SELF A KNOWLEDGE LESSON 1: REDEFINING KNOWLEDGE

Designed by Jasmin Hoo

Description:
In this lesson, students will explore dominant and alternative definitions of knowledge. Using the
articles, students will discuss how the dominant definitions have been formed and the impact this has on
how/what we learn. Students will explore Yossos community cultural wealth theory and apply this to their
own experiential knowledge. Students will engage in exercises to get in touch with their bodily and
experiential knowledge. They will be guided through an Educational Journey activity to learn about
themselves and their classmates. This activity will feed into the Bodies of Knowledge activity in which
students will name the value and worth in their own and each others experiential knowledge.
Guiding Question: What is knowledge and how can it be redefined?
Purpose/Aim:
1. Students to explore and analyze dominant and counter forms of knowledge.
2. Students to find value and worth in their own experiential knowledge.
3. Students to find value and worth in the experiential knowledge of their classmates.
Lesson Plan Materials:
Laptop and projector
11X17 inch pieces of paper for all participants
Butcher paper
Scissors and tape
Markers and other art supplies
Lesson Plan
CRITICAL
VOCABULARY
Definition and Rationale for choosing this word, phrase, or concept
MODERNISM
Movement during the European Enlightenment period that valued logic, rationality, observable science,
metanarratives, form over content, and binary thinking. (Hemphill & Blakely, in press). Modernism
continues to be a dominant paradigm in the West that shapes educational practices and policies.
DECOLONIZATION Decolonization is the process of humanizing the dehumanized, (Halagao, 2010, p. 5). Theories of
decolonization acknowledge the oppressive power dynamic between the colonizer and the colonized and
addresses the significant impact of colonization has had on whole countries, on ethnic groups, and on
individuals. For a person whose people have been colonized, decolonization is a process of naming and
deconstructing this toxic history and finding worth and value and power in their own culture and people.
CRITICAL RACE
THEORY
Critical Race Theory (CRT) emerged out of Critical Studies as a way of deconstructing race and racism.
Solrzanos (1997) synopsis of CRTs tenants:
1) centrality and intersectionality of race and racism
2) a challenge to dominant ideology
3) a commitment to social justice
4) the centrality of experiential knowledge
5) the utility of interdisciplinary perspectives to understand Students of Color
COMMUNITY
CULTURAL
WEALTH THEORY
In response to Bourdieus cultural capital theory, Yosso (2005) argues that people of color also have cultural
capital, which she calls Community Cultural Wealth. Types of cultural apital include:
Aspirational
Linguistical
Familial
Social
Navigational
Resistant
Pre-requisites: Students will need experience in critical thinking, self reflection, and active listening,
though these skills will be developed in the lesson. These skills will have begun to be developed on the first
day of class.
Modifications: Students will need to be reminded of the ground rules of the course (which will be decided
upon at the first session), which will include taking care of yourself, listening without judgment, the choice
to pass, and confidentiality. This will be necessary as students are challenged to connect with their bodies
and share personal stories about themselves.
PART 1: CULTURAL ENERGIZER
Body Scan and Silent Check In:
This activity will invite students to become aware of and connect with their bodies through a body
scan meditation. Students will then be encouraged to use their bodies to communicate how they are feeling.
This energizer contributes to setting the culture of the classroom while also connecting the main concepts
of lesson plan to the students prior experiences/knowledge/interests.
STEP
DESCRIPTION TIME (25 min)
Step 1
After reviewing the ground rules of the course, the facilitator will ask learners to stand in a circle
where they can see everyone else in the circle.
2 minutes
Step 2
Facilitator asks learners to close their eyes and focus in on their breath, noticing how it feels and
sounds. Facilitator asks the learners to focus their attention on their head, breathing into that part
of the body and noticing any sensations that might be there. Next the learners are asked to focus
their attention on their neck, again breathing into it and noticing any sensations. The facilitator
guides the learners to do the same for their shoulders, arms, chest, back, belly, hips, legs, and
feet.
5 minutes
Step 3
Learners are asked to open their eyes. Facilitator will explain how the Silent Check in goes:
We will go around the circle and each person will make a silent movement with their body that
expresses how they are feeling in the moment. The rest of the class repeats their movement.
Dont think about your movement too much, but rather try to just let your body express what it
needs to express.
10 minutes
Step 4
After the Silent Check In, the facilitator will ask the learners how that was for them. Learners
will share whatever came up for them during the activity.
5 minutes
PART 2: CRITICAL CONCEPTS
What is knowledge? Discussion Lecture:
In this discussion lecture, students will question what knowledge is and how it is formed. Students
will be exposed to the modernist definition of knowledge and explore the impacts of this definition.
Students will then learn about and discuss alternative definitions of knowledge and knowing and how these
definitions can be used to redefine knowledge in an empowering way.
STEP
DESCRIPTION TIME (1 hr)
Slide/
Step 1
Pose to the class:
What is knowledge?
Is there more than one form of knowledge, learning, and intelligence?
Who has the authority over knowledge?
5 minutes
Slide/
Step 2
Introduce Modernist definition of knowledge:
In modernism, knowledge is defined by logic, rationality, observable science, and values form
over content, binary thinking, and believes in one universal metanarrative. (Hemphill &
Blakely, in press).
Ask class: Do you agree with this definition? Is there such a thing as objectivity? Does
context matter?
