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2021新高考全国卷英语阅读写作训练-外刊精选

How Should Schools Hold Students Accountable for Hurting Others?

When there are incidents of racism, sexism, anti-Semitism, homophobia or just plain bullying in a school community, what should a school do? What does justice look like?

Rainier Harris, a senior at Regis High School, near his home in Queens.Credit...Hiroko Masuike/The New York Times

Are there ever incidents of racism, hate or bullying at your school? Do students ever use racial slurs or homophobic language, for example? How does your school deal with these situations? Is the response mostly punitive — in other words, does the school generally suspend, or even expel, offending students as punishment? Or is there ever any attempt to create dialogue between victims and offenders, to try to repair harm that was done and to facilitate healing? How effective do you think your school's response is?

In \"This Is the Casual Racism That I Face at My Elite High School,\" Rainier Harris, a senior at Regis High School in New York, writes about what happened when he addressed racism at his school.

写作任务

Students, read the entire article, and then tell us:

· What responsibility do you think schools have to resolve issues of racism, hatred and bullying between students or other community members? What should be the goal of any school response? Is the point to simply patch things over? To punish the offending students? To help the student who was hurt to heal? To seek justice for the wrong that was committed?

· What is your reaction to the model of restorative justice discussed in the article? Rainier mentions school assemblies and a facilitated conversation with the offender as parts of his school's new approach. How is this similar to or different from how your school might handle this situation? What aspects, if any, of this approach might be beneficial in your school? Why?

· Do you think the restorative justice model is appropriate for all kinds of issues related to bias, hate and bullying that might come up in a school? Why, or why not?

· Think of a moment when you felt harmed or wronged by someone in your school — or when you yourself were the offender. What happened? Did your school get involved to address the situation? What was the outcome? Were you able to reach understanding and healing with the other person? Is there any way that you wish your school would have handled the situation differently?

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This Is the Casual Racism That I Face at My Elite High School

By Rainier Harris

Starting senior year in the middle of a pandemic has brought on more challenges than ever: Navigating college applications and maintaining my G.P.A. while dealing with Zoom burnout and no physical connection to my friends.

I attend Regis, the academically rigorous Catholic high school on Manhattan's Upper East Side. To those who get in, it is tuition-free, and it is regularly recognized as one of the top high schools in the country.

So it is more than a little troubling that I know I will have to deal with casual racism at such an institution. Even as classes have started remotely, the racism that many Black students like me have experienced and continue to experience in school feels more emotionally draining than ever.

I felt immense pride entering Regis, but also great pressure. My older brother had been a stellar student there. He went to Yale University for political science, then immediately completed a simultaneous J.D./M.B.A. in three years at Yale Law and Yale School of Management.

My sister is a senior at Yale, studying computer science and music. Getting the \"best education possible\" is the mantra of my Jamaican-immigrant parents. As their youngest child, I feel the pressure to replicate. I feel a certain level of success

is expected.

And yet even in this high-achieving environment, among peers who are \"supposed to know better,\" I have felt constantly diminished.

Classmates have made numerous comments over the years about how affirmative action puts them at a disadvantage for getting into top schools. While I know my friends may have innocently tried to put me at ease about an extremely difficult college admissions process, I see it very differently. Was affirmative action and legacy an excuse if they did not get into Yale? Did they mean to erase my academic achievement and my individual worth?

Even after a summer of protests against the killings of George Floyd, Breonna Taylor, Ahmaud Arbery and numerous other victims of police brutality, schools still need to do work to address institutionalized racism within their communities.

I am no stranger to racist behavior. In middle school, I was targeted with it, as well as enduring classmates casually using the N-word. Any hope that this would be avoided at Regis was quickly proved wrong. Within the first two weeks there, a photo of me was shared around school by a white classmate; the caption referred to me as a monkey.

Even in the most benign circumstances, Black students constantly feel othered. Whether it's heads turning toward you during a lesson about slavery in fourth grade or everybody staring at you when the civil rights movement is discussed,

you get used to it. The shock wears off.

One afternoon last year, some friends and I were venting about the racist culture in school.

