Four+Corners

Developed by Allyson Tintiangco-Cubales
 * 6.11 Four Corners of Identity and Teaching  **

Before the workshop begins, prepare four sets of four identity cards. For example: Each “corner” in the room will represent one of the four identity cards. With each set of cards, particular questions will be asked: || || ||
 * Purpose: ** The purpose of this activity is for the participants to learn how to articulate their perspectives about identity and teaching. //(This activity is inspired by an activity conducted at the Project Pull summer program at Stanford University in 1992.)//
 * ** Student ** || ** Identity/Problem ** || ** Race/Ethnicity ** || ** Teacher ** ||
 * Nerd || Race || Filipina/o || One who provides knowledge ||
 * Jock/Cheerleader || Class || Filipina/o American || Friend ||
 * Bonehead || Gender || Asian American || Listener ||
 * Outcast/On Drugs || Sexuality || Pinoy/Pinay || Parent ||
 * ** Student ** || ** Identity/Problem ** || ** Race/Ethnicity ** || ** Teacher ** ||
 * 1. What was your identity in High School? || 2. What most defines you? || 4. What race/ethnicity do you most identify with? || 5. A teacher Should be… ||
 * || 3. The biggest issue in the Filipina/o community is…

A cultural energizer is an activity that allows for the multiple definitions of culture. The cultural energizer for the four-corners workshop is a warm-up activity for the participants to get used to the four-corners game while also starting to get them to think about identity and teaching. A. Post the identities for “Student” in each corner: Nerd, Jock/Cheerleader, Bonehead and Outcast/On Drugs. This can be posted on poster paper, designating one identity per corner. B. Give the following instructions: Please choose a corner that best describes your IDENTITY AS A HIGH SCHOOL STUDENT. Participants cannot roam around. They have 10 seconds to find their corner. C. While they are standing in their corner, instruct them to list at least three reasons why they chose that corner. After about a minute, have each corner share their list. You can also ask them the following questions: i. Would you have spoken to or hung out with the people in the other corners in high school? ii. Did you ever want to be in another corner? iii. How do you feel working with people who used to be in another corner? iv. How do you feel about teaching people in another corner when you were in high school? || After they choose their corners, have the students describe the multiple issues or problems that the Filipina/o community faces because of their chosen corner. Choose the least spoken individuals to represent their group. They must argue why their corner is the most important. Facilitate a discussion between the groups. If the groups resonate in only two corners somewhat evenly, you can create a debate format where they can argue one on one about the reasons their corner is more significant. After the debate, debrief with the group about the arguments and ask if anyone is willing to switch corners. || || || ||
 * **Step 1** || Cultural Energizer:
 * **Step 2** || After the High School Identity cultural energizer, the students will be familiar with the game. Having to choose a corner forces the participants to recognize limitations, categories, and how they affect identity and teaching. Using the same four-corners method, have the students choose a corner that MOST DEFINES THEM: Race, Class, Gender, or Sexuality. Again, give them only 10 seconds. Once they have reached their corner, have them list the reasons why they chose it. Have each corner choose a representative to share their reasons. Let them know that they need to try to sway the others to join their corner. After each corner goes, allow the rest of the students 10 seconds to switch corners. If anyone switches, ask them why they did. ||
 * **Step 3** || Use the same categories for the four corners, and ask the students to choose the corner that finishes the following sentence: The biggest issues or problems of the Filipino/A community deal with …Race, Class, Gender, or Sexuality.
 * **Step 4** || After 10 minutes of discussion, change the corners to represent their ethnic/racial identities: Filipina/o, Filipina/o American, Pinay/Pinoy, Asian American. Have the students decide in 10 seconds what corner they choose. Pre-choose the representatives for each group. Try to find some more of the least spoken students. Give the groups three minutes to list the reasons why they chose their corner. The people in the corner need to prepare their representative to argue their points. The goal is to get as many people as possible to join their corner. In this exercise, most of the people choose Filipina/o and Filipina/o American. If this is the case, create a debate format. The representative is the only one who can talk, but the rest of the group can write notes to help their representative. This creates a great teambuilding exercise.
 * **Step 5** || This four-corner workshop can go on and on. In this particular workshop, it is beneficial to end with choosing the corner that best describes their beliefs on TEACHERS’ IDENTITIES: Friend, Parent, Listener, Role Model. Have the students list out the meanings of the words in their designated corners, and then have them list what a teacher does according to those identities. Have someone who has not been a representative share the list. If anyone wants to switch, s/he is welcome to do so at anytime.
 * **Step 6** || End with a discussion on how this exercise has allowed them opportunities to develop their perspectives on identity and teaching.