ABSTRACT
The potential of conceptualizations of space and place offered by theories of practice has not yet been realized in education research. This is true for practice theoretical concepts of space and place in general, but especially for the spatial and placial dimensions and determinants of in-/exclusion in educational contexts. This chapter addresses this gap and argues that attending to the spatial and placial features of practices can advance, innovate, and offer new insights for research on inclusion and exclusion in education. To support this thesis, the field of practice theories is demarcated, and prominent treatments of space and place in the practice theoretical literature are described. Offering examples of spatial and placial dimensions and determinants of inclusion and exclusion in educational contexts—as conceptualized through Theodore Schatzki’s account—it adds a new perspective to the discussion on space and inclusion, thus preparing the ground for further differentiation within the field.
