Category: student work

Guest blog: step away from the weapon

This post is by Ginny Childs, a student who took the Exeter University Geography module that is behind our website last term. It’s a piece of (slightly edited) coursework that she wrote in response to reading behind Sofia Ashraf’s ‘Dow vs. Bhopal: a toxic rap battle’. Ginny wasn’t even born when the Bhopal factory exploded in 1984, but it affected her here and now. Here’s how…

Combined Joint Training Field Exercise (CJTFEX) 96

I joined Exeter University Officer Training Corps this year. Last weekend was my first weapons training session; on the SA80 assault rifle. The first lesson I received was a ‘Normal Safety Procedure’ on what to do if I drop it and the sighting system cracks. The system uses tritium (a radioactive hydrogen isotope) in gas form, to create visible light. If it escapes, and I were to inhale it, radioactive damage could occur in my body.

Sat in my weapons training lesson, whilst thinking about tritium, my mind drifted to methyl isocyanate (MIC). The Bhopal disaster was the topic my group were researching for this module. I’d been researching the thousands of deaths and deformities this gas leak caused. Now, here I was being cautioned on tritium. It seemed silly. The rifle contains only a minute amount, and it’s deemed to be one of the least hazardous radionuclides. Yet, I was laboriously taken through a step-by-step routine to memorise the safety procedure: STEP AWAY FROM THE WEAPON… HOLD YOUR BREATH…GET ANY SMOKERS TO PUT OUT CIGARETTES…INFORM ARMOURY OF INCIDENT etc.

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5 years ago – we opened shop

Yes, we’re five years old. Our official opening was on 2 October 2011. We visited the humid tropics biome at the Eden Project during Harvest Festival week. We asked passers-by to write postcards to the people who made their things. Below is the original article by CEO Ian about happened next. 

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‘What would you say to the person who picked the banana in your lunchbox?’

Thanks for your hard work. A lot of things would not be possible without you!

This is just one of the touching personal messages written by Eden Project visitors during 2011’s Harvest Festival week. Three Exeter University students and I set up a stall by the smoothie stand in the Humid Tropics Biome. We talked to passers-by about the plants that they had seen that day. ‘Which ones had produced ingredients for your clothes, shoes, lunch, anything you have with you?’ ‘Imagine a person who had, for example, picked the cotton in your top, tapped the rubber in your shoes or packed the banana in your lunchbox.’ ‘What would you say to her or him, if you had the chance?’

Almost everyone stopped to talk to us. Many said that they hadn’t thought much about this before. We provided postcards and pencils, and people spent time talking with their friends and family about exactly what they should write. We collected the cards. At the end of the day, we had 160 heartfelt, friendly and sometimes humorous messages.

Among them were: Continue reading

New on followthethings.com: the 2 Euro T-shirt: a social experiment

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

Coming soon to followthethings.com

Most followthethings.com’s pages begin their lives as group research work in a University of Exeter module called Geographies of material culture. We show the students a selection of followthethings,com ‘compilation’ pages, and ask them to produce pages just like these for a new set of provocative sources.

They’re called ‘compilation’ pages because they are compilations of quotations taken from online discussions of a film, art work, etc. that are arranged on the page to resemble a lively conversation about that film, art work, etc.: how it’s been described, how and why it was made, what discussion it provoked and what impacts it had. There are eight groups of students working on eight new pages, right now. Their draft followthethings.com pages will be published as wordpress blogs. Here’s what you have to look forward to…

A: 2 Euro T-shirt Vending Machine.

Hits:  457,000 (Google), 6.8m (YouTube), 4 (Nexis) & 0 (Google Scholar). Continue reading

Political LEGO: an interview with Legofesto

Sri Lanka: Bombing a refugee camp 4

Sri Lanka: Bombing a refugee camp 4 (Legofesto 2009).

We re-create scenes from the trade justice documentaries, art and activist work in LEGO. We photograph them, put them online and embed them on our site’s pages. You can see what we’ve done here. This work was inspired by LEGO scenes from the ‘War on Terror’ produced by a person calling herself Legofesto. We read interviews with and articles about her that were published in 2009, but hadn’t found anything since. This year, after teaching Political LEGO on the MRes Critical Human Geographies at Exeter University, one student – Julia Zielke – emailed Legofesto to interview her for an essay. What questions hadn’t been asked in those 2009 pieces? What had Legofesto been doing since then? Can we expect any new Legofesto work? This is what she said… Continue reading

‘Behind the seams’: from Idea Zone to journal article

Last year we co-ran the Idea Zone at the Geographical Association conference in Guildford. We filled a table with Lego for delegates to recreate scenes described on our website. We set up a card table to make a play our Ethical Trade trump card game. And a Nottingham PGCE student called Hannah Campion brought along some lesson plans, teaching materials and student work showing how she’d used our site and classroom resources to develop a lesson series about ‘The Geographies of my Stuff’.  She was asked if she’d be interested in writing a short paper about all of this in the GA’s Teaching Geography journal. It’s just been published, and here’s an extract.

