In the beginning, I was fairly confident that I could do my project on ways that I could change the self-concept of learners in my literacy program. It quickly became evident that no one can change another's self-concept, and that the project participants would be responsible for any changes within themselves.

I also wondered, "Is it possible for individuals to change their own self-concept?" In my reading I found:

There is a growing body of research that indicates that it is possible to change the self-concept. Self-change is not something that people can will, but rather it depends on the process of self-reflection. Through self-reflection, people often come to view themselves in a new, more powerful way, and it is through this new, more powerful way of viewing the self that people can develop possible selves. (Franken, 1994, p. 443)

This led me to think about ways to encourage and support literacy learners as they engaged in self-reflection. My question became, "What are some ways to encourage reflection in literacy learners about self-concept, and possibly foster changes in self-concept?"

Planning the Project

I felt quite comfortable about introducing creative approaches, since I grew up with lots of materials and opportunities to try different activities. I was encouraged in my art and I sang in choirs for many years. But I am aware that not everyone is comfortable with singing or some of the other activities. So, I thought about how to introduce activities so that people would feel able to try them.

With my question in mind, I planned to bring together a group of women learners on a weekly basis. Although reflection about self-concept was the focus of my project, I also wanted to explore ways that using creative activities could encourage women to take a closer look at self-concepts and the influences that had helped shape them. I felt that by using a variety of creative learning methods the women would feel more relaxed and interested in the sessions than they might if I used just one method such as writing. As well, creative approaches can invite learners to bring their whole selves to learning. As Jenny Horsman (1999) notes:

Engaging the whole person in creative learning processes can open possibilities for learners to move from the"stuck" place of trauma, and of being unable to read, to create more effective programming for literacy learning.