Abstract
This paper examines the enduring separation and isolation of elite schools in England, in the face of increasing and substantial internationalisation. It presents the findings of a research project examining the geographical narratives produced by 30 elite schools on their websites and through their prospectuses, newsletters, blogs and twitter feeds. A critical visual and textual analysis was undertaken. Drawing on these data, the paper argues that elite schools remain highly focused on promoting and defending their separateness and isolation, despite extensive, documented international involvements. Work on institutional and carceral geographies and geographies of education have provided some theoretical justification for why this might be the case, and we explore these reasons here. The paper concludes with a plea for more work on the elite schooling sector in England, as their spatial practices (isolation and internationalisation) continue to have a weighty bearing upon society.