This essay addresses current debate concerning GIS education and its ability to situate GIS within a meaningful social context relevant to a wide spectrum of geographic interests. The ways in which standard GIS curricula can be refashioned to teach GIS as a socially constructed technology are explored. Drawing upon classroom and laboratory experiences situated within a framework inspired by cultural theories of science and technology, an alternative curriculum is proposed that both offers opportunities for cross-pollination into disciplinary areas traditionally not associated with GIS or quantitative approaches, and promises to hone unique marketable GIS skills.
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Stacy Warren (1995) studied this question.