An Analysis of Multimodal Metaphors in Cartoons: A Critique and Reflection on the “Credentialism” Phenomenon

Abstract

Grounded in cognitive linguistics and multimodal discourse analysis, this study explores how editorial cartoons serve as critical tools for deconstructing the phenomenon of credentialism in contemporary society. By examining the interplay of visual and verbal modes in selected political cartoons, the research reveals how metaphor, imagery, composition, and color collaboratively expose the overemphasis on academic qualifications and its broader socio-educational consequences. Through a close analysis of four representative cartoons, this paper identifies key multimodal metaphors that critique institutional gatekeeping, pedagogical distortion, credential inflation, and the marginalization of vocational pathways. Notably, the case of Jiang Ping—a vocational student who achieved academic recognition—provides a counter-hegemonic narrative that challenges the traditional conflation of educational success with elite academic credentials. The findings demonstrate that editorial cartoons not only reflect social issues but also act as powerful vehicles for ideological critique and public reflection. The study concludes with recommendations for policymakers and educators aimed at fostering a more inclusive, equitable, and pluralistic understanding of educational success.