演講MP3+雙語(yǔ)文稿:如何激發(fā)“被遺忘的中產(chǎn)階級(jí)”的潛力

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:如何激發(fā)“被遺忘的中產(chǎn)階級(jí)”的潛力，希望你會(huì)喜歡！

[演講者及介紹]Danielle R. Moss

社會(huì)活動(dòng)家丹妮爾·r·莫斯(Danielle R. Moss)是奧利弗獎(jiǎng)學(xué)金(Oliver Scholars)的首席執(zhí)行官，她幫助該組織為來(lái)自服務(wù)水平低下的紐約市社區(qū)的高潛力黑人和拉丁裔學(xué)生做好成功準(zhǔn)備

[演講主題]我們?nèi)绾螏椭氨贿z忘的中產(chǎn)階級(jí)”充分發(fā)揮他們的潛力

[中英文字幕]

翻譯者 Jingle duan 校對(duì)者 psjmz mz

00:13

So, I want to talk to you about the forgotten middle. To me, they are the students, coworkers and plain old regular folks who are often overlooked because they're seen as neither exceptional nor problematic. They're the kids we think we can ignore because their needs for support don't seem particularly urgent. They're the coworkers who actually keep the engines of our organizations running, but who aren't seen as the innovators who drive excellence. In many ways, we overlook the folks in the middle because they don't keep us up awake at night wondering what crazy thing they're going to come up with next.

我想要和你們討論下 被遺忘的中間人群。對(duì)我而言，他們是學(xué)生、同事 和普通人，他們通常會(huì)被忽視，因?yàn)樗麄兗炔皇恰叭脤W(xué)生”，也不是“問(wèn)題兒童”，他們是我們認(rèn)為可以忽略的孩童，因?yàn)樗麄兊男枨罂雌饋?lái) 并不特別緊迫。他們是讓 讓組織引擎保持運(yùn)行的同事，他們卻不被視為驅(qū)動(dòng)創(chuàng)新的卓越者。在很多方面，我們忽視了 中間人群，因?yàn)樗麄儾粫?huì)讓我們夜不能寐，不會(huì)擔(dān)心他們做出什么瘋狂的事情。

01:01

(Laughter)

（笑聲）

01:03

And the truth is that we've come to rely on their complacency and sense of disconnection because it makes our work easier.

但事實(shí)是，我們依賴(lài)著他們的自足 和脫離感，因?yàn)檫@會(huì)讓我們的工作更容易。

01:14

You see, I know a little bit about the forgotten middle. As a junior high school student, I hung out in the middle. For a long time, I had been a good student. But seventh grade was a game changer. I spent my days gossiping, passing notes, generally goofing off with my friends. I spent my homework time on the phone, reviewing each day's events. And in many ways, although I was a typical 12-year-old girl, my ambivalence about my education led to pretty average grades.

我對(duì)被遺忘的中間人群比較了解。在初中時(shí)，我是中間人群中 的一員。在很長(zhǎng)一段時(shí)間內(nèi)，我都是一個(gè)好學(xué)生。但是七年級(jí)成了一個(gè)轉(zhuǎn)折點(diǎn)。我在傳八卦，傳紙條以及 跟朋友的嬉鬧中荒度光陰。我把做作業(yè)的時(shí)間用在手機(jī)上，瀏覽每天的事件。在很多方面，盡管我只是 一個(gè)普通的12歲的女孩，我對(duì)教育游離不定的態(tài)度 導(dǎo)致了我平平淡淡的成績(jī)。

02:00

Luckily for me, my mother understood something important, and that was that my location was not my destination. As a former research librarian and an educator, my mother knew that I was capable of accomplishing a lot more. But she also understood that because I was a young black woman in America, I might not have opportunities out of the middle if she wasn't intentional about creating them.

令我幸運(yùn)的是，我媽媽知道一些 重要的東西，那就是我所處的位置，并不是我的目的地。作為一個(gè)前研究圖書(shū)館員和教育家，我媽媽知道我能夠完成更多的事情。但是她同樣理解 由于我是一個(gè)美國(guó)的年輕黑人女孩，我可能不會(huì)有從中間人群脫穎而出 如果她不刻意創(chuàng)造這些機(jī)會(huì)的話(huà)。

02:36

So she moved me to a different school. She signed me up for leadership activities in my neighborhood. And she began to talk to me more seriously about college and career options I could aspire to. My mother's formula for getting me out of the middle was pretty simple. She started with high expectations. She made it her business to figure out how to set me up for success. She held me accountable and, along the way, she convinced me that I had the power to create my own story. That formula didn't just help me get out of my seventh grade slump -- I used it later on in New York City, when I was working with kids who had a lot of potential, but not a lot of opportunities to go to and complete college.

