Studies of europeanisation have made a significant contribution to knowledge about education and how it has respatialised since the turn of the 21st century. This line of inquiry initially historicised the 1990s as a means of researching the emerging European space of education, but then morphed into studies of governing through the field of comparative policy studies. The research on governing Europe made the space of education visible in particular ways, which raises questions about the space of experiencing Europe: specifically, about how education is seen by professionals and with what effects. This paper uses the concept of 'space-time' to investigate the respatialisation of education. We review three case studies that historicise the europeanisation of education to problematise the space of governing, conceptualise the space of experience at three scales and illustrate how these entangled transnational topologies, analytic borderlands and spaces of orientation re-made the space of visual education in the 1920s.