This paper is concerned with two things that depend, essentially, on the spatial mobility of knowledge.1 First there is geographical exploration, a process of knowledge-making involving the translation of ideas, people, and things across space in a two-way movement between known and unknown territory. This is, as is clear from much historical and contemporary research, an uneven process in which certain things get translated more readily than others. There is, so to speak, a politics, as well as a physics, of knowledge transfer. The second is public exhibition, a project designed to disseminate knowledge (in the case I will discuss, knowledge of exploration) to a wider audience, a process sometimes described in higher education under the bureaucratic rubric of "knowledge transfer." The idea linking these two things is simple enough, but deserving of further elaboration in many different ways, as the contributions to this volume attest. The thing transferred-the knowledge explorers brought home, the knowledge imparted through an exhibition-is transformed in the course of its translation. Space, like language, is not a neutral surface over which knowledge travels, or an empty container into which we can pour our learning; it enters into and shapes that knowledge in significant ways