Summary

Society is constituted by both historical and spatial elements; however, education research, policy, and practice often subordinate the spatial in preference for the temporal. In what is often referred to as the “spatial turn,” education researchers have acknowledged spatial concepts to facilitate understandings and inform debates about identity, belonging, social justice, differentiation, policy, race, mobility, globalization, and even digital and new communication modes, among many others. Social geographers understand place as more than a dot on a map, instead focusing on the socio-cultural and socio-material aspects of spaces. Space and place are core elements of social geography. Schools are composed of architectural, material, performative, relational, social, or discursive spaces, all of which are, at least in some respects, socially constructed. Schools and education contexts, as social spaces and places, produce and reproduce modes of social interactions and social practices while also mediating the relational and pedagogical practices that operate within. Pedagogical spaces are also about the exercise of power—a spatial governmentality to regulate behavior. Yet pedagogy can focus on place-based and place-conscious practices that highlight the connectedness between people and the nonhuman world. A focus on the socio-spatial in education research is able to foreground inequalities, differences, and power relations that are able to speak to policies and practices. As such, in this field, there is often a focus on spatial justice, where inequalities based on location, mobility, poverty, or indigeneity are analyzed using spatial understandings of socioeconomic, political, or environmental characteristics. This brings together connections between place and space in powerful combinations around justice, equity, and critical thinking.