The development of national education systems was premised on the assumption that they would offer particular representations of the ‘national space’, and school subjects such as geography and history offered pupils specific accounts of space and time. The project of European integration suggests the need for school curricula to offer alternative ways of imagining space. This essay examines the representation of European space in school geography textbooks. The analysis suggests that the texts contain different versions of the ‘politics of space’ and that there is a need for a critically-reflexive stance on the ‘geographies of Europe’ as taught in schools
