The design canon is often the foundation of practices by educators in the field, but it is inherently reliant on impenetrable binaries. What would a queering of design education look like? What would a pedagogical approach that emphasizes asking questions instead of problem solving consist of? How can we understand designers as bodies in space, with agency, instead of simply “creatives”? And how can we understand bodies of text as living things that produce difficult conversations, instead of simply “content”? In our second edition of Soundboard, guest editor Nicole Killian puts these questions to Kristina Ketola Bore, Nate Pyper, Ginger Brooks Takahashi, and Ramon Tejada.