![]() Maps are better suited to capture and to enable the questioning of the rhizomatic interconnections of hypertextual reading and writing practices than more linearly organized discourse. ![]() The third feature is the increased use of hyperlinked information in educational theory and practice. Cartographic discourse is well suited for representing, interpreting, and critiquing these metaphors. The second feature is that spatial metaphors abound in educational discourse, including the recently ubiquitous metaphor of the web or network. Narrative discourse typically emphasizes temporality maps are an alternative or complementary discourse that visualize and help to examine the spatial character of educational experience. The first is the widespread use of narrative models of representation and interpretation. I present four features of educational theory, research, and practice that suggest the relevance of cartography. The performativity of cartographic representations, moreover, produces different knowledge. Cartography offers alternative forms of representation that are better suited to capturing complexity. In this essay I argue for examining the possibilities of cartography (mapmaking) in and of educational theory and research. In the literature on complexity theory it has been noted that the increasing interdependence, non-linearity, and adaptiveness of social and other systems require forms of representation that can accommodate such complexity. We argue that the merging of the technical and social has already occurred in practice, and for GIScience to remain relevant for contributors and users of crowdsourced maps, researchers and practitioners must heed two decades of calls for substantial and critical engagement with the geoweb and crowdsourcing as social, environmental, and political processes. The social, environmental, and political nature of participation, mapmaking, and maps necessitates greater reflection on the creation, design, and implementation of the geoweb and geographic crowdsourcing. Our findings demonstrate little explicit engagement with topics of social justice, marginalization, and empowerment within our subset of almost 1200 GIScience papers. We use this comparison to discuss the apparent technical and social divide present within the literature. We then broaden our search to include three additional journals outside the technical GIScience journals and contrast them to the initial findings. We analyze 10 years of literature (2005–2014) from top tier GIScience journals specific to the geoweb and geographic crowdsourcing. Maps are explicitly positioned within the realms of power, representation, and epistemology this article sets out to explore how these ideas are manifest in the academic Geographic Information Science (GIScience) literature.
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