147 Ideas Zone

Hannah talks to delegates about her lesson plans, materials and student work.

“… My five-lesson sequence was developed for year 8 and followed on from a year 7 unit, ‘The Geography of my Stuff’. I wanted to develop students’ ability to investigate and critically reflect on the hidden connections which link them to often distant global communities, and to empathise with the people who live and work there. To do this, I chose a familiar but often untraceable commodity which students could easily identify with – a plain white T-shirt. … In the first lesson we used a ‘who, what, why’ starter, with images of horses, clothes and the Rana Plaza factory collapse to stimulate students’ curiosity. … Lesson 2 introduced the £4 T-shirt as the commodity to be investigated.  After we had covered the role of the first link in the chain, the cotton farmer, the main activity required students to explore, in groups, ‘How much of the £4 should x get paid?’ …  Lesson 3 focused on manufacturing and worker conditions. The enquiry question was: ‘Who was to blame for the Rana Plaza collapse?’ … Having helped students to step into the shoes of ‘others’ and investigate the structures and processes of the clothing industry, in lesson 4 we focused on the ethical standards of global retailers. The class was divided into two groups, representing H&M and Primark … [and] students played the Top Trumps game to compare multiple retailers. … [Finally] The assessment activity was to produce a newspaper article … entitled ‘Behind the seams… the story of a £4 T-shirt’.”

Source

Hannah Campion (2015) Behind the seams… the story of a £4 t-shirt.  Teaching Geography Spring, 26-28 (Click to access)

Guest blog: developing global perspectives on sustainability with followthethings.com

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.

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International students discuss complex and overlooked understandings of things.

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’.

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Guest blog: follow the poppies

Our latest guest blog is by Joe Thorogood, a former student in the ‘Geographies of material culture’ module at Exeter University who is in the early stages of a ‘follow the things’ PhD in the Department of Geography at University College London. His research is on poppies. In the post below, he outlines what he’s found out so far about the Remembrance Day variety. As usual with following research, you may be surprised by what he finds.

Royal British Legion poppy: click for source

The Remembrance poppy is a symbol of memorial. In the couple of weeks before November 11th – Remembrance Day – these poppies are available in exchange for a charitable donation to the Royal British Legion, a UK charity that provides services for ex-military personnel and their dependents. It is worn in the UK in memory of service personnel who died in the First World War and in wars since then. It’s a symbol for personal grief and reflection, but also of national loss. Many countries have poppies shipped out to expatriates and families who have relatives who fought on behalf of the British Empire and British army in campaigns abroad.

I’m researching Remembrance poppies for my PhD, using a methodology that studies the lives and issues that are connected through their travels and transformations as things.

It wasn’t hard to find out about how and where Remembrance poppies are made. You could do it yourself by simply visiting the Poppy Factory in Richmond, Surrey,  where they make about 500,000 of the poppies the public wear. Ex-service personnel and their dependents are crucial to this effort, as they often work in the factory or are supported by factory to find employment after leaving the armed forces. Continue reading

Guest blog: gagged student reporter publishes story!

Original photo: copyright Ben Doherty / Fairfax Media Australia (used with permission)

Original photo: copyright Ben Doherty / Fairfax Media Australia (used with permission)

Student and followthethings.com intern Will Kelleher has an exclusive story.

The last two weeks before I handed in my dissertation were a bit frantic. I was trying to publish an article about the rugby ball I had followed in my University’s student newspaper Exeposé.

Because of the damning information I had found, it was right and proper to contact the company who made that ball for a response. They demanded to see the article and, having read it, went on the attack:

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Next week: we’re in a shopping centre talking clothes

We’ve been working on one of 12 ‘Grand Challenges’ that the University of Exeter runs each year for first year students. The idea is that academic staff introduce first year students from across the university to the Grand Challenges of the 21st Century, through some hands-on learning and with the help of visiting experts (who students refer to as ‘real people’, in my experience).

Challenges this year include Climate Change, Global Security and Mental Health, and the one that we’re running is on Fashion ethics after the Rana Plaza collapse. 

There are four ways to find out more, to get involved, and to follow us next week:

1) Our blog

All the background information we’ve put together to prepare for this challenge. The Rana Plaza collapse and its ripple effects, and how we’re trying to appreciate and work with these ripples in the space of Exeter’s Guildhall Shopping centre, where we’re be occupying 2 disused shops and its main square for 4 days next week.

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Click image for blog

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