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There has been a recent blossoming of interest in cross-disciplinary approaches to social research. Ideas, concepts, discourses, and metaphors are clambering over disciplinary boundaries at such a rate that it is hard to know where some of them originally ‘belonged’. This cross-fertilization of ideas is changing the face of some aspects of research in education. In particular, ideas from social and cultural geography are opening up fresh vantage points from which to examine familiar areas such as processes of selection and policy making in education. Soja observes that: spatiality and the inquisitive spatial imagination have recently entered, as a vital third mode of practical and theoretical understanding, that has hitherto been seen as an essentially two-sided socio-historical project. (Soja 1996: 6) ‘Education’ as a fi eld of research has traditionally been approached as a project in which the ‘spatial’ is entirely absent, and historically the principal references to issues concerning space relate to technical-bureaucratic arrangements such as statutory guidelines regarding, for example, the physical arrangements of schools and the organization of school populations (see for example Porter 1906; DfEE 1996). Such arrangements-while presented as technical and rational, are, of course, deeply implicated in the production and reproduction of identities, difference, and power relations-but the explanatory force of the ‘inquisitive spatial imagination’ has been absent.
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