IV Mapping Multiple Discourses
Discourse Formation in Comparative Education312 duction of space to the cultural politics of difference in new and imagina- tive ways.25 At about this time, Don Adams invited me to write an encyclopedia entry titled, "Comparative Education: Paradigms and Theories."26 I accepted, but with the proviso that the entry would in fact be post-paradigmatic, that is, it would use a perspectivist approach to "map" my view of in- creasingly complex conceptual relationships between the major dis- course communities that compose the field. I presented this study, view- ing comparison as a juxtaposition of difference, in July 1992, at the 8th World Congress of Comparative Education Societies at Charles Univer- sity in Prague with a title more to my liking, "Comparative Education Seen as an Intellectual Field: Mapping the Theoretical Landscape." The paper sought to demonstrate how Comparative Education "after objectiv- ity" can now make good sense "in perspective" by portraying a play of different theoretical perspectives within the art form of social cartogra- phy.27 (See Figure 22) This cartography avoids the rigidities of modernist social models and master narratives, as presented in the first section of this paper, and shifts the research focus to current efforts by individuals and cultural groups seeking to be more self-defining in their sociospatial relations and in how they are represented. In this regard, Liebman has argued persuasively that while social mapping is open to all texts, it is a 25. Edward Soja & B. Hooper, "The Spaces That Difference Makes: Some Notes on the Geographical...
You are not authenticated to view the full text of this chapter or article.
This site requires a subscription or purchase to access the full text of books or journals.
Do you have any questions? Contact us.Or login to access all content.