(单词翻译:单击)
Last March, just before we knew the pandemic had arrived, my husband and I enrolled our son in a progressive private school in Pasadena, California.
去年3月，就在我们知道疫情到来之前，我和丈夫让我们的儿子进入加利福尼亚州帕萨迪纳市一所进步私立学校就读。
He was 14 and, except for a year abroad, had been attending public schools his whole life.
他14岁，除了在国外呆了一年外，他都是在公立学校上学。
Private was my idea, the gentle kind of hippie school I’d sometimes wished I could attend during my ragtag childhood in Boston-area public schools amid the desegregation turmoil of the 1970s and ’80s.
去私立是我的想法，在20世纪70年代和80年代废除种族隔离政策的动荡时期，我在波士顿地区公立学校度过破败不堪的童年，那时我希望能进入这种温和的嬉皮士学校。
I wanted smaller class sizes, a more nurturing environment for my artsy, bookish child.
我想要更小的班级规模，给我喜欢艺术、喜欢读书的孩子一个更好的培养环境。
I did notice that—despite having diversity in its mission statement—the school was extremely white. My son noticed too.
我确实注意到，尽管学校的使命宣言具有多样性，但它是一所极其白人的学校。 我儿子也注意到了。
As he gushed about the school after his visit, he mentioned that he hadn’t seen a single other kid of African descent.
参观完学校后，他滔滔不绝地谈起了这所学校，他说他从未见过其他任何一个非洲裔孩子。
He brushed it off. He brushed it off. I did worry that we might be making a mistake.
他不觉得这有什么。这都无关紧要了。我确实担心我们可能犯了个错误。
But I figured we could make up for the lack; after all, not a day went by in our household that we didn’t discuss race, joke about race, fume about race.
但我想我们可以弥补这个不足；毕竟，在我们家里，我们没有一天不讨论种族，不开种族玩笑，不对种族问题怒气冲冲。
My child knew he was Black and he knew his history and … he’d be fine.
我的孩子知道他是黑人，他知道他的历史…他会没事的。
Weeks after we sent in our tuition deposit, the pandemic hit, followed by the summer of George Floyd.
我们交了学费定金几周后，疫情爆发，紧随其后的是乔治·弗洛伊德的夏天。
The school where my son was headed was no exception to the grand awakening of white America that followed, the confrontation with the absurd lie of post-racial America.
我儿子就读的学校也不例外，随之而来的是美国白人的大觉醒，以及后种族时代美国荒谬谎言的对抗。
The head of school scrambled to address an anonymous forum on Instagram recounting “experiences with the racism dominating our school,” as what one administrator called its racial reckoning began.
学校校长争先恐后地在Instagram上的一个匿名论坛上发表讲话，讲述“种族主义主宰我们学校的经历”，一名行政人员称其种族清算开始了。
Over the summer, my son was assigned Ibram X. Kendi and Jason Reynolds’s Stamped: Racism, Antiracism, and You and Angie Thomas’s The Hate U Give.
整个夏天，我的儿子被分配到了依布拉姆 X 肯迪和杰森 雷诺兹的《盖章》（Stamped: Racism, Antiracism, and You ）和安吉 托马斯的《你给的仇恨》(The Hate U Give)。
When the fall semester began, no ordinary clubs like chess and debate awaited; my son’s sole opportunity to get to know other students was in affinity groups.
当秋季学期开始的时候，没有像象棋和辩论这样普通的社团等着我们; 我儿子认识其他同学的唯一机会是参加亲和小组。
That meant Zooming with the catchall category of BIPOC students on Fridays to talk about their racial trauma in the majority-white school he hadn’t yet set foot inside.
这意味着每周五与BIPOC的所有学生一起通过Zoom讨论他们在这所白人占多数的学校的种族创伤，他还没有踏进这所学校。
(BIPOC, or “Black, Indigenous, and people of color,” was unfamiliar to my son; in his public school, he had described his peers by specific ethnic backgrounds—Korean, Iranian, Jewish, Mexican, Black.)
