PBS高端访谈:企业家为印度的土著孩子提供上学的机会

 　　GWEN IFILL: Next: bringing opportunity to a vast hidden population of aboriginal¹ children in India.

　　Special correspondent Fred de Sam Lazaro visited one school that is trying to break the cycle of poverty on a massive scale.

　　His report was produced in partnership² with the Pulitzer Center on Crisis Reporting and is part of our series Agents for Change.

　　FRED DE SAM LAZARO: The 18,000 students at the Kalinga Institute of Social Sciences, only half of them were gathered in this assembly, have two things in common. They come from India's so-called tribal³ communities, and they're extremely poor.

　　The school offers grades one through 12, and is an ambitious attempt to transform their lives, the brainchild of Achyuta Samanta, a 47-year-old entrepreneur.

　　ACHYUTA SAMANTA, Kalinga Institute of Social Sciences (through translator): The children who come here to study, they are stricken with poverty and illiteracy⁴, and their parents themselves have not had much of an education. My goal is to eradicate⁵ poverty through education and bring them into the mainstream⁶.

　　FRED DE SAM LAZARO: Though not a tribal member himself, Samanta grew up in poverty. But he was able to use scholarships to get a college education.

　　In the '90s, Samanta founded a private university, offering high-demand fields in engineering, business, and medicine, just as the Indian economy took off here in Eastern Bhubaneswar and in cities across India. Revenues from the Kalinga Institute of Industrial Technology largely fund the school for tribal children.

　　Samanta lives simply and takes no salary, and he says he simply wants to give tribal children the same opportunities he got.

　　ACHYUTA SAMANTA (through translator): The major difference between the urban poverty we see and the poverty among aboriginal people is that the aboriginal people who live in the forests are completely cut off, in terms of awareness⁷ of the outside world.

　　FRED DE SAM LAZARO: India has about 400 distinct aboriginal tribes who number perhaps 80 million. They have lived far outside the mainstream for millennia⁸, in forests across central and eastern India.

　　British colonization⁹ and in recent times corrupt¹⁰ or absent governance and mining activity have all displaced tribal people and helped spawn¹¹ a radical¹² Maoist insurgency¹³, says Macalester College professor James Laine.

　　JAMES LAINE, Macalester College: In terms of social status, they more or less translate as similar to untouchable castes. You're completely left out, and someone comes along and says we'd like to create an egalitarian society. That might be very attractive to a young person of tribal background.

　　FRED DE SAM LAZARO: The Maoist movement is about four decades old, and has turned increasingly violent in recent years. In May, Maoist guerrillas ambushed¹⁴ a convoy¹⁵ and killed several regional political leaders and their bodyguards¹⁶, the most recent of some 6,000 deaths over the years, many of innocent tribal members.

　　JAMES LAINE: There's a big chunk¹⁷ of India which is largely forested where fundamentally the government doesn't reach.

　　FRED DE SAM LAZARO: And it's in one corner of the region, eastern Orissa state, that the Kalinga school has reached out.

　　DR. ACHYUTA SAMANTA (through translator): Education offers the best alternative to the path of the Maoists.

　　FRED DE SAM LAZARO: Here, education begins with meeting the most basic needs on an industrial scale and free of charge to the students.

　　ACHYUTA SAMANTA: Now they're going for lunch.

　　FRED DE SAM LAZARO: How many students?

　　ACHYUTA SAMANTA: It is approximately now 8,000-plus are going for lunch.

　　FRED DE SAM LAZARO: Eight thousand?

　　These students followed 10,000 others who have just finished. It takes four shifts of 45 minutes to get everyone their lunch, most days a staple¹⁸ rice and lentil curry¹⁹. They will be back a few hours later for supper. With the exception of the actual cooking, students help out with almost everything: serving food, cleaning, even producing their own clothing.

　　ACHYUTA SAMANTA: For us, the challenge is finance. If I would have more finance, I would have been able to give them more comfortable...

　　FRED DE SAM LAZARO: With more money, he said he'd provide better food and more comfortable living conditions. Dormitories are so crowded, some younger children must share bunks²⁰.

　　The academic challenge is even greater. The school has to teach students from over 60 tribes with distinct languages and customs.

　　ACHYUTA SAMANTA (through translator): Our major concern was how to bring all these children under one roof and mold a single curriculum without sacrificing their own heritage and traits. So over the years, we have tried to strike a balance.

　　FRED DE SAM LAZARO: Students spend time in craft work and programs to help preserve and retain indigenous²¹ traditions and languages. Classes are taught in the official regional language, Oriya, until high school, when students switch to English.

　　We caught some of them practicing one evening.

　　STUDENT: And you see the students are studying.

