Abstract
<p>This article outlines key features of an emerging spatial turn in education, the social sciences and humanities and its relevance to developing sustainable social systems, with a particular focus on inclusive systems. This is cognisant of UN Sustainable Goal 4 on Equitable Inclusive Education and Goal 1 on No Poverty. Offering a necessarily illustrative selection of key conceptual traditions and recent applications of spatial understandings pertinent to education and inclusion, with wider applicability, this proposed spatial turn is examined as offering critical alternatives to Western ethnocentric frames of space. This leads to contrasts between concentric spatial systems of inclusion, assumed connection and relative openness and diametric spatial systems of exclusion, splitting and mirror image oppositions in education and community spaces of relation.</p>
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