听力课堂TED音频栏目主要包括TED演讲的音频MP3及中英双语文稿，供各位英语爱好者学习使用。本文主要内容为演讲MP3+双语文稿:如何提高美国有色人种教师的比例，希望你会喜欢！

【主讲人】Larry Irvin
教育创新者。兄弟授权教学组织（BE2T）的首席执行官，该组织招募和培训有色人种的男性成为教师。通过创新的计划、导师制和带薪奖学金，BE2T正在增加美国公立学校的黑人男性教师的数量。

【演讲主题】A program to empower Black teachers in the US
演讲者希望每个孩子都能从他们的老师身上看到自己。因此他致力于为黑人男子提供教育职业的途径，目前，他们在美国所有教师中的比例不到3% 。他还分享了改变教育的方法。

【中英文稿】
I had a chance to teach a summer program a few years back in my hometown of New Orleans. I had a group of 32 young men, age ranging from nine to 14, all Black boys. I wanted to set a tone the first day of class. I want to compare and contrast the mindsets of the contemporary young folk in contrast to my constituents and how we grew up and how we aspired. So I asked them the old cliché question: What do you want to be when you grow up? Here were the responses. Twenty nine said Kevin Durant. Three said LeBron James. Now, I had two thoughts. First was I was flabbergasted because, obviously, these young boys don't know basketball. Because LeBron is the man, if you ask me. But my second thought was, the narrative still hasn't changed. The scope of possibility is still very limited. Sports, streets, entertainment. We don't see ourselves really outside of those arenas. Something has to change.
好几年前，我曾教授一个暑期课程， 地点是在我的家乡 – 纽奥良。 我当时的学生有32个， 年龄差不多是九岁至十四岁， 都是黑人男孩。 我当时想要在上课第一天 就先为整个课堂定调， 我想要互相比较跟检视一下 现在的孩子们的心态 跟我们那一代的心态有什么不同， 以及我们抱持何种态度长大成人。 所以我问他们一些老套的问题，像是： 「你们长大以后想做什么？」 以下是他们的响应： 有29个孩子表示，他们想成为 凯文·杜兰特（Kevin Durant）。 3个孩子说，他们想成为 詹皇（LeBron James）。 此时，我浮现了两种想法： 第一，我真的被他们的响应吓到了， 原因很简单： 这些孩子根本不懂篮球。 而詹皇是个超有名气、超强的男人。 而我的另一个想法是， 这样的说法一直以来没变。 我们对未来想象的可能性 还是非常限缩。 成为运动明星、在街头游荡， 或是进入演艺圈之类的。 我们似乎从来没有 将自己排除于这几个领域。 这代表着：我们需要改变。

But my mom was an educator. She laid a very positive foundation for myself and my sister, Charlene, in regards to education. But what she did, most importantly, was she made me a dreamer. She opened up that scope of possibilities, and now I’m the CEO of an organization that recruits Black male teachers. Being a teacher is one of the most impactful ways you can see your impact as a professional. Being a Black male teacher is a game changer. Being a Black male teacher is becoming a superhero. So let's talk about him. Let's take a look at the landscape currently in the United States. Less than three percent of all teachers are Black men. For my liberal arts majors that's three out of 100. (Laughs) Now, Black men are in classrooms as disciplinarians, as janitors, as intervention specialists and definitely as athletic coaches. In front of the classroom, leading from an intellectual capacity, not so much.
我的母亲是一个教育工作者， 她为我和我的姐姐Charlene 在教育上奠定了良好的基础。 而她对我影响最大的， 是让我成为一个敢于梦想的人。 她帮助我拓展了各种未来的可能性。 而现在，我已经是一名机构的执行长， 招募黑人男老师加入我们的团队。 成为一名老师 是最能够带来影响力的方式。 你可以运用你的专业去发挥影响力。 成为一名黑人男老师， 这样的身份真的能够带来重大改变。 成为一名黑人男老师， 就是成为超级英雄的过程。 因此，就让我们就来好好谈谈吧。 我们可以检视美国目前的情况， 不到百分之三的老师是黑人男性。 以我文科生的角度来解读 就是「一百个人里的三个人」 （笑声） 目前来看，黑人男性在教室里的角色 可能是严格的领导者， 可能是清洁工人， 可能是负责调解冲突的专家， 也当然有可能是体育教练。 至于那些在教室前 带领进行学术活动的人 其实没有很多。

But I want to take the first step and juxtapose it to that of another. Just one Black male teacher in third, fourth or fifth grade for a low-income Black boy substantially reduces his chances of dropping out of high school by almost 40 percent. Let that sink in. Just imagine if you had two.
不过我想迈出第一步 并提高其在未来发展的可能性。 只要有一位三到五年级的黑人男老师 帮助低收入家庭的黑人孩子， 就可以大幅地降低 他们在高中被退学的机率， 降低了将近 40% 被退学的机率。 思考一下， 想象帮助了两个学生。

And that's what I do. Kids are what they see. They need that affirmation. So I provide the mirror. We provide the mirror. At Brothers Empowered to Teach, we recruit Black male teachers.
而这就是我目前在做的事。 孩子们会依照他们所看到的学习， 他们最需要的就是获得肯定。 因此，我开始提供他们效仿的典范。 在Brothers Empowered to Teach的机构里 我们会为孩子提供典范， 我们会招募黑人男老师。