(BIPOC，也就是“黑人、原住民和有色人种”，对我的儿子来说是陌生的；对我儿子来说很陌生; 在他就读的公立学校里，他以特定的种族背景来描述他的同龄人——韩国人、伊朗人、犹太人、墨西哥人、黑人。)
He made us laugh with stories about the school at the dinner table.
他在餐桌上讲学校的故事逗得我们大笑。
His irony and awareness were intact.
他的讽刺和感悟能力不受影响。
But his isolation in the new school, under quarantine, was acute; he missed his friends, who were all going to the local public high school, albeit on Zoom.
但他在新学校被隔离的情况很严重；他想念他的朋友们，他们都在当地的公立高中上学，尽管是在Zoom上。
How could he meet kids who shared his interests in graphic novels, film, debate, comedy, politics?
他怎么能遇到在漫画小说、电影、辩论、喜剧、政治等方面和他有共同兴趣的孩子呢？
I expressed my concern and was told that our son would surely soon make some friends through that weekly BIPOC affinity group.
我表达了我的担忧，并被告知，我们的儿子肯定很快就会通过每周一次的BIPOC亲和小组交到一些朋友。
This year of racial reckoning, one school official said, was about healing.
一名学校官员表示，今年的种族清算是为了愈合创伤。
At every meeting I attended, I kept bringing up the importance of recruiting more Black families.
在我参加的每一次会议上，我都不断提到招募更多黑人家庭的重要性。
Administrators, almost all of them white, kept emphasizing the need for more outside DEI (diversity, equity, and inclusion) specialists to heal the school’s racial trauma.
管理人员几乎都是白人，他们不断强调需要更多的外部DEI(多样、公平和包容)专家来治愈学校的种族创伤。
I thought of our experience at the school recently as I read Courtney E. Martin’s memoir about trying to live a “White moral life.”
最近，我在读考特尼·马丁关于试图过一种“白人道德生活”的回忆录时，想起了我们在这所学校的经历。
In Learning in Public: Lessons for a Racially Divided America From My Daughter’s School, she shares her experience of deciding to send her kindergartner to the majority-Black and academically “failing” neighborhood public school she’s zoned for in Oakland, California.
在《上公立学校：我女儿学校给种族分裂美国的教训 》中，她分享了自己的经历，她决定把自己的幼儿园送到她划定的位于加利福尼亚州奥克兰的一所黑人为主、学业“不及格”的社区公立学校。
Martin is a writer on social-justice issues who is in demand on the college-lecture circuit.
马丁是一位研究社会正义问题的作家，在大学巡回演讲中很受欢迎。
In spirit, her book is an extension of her popular Substack newsletter, called The Examined Family, written “for people who get all twisted up inside about the brokenness of the world, and wonder how to actually live in it, loving and humble, but brave as hell.”
从精神上讲，她的这本书是她在Substack上 广受欢迎的名为《被检查的家庭》(The Examined Family)简讯的延伸，写的是“写给那些内心纠结于这个破碎的世界，不知道如何真正生活在其中，满怀爱意和保持谦卑，但又极其勇敢的人。”
In other words, her memoir is aimed at fellow upper-middle-class white progressives eager to confront their “white fragility,” the phrase coined a decade ago by the white educator Robin DiAngelo, whose 2018 book by that title (subtitled Why It’s So Hard for White People to Talk About Racism) is the bible of many of those DEI specialists I kept hearing about.
换句话说，她的回忆录是针对那些渴望直面自己的“白人脆弱”的中上层白人进步人士， 这个短语是白人教育家罗宾·迪安杰洛(Robin DiAngelo)在10年前创造的，她2018年出版的书籍(副标题为《为什么白人很难谈论种族主义》就是我一直听说的许多DEI专家的圣经。
