The feminist post-structuralist emphasis on social location has yielded crucial insights within debates about power and reflexivity in educational research; however, spatial location is also at play in the formation of educational ethnographies. Reflecting upon various aspects of a research project with rural students in Ontario, Canada, this paper explores three key elements of what I call the "geography of ethnography". These include: (1) the spatial politics involved in constructing a research "site"; (2) the shifting location of the ethnographer in research practice; and (3) the liminal space of the focus group. Anchored in specific interactions in "the field," the paper demonstrates how integrating insights from cultural geography and feminist post-structuralism can yield new ethnographic understandings. I argue that educational ethnographers need to better account for the geography of ethnography in order to attend to the power-laden sphere of ethnographic research.