社會地圖學與比較教育研究   免費試閱

Social Cartography and Comparative Education Research

R. G. Paulston 於1990 年代初期開始發展「社會地圖學」（social cartography），作為一種觀看教育與社會變遷的方式，並將其運用至各類教育議題的比較教育研究中。社會地圖學可用來辨明與視覺化爭議性社群之間與其中的差異，使能對所有的觀點開放空間，不特別優惠任何的觀點，卻能質疑所有的觀點，並促進有用之的視覺與言語的對話。Paulston期待社會地圖學可對比較教育研究提供新的觀點和新的方法論，作為新研究的起點，察覺到日益多樣性的觀點，注意多重的實在與認知方式之可能性，且更開放地連結至人文與社會科學的研究。
本文首先探究Paulston提出社會地圖學的思想背景及其所受後現代思潮之影響，並就Paulston之生命地圖做簡要探討，藉以呈現社會地圖學形成之思想脈絡，瞭解其發展社會地圖學之歷程；接著，本文分析社會地圖學之理論內涵，並呈現社會地圖學應用在比較教育研究上的實例；最後，本文討論社會地圖學在比較教育研究的理論及應用上的限制，作為我國學者運用社會地圖學以進行比較教育研究之參考。

R. G. Paulston developed “social cartography” as a way of seeing social and educational change and he applied this new research methodology to issues in comparative education. Social cartography may yet serve to identify and visualize difference within and between disputatious communities in a way that would open space for all perspectives, privilege none—yet still problematize all, and promote a useful visual and verbal dialogue among comparative education researchers. This article aims to first of all investigate the development of social cartography through Paulston’s life map, postmodernism and spatial turn. Secondly, this article tries to illustrate the theoretical content of social cartography and describes concrete steps for mapping a social map. Thirdly, the author analyzes the application of social cartography to comparative education research and maps education reform discourses in Taiwan as an example. Finally, the author concludes with discussions about the theoretical and practical limits when adopting social cartography as a research strategy for comparative education.