Spaces of education in Europe and all over the world are being reshaped by complex transformations. These may be partly related to the dominance of the neo-liberal agenda and to the effects of the financial crisis, and partly to inherent changes either connected to the diffusion of the new technologies of information and communication, or to the repositioning of the nation state and its modernistic education project. It seems problematic to interpret the spaces of education and learning as enclosed or bounded to such categories as the state-nation, society, region, school,etc., because its core features are related to mobility and transnational educational (re)configurations: to border-crossings, assembling people, technologies, policies and objects. I am interested in following the movements of education policies, and in reflecting on how to make more mobile ethnography and tracing the travel of education policies. Education policies are made to travel across national and transnational borders through talks, texts, software,etc. wich are the toolbox of the education policies, and the materiality of which education policy is made of. The paper will underline the relevance of designing multi-sited ethnography to bring to the forefront the sociomaterialities of education policies, and to reveal the entanglement of humans and nonhumans, the interplay among people and things in education policies (Fenwick & Edwards 2010; Landri 2015). I will draw on an ethnographic project about the emergence of a space of commensuration in schooling in Italy as a result of the implementation of new logic of accountability, and the development of system of school self-evaluation. The emergence of a space of commensuration implies a complex infrastructure of knowledge, technologies, and people aimed a measuring educational performances via the agreement of a set of educational indicators that are local adaptations of international indicators coming from macro excercises of assessment (OCDE-PISA) (Gorur 2012). Far from being ‘static’ this space of commensuration is an ongoing accomplishment that emerges out of a sociomaterial machinery made of talks, software, data, toolboxes circulating in a multiplicity of media channels of communication and made available to the targets of the education policy. The challenge of following this circulating entity problematizes the question of what it means to ‘be there’ and the privilege attributed to face-to-face interaction, two fundamental tenets of the classical ethnographic approach to argue in favour of an embodied, distributed and mobile ethnography that may help to trace the travel of the education policy (Landri 2013).

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