Between Canvas and Clay: How Students See Themselves as Learners through Metaphor

Abstract

This article discusses the self-perceptions of third-semester students in an Introduction to Literary Studies course through their metaphorical poetry. This study aims to understand how metaphor serves as a tool for expressing their identities in learning. Tasked with crafting poems metaphorizing their experiences as learners, students used symbols such as nature, objects, and abstract states to convey complex aspects of self and growth in academia. The research applied a qualitative design with a thematic analysis framework, focusing on the symbolic language in the student poetry. Methodologically, each poem was examined through close reading to identify recurring metaphors and themes. These metaphors were then analyzed and categorized, exploring how they reflect the students' inner worlds and learning perceptions. The 15 participants were third-semester students who drew on personal and universal imagery inspired by a model poem provided as an example. Findings reveal various themes in students' selfconcept as learners, including resilience, adaptability, introspection, and the duality of strength and vulnerability. Many students chose metaphors from nature (such as "tree" or "water"), symbolizing growth and adaptability, or from functional objects (such as "book" or "canvas"), representing knowledge and potential. Others used abstract ideas like "shadow" and "twilight" to capture the nuanced feelings tied to learning and identity formation. The study concludes that metaphorical poetry is a reflective tool, encouraging students to articulate and examine their learning identities. This approach demonstrates the potential of creative assignments in fostering introspection, making it valuable for educators seeking to deepen student engagement. The findings highlight metaphor as a powerful means for students to conceptualize and communicate their educational journeys.