The borderland spaces concept offers a powerful means for representing and reframing educational discourses (Hill et al, 2016). It encourages a relational examination of pedagogic spaces, identities and practices, inter-weaving the three socio-spatial perspectives of Barnett (2011): physical and material, educational, and interior. Through exploration and exemplification of borderland spaces we demonstrate that learning is both situated and embodied (Boddington and Boys, 2011). Physical locations are used in different ways by a diversity of staff and students, and this can establish productive relationships between space and learning. In this chapter we present a case study of undergraduate students disseminating their research in a novel professional setting, exposing their experiences of learning in a borderland space
