The book gathers the long-standing experience of an interdisciplinary authorship team from educational workshops and field research, focusing on the everyday spaces and interwoven geographies of children.

Within the context of an international theoretical discussion, where processes from multiple scientific fields converse (radical geography, the new sociology of childhood, critical pedagogy, urban studies, and various contributions from feminist and postcolonial studies), it seeks to highlight space, in all its scales (geographic, spatial, urban, architectural, or alternatively global and local), as an educational field that enriches critical perspectives and dialogue.

In the flow of chapters, school textbooks are analyzed, motivations and practices within and outside the school and university framework are highlighted, various mapping techniques and artistic expressions are presented, along with children's perspectives and spatial negotiations, inventions, resistances, and claims.

At the same time, the book captures the results of a research dialogue during its collective writing – an experiment in which space emerges as an unusually complex key concept for both teaching and co-developing a common theoretical approach.