Spatial representation in comparative education and geography: A social cartography analysis.

摘要

The main purpose of this study is to bridge social cartography arguments in comparative education and maps/mapping/cartography arguments in geography by introducing the social cartography ideas to geographers, opening discussion about social cartography among them, and promoting knowledge exchange between comparative educators and geographers in the near future. To these ends, the study is organized around three research questions: (1) What is social cartography? (2) How can the relationships between the metaphorical maps of social cartography and the realist maps of geographic cartography be visually represented? (3) What potential does social cartography have for geographic studies?;In terms of their ontology/mapping method/style differences, social cartography and geographic cartography look very different and seem to be incommensurable. However, using metaphorical mapping methods, these differences may not only be comparable, but also mutually understandable. In this study, I focus on the common nature of being "maps", i.e., the use of metaphor and communication. I show visually that because the maps of social cartography and geographic cartography are not so radically different, an opening of knowledge exchange between arguments of both sides may be possible.;In addition, to illustrate the opportunity for opening further dialogues between comparative educators and geographers concerning arguments about maps, I pose two concise exercises to show the use of social cartography in geographic studies. Using these examples, I show that social cartography ideas may be useful in the following geographic study contexts: (1) clarifying the contentions of the study; (2) appealing to stakeholders to join the arguments concerning an issue; (3) showing the prospective distances between, and barriers to having, discussions with others; (4) facilitating in-depth interviews with actors; and (5) helping to revise the organization of study during research.