Abstract
This article provides an original diachronic and international overview of the field of geography of education. It highlights the late, complex and incomplete relationship that geographers have with education. The geography of education emerged in the 1960s and 1970s in a staggered and relatively compartmentalized manner in France and Germany, then in Great Britain and North America. Initially not strongly conceptual, the geography of education underwent a decisive turn in the 2000s with the integration of issues developed by the critical and cultural turns taken by geography as a whole, in direct line with the approaches inherited from the spatial turn. In return, geography integrates the questioning proposed by education. This article questions the nature of current geographies of education, in English and German-speaking countries as well as in France. It ends with a plea for a interdisciplinary geography of education.