Victor Rios Help for kids the education system ignores.

00:11:57
https://www.youtube.com/watch?v=SutnGeZ2F9w

Ringkasan

TLDRThe speaker discusses the systemic failures that lead to young people being labeled as "dropouts" and ending up in the school-to-prison pipeline. Drawing on personal experiences, he emphasizes the importance of changing these negative perceptions into positive ones by recognizing the inherent promise in these young individuals. His story exemplifies how supportive, culturally relevant education can alter life trajectories, revealing that encouragement and understanding can help youths embrace their potential. The speaker proposes three strategies: adopting an asset-based perspective, valuing student stories, and providing adequate resources. He emphasizes the need for restorative justice practices and community support to help these young people thrive.

Takeaways

  • 🎓 Recognize the potential in all young people, shifting from 'at-risk' to 'at-promise'.
  • 📖 Value and incorporate students' stories and backgrounds into education.
  • 🌍 Address systemic issues like the school-to-prison pipeline.
  • 👨‍🏫 Teachers can have a profound impact by showing genuine care.
  • 🏫 Implement restorative justice practices in schools.
  • 🛠 Provide resources like job training and mentoring.
  • 💪 Encourage resilience and character building through cultural respect.
  • 🤝 Foster community and support networks within educational environments.
  • 🗣 Promote self-reflection and storytelling among students.
  • 📚 Equip educators to recognize the diverse strengths students bring.
  • 🔗 Bridge connections between educational success and community empowerment.

Garis waktu

  • 00:00:00 - 00:05:00

    For over a decade, the speaker has studied young people marginalized by the education system, known as dropouts, who are vulnerable to street violence, police harassment, and incarceration. The speaker challenges the negative perceptions of these youths, viewing them instead as individuals with potential – not at risk, but at promise. Sharing his own story of growing up in poverty, facing incarceration, and losing loved ones, he emphasizes how a teacher, Mrs. R., saw potential in him and helped him see the strengths in his experiences, encouraging a new perspective on his culture and community strengths.

  • 00:05:00 - 00:11:57

    The speaker returns to school and graduates, inspired by Mrs. Russ, who believes in his potential and encourages college attendance. Despite initial doubt, he applies and is accepted. He outlines three strategies for aiding youths like him: abandoning deficit views, valuing their stories, and providing resources. He implements these with William, a resistant dropout who, through community support, transforms his narrative from victim to survivor. William finishes high school and secures a job. The speaker reiterates the importance of educators believing in and nurturing youths’ potential, fostering both personal and academic growth.

Peta Pikiran

Video Tanya Jawab

  • What is the school-to-prison pipeline?

    It's a societal trend where disadvantaged youths are pushed out of schools and end up in the criminal justice system.

  • Why does the speaker emphasize the term 'at-promise' over 'at-risk'?

    To shift focus from negative labeling to recognizing the potential and promise of young people.

  • What personal experiences does the speaker share?

    The speaker shares his experiences of poverty, incarceration, and the positive impact of a supportive teacher on his life.

  • What role did Miss Russ play in the speaker's life?

    Miss Russ was a caring and persistent teacher who helped the speaker realize his potential and return to school.

  • What strategies are proposed to help young people?

    The speaker proposes shifting perspective to asset-based views, valuing students’ stories, and providing adequate resources.

  • How can educators better support young people?

    By encouraging storytelling, recognizing cultural backgrounds, and providing meaningful resources and opportunities.

  • What is restorative justice in schools?

    A practice aimed at resolving conflicts through community-based reconciliation rather than criminalization.

  • Who is William and what change did he experience?

    William is a participant from the speaker's study who transformed from a dropout labeled as a troublemaker to an engaged community member.

