Geographies of education and learning stress the important influence of spatiality in making and using education systems, whether formal—as in kindergarten and higher education—or informal as in homes and work spaces. ‘Between them, these geographies foreground the wider political, economic, social, and cultural processes shaping and being reshaped through formal and informal spaces of education across the globe, and the ways they are experienced, embraced, and contested by educators and diverse subjects of education, including children, young people, parents, and workers’ (Holloway and Jöns (2012) TIBG 37, 4, 482).