Participants in the Berlin school debated whether it made more sense to consider the school “diagonal,”22 based on the many points in which it intersected with established institutions. Whether via using the spaces, resources, and networks of an institution or the fact that most participants had either attended or were still connected to an institution, it became clear that Parallel School could never completely circumvent the structures it was critiquing. An absolute separatist approach then appears unlikely—critique and change can also take place at varying angles, from diagonal to parallel.