The pages on the followthethings.com begin as coursework set for groups of students taking a Geographies of Material Culture module at the University of Exeter. They also their own experiments of cultural activism, and write personal reflective journals on what they learn. Kate Brockie’s group were tasked to find a way to draw public attention to the work of mineral justice NGO Global Witness through cultural activism. They chose a talc mining report to work with. Sarah Ditty, the policy director for the Fashion Revolution movement, had kicked off that part of the talk. How could the work of Global Witness and Fashion revolution be connected? Kate scoured the internet, took out her sewing machine, and made her case.
Global Witness’s investigations into the ways in which talc mining finances insurgency in Afghanistan shocked me. How could products as harmlessly trivial as eye shadow be fuelling terrorism, disrupting the lives of thousands of civilians (Global Witness 2018)? The Global Witness campaign gave me an unsettling feeling of being entangled in global webs of exploitation, wondering whether everything else I use throughout my day contributes to some kind of injustice. Continue reading
Every year, Exeter Geography graduate and ex-followthethings.com intern Jemma Sherman gives her Dad a snow globe for Christmas. After taking our Geographies of Material Culture module the term before Christmas 2017, she made a new one. Here it is. And here’s what she wrote to him in his Christmas card… [actually it’s Jemma’s coursework. We really liked it].
Merry Christmas! I’m looking forward to getting home from Uni to see everyone again. For your present this year I’ve done something different – I hope you don’t mind! You see, I’ve been having these lectures which focus on the hidden lives within my commodities; the people who produce the components, assemble them and transport them. Our most recent task was to create an art-activist project on advent calendars. Art activism includes a “broad range of artists’ practices” (Grindon and Flood, 2014:10), highlighting social, political … and cultural struggles” (Darts, 2004:315). Flanagan (2009:3-4) says an artist is anyone who “creat[es] outside commercial establishments”, “making for making’s sake”. We discovered terrible things about the lives of those making these calendars, with children as young as twelve being exploited (Andrei, 2017). And this got me thinking about what else I get around Christmas time, which led me to our tradition. Well, your tradition really. I love it. Most years you get me a snow globe (if you can find one with a cute enough scene). I know that Carrier (2004:68) says “gifts within the core family are given without the expectation of equivalent in return”, but this year I wanted to give you one. You can open your present now – sorry, I’ve kind of ruined the surprise. There’re just a few instructions you need to follow (read first): Continue reading
We like to showcase original student writing on our blog. CEO Ian talks to students about Disobedient Objects on Exeter University’s MRes in Critical Human Geographies. This was student Mara Murlebach’s response. She’s in Bonn. In 2016. Part of the Right to the City movement. Where sandwiches played a part…
Type ‘disobedient sandwich’ into the google search, and your screen will be populated with images of sandwiches whose fillings were dripping, drooping and falling out – some in a rather pleasant way (melted cheese), others not so much (lumpy salad). Disobedient sandwiches are rowdy. They do not behave.
There are two weeks to go before our latest pedagogical experiment begins: the free online course called ‘Who made my clothes?’ which we have put together with Fashion Revolution and the University of Exeter. To help to spread the word, CEO Ian will front a small number of ‘Who made my…?’ films which show how we can imagine and find traces of labour in everyday commodities. The first film is about mobile phones and ends with a request. Please try this out and let us know what happens. Then watch the others in this playlist.
Not sure if this is or is not the ‘norm’ but I just received my brand new iPhone here in the UK and once it had been activated on iTunes I found that the home screen (the screen you can personalise with a photo) already had a photo set against it !!!! (Source: markm49uk 2008, np link).
