Despite its emergence in architectural discussions in the early 1990s, more than 25 years later, the idea of queerness has yet to fully transform the way we practice, teach or even experience spatial design. While obviously focused on how gender and sexuality play a role in the building of personal and collective identifications, queer theory becomes much more interesting when used to think more broadly about how different elements intersect in our experience and use of space. Unfortunately, despite most of the thinking about the relation between queerness and architecture taking place in the academic world, its impact on architectural pedagogy has been quite limited and very few designers have learned from queer theory’s insights. This essay develops different innovative teaching methods through interviews with educators across the world and focuses on how interiors education can become a vessel for queer and feminist ideas to impact architecture and design education at large. These strategies include embracing failure and disruption, supporting students, and becoming engaged activist educators. They focus on bridging a gap between different groups, on helping designers to acknowledge the limits of their designs and to maximize the possibilities offered by their design decisions. Queering design means building relations, offering layered opportunities, multiplying possible experiences. Queering design pedagogy in turn means multiplying points of views, opening the discipline to not only other disciplines, but to the everyday, and thinking about how our experiences as human beings, impact and transform our designs.

中文翻译：

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向……学习（或“对奇怪的空间教学法的需求”）

尽管在 1990 年代初期出现在建筑讨论中，但 25 多年后，酷儿的概念尚未完全改变我们实践、教学甚至体验空间设计的方式。虽然显然关注性别和性如何在个人和集体认同的构建中发挥作用，但当用于更广泛地思考不同元素如何在我们的经验和空间使用中相交时，酷儿理论变得更加有趣。不幸的是，尽管学术界对酷儿性与建筑之间的关系进行了大部分思考，但它对建筑教育学的影响非常有限，很少有设计师从酷儿理论的见解中学习。本文通过采访世界各地的教育工作者开发了不同的创新教学方法，重点关注室内教育如何成为酷儿和女权主义思想影响整个建筑和设计教育的载体。这些策略包括接受失败和破坏、支持学生以及成为积极参与的教育工作者。他们专注于缩小不同群体之间的差距，就有助于设计人员承认他们的设计的界限，最大限度地通过他们的设计决策所提供的可能性。酷儿设计意味着建立关系，提供分层机会，增加可能的体验。酷儿设计教学法反过来意味着增加观点，不仅向其他学科开放学科，而且向日常生活开放，