　　FRED DE SAM LAZARO: They marveled at what for them certainly were uncrowded classrooms and other images of everyday life in America. Both pictures and this conference room were donated by the U.S. Embassy, one of several foreign missions that have offered some support to the school.

　　STUDENT: There is the flag of USA flag. It shows how they love their country very much.

　　FRED DE SAM LAZARO: And on a scale not usually seen in India, this school places huge emphasis on sports, to build discipline and camaraderie²². Students have all sorts of options, the Indian sport of kabaddi, basketball, and even American baseball.

　　But the hands-down popular sport is rugby. The game has taken many students far from their rural homes. It began with a chance visit from members of a Bombay rugby team a few years ago and caught on quickly.

　　DR. ACHYUTA SAMANTA: So, this is 2011, London. This is 2007 London.

　　FRED DE SAM LAZARO: Kalinga teams have participated in tournaments in Australia and England sponsored by professional rugby organizations. Almost as heady as winning this tournament over a South African team was the chance to travel abroad, to tour London, says senior Hadi Majhi.

　　HADI MAJHI, rugby player (through translator): We trained in Calcutta for the tournament. Prior to leaving, we were given English lessons, shown how to use the toilet, and they taught us table manners.

　　FRED DE SAM LAZARO: His teammate and fellow senior Rajkishore Murmu says their success on the pitch reinforced a message the school tries to convey.

　　RAJKISHORE MURMU, rugby player (through translator): We have learned in this school to never think of ourselves as inferior to anybody else, and I think others respect us, also.

　　Rugby has taught me a lot of things, most importantly discipline, which is critical when you're learning the intricacies of the game. For example, I know now if I suddenly encounter a tiger, I will know how to dodge²⁴ it.

　　FRED DE SAM LAZARO: For parents, having children in school means fewer hands to help out with the daily struggle for survival. But Hadi's father, Mongola Dhangda Majhi, says he's happy to have secured his son's future.

　　MONGOLA DHANGDA MAJHI, father (through translator): He's already gotten more than I got in my entire lifetime. There's no going back. There is nothing in our village. Maybe in the future, my son will be able to help bring better facilities to our area, a hospital or medical clinic or some kind of school.

　　FRED DE SAM LAZARO: Hadi and Rajkishore, like other Kalinga graduates, can take advantage of seats reserved for them at the colleges founded by Samanta. He says most of these students opt²³ to remain close to home, where they're most urgently needed.

　　ACHYUTA SAMANTA (through translator): I don't want these children, once educated, to remain primarily in urban areas. Rather, we would like them to be agents of change in their own communities.

　　FRED DE SAM LAZARO: To do that, he plans to open 20 branches of the Kalinga Institute of Social Sciences in rural communities across the region.

1 aboriginal   

adj.（指动植物）土生的，原产地的，土著的

参考例句：

• They managed to wipe out the entire aboriginal population.他们终于把那些土著人全部消灭了。
• The lndians are the aboriginal Americans.印第安人是美国的土著人。

2 partnership   

n.合作关系，伙伴关系

参考例句：

• The company has gone into partnership with Swiss Bank Corporation.这家公司已经和瑞士银行公司建立合作关系。
• Martin has taken him into general partnership in his company.马丁已让他成为公司的普通合伙人。

3 tribal   

adj.部族的，种族的

参考例句：

• He became skilled in several tribal lingoes.他精通几种部族的语言。
• The country was torn apart by fierce tribal hostilities.那个国家被部落间的激烈冲突弄得四分五裂。

4 illiteracy   

n.文盲

参考例句：

• It is encouraging to read that illiteracy is declining.从读报中了解文盲情况正在好转，这是令人鼓舞的。
• We must do away with illiteracy.我们必须扫除文盲。

5 eradicate   

v.根除，消灭，杜绝

参考例句：

• These insects are very difficult to eradicate.这些昆虫很难根除。
• They are already battling to eradicate illnesses such as malaria and tetanus.他们已经在努力消灭疟疾、破伤风等疾病。

6 mainstream   

n.（思想或行为的）主流；adj.主流的

参考例句：

• Their views lie outside the mainstream of current medical opinion.他们的观点不属于当今医学界观点的主流。
• Polls are still largely reflects the mainstream sentiment.民调还在很大程度上反映了社会主流情绪。

7 awareness   

n.意识，觉悟，懂事，明智

参考例句：

• There is a general awareness that smoking is harmful.人们普遍认识到吸烟有害健康。
• Environmental awareness has increased over the years.这些年来人们的环境意识增强了。

8 millennia   

n.一千年，千禧年

参考例句：

• For two millennia, exogamy was a major transgression for Jews. 两千年来，异族通婚一直是犹太人的一大禁忌。
• In the course of millennia, the dinosaurs died out. 在几千年的时间里，恐龙逐渐死绝了。

