Why is the physical learning environment in schools largely ignored by teachers within pedagogical practice? The cellular classroom has remained seemingly immutable since the Industrial Revolution, with spatiality playing a silent and subconscious role in schooling other than related to concerns around surveillance. Previous studies have shown that within the classroom at a "grassroots level", students and teachers were able to demonstrate through a collaboratively developed spatial theory and practice related to their everyday lives and lived realities and identities (that is, within the school boundaries) an emancipatory, subversive and insurgent form of placemaking which could demonstrate social justice in schooling through a critical praxis (Schneekloth, 1996). Such a collaborative spatial approach provided a powerful alternative means of experiencing a society that was relevant to their own lived worlds. The author contends that the "Knowledge Age" requires that school, college, and university classrooms once again be converted to make more functional sense, and that one way of accomplishing this is through a campaign that relates space directly to changes in pedagogy, curriculum and ICT by placing spatial literacy firmly on the agenda of teachers' own learning.