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Title: Deterritorialisations in pedagogy : entangling practice-as-research and management learning
Author: Bayley, Annouchka
ISNI:       0000 0004 6495 900X
Awarding Body: University of Warwick
Current Institution: University of Warwick
Date of Award: 2017
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The following thesis creates a conceptual framework out of new materialisms and posthumanisms, to discuss and develop transdisciplinary teaching and learning for higher education settings. It specifically investigates how the disciplines of management studies and theatre and performance studies can come together to produce and enhance new, critical dimensions in the field of management learning. The thesis crafts the conceptual framework from the works of Deleuze and Guattari (1987) and their notion of deterritorialisation, and Karen Barad’s (2007) notions of diffraction, material-discursivity, agential realism, and entanglement. Moreover, the thesis both critiques and uses practice-as-research to develop its main experimental, pedagogical projects. Practice-as-research is a method gaining steam in theatre and performance studies that combines (and indeed entangles) the kind of research undertaken by the practice of making performance / art with the kind of research more traditional to the academy, in service of producing one overall critical investigation. Thus, different forms of research and knowledge production are implicit in the creation of practice-as-research. Furthermore, artworks created and produced as part of the investigation are given equal weight with more traditional academic thesis writing. Although, due to its length, this thesis is not itself a practice-as-research submission, it does make use of practice-as-research methods in its experimental designs. Furthermore, whilst the main drive of the thesis is towards practice-as-research, other related styles, including practice-based research are considered to provide a more fulsome discussion of the area as a whole. The thesis concludes that deterritorialisation and diffraction can provide the basis for creating new kinds of conceptual framework (described as ‘maps’) through which management learning can be enhanced by the use of transdisciplinary practices. Such practices are here understood and experimented with in teaching and learning settings via arts-performance, in order create more affective, embodied and material-discursive approaches to complex and critical issues in management studies contexts.
Supervisor: Not available Sponsor: Not available
Qualification Name: Thesis (Ph.D.) Qualification Level: Doctoral
EThOS ID:  DOI: Not available
Keywords: LB2300 Higher Education