This article examines the multiple spaces of schooling as it shifts architecturally, geographically, and increasingly virtually. It aims to examine how how teachers might find new networks of power and subjectivities--using the interlocking concepts of the vagabond, the nomad, and imaginal machines--of historically situated bodies that perform and become teacher. How might the teacher as vagabond--forced increasingly into this role by a reconceptualized and hollowed out professional trajectory--find fulfillment and the necessary discursive components to shepherd students in a newly constituted profession? In response to this question, the article outlines alternative ways in which to think of practices that teachers commit to--with students and as public intellectuals. The authors first situate their work in a tradition of critical literature, examining particularly notions of space and place, before moving to an explication of the possibilities present in the nomadic for teaching. They argue that if teaching is to become, again, a viable profession and more importantly a critical nexus of actual education for students, then the space of schools must be radically reminagined.