In the latter parts of the twentieth century social theory took a spatial turn, one that education has yet to undertake, at least in any concerted way. Nonetheless, this paper aims to demonstrate that there could be, and perhaps is, a more decided turn towards unraveling spatial questions underpinning educational processes and practices. In this paper, we briefly set out the key "trajectories" of space in social theory. We also examine what happens when spatial theories "escape" traditional disciplinary confines and ask, in a rudimentary way: to what extent education is "education" any longer when spatial dimensions are added to its fields of concern? This paper concludes by "mapping" various spatial foci in critical educational studies. (Contains 5 notes.)