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This paper responds to Martin Jay's imaginative proposal to "map...scopic regimes, or visual cultures." The intent in the paper was to demonstrate how such a reflexive "social cartography," or heuristic device might serve to identify and visualize difference within and between disputatious intellectual communities in a way that would open space for all knowledge perspectives discovered and promote a useful visual and verbal dialogue. In pursuit of some provisional answers, 28 illustrative examples of visual culture in comparative education discourse since the early 1960s were chosen, and from visual analysis of these sources, four scopic regimes, or visual subcultures, are identified in the paper. The paper is organized into three sections: (1) "Visual Representations in Modernity" illustrates how the three scopic regimes of modernity [the technical rationalist (TR), the critical rationalist (CR), and the hermeneutical constructivist (HC)] have their own favored rhetoric and forms of expression, as well as utilities and limitations; (2) "The Invention of a Social Cartography?" presents a personal narrative of how the social cartography project at the University of Pittsburgh has sought to elaborate and implement a new social mapping rationale and methodology; and (3) "The Emergence of Social Cartography" notes some possible implications of the deconstructive perspectivist regime (DP) for current theoretical debates, representational practice, and new opportunities to reposition the field vis-a-vis the human science in the coming millennium. According to the paper, the goal is to suggest something of the utility of heuristic social maps as new ways to both situate and open representational practice. (Contains 58 notes and 29 figures.) (BT)

This paper examines new approaches to program evaluation and explores their possible utility in Latin American educational settings. Part 1 briefly discusses why new ideas for evaluating educational studies are needed. Part 2 examines seven new evaluative approaches as follows: (1) "Concept Mapping," a type of structural conceptualization; (2) "Participatory Self-Evaluation," designed by United Nations development programs; (3) "Social Cartography," an interpretive tool based on textual analysis and spatial patterning; (4) "Intertextual Evaluation," based on post-structuralist literary theory, establishing useful criteria for program evaluation; (5) "The Analogy of the Soil Scientist," a sociocultural approach for program planning and evaluation; (6) "Evaluation and Organizational Learning," a cybernetic conception including dialogue, experimentation, and team work; and (7) "Organizational Perspectives," an evaluative approach employing five perspectives : managerial hierarchy, street-level bureaucracy, organizational development, conflict and bargaining, and chance and chaos. Part 3 compares and contrasts the seven approaches and discusses their applications to Latin American programs. (Contains 10 figures and 44 references.) (RIB)

This study selected 28 illustrative examples of the visual culture in comparative education used since the 1960s. Journals examined are the "Comparative Education Review"; "Comparative Education"; "Compare"; and others. From visual analysis of these sources, four scopic regimes or visual subcultures are identified. The paper is organized in three parts. Part 1 illustrates how the three scopic regimes of modernity (the technical rationalist, the critical rationalist, and the hermeneutical constructivist) each has its own favored rhetoric and forms of representation, as well as utilities and limitations. Part 2 presents a personal narrative of how the social cartography project has sought to elaborate and implement a new social mapping rationale and methodology. Part 3 notes possible implications of this study and the new social cartography project for current theoretical debates, representational practice, and new opportunities to reposition the field with the human sciences in the coming millennium. Contains 50 notes and a list of sources for 29 figures. (EH)

This paper identifies how comparative educators have chosen to visually represent the field of development education since about 1963. This is an attempt to historicize the vision as scholars struggle with the representational dilemmas and opportunities of late modernity/postmodernity. The paper is organized in three parts. Part 1 illustrates how the three scopic regimes of modernity (the technical rationalist; the critical rationalist; the hermeneutical constructivist) each have their own favored rhetoric and forms of representation. Part 2 presents a personal narrative of how the social cartography project has sought to elaborate and implement a new social mapping rationale and methodology. Part 3 notes the possible implications of this study and the social cartography project for current theoretical debates, representational practice, and new opportunities to reposition development studies vis-a-vis the human sciences in the coming millennium. Examples of how social cartography might help to construct new ways representing and seeing are assessed. (EH)

This document argues for the utility of mapping knowledge perspectives as a kind of cognitive art, or play of figuration to help orient educators to knowledge communities and their cultural codes, and to reinscribe modernist vocabularies into post-modern ways of seeing and representing educational change knowledge. A perspectivist approach is used to examine educational change discourse in comparative and international education texts since the 1950s. Diverse ways of seeing, discovered using textual exegesis, may be mapped at macro and meso levels of social reality. Present discourse communities that are discussed include: (1) functionalist, neofunctionalist; (2) radical functionalist, neo-marxist; (3) radical humanist, critical theory; and (4) humanist, interpretevist. The research presents post-modern cognitive maps that reinscribe and structure ways of seeing social and educational phenomena embedded in the semiotic space of literary texts and the intertextual space of educational practice. In one map, paradigms and theories in the field of comparative education have been identified with the use of textual analysis and are presented in topological fashion in a meta-discourse field with four paradigmatic nodes and four theory basins. Textual dispositions regarding social and educational change and characterization of reality are the coordinates used to form the textual orientations in the field. The study uses discourse analysis and phenomenographic methods to examine the weave of discourses and practices about educational change in education texts over time as historically locatable assemblages of cultural codes and practices. Three major orientations to knowledge are identified as orthodox, heterodox, and emerging heterogeneous. (DK)