9 colonization   

殖民地的开拓，殖民，殖民地化； 移殖

参考例句：

• Colonization took place during the Habsburg dynasty. 开拓殖民地在哈布斯堡王朝就进行过。
• These countries took part in the colonization of Africa. 这些国家参与非洲殖民地的开发。

10 corrupt   

v.贿赂，收买；adj.腐败的，贪污的

参考例句：

• The newspaper alleged the mayor's corrupt practices.那家报纸断言市长有舞弊行为。
• This judge is corrupt.这个法官贪污。

11 spawn   

n.卵，产物，后代，结果；vt.产卵，种菌丝于，产生，造成；vi.产卵，大量生产

参考例句：

• The fish were madly pushing their way upstream to spawn.鱼群为产卵而疯狂地向上游挤进。
• These fish will lay spawn in about one month from now.这些鱼大约一个月内会产卵。

12 radical   

n.激进份子，原子团，根号；adj.根本的，激进的，彻底的

参考例句：

• The patient got a radical cure in the hospital.病人在医院得到了根治。
• She is radical in her demands.她的要求十分偏激。

13 insurgency   

n.起义；暴动；叛变

参考例句：

• And as in China, unrest and even insurgency are widespread. 而在中国，动乱甚至暴乱都普遍存在。 来自互联网
• Dr Zyphur is part an insurgency against this idea. 塞弗博士是这一观点逆流的一部分。 来自互联网

14 ambushed   

v.埋伏( ambush的过去式和过去分词 )；埋伏着

参考例句：

• The general ambushed his troops in the dense woods. 将军把部队埋伏在浓密的树林里。 来自《简明英汉词典》
• The military vehicles were ambushed. 军车遭到伏击。 来自《简明英汉词典》

15 convoy   

vt.护送，护卫，护航；n.护送；护送队

参考例句：

• The convoy was snowed up on the main road.护送队被大雪困在干路上了。
• Warships will accompany the convoy across the Atlantic.战舰将护送该船队过大西洋。

16 bodyguards   

n.保镖，卫士，警卫员( bodyguard的名词复数 )

参考例句：

• Brooks came to Jim's office accompanied—like always—by his two bodyguards. 和往常一样，在两名保镖的陪同下，布鲁克斯去吉姆的办公室。 来自《简明英汉词典》
• Three of his bodyguards were injured in the attack. 在这次袭击事件中，他有3名保镖受了伤。 来自辞典例句

17 chunk   

n.厚片，大块，相当大的部分（数量）

参考例句：

• They had to be careful of floating chunks of ice.他们必须当心大块浮冰。
• The company owns a chunk of farmland near Gatwick Airport.该公司拥有盖特威克机场周边的大片农田。

18 staple   

n.主要产物，常用品，主要要素，原料，订书钉，钩环；adj.主要的，重要的；vt.分类

参考例句：

• Tea is the staple crop here.本地产品以茶叶为大宗。
• Potatoes are the staple of their diet.土豆是他们的主要食品。

19 curry   

n.咖哩粉，咖哩饭菜；v.用咖哩粉调味，用马栉梳，制革

参考例句：

• Rice makes an excellent complement to a curry dish.有咖喱的菜配米饭最棒。
• Add a teaspoonful of curry powder.加一茶匙咖喱粉。

20 bunks   

n.（车、船等倚壁而设的）铺位( bunk的名词复数 )；空话，废话v.（车、船等倚壁而设的）铺位( bunk的第三人称单数 )；空话，废话

参考例句：

• These bunks can tip up and fold back into the wall. 这些铺位可以翻起来并折叠收入墙内。 来自《简明英汉词典》
• At last they turned into their little bunks in the cart. 最后他们都钻进车内的小卧铺里。 来自辞典例句

21 indigenous   

adj.土产的，土生土长的，本地的

参考例句：

• Each country has its own indigenous cultural tradition.每个国家都有自己本土的文化传统。
• Indians were the indigenous inhabitants of America.印第安人是美洲的土著居民。

22 camaraderie   

n.同志之爱，友情

参考例句：

• The camaraderie among fellow employees made the tedious work just bearable.同事之间的情谊使枯燥乏味的工作变得还能忍受。
• Some bosses are formal and have occasional interactions,while others prefer continual camaraderie.有些老板很刻板，偶尔才和下属互动一下；有些则喜欢和下属打成一片。

23 opt   

vi.选择，决定做某事

参考例句：

• They opt for more holiday instead of more pay.他们选择了延长假期而不是增加工资。
• Will individual schools be given the right to opt out of the local school authority?各个学校可能有权选择退出地方教育局吗？

24 dodge   

v.闪开，躲开，避开；n.妙计，诡计

参考例句：

• A dodge behind a tree kept her from being run over.她向树后一闪，才没被车从身上辗过。
• The dodge was coopered by the police.诡计被警察粉碎了。