Abstract
In recent years geographical concepts and the geography lexicon have been used in different disciplines to explore the diffusion and circulation of ideas and it is increasingly commonplace for academics to speak of a “geography of knowledge”. Little systematic work has been undertaken by historians of education using spatialised approaches to consider the emergence and circulation of educational knowledge. The circulation of knowledge, and an examination of whether spatial thinking can enable historians to gain insights and understand relationships not otherwise obtainable, are the key issues considered in this paper.
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