This year we have been working with Dr Carolin Schurr in Switzerland. Her new ‘Follow the Thing: Studying Transcultural Markets’ course at the University of St Gallen ran in parallel to our ‘Geographies of Material Culture’ course at the University of Exeter. To showcase the awesomely critical, creative scholar-activist work that our students produce, this year we’ve published student guest blogs about gun sights, iPhones and paint. This post contains two pieces of work on palm oil by Carolin’s students Gianmarco Zorloni, Harpreet Perhar, Julian Krauth, Leonardo Ehnimb and Milan Kuzmanovic. We start with a short animated information film (expertly put together using Videoscribe software), followed by a script showing how ‘the thing with palm oil’ can enter conversation and affect behaviour, and finishing with the research report upon which this work is based. How can you respond to ‘follow the thing’ research that finds that thing in, more or less, everything?!
The information film
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!
Our CEO Ian Cook gave a talk about followthethings.com at an ‘Interdisciplinary Perspectives in Consumption Ethics’ seminar at the University of Leicester in June 2015. Afterwards, the speakers were asked to sit down and explain to camera how they had become interested in ‘ethical consumption’ as researchers. This is what he said…
Ian thanks Dierdre Shaw, Helen Gorowek and Andreas Chatzidakis for inviting him to present, Juliet Schor, Marylyn Carrigan and Caroline Moraes for their great talks, and Andreas for his at-ease interviewing skills.
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)’.
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.
“… 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’.”
A couple of weeks ago, we published a guest post from Eeva Kemppainen describing the ways in which her work for followthething.com and her masters thesis on trade justice pedagogy in the UK and Finland, had led to her work on a ‘Closing the Gap’ project with Finnish pro-ethical trade NGO Eetti . This is Eeva’s second post, in which she describes how she works with diverse groups of students (using followthethings.com as a resource) and shows the kinds of subverts that her students create.
Today, we started to play with the Fashion Ethics Trump card game we’ve made for, and with, Fashion Revolution Day.
We ended up tweeting some #fashtrumps selfies and a step by step guide for anyone who wants to join the #fashtrumps conversation.
We present to you here: some examples of #fashtrumps selfies, those guiding tweets and a twitter box that will show the ones that you have made…
Give this a go!