10 minutes
Slide/
Step 3
Pose to the class:
What are the impacts of this modernist definition of knowledge?
5 minutes
Slide/
Step 4
Introduce Yosso (2005) Community Cultural Wealth theory, which identifies several forms
of knowledge unrecognized by Bourdieus Cultural Capital theory:
Aspirational
Linguistical
Familial
Social
Navigational
Resistant
Students pair share with the person next to them: Which of these types of capital or knowledge
are you familiar with/possess? Are these types of knowledge valued and assessed in formal
education?
10 minutes
Slide/
Step 5
Pose to the class:
What is the impact of a theory of knowledge like Yossos or Meyers?
How has knowledge been used to oppress and liberate?
10 minutes
Slide/
Step 6
We are taught that the body is an ignorant animal; intelligence dwells in the head. But the
body is smart. (Anzalda, 1991, p. 37-38.)
Pose to the class:
What does this quote mean? Do you agree with Anzalda? Why or why not?
10 minutes
Slide/
Step 7
Pose to the class:
Why do you think knowledge has become detached from the body, the person, and
context? What is the impact of this?
10 minutes
PART 3: COMMUNITY COLLABORATION AND CULTURAL PRODUCTION
Educational Journeys and Bodies of Knowledge:
In these joint activities students will consider the value of their own cultural knowledge as well as
the knowledge of their classmates. Students will begin by drawing their own educational journey as a map
or visual representation and will share their map with a partner by literally walking them through their
journey. Students will then draw a life-size outline of their partners body and fill this in with their partners
experiential knowledge, based on what they heard in their partners educational journey. Students will share
their bodies of knowledge through a gallery walk and will have the chance to reflect on and discuss the
activity.
STEP
DESCRIPTION TIME (1.5 hours)
Step 1
Learners will draw on a large piece of paper (11x17 is good) a map of their educational
journeys up until this point. They can use images, words, and symbols and any art supplies
provided. They should interpret the word map in whatever way will best represent their
journey.
As they draw they should consider the major moments/places (both positive and negative) in
their journey that have impacted their learning (and desire to become a teacher), and what they
have learned from these experiences. They can also consider non-school related experiences
of learning in their map.
20 minutes
Step 2
Once learners are done drawing their maps, in pairs, each person will walk their partner
through their map by literally walking around the room and describing each point/twist/turn on
their map. The facilitator should encourage active listening during this activity. (Multiple
rooms/hallways may be needed to do this, depending on the number of participants and space.)
10 minutes
Step 3
In the same pairs from the previous activity, each partner will trace the outline of their
partners body on a large piece of butcher paper.
15 minutes
Step 4
Next, each partner will use markers and other art supplies to draw and write on their partners
body outline what they learned from their partner by listening to their educational journey.
They should frame it as: what skills/knowledge/insights/abilities/qualities do they think their
partner possesses and has to offer based on what they heard in their partners educational
journey?
Pairs should work together and help each other with filling in each others bodies of
10 minutes
knowledge and make sure they are representing their partner accurately and with respect.
Step 5
Each pair will hang their bodies of knowledge on the wall to share. Silently, all learners will
walk around the room looking at the different bodies of knowledge.
5-10 minutes
Step 6
Sitting in a large group circle, learners will share and discuss these questions:
What did you notice in the bodies of knowledge?
What did you learn about your own body of knowledge today, and what did you
learn from other peoples bodies of knowledge?
Can knowledge come from multiple sources, including from our own bodies and
experiences?
20 minutes
PART 4: CONCLUSIVE DIALOGUE/CRITICAL CIRCULAR EXCHANGE
Connection: This lesson is directly relevant to students own lives and to their learning in the classroom. It
is relevant to the unit as it provides a base in which exploring the self and community can be seen as valid
academic explorations of knowledge.
Assessment: Students will be assessed by what they share in class discussion as well as what they share in
their self-portrait art project and reflection paper. Furthermore, their understanding of these concepts will
be assessed in how they interact with their classmates (i.e., do they demonstrate valuing their classmates
knowledge or not?)
Evaluation: This lesson will be evaluated through discussion and an anonymous student feedback form at
the end of this course.
RESOURCES AND NOTES
Resources
Anzalda, Gloria. (1987). Borderlands/La Frontera. San Francisco: Aunt Lute Books.
Halagao, P. (2010). Liberating Filipino Americans through Decolonizing Curriculum. Race, Ethnicity, and Education,
13, pp. 496-512.
Hemphill, D. & Blakely E. Language, Nation, & Identity in the Classroom: Legacies of Modernity and Colonialism in
Schooling. (In press).
Meyer, M.A. (2003). Our Own Liberation: Reflections on Hawaiian Epistemology, no. 2, p. 139. UCLA.
Solorzano, D. (1997). Images and Words that Wound: Critical Race Theory, Racial Stereotyping, and Teacher
Education. Teacher Education Quarterly, 24, pp. 5-20.
Yosso, Tara J. (2005). Whose culture has capital? A critical race theory discussion of community cultural wealth.
Race, Ethnicity, and Education, 8/1, pp. 69-91. Taylor & Francis Group Ltd.
Notes
This lesson requires trust and is not advised to do with a group of students who do not know each other nor have spent
time building trust. Even with extensive trust and communication built within a group, this lesson may be emotionally
challenging and should be facilitated giving room for students to opt out and take care of their own needs.