Professional Documents
Culture Documents
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DRAFT. Please do not quote and circulate
and make modern maps and communicate her/his concerns in the “language” of
cartography.
Cartographic literacy can mean the ability to read and use maps and the
knowledge on how they are made (Pravda 2000/2001). Focusing on map reading
and use, Rayner (1999) defines map literacy as “the ability to effectively construct
meaning from the symbols found on a map, as well as understanding how to use
map symbols to create meaning” (p. 4-5). However, what she means here, as
many other authors do, is about information about direction, area, position, etc.,
so one can function well in a modern society. It is an apolitical view of literacy.
There is a political view of such literacy in term of building the sense of
nationalism, but the map literate people just receive the values passively (Matless
1999). On the other hand, in counter-mapping cartographic literacy is very
political with active engagement. It is a means to understand the problems the
dispossessed faces through the use of maps in spatial management and to ‘re-
write’ the maps based on his/her interests. By being cartographic literate the
dispossessed can obtain social, political and economic meanings about the
injustices a map can do and later produces new meanings onto a map to
transform the existing power relations. Again this idea is close to Paulo Freire’s
ideas, particularly his concept of critical literacy (Freire, 1985, 1993; Freire &
Macedo, 1987).
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DRAFT. Please do not quote and circulate
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DRAFT. Please do not quote and circulate
Bibliography
Aberley, D. (Ed.) 1993. Boundaries of Home: mapping for local empowerment.
Gabriola Island, BC: New Society Publications.
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DRAFT. Please do not quote and circulate
Finger, M. & Asún, J.M. 2001. Adult Education at the Crossroads: learning our way
out. London & New York: Zed Books; Leicester: NIACE
Freire, P. 1985. The Politics of Education: culture, power and liberation. South Hadley,
MA: Bergin & Garvey.
Freire, P. 1993. Pedagogy of the Oppressed. Rev. ed. Continuum, New York.
Freire, P. & Macedo, D. (1987). Literacy: Reading the word and the world. South
Hadley, MA: Bergin & Garvey.
Gee, J. P. (1989). What is literacy? Journal of Education 171 (1), 18-25.
Giroux, H.A. 1995. Freire and the politics of postcolonialism. In. McLaren, P. &
Leonard, P. (eds.) Paulo Freire: a critical encounter. New York: Routledge.
Hess, D. J. (1995). Science and Technology in a Multicultural World: The cultural
politics of facts and artifacts. New York: Columbia University Press.
Lewis, G.M. (eds.) 1998. Cartographic Encounters: perspectives on Native American
mapmaking and map use. Chicago: University of Chicago Press.
Matless, D. (1999). The uses of cartographic literacy: mapping, survey and
citizenship in twentieth-century Britain. In Denis C. (Ed.) Mappings. (pp.
193-212). London: Reaktion Books.
Peluso, N.L. 1995. Whose woods are these? counter-mapping forest territories in
Kalimantan, Indonesia. Antipode 27 (4), 383-406.
Pravda, J. 2000-2001. Educating cartographic literacy. E-mail Seminar of
Cartography 2000-2001: cartographic education. Retrieved from
www.uacg.acad.bg/UACEG_site/sem_geo/01%20Pravda.htm on July 28,
2003.
Rayner, H. A. 1999. Improving Map Literacy: the application of second language
instruction views and techniques. M.E.S. thesis. Wilfrid Laurier University,
Turnbull, D. 2000. Mason, Tricksters and Cartographers: comparative studies in the
sociology of scientific and indigenous knowledge. Amsterdam: Harwood
Academic Publishers.
Woodward, D., & Lewis, G.M. 1998. Introduction. In. D. Woodward & G.M.
Lewis (Eds.), Cartography in the Traditional African, American, Arctic,
Australian, and Pacific Societies. (pp. 1-10). Chicago & London: University of
Chicago Press.