ABSTRACT

This chapter explores what role pedagogy can play in transdisciplinary feminist research, particularly in the context of the growing field of feminist posthumanities and the renewed attention paid to the intersection between feminist and ecological concerns within it. To do so, it discusses how the transdisciplinary concept of diffraction – which has been a central figure in feminist new materialism – can be translated into the context of performance pedagogy as both topic of and method for learning. By theorising and documenting an undergraduate module in performance practice as a case study, the chapter discusses, first, workshop processes and, second, performance dramaturgy as modes of diffraction. Across these two focal points, it explores the ways in which the production of sensations in artistic work are a way of making more-than human and feminist differences intelligible, enacting new modes of ecofeminist worlding.