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
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.
In the wake of the Trump election in the USA, our favourite book is now available at discount prices – e.g. $1 as an eBook – until the end of this week:
It’s perfect of our purposes and is available until the end of this week – in the wake of the Trump election – for only $1 as an eBook. It comes with a free study guide. There’s a website, too. But books are best!
This week, for the module behind our website, we held an arts and activism symposium at the University of Exeter. One of our speakers was artist Louise Ashcroft, who worked with us on our sister project the Museum of Contemporary Commodities earlier this year (what she made is here). Never have we heard students laugh so hard and be so inspired in an academic classroom. Watch Louise’s TED talk and you’ll see what we mean.
How can encouraging students to cut up, rearrange and otherwise mess with adverts’ imagery and messages help them to better appreciate the complex geographies of consumption and international trade? How can the teaching of controversial issues build on students’ senses of injustice, mischief and creativity? We have a suggestion…
Earlier this year, a booklet called Medialukutaitoa vastamainoksista became a booklet called Teaching media literacy and the geographies of consumption. These booklets come from a series of workshops developed by former followthethings.com intern Eeva Kempainnen in a variety of educational settings in Finland. The hands-on and entertaining methods she sets out are suitable for a variety of ages, and the booklets are crammed with ‘how to’ advice and excellent examples of student work. Watch our cheaply produced promo, download the booklets by clicking the links, and find out more about Eeva’s work here.
Thanks to Mary Biddulph and Alan Parkinson for their help in this process.
Ian was asked recently to write a short article about the subversive possibilities of digital geographic practice for the journal Justice Spatiale | Spatial Justice and to place followthethings.com in this emerging, absent, who knows what, tradition. It’s just been published.
We noticed that followthethings.com, or anything that seems (to us) to be anything like it, was not being discussed in reviews of digital geographies. So, we imagined the kind of review in which it would be a central example. A review that’s based on already-published literature that’s informed and helped us to make sense of what we’ve made and what we can do with it. A review whose plea for ‘more digital geographies’ is a plea both for more experiments in digital geography, and for experiments that are themselves more digital.
This kind of work more fully lives in and works through the new media ecology of web2.0. followthethings is an example of what this can look like, how it can operate, the kinds of arguments it can make, how it can make those arguments, how it could be assessed, what we could and should write about ‘it’ in academic journals.
Other examples are, of course, available. For us, the Museum of Contemporary Commodities (MoCC) project also fits this bill, in its own unique ways.
See what you think. Click the image to read the full argument.
Thanks to our friends at Paris 7 University for this opportunity to express ourselves.