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.
A couple of weeks ago, we attended the Geographical Association (GA) conference in Manchester. This is a conference for geography teachers, student geography teachers and the people who train them. We talked to many who taught their students the geographies of trade through researching their own clothes. We went to a talk where Hannah Campion, a newly qualified teacher, explained how she sparked her students’ curiosity about these geographies using some of our teaching resources. With the second anniversary of the Rana Plaza collapse only a few days away, we are publishing what she said…
A £4 t-shirt
My name is Hannah Campion. I am an NQT at The National Church of England Academy, Nottinghamshire. My fascination around the Geography of my ‘stuff’ developed from undergraduate study of commodity chains, commodity fetishism and Cook’s (2004) ‘follow the thing’ approach at the University of Nottingham. An assignment during my teacher training course on ‘Fantastic Geographies’ gave me the opportunity to bring this controversial issue into the classroom, to enable pupils to investigate and to develop a curiosity around the lives of our everyday commodities. The initial scheme is a 5 lesson sequence unveiling and unpicking the life of a plain white £4 t-shirt from production through to consumption. In 2014, I was asked to display my work at the Geographical Association conference in Guildford as part of the Ideas Zone exhibition. Since then, I have written an article for Teaching Geography (Campion 2015) and presented a Teacher-to-Teacher session at this year’s GA conference entitled ‘Behind the seams: global connections in the classroom (KS3)’.
This is the latest in our #followtheteachers series. In December last year, Ian was contacted ‘out of the blue’ by Joe Lambert, a trainee teacher at Montgomery Primary School in Exeter who had been an undergraduate Geography student at Exeter University, where Ian works and where followthethings.com is based. Would Ian be interested in working with him and the school’s 7-9 year old (Year 3 and 4) students, who were following food the following month? Yes was the answer. Here’s what happened, as described by Joe. After hearing geography was the key focus of the first few weeks of the January term, my ears immediately pricked. A geography graduate rarely gets an opportunity to use his degree but when he does you know he is going to relish it! My interests were further stoked when the topic was narrowed to identifying where does our food come from? This was the wonderful, crystallising moment when you realise maybe paying attention in the 1st year of your degree was worthwhile. Continue reading
It’s great to hear from former students who took the Exeter Geography module that creates so much of our site’s contents. A few weeks ago, we heard from Aidan Waller. He graduated in 2011, and worked as an intern when we were designing and ordering our shopping bags, and getting the site ready for its opening. He was in Thailand, doing some business, when following things came to mind. Here’s what Aidan wrote (published with his permission!).
Whilst travelling through the north of Thailand I stayed in the old capital of the north, Chiang Mai for a week. Whilst in the city I stumbled across a small back street shop with a big dayglo hand drawn sign saying “T-shirts 100 baht”. That caught my eye instantly, brilliant cheap T-shirts, I’d been looking for some for a while now and this place looked perfect.
How can we use images to tell the stories we want to tell – an avoid repeating the ones we don’t? (Platform 2012).
We were very happy to see that Set 11 of Lego’s Minifigures included a new Grandma figure with a cat and shopping bag. We purchased our Grandma at the Thomas Moore store in Exeter, where staff can tell you what’s in each packet just by feeling it.
We know that photos of Cats and Lego are among the most shared on social media. We want more people to know about our site and what it’s all about. ‘Flo the Cat’ is helping us to do this.
These are the first ‘What the cat brought home’ photos that we added to Flo’s flickr set today. They point towards our page on Anna Chen’s 2010 Radio 4 investigation China, Britain and the Nunzilla Conundrum. Let us know what you think and, maybe, buy yourself a cat and bag and take some other ‘Flo the cat’ photos for us to publish.
If you haven’t seen Nunzilla wound up and in action, watch this short video:
And here’s what this radio show did with her:
“[The Nunzilla Conundrum] takes the example of British designed, Chinese-made ironic novelty gifts … and expands it into an illuminating discussion of the cultural differences between the two nations, with Chinese production line workers hard-pressed to describe what it is they’re making while British designers are oh-so keen to deconstruct the joke” (Naughton 2010, np).
See our page for more.
This post began as a contribution to a special issue of the journal ACME on the new ‘impact’ agenda in British Higher Education. Our shopping bags and ‘ladybugging’ activities seemed to fit this bill, although their ‘impact’ wasn’t measurable (and that was the point). In the end, another short piece on impact was written for the journal. We have revised that original paper to post here, and hope it may be interesting for readers who are keen to use our site and/or bags in their teaching and wider ‘shopping’ activities.
Update September 2016: sorry, we have no bags left to give away. They’ve all gone. If you have one, it’s a priceless collector’s item. If you see someone carrying one, please say hi.
“We need to develop forms of critique that inspire hauntings, feed feelings, come alive, leap out and grab us, … that are not just about vital materiality but are themselves vitally material” (Cook & Woodyer 2012 p.238).