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Teks
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Gulir Otomatis:
  • 00:00:11
    for over a decade I have studied young
  • 00:00:16
    people that have been pushed out of
  • 00:00:18
    school so called dropouts as they end up
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    failed by the education system there on
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    the streets where they're vulnerable to
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    violence police harassment police
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    brutality and incarceration I follow
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    these young people for years at a time
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    across institutional settings to try to
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    understand what some of us call the
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    school to Prison Pipeline
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    when you look at a picture like this of
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    young people who are in my study
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    you might see trouble I mean one of the
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    boys has a bottle of liquor in his hand
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    he's 14 years old and it's a school day
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    other people when they see this picture
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    mighty ganges'
  • 00:01:09
    thugs delinquents criminals but I see it
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    different I see these young people's
  • 00:01:17
    through a perspective that looks at the
  • 00:01:20
    assets that they bring to the education
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    system so will you join me in changing
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    the way we label young people from at
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    risk to at promise
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    how do I know that these young people
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    have the potential and the promise to
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    change I know this because I am one of
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    them you see I grew up in dire poverty
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    in the inner city without a father he
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    abandoned me before I was even born
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    we were on welfare
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    sometimes homeless many times hungry by
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    the time I was 15 years old had been
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    incarcerated in juvie three times for
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    three felonies my best friend had
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    already been killed and soon after while
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    I'm standing next to my uncle he gets
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    shot and as I'm waiting for the
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    ambulance to arrive for over an hour
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    he bleeds to death on the street I
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    had lost faith and hope in the world and
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    I had given up on the system because the
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    system had failed me I had nothing to
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    offer and no one had anything to offer
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    me I
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    was fatalistic I didn't even think I
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    could make it to my 18th birthday the
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    reason I'm here today is because a
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    teacher that cared reached out and
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    managed to tap into my soul
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    this teacher mrs. R Us
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    she was the kind of teacher that was
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    always in your business
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    she was the kind of teacher that was
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    like Victor I'm here for you whenever
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    you're ready I
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    wasn't ready but she understood one
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    basic principle about young people like
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    me we're like oysters we're only going
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    to open up when we're ready and if
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    you're not there when we're ready
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    we're going to clam backup miss russ was
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    there for me she was culturally relevant
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    she respected my community my people my
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    family I told her a story about my uncle
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    Ruben he would take me to work with him
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    because I was broken he knew I needed
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    some money he collected glass bottles
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    for a living four in the morning on a
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    school they would throw the glass
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    bottles in the back of his van and the
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    bottles would break in my hands and arms
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    and start to bleed and my tennis shoes
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    and pants will get all bloody and I was
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    terrified and in pain and I would stop
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    working
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    and my uncle he would look at me in the
  • 00:04:18
    eyes and he would say to me mijo estamos
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    buscando vida we're searching for a
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    better life we're trying to make
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    something out of nothing
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    mrs. Russ listened to my story
  • 00:04:35
    welcomed it into the classroom and said
  • 00:04:38
    Victor this is your power this is your
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    potential your family your culture your
  • 00:04:44
    community have taught you a hard work
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    ethic and you will use it to empower
  • 00:04:50
    yourself in the academic world so you
  • 00:04:53
    can come back and empower your community
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    with mrs. Reza's help I ended up
  • 00:05:01