This document demonstrates how social cartography can be used in social research to include individuals and cultural clusters who want their own narratives included in the social discourse. Social cartography is defined as the creation of maps addressing questions of location in the social milieu. Visual images, depicting on the two dimensional surface of paper or screen the researcher's perceived application, allocation, or appropriation of social space by social groups at a given time and in a given space offer an opportunity to see how social changes develop in the world around us. It suggests not a synthesis, but the further opening of dialogue among diverse social players. The essay proposes that social cartography has the potential to be a useful discourse style for demonstrating the attributes and capacities, as well as the development and perceptions of people and cultures operating within the social milieu. Because society can be mapped by this method to include all parts of the society, social cartography offers a new and effective method for visually demonstrating the sensitivity of postmodern influences for opening social dialogue, especially to those who have experienced disenfranchisement by modernism. Illustrations include maps representing both modernist and postmodernist interpretations of cartography. The increased flexibility in representational value of the postmodernist version is demonstrated. Sociology and Cartography research courses need to include this method in addition to the traditional forms of research in the social sciences. (DK)

The effects of recent political and social changes in Hungary on that country's educational system and society and on Hungarian educators are examined. Responses to five interview questions put to 18 Hungarian educators representing the university, secondary, and elementary levels form the basis of the findings presented. The questions were: (1) What are the most significant changes occurring in education in the past year? (2) How are economic and political factors in Hungary influencing educational policy and/or grassroots movements? (3) How do teachers compare educational changes in Hungary to changes in other Eastern European nations? (4) What opposition to change exists and to what extent? and (5) Is any minority group large enough to have a voice in educational change? The analysis of the responses revealed a general resistance to and distrust of change both among Hungarian teachers and among the population at large. A 14-item list of references is included. (DB)

This study examines a Nicaraguan educational reform movement, initiated at universities located in Managua and Leon, which sought to promote social and economic change and the practical use of the natural sciences at the undergraduate college level. The study identifies major stakeholders in these science reform efforts and their diverse ideological orientations; and describes in detail the planning, implementation, and evaluation of the reform. Also included are assessments of the project goals, activities, linkages, and outcomes. Four ideological perspectives held by reform participants, or stakeholders, are heuristically represented; and the usefulness of a critical pragmatic approach to educational reform explanation is discussed. The study begins with a description of the research framework. Next, the historical and economic background of the relationship between Nicaragua and the United States is presented, followed by a discussion of the state of education in Nicaragua prior to and after the 1979 revolution. Finally, the creation of the Latin American Scholarship Program of American Universities is explained, its implementation described, its outcomes (problems and achievements) listed, and its implications for development theory and practice considered. Contains 45 references. (GLR)

The contribution of education to social protest movements within the United States and Canada is analyzed. The purpose of the study was to call attention to educational programs which have succeeded in facilitating social change. The method used was evaluation of advantages and limitations of education through case studies of 28 social movements. Research focused on origins of the movement; educational response and rationale; and evaluation of the perceived contributions of education to movement objectives. Results of the 28 case studies indicate that education developed within a movement context increases the capacity for collective action and augments movement opportunity and solidarity. Detailed analyses of a United Farm Workers case study and a Feminist Women's Health Movement case study are presented. Results of these analyses indicate that the key to social movement organization development is increased individual, group, and organizational competence. The authors conclude that development of organizational competencies over time is the most obvious evidence of the influence of educational programs on social protest movement organization. (Author/DB)

This review seeks to delineate the total range of theoretical perspectives that have been used to support educational reform strategies and to suggest how individual choice behavior follows from basic philosophical, ideological, and experimental orientations to perceived social reality. Part 1 is an introduction. Part 2 typologizes and synthesizes existing conceptual work on social and educational change to produce insights useful in the immediate task of delineating assumptions underlying reform proposals in any given system. Eight conceptual frameworks are examined--evolutionary, neo-evolutionary, structural-functionist, systems, Marxian, neo-Marxian, cultural revitalization, and anarchistic-utopian. Part 3 concludes the review with an assessment of existing theoretical windows on reality and their power to explain and predict educational change phenomena. The materials chosen for review are of two general types. They include works on social change that also address implications for educational change and studies of educational change that are framed in various social change perspectives. (Author/IRT)

The different ways in which researchers have conceptualized Latin American education are identified. Written for an encyclopedia of educational research, this entry does not seek to describe and compare education "as it is" in some 28 Latin American republics. Rather it characterizes and compares how Latin American education has appeared to Latin American and other researchers over time. Four qualitatively different ways have been used to characterize Latin American education: (1) functionalist; (2) radical functionalist; (3) interpretive; and (4) radical interpretive. These approaches and the accompanying research are discussed in detail. A 59-item bibliography is included. (DB)