A teacher heard our conversation and joined us. I am one of a handful of students of color at Regis; the students I was with were white and Hispanic. We felt comfortable with her and began recalling several racist incidents. I was completely surprised by her reaction. She was horrified and stunned that this was happening at Regis. When she asked me and my friends to identify the individuals behind the actions, I felt uncertain, given the response the administration had shown to a student the year before.

At the end of my sophomore year, the school expelled a white student who made what he thought was a benign birthday message: he posted a picture of one Black friend instead of the other, \"falling\" into the \"all Black people look alike\" myth. He truly thought that it would be a funny, lighthearted post.

Complicating this is the fact that the student also used the N-word with other white friends. He was asked to leave the school.

This punitive approach to racist behavior seems to be commonplace in the Catholic schools that many of my friends attend. The protocol is simply to remove the one \"bad apple,\" and thus the racism is rooted out.

I ended up naming the students, but I grew anxious afterward. I did not want them to be expelled. I felt that expulsions would do little to affect their behavior and would also place their lives and families in turmoil.

My fears were allayed, however. Regis took a new and innovative approach that I know made a tremendous difference: restorative justice.

Restorative justice \"repairs the harm caused by a crime,\" according to the Centre for Justice and Reconciliation. It involves a collaboration between victim and offender. The process is uncomfortable and tedious for everyone involved, but it leads to a transformative result. While restorative justice is often looked at through the lens of prison reform, I believe that it can play an especially effective role in schools around the country.

Instead of expelling the offenders, Regis immediately scheduled a series of assemblies and classroom discussions. The school set up meetings with my parents and checked in with me every day to make sure I remained in a positive mental space. Administrators facilitated real dialogue between me and my main offender, a former friend who had used the N-word in front of me on several occasions. While the switch to remote learning happened before we could have a sit-down conversation, we were still able to speak to each other about what had happened and any misunderstanding we had of the situation.

We talked at length over his thought process, and he even sent me a message apologizing and telling me exactly what it was he did wrong and that my

frustrations were valid. I would have likely not had the chance to positively interact with him again, had he been kicked out of school, and he would no doubt have been embittered and less willing to talk to me as well.

Restorative justice doesn't allow an institution to simply remove the bad apples. It inspires solutions that achieve value and respect for everyone. It forces an institution to look at community-oriented solutions that make everybody uncomfortable, not just those who are involved. But it's the only way real change can be made.

\"I'm sorry, Rainier,\" my former friend said. \"I didn't realize why what I said was wrong. I didn't know it was racist.\" It felt like progress, as if I actually made a difference in his life.

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1. I believe schools should step in to counter racism, hatred, and bullying only if these practices get in the way of student health or education. While it is true these things affect mental and physical health and get in the way of learning more often than not, friendly banter between friends (an extremely common source of these things) should not by any means be punished or prosecuted. Though I can recall a myriad times a student was punished for being racist, sexist, or otherwise discriminatory, I can't remember nearly as many times any of those encounters genuinely harmed or offended anybody. Bullying is a separate matter, as it's often physical and is thus far more likely to obstruct a healthy learning experience, even

between friends, and thus it should be met with a solid counter. It is important to note that it isn't the job of the school to amend relationships or enable retribution, only to maintain a safe and effective learning environment. Anything more than that would be a gross overreach of the school system into personal lives.

2. Racism. Bullying. Hatred. And widespread prejudice. Most students, if not all, have suffered at least one while in school. It is something that society has been dealing with since the beginning of time. Or should I say ignoring? When issuing this problem, most schools decision is not making a decision at all, turning a place of education into a place where there is clearly a lack of education. One of the most common ways to respond is by expelling those who have harmed others. However, expelling students is no better than ignoring the situation, as it is getting rid of the problem while we should be addressing it. From our life experiences, we learn that ignoring our problems does nothing but worsens the situation, so why would someone choose to ignore one of our society's biggest problems? For that reason, restorative justice fits better in this situation. The school's responsibility is to educate students from what is right and wrong and provide guidance if needed, especially on its grounds, and not ignoring those in need of help and the problems surfacing their community. Therefore there should be made assemblies, discussions, and even classes handling these issues, helping the victims and the aggressors.

