Abstract
This paper develops a performative affordances framework for pedagogical artefacts in management education. Drawing on performativity and reflective practice literature, it presents two interventions: Forum Theatre (FT) and Visual Data Card (VDC). FT employs role-play to explore organizational conflicts, while VDC visualizes information consumption to foster knowledge reflection. These art-based interventions enhance reflexivity, critical thinking, and problem-solving in future managers.
Using a diary-based methodology, we document how teaching practices evolve into performative artefacts, facilitating reflection-in-action and reflection-on-action. These interventions challenge taken-for-granted assumptions, encourage alternative perspectives, and foster student agency in shaping organizational realities.
The discussion reflects on tensions between critical engagement pedagogy and institutional constraints, theorizing the role of performative artefacts in balancing knowledge transmission and transformative learning. The paper argues that performative pedagogy fosters inclusivity, reflexivity, and unstructured problem-solving in management education.