| Sumario: | This study used situational grounded theory to explore the potential impact of systemic design on 21st century education. Situational analysis grounded theory (Clarke, 2005) was selected over three other established grounded theory methods because it provided a suitable foundation to chart the complexities of systemic design and contemporary educative issues. Because early grounded theory methodologies served as underpinnings to situational analysis grounded theory, Glaserian, Straussian, and constructivist approaches were briefly examined, particularly for their perspective on "groundedness" (Raffanti, 2006). Then, using a snapshot version of 15 in-depth interviews with design philosophers, teachers, and practitioners, the author navigated through cartographic guidelines applicable to situational analysis. Three main cartographic approaches analyzed the study: situational maps, social worlds/arenas maps, and positional maps. A final map summarized the interview findings. The paper concluded with a discussion of the strengths and the limitations of the study as well as using situational analysis as a research methodology.
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