Abstract
Social cartography research in education, sometimes called “mapping,” has often been written in an exclusive, exhausting language constructed by careful intellectuals. Rolland G. Paulston was one of them. His thoughtful choice of each word has opened up new ways of thinking about education policy research. His mapping of multiple perspectives is particularly well suited for the contested and/or fragmented policy problems so common in contemporary education policy internationally.
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Yamamoto, Y., Mcclure, M.W. (2011). How Can Social Cartography Help Policy Researchers?. In: Weidman, J.C., Jacob, W.J. (eds) Beyond the Comparative. Pittsburgh Studies In Comparative and International Education, vol 1. SensePublishers. https://doi.org/10.1007/978-94-6091-722-6_9
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