Abstract
The focus in this article is on the role of symbol and metaphor in the development
of student self-awareness and engagement in the process of learning. It draws on a
case-study which explored the process of an inquiry-based learning project in an
Indigenous learning centre in a school in New South Wales, Australia. The data
used for this article were taken from the first stage of the inquiry project – the
construction of a shared language for learning. The article argues that developing
a rich and local language for learning, that links to the collective consciousness of
a community through metaphors and symbols, is a crucial prerequisite for
inquiry-based learning. It reveals how the naming of native Australian animals as
icons for learning power, the co-construction of a learning story and the creation
of a self-portrait as a learner collage provide mechanisms through which the
students can performatively re-represent and recall their identities as learners. The
processes enable the students to make connections between self and the meanings
carried in the pictorial texts to develop self-awareness and responsibility for their own learning. It also provides the learners and their mentors with the necessary symbols and metaphors to scaffold the process of the inquiry in ways that allowed them to use the metaphors associated with the symbols to talk about change and to begin to engage with the formal requirements of the curriculum.
Keywords: imaging; inquiry-based learning; learning power; metaphor; symbol
Translated title of the contribution | Signs, symbols and metaphor: linking self with text in inquiry-based learning |
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Original language | English |
Pages (from-to) | 447 - 464 |
Number of pages | 18 |
Journal | Curriculum Journal |
Volume | 20 |
Issue number | 4 |
DOIs | |
Publication status | Published - Dec 2009 |