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Border Crossings and (Re)crossings: The Post-representational Turn in Social Cartography

Casebeer, Daniel (2016) Border Crossings and (Re)crossings: The Post-representational Turn in Social Cartography. Doctoral Dissertation, University of Pittsburgh. (Unpublished)

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The purpose of this study is to demonstrate the utility of a post-representational social cartography for mapping educational texts. As a strategy for culturally responsible pedagogy, mapping provides a polyphonic discourse that helps educators navigate the spatial nature of the educational experience. By visualizing their students’ latent assumptions about cultural diversity, for example, educators can identify harmful or apathetic worldviews, such as cognitive dissonance, and differentiate instruction for transformative learning.

From a post-representational perspective, which frames maps as inscriptions as opposed to representations or constructions, cartography does not simply explain or describe the world; rather, it is a part of the complex interplay between people and their surroundings. Mapping is a process of becoming, of negotiating and (re)negotiating the rhizomatic weavings of heterotopic space, and maps are practices that unfold in the liminality of human experience. What this means for education is that post-representational maps can help reify and decode the perceived locations and relationships of disciplinary phenomena in the social milieu. As both a celebration and an extension of the work of Rolland G. Paulston, who first encouraged his colleagues to become social cartographers, this study addresses our current crisis of difference, and opens possibilities for new ways of seeing social and educational change.


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Item Type: University of Pittsburgh ETD
Status: Unpublished
CreatorsEmailPitt UsernameORCID
Casebeer, Danieldpc33@pitt.eduDPC33
ETD Committee:
TitleMemberEmail AddressPitt UsernameORCID
Committee ChairGarman, Noreen
Committee MemberGrubs, Robin
Committee MemberGunzenhauser, Michael
Committee MemberNicholson-Goodman, JoVictoria
Committee MemberPiantanida, Maria
Date: 4 January 2016
Date Type: Publication
Defense Date: 16 November 2015
Approval Date: 4 January 2016
Submission Date: 1 December 2015
Access Restriction: No restriction; Release the ETD for access worldwide immediately.
Number of Pages: 202
Institution: University of Pittsburgh
Schools and Programs: School of Education > Administrative and Policy Studies
Degree: PhD - Doctor of Philosophy
Thesis Type: Doctoral Dissertation
Refereed: Yes
Uncontrolled Keywords: culturally responsible pedagogy, interpretive inquiry, mapping, social cartography, teacher education
Date Deposited: 04 Jan 2016 15:08
Last Modified: 15 Nov 2016 14:31


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