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AbstractThe role of performance in ontological security seeking is underdeveloped, despite the fact that many elements of such behaviour – narratives, rituals, routinised meetings – carry a distinctive performative quality. Drawing on Butlerian performance theory, this article makes the case that performances are essential to re-establishing coherence and a sense of self following ontologically critical situations. The reproduction of the self, especially while directly addressing fundamental existential questions, is an important way to overcome critical situations. At the state level, this reproduction of self also includes a reproduction of the international system, a task which is best enacted in everyday diplomatic practice. To explore this theory, I use Brexit as an illustrative case study. Brexit was a moment of profound crisis for the United Kingdom (UK) and an ontologically critical situation. It forced the UK to reposition itself on the world stage and confront significant challenges to its self-understanding. In Westminster, these efforts centred on 'Global Britain' – a narrative shift that bridged the identity gap and provided a thin framework for foreign policy. At the same time, British diplomats were tasked with international realignment post-Brexit. In this way, everyday diplomatic practice became Brexit performances.

© The Author(s), 2017. This article is distributed under the terms of the Creative Commons Attribution License. The definitive version was published in Climate Research 74 (2017): 121-129, doi:10.3354/cr01491. ; As the world's social-environmental problems increasingly extend across boundaries, both disciplinary and political, there is a growing need for interdisciplinarity, not only in research per se, but also in doctoral education. We present the common pitfalls of interdisciplinary research in doctoral education, illustrating approaches towards solutions using the Nordic Centre for Research on Marine Ecosystems and Resources under Climate Change (NorMER) research network as a case study. We provide insights and detailed examples of how to overcome some of the challenges of conducting interdisciplinary research within doctoral studies that can be applied within any doctoral/postdoctoral education programme, and beyond. Results from a self-evaluation survey indicate that early-career workshops, annual meetings and research visits to other institutions were the most effective learning mechanisms, whereas single discipline-focused courses and coursework were among the least effective learning mechanisms. By identifying the strengths and weaknesses of components of NorMER, this case study can inform the design of future programmes to enhance interdisciplinarity in doctoral education, as well as be applied to science collaboration and academic research in general.