Transient Teachers as Space Makers: The Détournement of Architectural Education

The network of transient teachers in schools of architecture operates as a system, participating in the production and distribution of both the physical space of architectural education and in the spatialisation of knowledge. This paper explores the notion of détournement, attributed to Situationist International, as a concept and action with the means to means to configure an understanding of what is generated by the overlap of architecture, education and transience, particularly as they inform the social practices of space making. Détournement is offered as a method for transient teachers to analyse existing education situations, and as a performative teaching methodology for teaching architecture.