    returning to school I
  • 00:05:03
    even finished my credits on time
  • 00:05:06
    and graduated with my class
  • 00:05:10
    [Applause]
  • 00:05:17
    but Miss Russ said to me right before
  • 00:05:19
    graduation Victor I'm so proud of you I
  • 00:05:23
    knew you could do it now it's time to go
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    to college
  • 00:05:30
    college me man what does this teacher
  • 00:05:33
    smoking thinking I'm going to college I
  • 00:05:35
    applied with the mentors and supports
  • 00:05:39
    you provided got a letter of acceptance
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    and one of the paragraphs read you've
  • 00:05:45
    been admitted under probationary status
  • 00:05:47
    I said probation I'm already on
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    probation that don't matter
  • 00:05:53
    it was academic probation not criminal
  • 00:05:57
    probation but what the teachers like
  • 00:06:00
    Miss Russ do to succeed with young
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    people like the ones I study I propose
  • 00:06:05
    three strategies the first let's get rid
  • 00:06:09
    of our deficit perspective and education
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    these people come from a culture of
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    violence a culture of poverty these
  • 00:06:16
    people are at risk these people are
  • 00:06:18
    trying these people are empty containers
  • 00:06:20
    for us to feel with knowledge
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    they have the problems we have the
  • 00:06:27
    solutions
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    number two let's value the stories that
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    young people bring to the schoolhouse
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    their stories of overcoming
  • 00:06:39
    unsurmountable odds are so powerful and
  • 00:06:43
    I know you know
  • 00:06:44
    some of these stories these
  • 00:06:48
    very same stories and experiences
  • 00:06:51
    already have grit character and
  • 00:06:55
    resilience in them so let's help young
  • 00:06:58
    people refine those stories let's help
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    them be proud of who they are because
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    our education system welcomes their
  • 00:07:04
    families their cultures their
  • 00:07:06
    communities and the skills that they've
  • 00:07:09
    learned to survive and of course the
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    third strategy being the most important
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    resources we have to provide adequate
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    resources to young people
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    grit alone isn't going to cut it
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    you can sit there and tell me all you
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    want hey man pick yourself up by the
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    bootstraps
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    but if I was born without any straps on
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    my boots how am I supposed to pick
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    myself up
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    job training mentoring counseling
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    teaching young people to learn from
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    their mistakes instead of criminalizing
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    them and dragging them out of their
  • 00:07:55
    classrooms like animals
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    how about this I propose that we
  • 00:08:01
    implement restorative justice in every
  • 00:08:04
    high school in America so
  • 00:08:12
    we went out to test these ideas in the
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    community of watts in LA with 40 young
  • 00:08:19
    people that had been pushed out of
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    school William was one of them William
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    was the kind of kid that have been given
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    every label he had dropped out he was a
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    gang member of criminal and when we met
  • 00:08:34
    him he was very resistant but I remember
  • 00:08:37
    what miss Russkies to say hey I'm here
  • 00:08:40
    for you whenever you're ready
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    so over time over
  • 00:08:46
    time he began to open up and I remember
  • 00:08:49
    the day that he made the switch we were
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    in a large group and a young lady in our
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    program was crying because she told us
  • 00:08:58
    her powerful story of her dad being
  • 00:09:02
    killed and then his body being shown in
  • 00:09:05
    the newspaper the next day and
  • 00:09:11
    as she's crying I don't know what to do
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    so I give her her space and William had
  • 00:09:17
    enough he slammed his hands on a desk
  • 00:09:21
    and he said hey everybody group hug
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    group hug
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    this young lady's tears and pain
  • 00:09:38
    turned into joy and laughter knowing
  • 00:09:41
    that her community had her back and
  • 00:09:45
    William had now learned that he did have
  • 00:09:48
    a purpose in life to help to heal the
  • 00:09:52
    souls of people in his own community he
  • 00:09:56
    told us a story we refined his story to
  • 00:10:00
    go from being the story of a victim to
  • 00:10:02
    be the story of a survivor that has
  • 00:10:05
    overcome adversity we placed high value
  • 00:10:08
    on it William went on to finish high
  • 00:10:12
    school
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    get his security guard certificate to
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    become a security guard and is now
  • 00:10:19
    working at a local school district
  • 00:10:22
    [Applause]
  • 00:10:31
    mrs rosas mantra her mantra was always
  • 00:10:34
    when you teach to the heart the mind
  • 00:10:38
    will follow
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    the great writer Khalil Gibran says
  • 00:10:46
    out of suffering have emerged the
  • 00:10:50
    greatest souls
  • 00:10:51
    the massive characters are seared with
  • 00:10:56
    scars I believe that in this education
  • 00:11:00
    revolution that we are talking about we
  • 00:11:03
    need to invite the souls of the young
  • 00:11:06
    people that we work with and once
  • 00:11:09
    they're able to refine identify their
  • 00:11:12
    great resilience and character that
  • 00:11:14
    they've already developed
  • 00:11:16
    their academic performance will improve
  • 00:11:22
    let's believe in young people let's
  • 00:11:26
    provide them the right kinds of
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    resources I'll tell you what my teacher
  • 00:11:30
    did for me she believed in me so much
  • 00:11:33
    that she tricked me into believing in
  • 00:11:37
    myself thank you
  • 00:11:39
    [Applause]
  • 00:11:51
    you
Tags
  • dropouts
  • education system
  • youth potential
  • restorative justice
  • personal story
  • teacher influence
  • at-promise
  • school-to-prison pipeline