Conquering the Classroom: Tracking Architectural Controversies

How can buildings be perceived not only for their properties as stable objects and spatial organisation, but also and at the same time as series of transformations, as socio-material orderings, as movements? On the basis of a discussion between architectural theory and actor network-theory, the paper proposes that spatial visions can be followed as issues of dispute and investigation in distributed, cognitive processes. This paper is based on studies of the planning of a new secondary school, focusing on a spatial concept emerging during the course named ‘The X zone’ – a spatial zone for interaction. Through analytical emphasis on the visual materials and documents produced during the process, and through interviews with architects, clients and engineers, I describe the continuous efforts to establish and strengthen architectural motives, and how they eventually gain the ability to align other motives and other actors.