I hope she doesn’t get fired, she looks so bloody happy! I will dedicate my iPhone homescreen to her for the rest of this week (Source: vegasdodger 2008, np link).
markm49uk (2008) iPhone 3G – already with pictures ! (aka “iPhone Girl”). macrumors.com 20 August (https://forums.macrumors.com/threads/iphone-3g-already-with-pictures-aka-iphone-girl.547777/ last accessed 13 June 2017)
Cook, I. (2011) iPhone 3G – already with pictures! (aka ‘iPhone Girl’). followthethings.com (http://followthethings.com/iphonegirl.shtml last accessed 13 June 2017)
Cook, I. (2013) The 14 best examples of shop-dropping… ever. followtheblog.org 23 March (https://followtheblog.org/2013/03/22/paper-activism-in-store-in-things-on-things/ last accessed 13 June 2017)
Woolf, S. (2017) Dear iPhone Girl. followtheblog.org 11 February (https://followtheblog.org/2017/02/11/guest-blog-dear-iphone-girl/ last accessed 13 June 2017)
Good news. On Monday, CEO Ian was awarded the Royal Geographical Society (with the Institute of British Geographers) ‘Taylor and Francis Award for Excellence in the Promotion and Practice of Teaching and Learning of Geography in Higher Education’. He was nominated for the whole ‘follow the thing’ appreciation of the the social relations of trade and its application across school, university and wider public pedagogies. The ‘et al’ in his name signifies his permanent, heartfelt appreciation of everyone involved in the project over the years, and those who may join it in the future. As he explains:
“I am very happy and humbled to be given this award. My research began in the classroom where I miserably failed to encourage students to be interested in what was happening in other parts of the world. I was desperate to find a way to show how their lives were connected to those of the people and places we were studying. Finding out how some of our things are made, in some of those places, was the answer and that’s how the ‘follow the thing’ idea originated in Kentucky in the late 1980s. Since then, I’ve really enjoyed developing ways to help students follow their own things, to think empathetically about their relations and responsibilities to others in the process, and to play, have fun, make mischief, be activist with their findings. I’ve learned as much as I have taught as we have done this together. I’ve been constantly surprised by what I have learned from the students who have taken my modules and worked as interns on the followthethings.com project. Being ourselves is a massively collaborative effort. I truly appreciate everyone’s contributions.”
This work continues -> next we’re working on our ‘follow the things’ Subvertisement project in Finland with Eeva Kempainnen – researching and adding 10 new pages to our website – running our free Fashion Revolution ‘Who Made My Clothes?’ course that starts on 26th July, and opening the Museum of Contemporary Commodities at the RGS(IBG)’s Pavilion Gallery on London’s Exhibition Road from 24th – 27th August. Please join us.
There’s an academic publications page on our blog that gives a taste of, and provides access to, our research papers about the followthethings.com project. A book chapter has just been published in an open access e-book that brings together a series of lectures in Switzerland asking if and how social scientific research can transform society. Our answer is a qualified yes.
Cook et al, I. (2017) followthethings.com: analysing relations between the making, reception and impact of commodity activism in a transmedia world. in Ola Söderström, Laure Kloetzer & Hugues Jeannerat (eds) Innovations Sociales: Comment les Sciences Sociales contribuent à transformer la Société, MAPS: Université de Neuchâtel, 50-61 Full Text
What we are keen to find out are what filmmaking, artistic and activist tactics lead to what kinds of public and corporate responses, and with what kinds of impacts on whom. There is an established argument that, when this work is didactic and tries to enroll its audiences through blame, shame and guilt, it tends to fail. Audiences feel powerless, overwhelmed, apathetic, and angry at those making them feel this way rather that at the injustices exposed (Barnett 2010, Sandlin & Milam 2008, Cook & Woodyer 2012). Even the most cursory examination of our website suggests that the elements of, and relationships set out in, this argument are quite narrowly defined. To illustrate this, we offer below a taste of what’s to come from the analysis of the followthethings.com archive. We provisionally outline one engagement tactic, one kind of consumer response, one kind of corporate response, and one kind of impact.
Here’s yet another strange and wonderful piece of work from the Exeter Geography module behind our website. It’s Rebecca Jones’ cartoon strip in which she tries to humanise paint and its commodity relations, health, safety and ethics. It starts like a talk by a young woman, but other speakers soon appear….