Geographical thinking focuses on the extrinsic meanings of work in English, the meanings extracted from that work, intended or not, through mediating institutional forces, relationships, and modes of spatial organization. It considers how the effects of the work of English educators are mediated by the contiguity of their courses with other courses and programs, by the proximity of their departments with other academic disciplines, professional schools, and employers, by the multiplicity of environments through which these educators and their students circulate. It addresses questions such as how do the distributive functions of English interact with its ideological functions, and how awareness of different spaces affects events in "the classroom," which has long been the self evident spatial figure for curriculum and pedagogy. A key task English educators face is to displace both disciplinary and administrative discourses by transposing them into the realm of geography and politics. To think geographically is to consider not only how institutions construct ideologies that subjects may "internalize" or resist, but also how the regulatory norms of institutions "materialize" subjects in space, sometimes without even having first to be interiorized in people's consciousness. Professional discourse often does not address the issue of space directly enough, either in its physical, social, or discursive aspects. Another area that a geographical perspective marks out for inquiry concerns how different forms of visibility shape subjectivity. Classroom discourse is often charged with meanings that derive from where the classroom is situated in institutional geographies, and who the enunciating subjects are in those geographies than in what it ostensibly says. (Contains 14 references.) (NKA)