3. In my opinion, I deeply feel like schools do not educate enough on bullying, racism and hatred in higher grade levels. Most schools probably feel like older students should know not to bully and be hateful that they don't feel the need to

teach on it anymore, but that is definitely not the case. Schools need to be more involved in students being bullied and being hated on. There needs to not only be punishment's for the people that are preforming these acts, there also needs to be a class or a lecture about how they are hurting these innocent people and how its not ok to put someone down to put yourself up. Also the victim of a situation should be able to talk to someone, the school should provide some kind of a therapist to help them through this time because you never know how hurt they really are. Honestly, most suicides happen because people don't have a person to talk to and they feel trapped and alone. They build up these feelings that they hold forever and this is why schools need to provide the comfort and the support instead of just punishing the accused there needs to be something for the victims also.

4. Regarding issues of racism, hatred, and bullying, schools need to take full responsibility on the actions taken to resolve the matters. When students say or do racist things, the school's goal should not be simply to punish the offending students and never speak of it again. Instead, they need to make sure that the student never performs hateful actions again. They need to explain the reason that what the student did was hurtful, so that the student will learn and realize that their hateful actions must stop. Additionally, as Rainier Harris explained,

restorative justice should always be part of a school's response. It will not only help educate the offender on why their actions were wrong, but it will allow for significant change. Schools should educate students on all forms of bullying and racism. In spreading knowledge and awareness, the hate can be reduced, and ideally stopped completely. The goal of a school's response to racism needs to be

one that aims to educate their students on the effect of racism and make permanent changes for the better.

5. I think it should be less up to the school to solve the issues and more up to the students . I think students of different races and opinions should be able to talk through whatever their problems may be out with each other without being kicked out getting hanged over their heads. I think the point of this would be for the student that was being racist to learn from his/her mistake and for the victim of the situation to learn about the reasoning for the racist act. I think that with civil but serious conversation more positive change for each individual student will occur. I think restorative justice is a good Idea but it should be approached with caution. A bad thing that can occur with these assemblies is that because race is involved in the assembly the speakers will automatically bring up politics and promote ideologies that sway more to one side of the aisle.I think this is disruptive but if they can be an assembly where people with different viewpoints could talk or it stays out of political things all together then that would be beneficial. The other part of restorative justice in the article said classroom discussion. I. I think giving the students more responsibly to resolve conflict will help with racial problems at school.

6. Being the only black female in my old middle school was a challenge. I noticed the lack of respect for my culture and ethnicity that both faculty and students gave me. Many times, I got made fun of for my hair, clothes, and my tradition. One time, a boy asked m if I have been to Wakanda since he thought it was similar to Nigeria. Although it was a joke, it felt a bit insulting that my home

was compared to a fictional country. Another time was when students would touch my hair or pet it like if I was a doll. I even brought an African snack; it did not have a strong smell; it was just spiced meat. However, the snack made my teacher throw-up, with her saying, \" that looks awful.\" If someone were harassing me or my culture, the teachers would brush it off or not give serious consequences. I felt like I was making a big deal out of nothing throughout the years, and I needed to read the \"crowd.\" When I look back, I would have done more for myself. I would sit down and express to the teachers how I felt when a specific hurtful comment was made. It also should not be students trying to educate their peers about being culturally and socially respectful. Teachers should be prepared and educated on what to do if a student is offended or bullied. Like the Regis School, I felt my old school needed to have a big class forum/ group discussion. It is best to continue educating faculty and students on how to respect and value one another truly.

7. I feel that restorative justice is a great model, and helps to prevent racism, bullying, hate, and other harmful acts. It doesn't facilitate such behavior while also making sure to prevent it in the future through relatively gentle methods. However, it may not prove to be as successful as one may think. Sure, the instigator admits wrongdoing, they make up, and important steps are taken. Yet once these instigators of harmful behavior are reintroduced to the communities in which this behavior was permitted, there is an extremely high probability of relapsing into these actions. An extreme example of this can be most staggeringly illustrated in drug addiction and abuse, where there is around a 40-60% relapse rate after leaving rehab and rejoining their communities. Of course, drug addiction and bullying/racism are not the same; however since they are observed to have similar

psychological standards, once this restorative justice process is over, it is to be expected that the offenders will likely either relapse, or they might not have even transformed at all. In cases such as these, proactivity is required for an entire restoration. The restorative justice model is a good first step, however, is not the entire journey to change.

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