A spatial turn in comparative education? Constructing a social cartography of difference.

Autor/in	Paulston, Rolland G.
Titel	A spatial turn in comparative education? Constructing a social cartography of difference.
Quelle	Aus: Discourse formation in comparative education. Frankfurt, Main: Lang (2003) S. 297-354Verfügbarkeit
Reihe	Komparatistische Bibliothek. 10
Beigaben	Literaturangaben
Sprache	englisch
Dokumenttyp	gedruckt; Sammelwerksbeitrag
Schlagwörter	Vergleichende Erziehungswissenschaft; Mapping; Visuelle Kommunikation; Moderne; Darstellungsform; Grafische Darstellung
Abstract	This paper is organized in three sections. The first "Visual Representations in Modernity", illustrates how the three scopic regimes of modernity, i. e., the technical rationalist (TR), the critical rationalist (CR) and the hermeneutical constructivist (HC) each have their own favored rhetoric and forms of representation, as well as utilities and limitations. The second section, "The invention of a social cartography?" presents a personal narrative of how the social cartography project at the University of Pittsburgh has sought to elaborate and implement a new social mapping rationale and methodology. It presents a personal narrative of one comparative educator's attempt to contribute to the liberation of the discursive field so that the task of imagining alternatives can be commenced (or perceived by researchers in a new light) in those spaces where the production of scholarly and expert knowledge for theoretical and development purposes continues to take place. This section presents general principles for a non-innocent (i. e. ironic) social cartography project elaborated to remap Comparative Education using what might be called a scopic regime of postmodernity. In the third section, I note possible implications of the deconstructive perspectivist regime (DP) for current theoretical debates, representional practice, and new opportunities to reposition [this] field vis-à-vis the human sciences in the coming millenium. Examples of how social cartography might help to construct new ways of representing and seeing are assessed. The author's goal here is to suggest something of the utility of heuristic social maps as new ways to both situate and open representational practice. (DIPF/Orig.).
Erfasst von	DIPF \| Leibniz-Institut für Bildungsforschung und Bildungsinformation, Frankfurt am Main
Update	2004_(CD)