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Mapping whose reality? Geographic information systems (GIS) and 'wild science'

机译：映射谁的现实？地理信息系统（GIS）和“野生科学”

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摘要

In taking the landscape-scale view increasingly demanded of natural resource management, scientific assessments make considerable use of geographic information systems (GIS) maps to convey the research findings they develop. Public interaction with scientists over natural resource management issues is therefore frequently mediated by such maps, which can directly influence how the landscape is viewed, and how science findings are communicated and understood. Analysis of the Coastal Landscape Analysis and Modeling Study (CLAMS) project in western Oregon reveals that GIS maps play a significant role in how we frame and address natural resource management issues. They can support the role of privileged knowledge as held by the map makers, typically scientists, and may reinforce it by the de facto "map tyranny" that gives primacy to scientific worldviews. But they can also enable broader kinds of inquiry through multiple frames of reference, enhancing story-making opportunities for stakeholders. Which of these trajectories is followed is affected by resource availability and new perceptions of responsibility, each of which reflects social power structures. The CLAMS case study suggests that map useron-scientists appear less likely to be victims of "map tyranny" the more familiar they are with the technology. Accordingly, they become more likely to push for usable results from it, and more confident about engaging their own knowledge with that of the map maker/scientists.
机译：在采用自然资源管理日益增长的景观比例视图时，科学评估大量利用了地理信息系统（GIS）地图来传达他们开发的研究结果。因此，在自然资源管理问题上与科学家之间的公众互动通常是通过此类地图来进行的，这些地图可以直接影响景观的观看方式以及科学成果的传达和理解方式。对俄勒冈州西部沿海景观分析和建模研究（CLAMS）项目的分析表明，GIS地图在我们构建和解决自然资源管理问题的过程中起着重要作用。它们可以支持地图制作者（通常是科学家）所拥有的特权知识的作用，并且可以通过将科学世界观置于首位的事实上的“地图暴政”来加强特权知识的作用。但是，它们还可以通过多个参考框架实现更广泛的查询，从而为利益相关者增加了讲故事的机会。遵循这些轨迹的哪一条受到资源可用性和对责任的新认识的影响，它们各自反映了社会权力结构。 CLAMS案例研究表明，地图用户/非科学家对技术越熟悉，他们似乎不太可能成为“地图暴政”的受害者。因此，他们更有可能从中寻求可用的结果，并且更有信心将自己的知识与地图制作者/科学家的知识相结合。

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