Paradigms in Cartography

Fernández, Pablo Iván Azócar; Buchroithner, Manfred

doi:10.1007/978-3-642-38893-4

Cited by 20 publications

(3 citation statements)

References 110 publications

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“…From a post-representational perspective, the map is still considered to be a representation, but the focus is more on the process of mapmaking and map use rather than on the cartographic form. This refocusing on the mapping process has stimulated interest in cartography recently (see for instance Kichin et al, 2013;Rossetto, 2013;Azó car Fernández and Buchroithner, 2014) and is directly connected with the narrative of mapmaking. Kitchin et al (2013) illustrate post-representational cartography in action through the presentation and the analysis of a project that maps 'ghost estates' in Ireland, in which two of the authors were involved.…”

Section: The Narrative Of Mappingmentioning

confidence: 99%

Narrative Cartography: From Mapping Stories to the Narrative of Maps and Mapping

Caquard

Cartwright

2014

The Cartographic Journal

171

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This paper provides an overview of the multiple ways of envisioning the relationships between maps and narratives. This is approached from a map making perspective. Throughout the process of editing this special issue, we have identified two main types of relationships. Firstly, maps have been used to represent the spatio-temporal structures of stories and their relationships with places. Oral, written and audio-visual stories have been mapped extensively. They raise some common cartographic challenges, such as improving the spatial expression of time, emotions, ambiguity, connotation, as well as the mixing of personal and global scales, real and fictional places, dream and reality, joy and pain. Secondly, the potential of maps as narratives and the importance of connecting the map with the complete mapping process through narratives is addressed. Although the potential of maps to tell stories has already been widely acknowledged, we emphasize the increasing recognition of the importance of developing narratives that critically describe the cartographic process and context in which maps unfold -the core idea of post-representational cartography. Telling the story about how maps are created and how they come to life in a broad social context and in the hands of their users has become a new challenge for mapmakers.

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Section: The Narrative Of Mappingmentioning

confidence: 99%

Narrative Cartography: From Mapping Stories to the Narrative of Maps and Mapping

Caquard

Cartwright

2014

The Cartographic Journal

171

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“…As such, Biesta's (2010) proposal to see evidence as transactional and arising from specific relations in a particular context may resemble a "postmodern" imaginary of data and evidence, in line with Buchroithner and Fernández (2011), as well as Fernández and Buchroithner's (2014) discussion of a postmodern approach to cartography. Contrary to data and metrics as "Truthmaking" (Beer, 2016, p. 26), a transactional view of evidence, data and analytics acknowledges the incompleteness, the limitations and the possibility that the insights generated from analytics are, at best, provisional.…”

Section: Evidence-based Management and The Power Of Metricsmentioning

confidence: 84%

A social cartography of analytics in education as performative politics

Prinsloo¹

2019

Brit J Educational Tech

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Data—their collection, analysis and use—have always been part of education, used to inform policy, strategy, operations, resource allocation, and, in the past, teaching and learning. Recently, with the emergence of learning analytics, the collection, measurement, analysis and use of student data have become an increasingly important research focus and practice. With (higher) education having access to more student data, greater variety and nuanced/granularity of data, as well as collecting and using real‐time data, it is crucial to consider the data imaginary in higher education, and, specifically, analytics as performative politics. Data and data analyses are often presented as representing “reality” and, as such, are seminal in institutional “truth‐making,” whether in the context of operational or student learning data. In the broader context of critical data studies (CDS), this social cartography examines and maps the “data frontier” and the “data gaze” within the context of the dominant narrative of evidence‐based management and the data imaginary in higher education. Following an analysis of the main assumptions in evidence‐based management and the power of metrics, this paper presents a social cartography of data analytics not only as representational, but as actant, and as performative politics. What is already known about this topic Student data in higher education are increasingly used not only to inform operational and strategic planning, but to inform and shape curricula, pedagogy and student learning. The collection, measurement, analysis and use of student data are informed by a particular data imaginary in service of evidence‐based management. Data and analytics are seen as objective, neutral representations of reality and used as basis for informing policy, operational planning, resource allocation, and, increasingly, learning analytics and student facing dashboards. What this paper adds Critically examines data analytics in higher education as “truth‐making” and never neutral, and always as provisional snapshots of “reality” serving particular, often undeclared, assumptions and interests. Situates learning analytics as the collection, measurement, analysis and use of student data in the broader context of the data imaginary and student data as “data frontier”. Provides evidence that data analytics is not only representational, but, increasingly, performative and political. Implications for practice and/or policy Makes explicit some of the theoretical, political, epistemological and ontological assumptions underpinning and sustaining the data imaginary in higher education. Foregrounds the need for more critical approaches to our expectations, collections, analyses and use of student data. Argues the need for policy and practitioners to recognise the inherent political and performative nature of data and data analysis, and the need for transparency, accountability and care.

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“…Examples of alternative and experimental mapping projects include post-representational cartography (e.g. Azócar Fernández and Buchroithner, 2014; Kitchin et al., 2009), feminist mapping (e.g. Pavlovskaya and Martin, 2007; Tomášková, 2018), and participatory or communal mapping (e.g.…”

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confidence: 99%

Maya cartographies: Two maps of Punta Laguna, Yucatan, Mexico

Kurnick

Rogoff

2020

Journal of Social Archaeology

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It is common to view maps as simple reflections of the world. Maps, however, are more complex and dynamic. They are a potent form of spatial imagination and a powerful means of producing space. This article encourages archaeologists to experiment with, and to produce a multiplicity of, maps and other spatial images. As an example, this article juxtaposes two previously unpublished maps of Punta Laguna, Yucatan, Mexico: a site map created using traditional archaeological conventions and a visual cartographic history created using Indigenous Maya spatial ontologies. Because they depict space relationally, Indigenous Maya maps are arguably more congruous with contemporary social theories about space than are traditional Western maps. Further, the juxtaposition of two radically different maps of the same place highlights those mapping conventions that scholars often take for granted; demonstrates how specifically maps are selective and subjective; and emphasizes that Western worldviews are neither natural nor ubiquitous.

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Paradigms in Cartography

Cited by 20 publications

References 110 publications

Narrative Cartography: From Mapping Stories to the Narrative of Maps and Mapping

Narrative Cartography: From Mapping Stories to the Narrative of Maps and Mapping

A social cartography of analytics in education as performative politics

Maya cartographies: Two maps of Punta Laguna, Yucatan, Mexico

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