Studies of europeanisation have used spatial discourses to highlight the shifting nature of education in Europe. Some research draws attention to shifts in policy and governance, drawing attention to the effects of policies and data, networks and reasoning that materialise and steer the fabrication of a European educational space (Novoa and Lawn). Other research has tracked the effects of these shifts in governing, documenting the disturbing effects of governing practices on professionals, citizens and governments (Popkewitz). Learning is identified as a response to change in both lines of inquiry. But seeing learning as a locus of interaction, action and reaction that reorients practice, rebuilds knowledge and re-makes relational affect prompts questions about locality, mediation and resources. If learning is an effect of governing and experience, how is the space for learning made? This paper uses ‘space of orientation’ as a concept to understand the making of space as a place for learning between governing and experience. We consider specific networks of educator-professionals to identify forms of work that contribute to space-making, and reflect on the dominance of narrativity and the word in those processes. Then using two different lenses, visuality and contextualisation, we suggest how seeing and feeling make space and discuss how and with what effects these forms of space making precede narratives and words. We suggest that it is the interplay between seeing, feeling and narrating that is significant in orienting spaces for learning and how they mediate governing and experience.

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