Governance in the European contemporary educational system has undergone important shifts in the last 20 years. In that respect, 'school governance' has attracted a lot of attention from researchers, politicians and practitioners as well as stimulating ongoing discussions about its conceptualization and its modelling at the diverse levels of the design of educational systems. The policy-epidemic towards the constitution of 'devolved environments' - to some extent triggered by neo-liberal agendas in education – has led to depict a landscape of possible modes of school governance and related trajectories in terms of development of professional knowledge in school management. In this shifting attention to the actual condition of school governance, however, there is an under-theorization of the site(s) of school governance (in physical and relational terms) and how site(s) affect(s) professional knowing and knowledge on school governance. In order to address those questions, I suggest a move to practice-based studies of knowing and learning on organizations (Nicolini, Gherardi and Yanow, 2003) and to socio-material accounts of education and learning (Fenwick and Edwards, 2010). The paper describes how practicing school governance involves the fabrication of situated common world and the coordination of multiple spatio-temporal arrangements crossing and problematizing existing established geographical boundaries.