所以她把我轉(zhuǎn)到另一所學(xué)校。她為我報(bào)名參加社區(qū)的領(lǐng)導(dǎo)活動(dòng)。她開(kāi)始更認(rèn)真地和我談?wù)?我可以渴望的大學(xué)和職業(yè)選擇。我媽媽幫助我從中間人群走出的方法 非常簡(jiǎn)單。她從一個(gè)高的期望開(kāi)始。她把如何讓我成功當(dāng)成她的工作。她要我負(fù)責(zé)起來(lái)，并且同時(shí)，她說(shuō)服我擁有能力 去創(chuàng)造我自己的故事。這個(gè)方法不僅幫我走出了 七年級(jí)的低谷—— 我后來(lái)在紐約城也使用它，當(dāng)我與那些有很多潛能的孩子，但沒(méi)有很多機(jī)會(huì)去上及完成大學(xué) 的孩子一起工作時(shí)。

03:39

You see, high-performing students tend to have access to additional resources, like summer enrichment activities, internships and an expansive curriculum that takes them out of the classroom and into the world in ways that look great on college applications. But we're not providing those kinds of opportunities for everyone. And the result isn't just that some kids miss out. I think we, as a society, miss out too.

您知道，高表現(xiàn)的學(xué)生 趨向于有更多額外的資源，比如夏季的充實(shí)活動(dòng)，實(shí)習(xí)，以及一種廣泛的課程 可以把他們帶出教室，走向世界，這些經(jīng)歷在他們申請(qǐng)大學(xué)時(shí) 非常占優(yōu)。但是我們并沒(méi)有把這種機(jī)會(huì) 提供給每一個(gè)人。結(jié)果是不只是一些小孩掉隊(duì)了。我認(rèn)為我們整個(gè)社會(huì)，也掉隊(duì)了。

04:12

You see, I've got a crazy theory about the folks in the middle. I think there are some unclaimed winning lottery tickets in the middle. I think the cure for cancer and the path to world peace might very well reside there. Now, as a former middle school teacher, I'm not saying that magically everyone is suddenly going to become an A student. But I also believe that most folks in the middle are capable of a lot more. And I think people stay in the middle because that's where we relegated them to and, sometimes, that's just where they're kind of chilling while they figure things out.

對(duì)于中間人群，我有一個(gè)瘋狂的理論。我認(rèn)為中間人群中有 一些無(wú)人認(rèn)領(lǐng)的彩票。我認(rèn)為癌癥的治療和世界和平的道路 很可能就在那里。現(xiàn)在，作為一個(gè)前中學(xué)老師，我并不是說(shuō)每個(gè)人都會(huì)神奇地 突然成為一名A類(lèi)學(xué)生。但是我同時(shí)相信中間的大多數(shù)人士 有能力做更多的事情。并且我認(rèn)為人們留在中間是 因?yàn)槲覀儼阉麄兘导?jí)于此，而有時(shí)候，中間地帶只是人們 思考人生時(shí)喜歡待的地方。

04:55

All of our journeys are made up of a series of rest stops, accelerations, losses and wins. We have a responsibility to make sure that one's racial, gender, cultural and socioeconomic identity is never the reason you didn't have access out of the middle.

我們的所有旅途 都由一系列的休息，加速，損失和獲得組成。我們有責(zé)任確保 一個(gè)人的種族，性別，文化 和社會(huì)經(jīng)濟(jì)身份 永遠(yuǎn)不會(huì)成為你無(wú)法從中間人群 出來(lái)的原因。

05:19

So, just as my mother did with me, I began with high expectations with my young people. And I started with a question. I stopped asking kids, "Hey, do you want to go to college?" I started asking them, "What college would you like to attend?" You see, the first question --

所以，就像我媽媽對(duì)我做的那樣，我開(kāi)始對(duì)我的年輕人設(shè)定高的期望。我從一個(gè)問(wèn)題開(kāi)始。我不再問(wèn)孩子們： “嘿，你想要上大學(xué)嗎？” 我開(kāi)始問(wèn)他們，“你想要讀什么樣的大學(xué)？” 你看，這第一個(gè)問(wèn)題 --

05:41

(Applause)

（掌聲）

05:46

The first question leaves a lot of vague possibilities open. But the second question says something about what I thought my young people were capable of. On a basic level, it assumes that they're going to graduate from high school successfully. It also assumed that they would have the kinds of academic records that could get them college and university admissions. And I'm proud to say that the high expectations worked. While black and Latinx students nationally tend to graduate from college in six years or less, at a percent of 38, we were recognized by the College Board for our ability not to just get kids into college but to get them through college.

