ABSTRACT
Despite its emergence in architectural discussions in the early 1990s, the idea of queerness has yet to fully transform the way we practice, teach or even experience spatial design. If queering design means multiplying possible experiences, queering design pedagogy in turn could mean multiplying points of views and resisting design norms. Based on interviews with design educators, this chapter presents different queer and feminist teaching methods: supporting students; making visible the contribution of diverse people to the profession; challenging ideological assumptions inscribed in pedagogical methods and design principles; acting beyond schools. These strategies help designers acknowledge the limits of their designs to reduce the harm potentially done by their decisions.
