In the UK’s discussions this week about appropriate responses to Isis/Daesh questions have been asked not only about bombing and ground troops, but also about supply lines of weapons, money and people. A brief examination of news reporting on these issues suggest that a ‘follow the things’ approach to understanding and combatting Isis/Daesh has been emerging over the past year. We’re using this post to begin to piece its elements together. Follow the links to flesh out the stories.
“[UK Labour Party leader] Jeremy Corbyn posed a series of rhetorical questions when asked whether bombing Isis following the Paris terror attacks would make a significant difference to the situation. In an interview with Lorraine Kelly on ITV, [he] answered “probably not”, adding: “Who is funding Isis? Who is arming Turkey? Who is providing safe havens for ISIS? You have to ask questions about the arms everyone has sold in the region. … So where does Isis get its money, guns and bombs, both in Europe and in the Middle East?” (Brooks-Pollock 2015 np link). Continue reading
En el International School Peniscola (www.colegiosisp.com) hemos querido unirnos a la celebración del Fashion Revolution desde el ámbito educativo con nuestros alumnos. Ellos son el futuro y, hoy más que nunca, necesitamos personas que estén concienciadas y que entiendan el mundo desde una perspectiva global en la que cada acto cuenta y tiene una consecuencia directa en otro lugar del planeta.
Greenpeace & Lego
Greenpeace want Lego to end its links with Shell, and are currently campaigning through the medium of imaginative Lego re-creation. This video is one of a number of examples, whose aim is to encourage people to sign this petition. In the wake of the hugely successful Lego Movie (whose stars make a cameo appearance) this campaign is becoming perhaps the most lavish and high-profile example of Lego activism to date.
followthethings.com & Lego
On a much smaller budget, we’ve been making, photographing and posting online re-creations in Lego of (imagined) scenes from trade justice films, art and activism for a while now. See, for example, our recreations from and around the BBC Panorama documentary ‘Primark on the rack’. Continue reading
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.
Buying gifts to give to loved ones presents unique dilemmas to those who are concerned about who made them, under what conditions. Can you express your love for another person by buying them conflict jewelry, or child labour chocolate? And what are the alternatives?
Teaching and learning resources
If you’re looking for resources to help creatively discuss the controversial issues in Valentine’s Day supply chains, here’s a selection.Continue reading
Because of our involvement in the commemoration of the Rana Plaza factory collapse through ‘Fashion Revolution Day’ (and its ‘Who made your clothes?’ theme), and the University of Exeter’s ‘What (not) to wear?’ ethical fashion Grand Challenge, we’ve been collecting films and other resources designed to engage consumers with the hidden social relations in their clothes, the lives in their things.
This short film, just published on YouTube, and it’s ‘behind the scenes’ sequel are fascinating, we think.
‘Handprint’: the film.
Behind the scenes: the making of ‘Handprint’.
Creative academic expression
There’s an undergraduate module at the University of Exeter called ‘Geographies of Material Culture’. It’s one of two University modules whose student coursework form the basis of almost every followthethings.com page. The module is assessed through students’ critical self-reflections on whatever comes to mind through reading the academic literature and working together to research and publish draft ‘compilation’ pages and new work for the site. They are encouraged to be creative, to express themselves in ways that rework the traditional essay formal that everyone is used to. The work is diverse and fascinating. You never read the same thing twice.
‘How am I gonna be an activist about this?’
One type of work that’s started to emerge in 2013 are original songs, written, recorded and published online by students and written about on paper. There have been two so far. The first is by Jenny Hart, who submitted her song at the start of the module this year (in October). She’s trying to get her head around the key theoretical baselines of the module. The second is by Tommy Sadler, who submitted his song at the end of the module last year (in January). He’s expressing what the module was about, for him. Both shared their songs via Soundcloud, and you can listen to them here: