them came back to the facility 14 times before their 15th birthday. And as I sat there on the other side of the glass from them, idealistic with a college degree, I wondered to myself: Why didn't schools do something more to prevent this from happening?

進(jìn)來(lái)的孩子大約10-16歲，通常是黑色和棕色皮膚，大部分來(lái)自芝加哥南部和西部的貧困地區(qū)。他們本應(yīng)該在上學(xué)讀 5-10 年級(jí)，但現(xiàn)實(shí)是他們要在這里呆上幾周，等待各種罪行的審判。有些人在15歲生日前已經(jīng)進(jìn)出這里14次。隔著玻璃，當(dāng)我坐在他們的另一邊，本科畢業(yè)的我?guī)е环N理想主義，不禁納悶：為什么學(xué)校不采取更多行動(dòng)去阻止這些事情的發(fā)生呢？

01:10

It's been about 10 years since then, and I still think about how some kids get tracked towards college and others towards detention, but I no longer think about schools' abilities to solve these things. You see, I've learned that so much of this problem is systemic that often our school system perpetuates the social divide. It makes worse what it's supposed to fix. That's as crazy or controversial as saying that our health care system isn't preventative but somehow profits off of keeping us sick ... oops.

10年后，我仍在思考為何有些孩子能上大學(xué)，而有些孩子卻去了拘留所，但我不再去質(zhì)疑學(xué)校解決這些問(wèn)題的能力。我了解到，這個(gè)問(wèn)題在很大程度上是制度性的，是我們的學(xué)校制度造成了社會(huì)分化。它讓本應(yīng)解決的問(wèn)題變得更糟了。這就像說(shuō)我們的醫(yī)療保健系統(tǒng)不是預(yù)防性的，而是從讓我們生病中獲利一樣瘋狂或有爭(zhēng)議。哎呀，好像不該這么說(shuō)。

01:42

(Laughter)

（笑聲）

01:43

I truly do believe though that kids can achieve great things despite the odds against them, and in fact, my own research shows that. But if we're serious about helping more kids from across the board to achieve and make it in this world, we're going to have to realize that our gaps in student outcomes are not so much about achievement as much as they are about opportunity.

我真心認(rèn)為，盡管困難重重，那些孩子依然可以有出色的表現(xiàn)，并且事實(shí)上，我自己的研究也顯示了這點(diǎn)。但是如果我們真的想要幫助更多的孩子在這個(gè)世界上取得成功，我們就需要意識(shí)到學(xué)生學(xué)習(xí)成果的差距與其說(shuō)是在于成就，不如說(shuō)是來(lái)自于機(jī)會(huì)。

02:06

A 2019 EdBuild report showed that majority-white districts receive about 23 billion dollars more in annual funding than nonwhite districts, even though they serve about the same number of students. Lower resource schools are dealing with lower quality equipment, obsolete technology and paying teachers way less. Here in New York, those are also the schools most likely to serve the one in 10 elementary school students who will most likely have to sleep in a homeless shelter tonight.

一份2019年的EdBuild 報(bào)告顯示，白人為主的街區(qū)每年獲得的教育經(jīng)費(fèi)比非白人街區(qū)要多 230億美元，即便它們所服務(wù)的學(xué)生數(shù)量一樣。資源少的學(xué)校用低質(zhì)量的設(shè)施，陳舊的技術(shù)，并且教師的工資更低。在紐約，這些學(xué)校也是最有可能給今晚最有可能睡在收容所的那十分之一的學(xué)生服務(wù)的。

02:36

The student, parent and teacher are dealing with a lot. Sometimes places are misplacing the blame back on them. In Atlanta, we saw that teachers felt desperate enough to have to help their students cheat on standardized tests that would impact their funding. Eight of them went to jail for that in 2015 with some sentences as high as 20 years, which is more than what many states give for second-degree murder.

學(xué)生，家長(zhǎng)和教師要處理很多事情。有時(shí)候教育機(jī)構(gòu)會(huì)把責(zé)任推給他們。在亞特蘭大，我們發(fā)現(xiàn)，教師已經(jīng)絕望到去幫助他們的學(xué)生在標(biāo)準(zhǔn)考試中作弊，因?yàn)楹笳邥?huì)影響教育資金。2015 年，有8個(gè)人為此進(jìn)了監(jiān)獄，有些被判處高達(dá)20年的刑期，這比許多州二級(jí)謀殺的刑罰還久。

03:04

The thing is though, in places like Tulsa, teachers' pay has been so bad that these people have had to go to food pantries or soup kitchens just to feed themselves. The same system will criminalize a parent who will use a relative's address to send their child to a better school, but for who knows how long authorities have turned a blind eye to those who can bribe their way onto the most elite and beautiful college campuses.

問(wèn)題是，在塔爾薩這樣的地方，教師的薪酬非常糟糕，他們不得不去免費(fèi)食品分發(fā)處或施粥處討飯，才能養(yǎng)活自己。同樣的制度也會(huì)唆使父母犯罪，使用位于好學(xué)區(qū)親戚的地址幫助孩子上更好的學(xué)校，但誰(shuí)知道當(dāng)局對(duì)那些能夠通過(guò)賄賂進(jìn)入最優(yōu)秀、最美麗的大學(xué)校園的人視而不見(jiàn)多久了。

03:31

And a lot of this feels pretty heavy to be saying -- and maybe to be hearing -- and since there's nothing quite like economics talk to lighten the mood -- that's right, right? Let me tell you about some of the costs when we fail to tap into our students' potential. A McKinsey study showed that if in 1998 we could've closed our long-standing student achievement gaps between students of different ethnic backgrounds or students of different income levels, by 2008, our GDP -- our untapped economic gains -- could have gone up by more than 500 billion dollars. Those same gaps in 2008, between our students here in the US and those across the world, may have deprived our economy of up to 2.3 trillion dollars of economic output.

這些話說(shuō)起來(lái)讓人感覺(jué)很沉重——可能聽(tīng)起來(lái)也是如此——因?yàn)闆](méi)有什么比經(jīng)濟(jì)學(xué)演講更能讓人放松心情了——是吧？讓我們來(lái)告訴你們，當(dāng)我們不能挖掘?qū)W生的潛力時(shí)，要付出怎樣的代價(jià)。麥肯錫的一項(xiàng)研究表明，如果在1998年，我們可以縮小長(zhǎng)期存在于不同種族或者不同收入水平的學(xué)生之間的成就差距，到2008年，我們的 GDP——我們未開(kāi)發(fā)的經(jīng)濟(jì)收益——能夠增長(zhǎng)超過(guò)5千億美元。2008年，美國(guó)的學(xué)生和世界其他地方的學(xué)生之間同樣的差距，可能會(huì)剝奪我們高達(dá)2.3萬(wàn)億美元的經(jīng)濟(jì)產(chǎn)出。

04:21

But beyond economics, numbers and figures, I think there's a simpler reason that this matters, a simpler reason for fixing our system. It's that in a true democracy, like the one we pride ourselves on having -- and sometimes rightfully so -- a child's future should not be predetermined by the circumstances of their birth. A public education system should not create a wider bottom and more narrow top. Some of us can sometimes think that these things aren't that close to home, but they are if we broaden our view, because a leaky faucet in our kitchen, broken radiator in our hallway, those parts of the house that we always say we're going to get to next week, they're devaluing our whole property.

但除了經(jīng)濟(jì)學(xué)，數(shù)字和數(shù)量，我認(rèn)為說(shuō)這一點(diǎn)很重要，還有一個(gè)更簡(jiǎn)單的原因，這一簡(jiǎn)單的原因就可以修復(fù)我們的系統(tǒng)。那就是在一個(gè)真正的民主社會(huì)，就如我們自豪所擁有的—— 有時(shí)候是理所當(dāng)然的——孩子的未來(lái)不應(yīng)該取決于他們出生的環(huán)境。公共教育體系不應(yīng)該 創(chuàng)造一個(gè)金字塔模式。我們有些人可能會(huì)認(rèn)為這些事情離我們不是特別近，但如果我們開(kāi)拓視野，就會(huì)發(fā)現(xiàn)它們近在咫尺，因?yàn)閺N房的水龍頭漏水，走廊的散熱器壞了，我們總是說(shuō)我們下周會(huì)進(jìn)行維修，但它們正在讓我們的整個(gè)財(cái)產(chǎn)貶值。

05:05

Instead of constantly looking away to solutions like privatization or the charter school movement to solve our problems, why don't we take a deeper look at public education, try to take more pride in it and maybe use it to solve some of our social problems. Why don't we try to reclaim the promise of public education and remember that it's our greatest collective responsibility?

與其總是尋找諸如私有化或者特許學(xué)校運(yùn)動(dòng)來(lái)解決我們的問(wèn)題，我們?yōu)槭裁床簧钊雽徱晣L試去引以為豪的公共教育，并且用它來(lái)解決我們的一部分社會(huì)問(wèn)題呢？我們?yōu)槭裁床恢厣旯步逃脑妇安⒗斡涍@是我們最重要的集體責(zé)任呢？

05:30

Luckily some of our communities are doing just that. The huge teacher strikes in the spring of 2019 in Denver and LA -- they were successful because of community support for things like smaller class sizes and getting things into schools like more counselors in addition to teacher pay. And sometimes for the student, innovation is just daring to implement common sense.

幸運(yùn)的是，我們有些社團(tuán)正在這樣做。2019 年春天，在丹佛和洛杉磯的大型教師罷工—— 這些運(yùn)動(dòng)之所以成功，是因?yàn)樯鐓^(qū)支持這些訴求：例如更小的班級(jí)，招募更多的輔導(dǎo)員，還有提高教師的工資。有時(shí)候?qū)τ趯W(xué)生而言，創(chuàng)新就是敢于實(shí)踐常識(shí)。

05:55

In Baltimore a few years ago, they enacted a free breakfast and lunch program, taking away the stigma of poverty and hunger for some students but increasing achievement in attendance for many others.

幾年前在巴爾的摩，他們制定了一個(gè)免費(fèi)的早餐和午餐計(jì)劃，為一些學(xué)生消除貧窮和饑餓的恥辱，但也增加了其他人的出勤率。

06:08

And in Memphis, the university is recruiting local, passionate high school students and giving them scholarships to go teach in the inner city without the burden of college debt.

在孟菲斯，大學(xué)正在招募當(dāng)?shù)責(zé)崆榈母咧猩o他們獎(jiǎng)學(xué)金，讓他們?nèi)ナ兄行慕虝?shū)，而不用承擔(dān)大學(xué)的債務(wù)。

06:18

And north of here in The Bronx, I recently researched these partnerships being built between high schools, community colleges and local businesses who are creating internships in finance, health care and technology for students without "silver spoon" connections to gain important skills and contribute to the communities that they come from.

在布朗克斯的北邊，我最近研究了在高中，社區(qū)學(xué)院和本地商家之間建立的合作伙伴關(guān)系， 他們?yōu)槟切](méi)有黃金人脈的學(xué)生創(chuàng)造金融、 醫(yī)療和科技方面的實(shí)習(xí)機(jī)會(huì)，去獲得重要技能， 并為他們所在的社區(qū)做貢獻(xiàn)。

06:39

So today I don't necessarily have the same questions about education that I did when I was an idealistic, perhaps naïve college grad working in a detention center basement. It's not: Can schools save more of our students? Because I think we have the answer to that -- and it's yes they can, if we save our schools first. We can start by caring about the education of other people's children ... And I'm saying that as someone who doesn't have kids yet but wants to worry a little bit less about the future when I do.

所以今天，我不再抱有曾經(jīng)那種我還在看守所地下室工作時(shí)充滿理想主義，可能還有些學(xué)生氣的關(guān)于教育的問(wèn)題。問(wèn)題不再是關(guān)于：學(xué)?？梢哉雀嗟膶W(xué)生嗎？因?yàn)槲艺J(rèn)為我們已經(jīng)有了答案——是的，可以，如果我們首先拯救我們的學(xué)校。我們可以從關(guān)心別人孩子的教育開(kāi)始…雖然我還沒(méi)有小孩，但我這樣說(shuō)，也是希望在未來(lái)不必那么擔(dān)心。

07:13

Cultivating as much talent as possible, getting as many girls as we can from all over into science and engineering, as many boys as we can into teaching -- those are investments for our future. Our students are like our most valuable resource, and when you put it that way, our teachers are like our modern-day diamond and gold miners, hoping to help make them shine. Let's contribute our voices, our votes and our support to giving them the resources that they will need not just to survive but hopefully thrive, allowing all of us to do so as well.

培養(yǎng)盡可能多的人才，從各地吸引盡可能多的女孩子進(jìn)入科學(xué)和工程領(lǐng)域，就如我們可以 讓男孩們從事教育一樣——這些是對(duì)我們未來(lái)的投資。我們的學(xué)生就像我們最有價(jià)值的資源，當(dāng)你把他們放在那個(gè)位置時(shí)，我們的老師就像現(xiàn)代的鉆石和黃金礦工，希望幫助學(xué)生們發(fā)光。讓我們發(fā)出自己的聲音，不再吝嗇我們的投票和支持，給予他們所需的資源，不僅是為了生存，更是為了繁榮，讓我們所有人都能這樣做。

07:52

Thank you.

謝謝。

07:53

(Applause and cheers)

（鼓掌和歡呼）