What it might mean for an architectural pedagogy to center the body and its senses, not simply as the recipient, the user, the client, the public, the crowd, the appropriator, the intended, but also as the body and bodies that draw drawings, sketch sketches, model models, imagine imaginings? This is a call to center the body, bodies – their senses, their sensations, their inarticulable feeling – in the methods, the ways, the modes, the metaphors, the sites, the attentions, the outcomes of spatial pedagogy. To work through this proposal, I turn to a discussion at the intersection of decolonial thinking and queer theory, explore spatial metaphors of knowledge production and suggest architectural pedagogy must dwell in the incommensurate.