First Experiments: Deterritorialising Critical Issues in Law & Management, a Compulsory Undergraduate Module

Abstract

In the previous chapter I attempted to make a case for working with concepts of intra-action, deterritorialisation and diffraction as a theoretical apparatus by which to imagine pedagogical possibilities (specifically employing the example of management learning to do this), not least via the incorporation of the potentials lying within PaR modalities. This chapter goes on now to describe and discuss an experiment that marked the beginnings of imagining such a pedagogy in practice. The course Critical Issues in Law & Management (henceforth, CILM) was originally set up at Warwick University more than fifteen years ago for undergraduate students of business and law studies, undergoing several incarnations until appearing in the form I was given the opportunity to work with in the 2013/14 academic session. What follows is (a) a detailed discussion of the inheritance – the “ghosts” – that haunted the course; (b) an in-depth report of some of the new test approaches to its reimagining in practice, and (c) diffractive possibilities for further iterations. Working with the conceptual framework provided by Barad et al., this chapter aims to show how I developed inter- and transdisciplinary approaches (including PaR) to re-imagine management learning at undergraduate level.