(Re)presenting the living landscape: exploring community mapping as a tool for transformative learning and planning
| dc.contributor.author | Lydon, Maeve Frances | |
| dc.contributor.supervisor | Michael M'Gonigle | |
| dc.date.accessioned | 2005-04-11T23:33:27Z | |
| dc.date.available | 2005-04-11T23:33:27Z | |
| dc.date.copyright | 2002 | |
| dc.date.issued | 2005-04-11T23:33:27Z | |
| dc.degree.department | School of Environmental Studies | |
| dc.degree.department | Faculty of Law | |
| dc.degree.level | Master of Arts M.A. | |
| dc.description.abstract | In this thesis I explore community mapping as a tool for transformative community learning and planning for sustainability. This inquiry is set within the context of “grassroots post-modernism” which prioritizes the realm of locally-based knowledge and narrative. The first part of the thesis explores the landscape of discourse and the tension between hegemonic and situated knowledge. Deconstructing the power relations behind colonial and globalized worldviews provides a foundation for examining pedagogy and its relationship to power relations and everyday life. The argument is made for an inclusive community and eco-system-based approach to knowledge production as a cornerstone of healthy and sustainable development. This leads into the second part of the thesis: the exploration of mapping and case study of community mapping as a practical application of this theoretical framework. As discourse, I look at maps as subjective reflections of the world and the culture of the mapmaker. In this sense they are paradigmatic. They reflect cultural patterns and worldviews and therefore offer a medium for inquiry that reveals the interdependence of worldview, pedagogy and planning. Maps can help to create a sense of place, provide space for dialogue, and bridge personal knowledge to community learning and planning. Mapping is also a tool for narrative, for “storied residence,” and, when applied in a community context, it can facilitate creative and engaging expression. Overall, maps have significant spatial power, reflecting social, economic, and ecological relations that influence communities and patterns of development worldwide. The thesis attempts to show how mapping discourse, grounded in ecological and social narrative, can be tied practically to asset-based community learning, and participatory planning for sustainability. This is accomplished through a case study of the Common Ground Community Mapping Project based in Victoria, British Columbia and through a profile of various approaches to, and examples of, community mapping methodologies and projects. | en |
| dc.format.extent | 1082847 bytes | |
| dc.format.extent | 342044 bytes | |
| dc.format.mimetype | application/pdf | |
| dc.identifier.uri | http://hdl.handle.net/1828/15 | |
| dc.language | English | eng |
| dc.language.iso | en | |
| dc.subject | Community development | en |
| dc.subject | British Columbia | en |
| dc.subject | Victoria | en |
| dc.subject | planning | en |
| dc.title | (Re)presenting the living landscape: exploring community mapping as a tool for transformative learning and planning | en |
| dc.type | Thesis | en |