第一個(gè)問(wèn)題留下了 許多模糊的可能性。但是第二個(gè)問(wèn)題 說(shuō)了一些我認(rèn)為年輕人 有能力做到的事情。在基本層面，這句話(huà)假定他們都能夠成功 從高中畢業(yè)。這同樣假定 他們的學(xué)科成績(jī) 好到可以讓他們獲取 大學(xué)錄取通知書(shū)。我很榮幸的告訴大家 高期望起作用了。雖然全國(guó)的黑人與拉丁裔學(xué)生 在6年或更短的時(shí)間從大學(xué)畢業(yè)的 比例是38%，我們幫助學(xué)生進(jìn)入大學(xué) 和幫助他們順利畢業(yè)的能力 得到了美國(guó)大學(xué)理事會(huì)的認(rèn)可。

06:38

(Applause)

（掌聲）

06:44

But I also understand that high expectations are great, but it takes a little bit more than that. You wouldn't ask a pastry chef to bake a cake without an oven. And we should not be asking the folks in the middle to make the leap without providing them with the tools, strategies and support they deserve to make progress in their lives.

我同樣知道，高期望值很棒，但這需要更多的東西。你不能讓糕點(diǎn)師在沒(méi)有 烤箱的情況下烤蛋糕。我們?nèi)粢笾虚g的人們?nèi)〉蔑w躍，就必須提供必要的工具、策略 以及支持，讓他們?cè)谏钪腥〉眠M(jìn)步。

07:09

A young woman I had been mentoring for a long time, Nicole, came to my office one day, after her guidance counselor looked at her pretty strong transcript and expressed utter shock and amazement that she was even interested in going to college. What the guidance counselor didn't know was that through her community, Nicole had had access to college prep work, SAT prep and international travel programs. Not only was college in her future, but I'm proud to say that Nicole went on to earn two master's degrees after graduating from Purdue University.

妮可，一個(gè)我曾經(jīng)長(zhǎng)期輔導(dǎo)的 年輕女性，有一天來(lái)到我辦公室，就在她的指導(dǎo)顧問(wèn)看到 她相當(dāng)優(yōu)秀的成績(jī)，并對(duì)她有興趣上大學(xué)表達(dá)出了 極度的震驚和驚訝之后。指導(dǎo)顧問(wèn)不知道的是，通過(guò)她的社區(qū)，妮可可以參加大學(xué)預(yù)科、 SAT預(yù)科和國(guó)際旅行項(xiàng)目。她的未來(lái)不只有大學(xué)，但我很自豪地說(shuō)，妮可從普渡大學(xué)畢業(yè)后，繼續(xù)獲得了兩個(gè)碩士學(xué)位。

07:51

(Applause)

（掌聲）

07:57

We also made it our business to hold our young people accountable, but also to instill a sense of accountability in those young people to themselves, to each other, to their families and their communities. We doubled down on asset-based youth development. We went on leadership retreats and did high ropes courses and low ropes courses and tackled life's biggest questions together. The result was that the kids really bought into the notion that they were accountable for achieving these college degrees. It was so gratifying to see the kids calling each other and texting each other to say, "Hey, why are you late for SAT prep?" And, "What are you packing for the college tour tomorrow?"

我們的工作是教導(dǎo)年輕人負(fù)責(zé)，灌輸負(fù)責(zé)感給這些年輕人，讓每一個(gè)人對(duì)自己、家庭和社區(qū) 都負(fù)起責(zé)任。我們加倍重視基于資產(chǎn)的青年發(fā)展。我們參加領(lǐng)導(dǎo)力靜修課程，參與高繩課程和低繩課程，一起應(yīng)對(duì)生活中最大的問(wèn)題。結(jié)果，孩子們真的接受了 他們有責(zé)任獲得大學(xué)學(xué)位的觀(guān)念。我們非常振奮得看到這些孩子 互相打電話(huà)和發(fā)短信 說(shuō)：“嘿，為什么你SAT備考遲到這么久？” 以及 “你為明天的大學(xué)參觀(guān) 準(zhǔn)備什么東西？”

08:53

We really worked to kind of make college the thing to do. We began to create programs on college campuses and events that allow young people to really visualize themselves as college students and college graduates. Me and my staff rocked our own college gear and had lots of fun, healthy competition about whose school was better than whose. The kids really bought into it, and they began to see that something more was possible for their lives. Not only that -- they could look around at that college-going community and see kids who came from the same backgrounds and the same neighborhoods and who were aspiring to the same things.

我們真的努力在讓上大學(xué) 成為一件可以實(shí)現(xiàn)的事。我們開(kāi)始在大學(xué)校園里 創(chuàng)建項(xiàng)目和活動(dòng)，讓年輕人真正把自己想象成 大學(xué)生和大學(xué)畢業(yè)生。我們穿著“大學(xué)裝備”，玩得很開(kāi)心，就誰(shuí)的學(xué)校比誰(shuí)的好 展開(kāi)健康有趣的競(jìng)爭(zhēng)。孩子們真的樂(lè)在其中，他們開(kāi)始看到人生中更多的可能性。不僅如此，他們可以觀(guān)察 ”進(jìn)大學(xué)”的社群，看到那些來(lái)自相同背景 和街區(qū)，具有同樣抱負(fù)的孩子們。

09:42

That sense of belonging was really key, and it showed up in a remarkable, beautiful way one day when we were in the Johannesburg airport, waiting to go through customs on our way to Botswana for a service learning trip. I saw a group of kids kind of huddled in a circle. Usually, with teens, that means something's going on.

