ABSTRACT
Mobility is as much about meaning as it is about mappable and calculable movement. It is an ethical and political issue as much as a utilitarian and practical one. This chapter considers the relevance of 'mobilities' for conceptualisations of education. It begins with a discussion of the 'emplaced' nature of much educational research before discussing the sociological origins of mobilities as a concept. The chapter also discusses the emergence of 'mobile methodologies' (innovative methods that incorporate mobilities) before discussing explicitly work that has dealt with mobilities in education (for example, student mobilities). It makes some more general observations about the 12 forms of contemporary mobility, which can help 'frame' a mobilities perspective on education. The chapter then contemplates the significance of claims regarding the recent emergence of a 'new mobilities paradigm'. Observations that can help 'frame' a mobilities perspective on education is made.
