We have some exciting news. We’ve just posted this thread on @followthethings twitter. Here it is again with added whole films and/or trailers.
1/ Hello public archive!
If you’re teaching ‘who made my stuff?’ or if you want to find out more yourself, here’s our Geographies of Material Culture module archive. This is the module behind our website, fresh for 2020-21. 10 epic films. 10 epic http://followthethings.com pages.Continue reading
Here’s Ian et al’s first paper about the making of followthethings.com. It was published in French in 2014 and has recently been made available on open access. You can now download the paper as it was originally written in English. If you want the French version, click here.
followthethings.com was not designed and then made, but emerged from an iterative, creative, collaborative, conversation-infused, open-ended, making project. The paper is written to reflect this. Here’s the abstract: Continue reading
We’re involved in running a session at the Royal Geographical Society (Institute of British Geography) annual conference this summer whose aim is to bring academic fashion experts into dialogue with the Fashion Revolution movement. We’re asking how fashion research can contribute to what is becoming a worldwide movement for a more ethical / sustainable fashion industry in the wake of the Rana Plaza factory collapse in April 2013. We’re looking for academic research from any discipline that can contribute to Fashion Revolution’s five year planning. Here’s what we’re doing. Please get in touch with Ian, Lousie and/or Alex to discuss any ideas. The deadline for abstracts is Friday 12th February.
– Call for papers –
Scholar activism and the Fashion Revolution: ‘who made my clothes?’
The collapse of the Rana Plaza factory complex on April 24th 2013, which crushed to death over 1,000 people making clothes for Western brands, was a final straw, a call to arms, for significant change in the fashion industry. Since then, tens of thousands of people have taken to social media, to the streets, to their schools and halls of government to uncover the lives hidden in the clothes we wear. Businesses, consumers, governments, academics, NGOS and others working towards a safer, cleaner and more just future for the fashion industry have been galvanised.
In February this year, Ian, Charlotte Brunton and Jenny Hart contributed to a Pedagogy Cafe seminar at Plymouth University’s Centre for Sustainable Futures. They talked about Geographies of Material Culture coursework (a university lifestyle catalogue and a singing heart pacemaker) now published on our site. What happened next was surprising. Plymouth lecturer Helen Bowstead talked about her use of ‘follow the things’ research to teach English as a Foreign Language. Here’s what she said.
The benefits of group work have been well-documented: Gibbs claims working as a group “has the potential measurably to improve student engagement, performance, marks and retention and usually succeeds in achieving this potential” (Gibbs 2010:1). However, successfully implementing and assessing a piece of group work is also often fraught with challenges, particularly when the students do not share a common language and/or cultural background. In groups where some or all students are non-native English speakers, there may be an ‘imbalance’ in power relations, as the ideas and views of the students with ‘stronger’ language skills often end up dominating. In many instances, non-native speakers find themselves side-lined within the group, sometimes because their language skills are weaker than other members, but also because, due to cultural and educational differences, their knowledge base is perceived as having less ‘value’.