Dramatizing an Articulation of the (P)Artistic Researcher’s Posthumanist Pathway to a ‘Slow Professorship’ Within the Corporate University Complex
- Submitting institution
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University of Northampton, The
- Unit of assessment
- 32 - Art and Design: History, Practice and Theory
- Output identifier
- 4625999
- Type
- C - Chapter in book
- DOI
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- Book title
- Posthumanism and Higher Education : Reimagining Pedagogy, Practice and Research
- Publisher
- Palgrave Macmillan Ltd.
- ISBN
- 978-3-030-14671-9
- Open access status
- -
- Month of publication
- April
- Year of publication
- 2019
- URL
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- Supplementary information
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- Request cross-referral to
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- Output has been delayed by COVID-19
- No
- COVID-19 affected output statement
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- Forensic science
- No
- Criminology
- No
- Interdisciplinary
- No
- Number of additional authors
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0
- Research group(s)
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- Proposed double-weighted
- No
- Reserve for an output with double weighting
- No
- Additional information
- This research output contributes to and positions posthumanist thinking to work in ways which help academics, students, practitioners and researchers reimagine higher education pedagogy, practice and research. Posthumanism is increasingly taking centre stage in arguments across the social sciences but, while the fields of early years and childhood education have been very receptive to posthumanist shifts, higher education has to date remained largely immune. This chapter contributes to the larger mission of the book which aims to address this gap and contest current notions of higher education where teaching is a knowledge transmission belt of input-output and research is valued on a competitive metrics-based system. The writing is contaminated by aspects of the author’s ‘playwrighting’ practice, becoming a posthuman ‘playper’ in which forms of writing are intertwined, and structure, layout and grammatical positioning are used innovatively to produce new knowledge. The ‘playper’ format offers an alternative model for articulating practice-led research in the creative arts which is often process-oriented and collaborative and offers a malleable frame with several pedagogical points of entry, including prompts, provocations and practical exercises which intend to slowly contaminate the classroom with a conscientious commitment to a posthuman understanding of the world. This book chapter is derivative of a conference ‘playper’ presentation of which three iterations were presented in 2017, on panels in Toronto (Canadian Association for Theatre Research), Sao Paolo (International Federation of Theatre Research) and Chicago (American Studies Association); taking in feedback and engaging conference in discourse around conference themes, before being shaped into a formal book chapter.
- Author contribution statement
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- Non-English
- No
- English abstract
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