This final article in this special issue on dialogic space discusses some of the themes raised and points towards the future. It begins with a brief recollection of how the idea of dialogic space as a guide to teaching began in the 1990s in research on classroom talk. The articles in this issue show some of the ways in which the use of dialogic space has expanded since then to provide a range of pedagogical tools and insights in different contexts. While rooted in practice, dialogic space also suggests a new theory of education pointing to the importance of not just transmitting knowledge and skills but also expanding dialogue. Challenges to the application of dialogic space theory in education are reflected upon, and the growing role of technology is considered. The paper ends with the relevance of research on dialogic space in education as a way of responding to some of our most pressing problems.