From the perspective of the critique of genealogy developed by Foucault, Martin Nugel critically questions fundamental educational science spatial and knowledge orders and discusses considerations for a future awareness of anthropologically and educationally grounded productions of educational space. What knowledge about space is generated in educational science discourses? What significance do such discourse formations have for educational space theory and practice? Educational spatial knowledge is reconstructed through a sociological discourse analysis and interpreted as a governmental strategy. This directly aims at the controllability of the spatial conditions of educational action and indirectly at the guidance of educational subjects.