Today is an exciting day in the university module that powers our website. It’s our annual Arts and Activism Symposium, funded and hosted by the Department of Geography at the University of Exeter. Here’s the line-up and some background info on the projects our speakers will be talking about. After this, our students develop their own commodity activist work.
1) Orsola de Castro: watch this
This is one of the questions that drives our work at followthethings.com. We tend to find our answers – yes, no, maybe, depends, etc… – in the user-generated comments on video-sharing websites like YouTube and in the comments on newspaper reviews. We’re currently wading through thousands of comments on a 2015 ‘follow the fashion’ film called The True Cost, and came across this powerful video response. We’re giving a paper about the True Cost and fashion activism at a conference next month. There’s an argument in the literature that work like this makes prescriptive arguments about responsibility that are so infinitely demanding they can generate a sense of powerlessness in consumer audiences. This doesn’t seem to be the case, at least for this viewer. Watching this film was a powerful experience. For us, this kind of response changes the question that’s asked. Now it’s ‘how do ‘follow the things’ documentaries affect their audiences? What vocabulary can we develop to describe this? That’s what we’re working on.
It’s Fashion Revolution Week this week. Last year’s headline, viral #whomademyclothes smash came from Germany. A vending machine apparently dispensing t-shirts for only 2 Euros in a Berlin square. If you put your money in, you had to watch a video showing the sweatshop conditions in which they were made. Twenty seconds in, you were presented with an option to buy the t-shirt or donate your 2 Euros. You were also filmed. With your permission, your reactions were included in a short film that was posted on YouTube on 23 April 2015. To date, over 7 million people will have seen your reactions, the expressions on your face, and joined the often heated, occasionally funny and carefully reasoned conversation in the comments below, and elsewhere online.
At followthethings.com, we turn the thousands of comments all over the internet into a digested read, a single conversation. Reading this you might get a sense of how successful this experiment was, and what made the video go viral. You might also think what you might have added to the conversation. What is the experiment showing? What’s it not showing? See what you think. Here.
Highlights from the conversation: 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.
followthethings,com has been working closely with the Fashion Revolution Day movement which has been encouraging people all over the world, since the Rana Plaza collapse in 2013, to ask brands and retailers ‘who made my clothes?’. This week saw the release of Fashion Revolution’s latest set of Education Resources.
Here’s how you can get to them. I) go to fashionrevolution.org/education; 2) register for the resources; 3) go to the URL that you’re sent; and 4) browse and download.
Each resource is a 2 page pdf with instructions to teachers on one page, and a resource for students on the other. Tasks for students of different ages are suggested. What are the tasks? Here’s a preview:
At the end of 2015, followthethings.com CEO Ian Cook gave a talk explaining why we re-create scenes described on our website it LEGO, what our shoppers like about them, and what they add to our scholar-activist work. That talk was filmed and you can watch it below. He talked through a series of re-creations made in response to the controversy provoked by a TV documentary film called ‘Primark on the rack’ that was first broadcast 2008, and re-energised by Primark’s response to the Rana Plaza collapse in 2013. It draws upon the work of Political LEGO artists like legofesto, whose conversation with Julia Zielke we published a few months ago. Ian’s talk outlines the argument being made in an academic paper he’s currently writing. Think of this talk as its Trailer….
One of our former interns, Eeva Kemppainen, now works in Helsinki for the pro-Fair Trade NGO Eettisen kaupan puolesta (Pro Ethical Trade Finland). In 2014, she published a paper in the Finnish journal Natura about ways in which she tries to engage students in humorous critiques of consumption and advertising. They examine, then cut up, rearrange and/or scribble on magazine adverts. They try to subvert their messages so that the information that they hide is made visible. What they produce are what’s called subvertisments. Here Eeva describes how she organises subvertisement workshops, and showcases some of the work that students have produced.
En el International School Peniscola (www.colegiosisp.com) hemos querido unirnos a la celebración del Fashion Revolution desde el ámbito educativo con nuestros alumnos. Ellos son el futuro y, hoy más que nunca, necesitamos personas que estén concienciadas y que entiendan el mundo desde una perspectiva global en la que cada acto cuenta y tiene una consecuencia directa en otro lugar del planeta.
Here are some of the many ways in which young people around the world were curious, found out and did something for Fashion Revolution Day this year. We’re now collecting and sharing ideas for 2015-6. Please get in touch with firstname.lastname@example.org with actions and advice that we’ve missed. #whomademyclothes
It was Fashion Revolution Day last Friday, the second anniversary of the collapse of the Rana Plaza factory complex in Dhaka, Bangladesh in which 1,129 people died making clothes for High Street brands. This year, we helped to create education packs for the global campaign, hoping to finds ways in which teachers and students of all ages could interrogate (un)ethical and (un)sustainable fashion by asking ‘who made my clothes?’ We have written about Fashion Revolution Day’s approach to teaching controversial issues here. Below, however, we showcase a blog post by Professor Becky Earley on the ‘Who made my uniform?’ project she worked on at her childrens’ primary school in London. We think this is fantastic. Here’s an extract.
“… My son loves trainers. He’s a football fan and player, and the influence of the Arsenal team and their colorful attire – and what is donned by his group of friends at school and on his team at the local sports centre – is significant to him. He got the trainers he wanted for Christmas – bright orange. They looked amazing with his lime green away kit. Yet within days he starting asking for another pair, in a different colour. I took the opportunity to explain to him again about why ‘stuff’ is special. The materials, dyes, labour, shipping… all comes at a cost, and not just to the bank of mum and dad. At 8, he knows all this already. We talk about ‘stuff’ all the time. But he just can’t make the leap to applying this knowledge to his insatiable desire to be part of the team – to look the part. At his school the lost property area is a mess of unlabelled and unloved green, white and navy cotton and polyester. I decided to start here with my research, and look at the way in which primary school children relate to their uniform – their everyday clothes. The deputy head at St Mary’s Catholic Primary School in Chiswick and I hatched a plan to run a ‘Who Made My Uniform’ project, in response to the FRD provocation ‘Who Made My Clothes?’ Beginning with a carefully prepared school assembly on the actual day, the project consisted of a week-long residency by myself with the help of another mum, and a series of class projects run by the teachers. The photo story below documents the project. Over the summer term we asked:
- Where was my uniform made?
- Who made my uniform?
- What is it made from?
- How can I make my own clothes?
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