那種歸屬感真的至關(guān)重要，有一天，它以一種非凡而美麗的方式 出現(xiàn)了，當(dāng)時(shí)我們?cè)诩s翰內(nèi)斯堡機(jī)場(chǎng)，等待通過(guò)海關(guān) 前往博茨瓦納的服務(wù)學(xué)習(xí)之旅。我看到一群孩子擠成一圈。通常對(duì)于十多歲的孩子，這意味著發(fā)生了什么。

10:05

(Laughter)

（笑聲）

10:07

So I kind of walked up behind the kids to figure out what they were talking about. They were comparing passport stamps.

所以，我特意走在孩子們后面 想弄清楚他們?cè)谟懻撌裁?。他們?cè)诒容^護(hù)照上的蓋戳。

10:15

(Laughter)

（笑聲）

10:16

And they were dreaming out loud about all the other countries they planned to visit in the future. And seeing these young people from New York City go on to not just become college students but to participate in study abroad programs and to then take jobs around the world was incredibly gratifying.

他們大聲地夢(mèng)想著 未來(lái)要去的其他國(guó)家。看到這些來(lái)自紐約的年輕人，不僅僅努力成為大學(xué)生，并且在參與海外的學(xué)習(xí)項(xiàng)目，然后在全球工作 確實(shí)非常鼓舞人。

10:40

When I think of my kids and all the doctors, lawyers, teachers, social workers, journalists and artists who came from our little nook in New York City, I hate to think of what would have happened if we hadn't invested in the middle. Just think about all that their communities and the world would have missed out on.

當(dāng)我想到我的孩子們 還有所有的大夫，律師，教師，社會(huì)職員，記者和藝術(shù)家，想到他們都來(lái)自紐約的小角落，我不愿去想象如果我們不投資 中間人群的話(huà)會(huì)發(fā)生什么。想想他們的社區(qū)和世界 將會(huì)錯(cuò)過(guò)的一切。

11:05

This formula for the middle doesn't just work with young people. It can transform our organizations as well. We can be more bold in coming up and articulating a mission that inspires everyone. We can authentically invite our colleagues to the table to come up with a strategy to meet the mission. We can give meaningful feedback to folks along the way, and -- and sometimes most importantly -- make sure that you're sharing credit for everyone's contributions.

這個(gè)針對(duì)中間人群的方法 不止對(duì)年輕人有效。它同樣會(huì)改變我們的組織。我們可以更大膽地 去倡導(dǎo)和闡明一個(gè)使命，激勵(lì)每一個(gè)人。我們可以真誠(chéng)地邀請(qǐng)我們的同事 參加會(huì)議 一起謀劃實(shí)現(xiàn)使命的戰(zhàn)略。我們可以給途中的人們 提供有意義的反饋，并且——并且有時(shí)候更重要的是—— 確保你在分享每個(gè)人的貢獻(xiàn)。

11:45

What happened when my staff aimed high for themselves is that what they were able to do for young people was pretty transformational. And it's been so wonderful to look back and see all of my former colleagues who've gone on to get doctorates and assume leadership roles in other organizations.

當(dāng)我的員工把目標(biāo)定得很高的時(shí)候，他們能夠?yàn)槟贻p人做的事情 是非常具有變革意義的。我回首時(shí)感到很棒，看到以前所有的同事 獲取了博士學(xué)位 并在其它組織中擔(dān)任領(lǐng)導(dǎo)角色。

12:09

We have what it takes to inspire and uplift the folks in the middle. We can extend love to the people in the middle. We can challenge our own biases about who deserves a hand-up, and how. We can structure our organizations, communities and institutions in ways that are inclusive and that uphold principles of equity. Because, in the final analysis, what is often mistaken for a period is really just a comma.

我們有能力激勵(lì)和提升中間人群。我們可以把愛(ài)傳播到中間人群中。我們可以挑戰(zhàn)自己的偏見(jiàn)，即誰(shuí)該舉手，及如何舉手。我們可以以包容和堅(jiān)持 公平原則的方式 來(lái)構(gòu)建我們的組織，社區(qū)和機(jī)構(gòu)。因?yàn)椋瑲w根到底，生活沒(méi)有句號(hào) 只有逗號(hào)。

12:49

Thank you.

謝謝。

12:50

(Applause)

（掌聲）