Rethinking borders and boundaries for a mobile history of education

National borders and school boundaries are integral components of the history of education. Configured as sites of governance and regulation, as spaces of continuity and order, they also introduced a sedentary bias into much historical research. This article presents an argument for writing migrants, migration, and human mobility into the history of education. It does so by drawing on an eclectic range of work associated with the study of migration and by introducing five empirical papers stretching from the seventeenth century to the present and across a range of locations. Each paper shifts migrant subjects from the periphery to the centre of interest and in doing so raises some suggestive possibilities for a mobile history of education.