Tricksters, Hecklers and Performative Pedagogies

The notion of creative disruption in the curriculum is described as a change to the stability of the learning environment by creating collaborations across disciplines and stages through projects and briefs (Orr and Shreeve, 2017). What is the space between deliberate or accidental interruptions or disruptions?

Deliberate disruption or interruption is an important pedagogic tool which we can utilise to create more ambiguity and less formal and regimented learning activities. There are many approaches adopted to recast the curriculum as ‘sticky’ rather than inert (ibid). How far can we go? What drives my curiosity is observing students’ reactions to micro changes and mini disruptions in teaching sessions. Exploring conscious and embodied actions and their results, what drives action is restlessness and frustration.

Will these tactics can ever really rebalance the power relationships in our institutions?