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Spatial representation in comparativ...

Ito, Katsuhisa.

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

Record Type:	Electronic resources : Monograph/item
Title/Author:	Spatial representation in comparative education and geography: A social cartography analysis./
Author:	Ito, Katsuhisa.
Description:	253 p.
Notes:	Source: Dissertation Abstracts International, Volume: 62-05, Section: A, page: 1787.
Contained By:	Dissertation Abstracts International62-05A.
Subject:	Education, Social Sciences. -
Online resource:	http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=3013288
ISBN:	0493236139

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

Spatial representation in comparative education and geography: A social cartography analysis. - 253 p.

Source: Dissertation Abstracts International, Volume: 62-05, Section: A, page: 1787.

Thesis (Ph.D.)--University of Pittsburgh, 2001.

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?

ISBN: 0493236139Subjects--Topical Terms:

1019148
Education, Social Sciences.

Spatial representation in comparative education and geography: A social cartography analysis.
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035 $a (UnM)AAI3013288
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040 $a UnM $c UnM
100 1 $a Ito, Katsuhisa. $3 1945164
245 1 0 $a Spatial representation in comparative education and geography: A social cartography analysis.
300 $a 253 p.
500 $a Source: Dissertation Abstracts International, Volume: 62-05, Section: A, page: 1787.
500 $a Adviser: Rolland G. Paulston.
502 $a Thesis (Ph.D.)--University of Pittsburgh, 2001.
520 $a 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?
520 $a 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.
520 $a 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.
590 $a School code: 0178.
650 4 $a Education, Social Sciences. $3 1019148
650 4 $a Geography. $3 524010
650 4 $a Sociology, Theory and Methods. $3 626625
690 $a 0534
690 $a 0366
690 $a 0344
710 2 0 $a University of Pittsburgh. $3 958527
773 0 $t Dissertation Abstracts International $g 62-05A.
790 1 0 $a Paulston, Rolland G., $e advisor
790 $a 0178
791 $a Ph.D.
792 $a 2001
856 4 0 $u http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=3013288