So how do we do what we do? Attachment. We offer a three-year undergraduate fellowship to college-aged Black men. Our criteria are simple. You got to have a 2.5, be enrolled at least half-time in college and obviously be a Black male. The first year, the program is just an observation year, we like to take a gradual, slow approach to teaching. We have an old saying in New Orleans: “You can’t microwave gumbo.” You've got to slow-cook it. And that's the approach we take with teachers. Year one is a simple observation, you may lead homework activities, recreational activities for 10 or 12 hours a week. Year two and three are your lab development years where you learn the pedagogy, classroom management, shadowing teachers, lesson planning, things of that nature. It all culminates in placement into the classroom. But the really special sauce of our program is our internal, personal and professional development, the Cipher series. The Cipher series is where young men get a chance to break down and dissect, sort of recalibrate their compasses, if you will, in regards to being a Black man in this world today, but also being a Black man in education. Our topics of discourse range from masculinity, résumés, networking, relationships, you name it.
但具体来说我们是怎么做的？ 就是「建立依附关系」。 我们会提供三年的奖学金计划 给大学年龄的黑人男性。 我们的规则很简单， 你的平均成绩必须达到 2.5， 且要有至少一半以上的在学时期。 而重点是，你必须是一位黑人男性。 第一年只是观察期， 我们希望采用循序渐进的方式。 在纽奥良有一个俗谚： 「你不能直接用微波炉加热秋葵汤」 必须要慢慢地烹煮。 而这也是我们对老师们采取的原则。 第一年只是简单的观察时期， 你可以负责引导他们完成功课， 或是带领一些休闲活动 一周总共 10 至 12 个小时。 第二至第三年期间， 是实际展开研究的阶段。 你需要学习教学法， 以及班级管理方式、 向其他老师学习，制定学习计划， 学习各种与教学相关的事， 直到进入课堂正式教学为止。 不过，我们这个计划最重要的特点 是着重于内在、个人的专业发展 就像悬疑小说系列 Cipher 一样， Cipher 系列小说的内容 主要就是一群男孩重新剖析自我 并且重新为自己的人生校正的故事， 可以这么理解。 至于在现今这个世界， 作为一个黑人男性， 身为一个教育界里的黑人男性。 我们会谈论到的主题 包含了男子气概的刚毅、撰写履历、 经营人际网络、人际关系...等等。

See what we’re trying to do is really push this envelope in regards to attachment. We take a holistic approach to education. We develop good people. And then in turn they manifest into great educators, people over pedigrees, dispositions over degrees. I think about our first fellow, Alex Halstead. Dillard University attendee, arbitrary major. Like a lot of our young Black men, walking around Dillard’s campus, not much direction. Creative writing major, didn't have a plan, was told to go to school like a lot of us was told to go to school because it's the right thing to say from your parents. Alex had no true direction. Alex came to our program, we put Alex in front of the kids. He became a mirror, but also they became a mirror for him as well. See, it’s a double reflection when Black kids see a Black male and then a Black male sees a Black kid. They reflect for themselves, and that's what we do. We create the connection to the classroom for a demographic and a group that hasn't been represented as far as education as long as I can remember. They were removed from the conversation from an intellectual standpoint as students, but also as teachers.
我们想做的事，是期望能够 建立最紧密的依附关系。 我们希望采取全方位的教育方式， 培育出良善的好人， 进而让他们成为优秀的教育者， 不论他们的出身或家世， 无关他们的身份地位。 我想起我们的第一位伙伴 艾力克斯·哈斯蒂德 (Alex Halstead) 当时到迪拉德大学听课， 没有明确的主修科系， 就像许多黑人青少年一样， 就在迪拉德大学校园内游荡， 没抱持着什么特别的目标。 主要修创意写作相关的课程， 实际上却没有什么规划， 他和我们一样， 都曾被要求在学校里好好念书， 因为这是我们父母认为最正确的选择。 不过艾力克斯没有特别的人生规划。 他在因缘际会下开始参与我们的计划， 我们让艾力克斯进入教育现场， 他成为孩子们的典范， 而他也将孩子们视为学习的对象。 你们看，这就是一个双向的投射。 当黑人孩子们看见一位黑人男性， 而这位黑人男性 也注意到这些黑人孩子们， 他们是彼此相互投射的对象， 而这就是我们想达成的效果。 我们在课堂中建立人际间的连结， 包含不同人口变项的族群， 或是尚未具有代表性的群体。 以教育为目标，建立群体间的关系 据我所知， 他们总是被排除于知识分子间的对话， 不只是在他们的学生时期， 甚至身为老师也会受到这样的排斥。

As I think about it, man, I think three, five, 10 years from now, if we circle back to the conversation about what do you want to be, and I pose that question again to my young boys, maybe we can add a couple of names to those lists. Maybe we can say Kevin Durant, LeBron James and also Mr. Halstead, and maybe even Mr. Irving. Yeah. Mr. Irving. I like the ring of that. Thank you.
每当我想起这样的事，唉， 我会思考在将来的 三年、五年、十年后， 如果我们再一次提起这个问题： 「你长大之后想做什么？」 再一次询问我那些年轻的学生们， 也许我们可以想到更多的代表人物。 可能是凯文·杜兰特（Kevin Durant）、 詹皇（LeBron James）， 也可能是哈斯蒂德先生 (Mr. Halstead)， 甚至可能是厄文先生（Mr. Irving）。 没错，就是厄文先生。 听起来挺耳熟的，还不错。 谢谢大家。