Productive Margins: Regulation for Engagement
Lead Research Organisation:
University of Bristol
Department Name: Law
Abstract
The ways in which we regulate for engagement need a radical re-design. When businesses, professionals and policy-makers set up forums to 'allow' communities to participate in decision-making all too frequently community members' voices are not heard. Academic approaches to regulation are stuck in a cul-de-sac of co-regulation, which only enables relatively powerful actors to be engaged. We start from a different place. We ask: How can we harness the expertise, knowledge and passions of communities to design more effective systems for community engagement? In doing so, we aim to turn the academic and policy-maker dialogue around, from regulation of engagement to regulating for engagement.
This programme will bring together a wide range of experts to investigate and challenge how and where community engagement takes place. The experts are drawn from
- People working within communities
- Academic researchers
Researchers and communities will work together to co-produce the research programme. Together they will decide what is to be researched and design the ways in which research is carried out. Community members will be involved in doing the research and getting the research ideas out to other communities, policy-makers, service providers and businesses.
We will interact through
- A Programme Website and other digital social media to generate research ideas that meet community needs and discussion concerning the nature of engagement
- The Productive Communities Research Forum which will decide on the research agenda and design projects
- Half-yearly Festivals to get our ideas out to a wider audience of communities, policy-makers and business.
The strength of the partnership between Bristol and Cardiff universities lies in the diversity of communities we work with, from de-industrialised south Wales' valleys, to inner-city ethnic minority communities and social enterprises experimenting with alternative ways of organising. Research projects co-produced by those working in communities and academic researchers will be focused around three themes which reflect the expertise of the academic researchers:
- Mobilising neighbourhoods: examining how law, geography and the social make-up of neighbourhoods offer bridges and / or create barriers to communities engaging with policy-makers, government and business
- Harnessing digital space: experimentation with websites, social media and mobile phone technologies to create digital spaces that allow communities to harness existing expertise and develop new skills to engage in policy-making and politics
- Spaces of dissent: working in collaboration with key organisations and activists, we will identify how new understandings and practices are developed when groups offer resistance, exploring if and how these practices create new ways of engaging
Our 'cross-border' collaboration between communities and academics in southwest England and south Wales will enable us to contrast the different ways that community engagement is enabled and controlled in two nations of the devolved UK. These insights will allow us, together, to create new bottom-up experiments in community engagement.
This programme will bring together a wide range of experts to investigate and challenge how and where community engagement takes place. The experts are drawn from
- People working within communities
- Academic researchers
Researchers and communities will work together to co-produce the research programme. Together they will decide what is to be researched and design the ways in which research is carried out. Community members will be involved in doing the research and getting the research ideas out to other communities, policy-makers, service providers and businesses.
We will interact through
- A Programme Website and other digital social media to generate research ideas that meet community needs and discussion concerning the nature of engagement
- The Productive Communities Research Forum which will decide on the research agenda and design projects
- Half-yearly Festivals to get our ideas out to a wider audience of communities, policy-makers and business.
The strength of the partnership between Bristol and Cardiff universities lies in the diversity of communities we work with, from de-industrialised south Wales' valleys, to inner-city ethnic minority communities and social enterprises experimenting with alternative ways of organising. Research projects co-produced by those working in communities and academic researchers will be focused around three themes which reflect the expertise of the academic researchers:
- Mobilising neighbourhoods: examining how law, geography and the social make-up of neighbourhoods offer bridges and / or create barriers to communities engaging with policy-makers, government and business
- Harnessing digital space: experimentation with websites, social media and mobile phone technologies to create digital spaces that allow communities to harness existing expertise and develop new skills to engage in policy-making and politics
- Spaces of dissent: working in collaboration with key organisations and activists, we will identify how new understandings and practices are developed when groups offer resistance, exploring if and how these practices create new ways of engaging
Our 'cross-border' collaboration between communities and academics in southwest England and south Wales will enable us to contrast the different ways that community engagement is enabled and controlled in two nations of the devolved UK. These insights will allow us, together, to create new bottom-up experiments in community engagement.
Planned Impact
Professional, government and business organisations
The programme will directly impact upon the concerns of policy and practice communities. By mapping the terrain and rules of engagement from the perspective of communities at the margins, it will influence the dispositions of a wide range of organisations. Our work will influence local government in designing mechanisms to involve citizens in decision-making on e.g. planning, use of public space, the users of housing or care services. Businesses producing digital technologies will benefit from community expertise on how technology can be utilised by previously excluded groups, producing new markets (e.g. the recent collaboration of Glynnoch Community Centre with Spacehive). Universities and teaching institutions will gain new insights into the ways in which teaching and learning can develop knowledge, confidence and expertise in diverse communities and their ability to engage as active citizens. Scientists will be able to develop new ways for scientific and community knowledges to be interwoven to challenge proposals e.g. for open-cast mining or new superstores. We expect that the Legal Services Commission and Solicitors Regulation Authority will be assisted in developing guidance on regulation relating to Deaf and hard of hearing people. The arts, such as National Theatre Wales and Bristol Old Vic will gain access to new interdisciplinary insight on engaging with communities and on place-making through theatre.
Community and 3rd sector organisations
The research programme will enable community and third sector organisations to impact upon research, engage in as well as shape the ways in which they are regulated, and to benefit from the transfer of knowledge and skills. The opening demonstration projects are devised with these purposes in mind and the knowledges they and the other projects produce will be filtered through to other organisations (for example, through the Festivals and placements). A particular focus of the organisations which attended the preliminary forum meeting was on the "legacy" of research, whether that be (for example) through enhancing their infrastructural abilities or developing softer research and developmental skills. We are committed to developing this legacy element of the research, which will be organisationally specific. Here we set out a thematic sample of the many organisations, beyond the community partners named in the Case for Support, who could be drawn into the programme through Festivals and by joining the Forum (though each may well be involved in more than one theme):
Harnessing Digital Space: Knowle West Media Centre; Bristol CAB; Citizens Advice SW; Citizens Advice (England and Wales); Action on Hearing Loss; British Deaf Association; Deaf Access Cymru
Neighbourhood and Locality: Bristol Council of Mosques, Somali Development Group, Malcolm X Centre; Racial Equality Council (Bath); Centre for Regeneration in Wales
Spaces of Dissent:Golden Oldies; Creativity works; Bath People First; Wilts and Swindon Users network; 'Silai for Skills' women's project; Barton Hill Settlement; Bristol Radical History; Bristol Refugee Rights; Bristol Hospitality Network; Bristol Energy Network; Centre for Sustainable Energy
The programme will directly impact upon the concerns of policy and practice communities. By mapping the terrain and rules of engagement from the perspective of communities at the margins, it will influence the dispositions of a wide range of organisations. Our work will influence local government in designing mechanisms to involve citizens in decision-making on e.g. planning, use of public space, the users of housing or care services. Businesses producing digital technologies will benefit from community expertise on how technology can be utilised by previously excluded groups, producing new markets (e.g. the recent collaboration of Glynnoch Community Centre with Spacehive). Universities and teaching institutions will gain new insights into the ways in which teaching and learning can develop knowledge, confidence and expertise in diverse communities and their ability to engage as active citizens. Scientists will be able to develop new ways for scientific and community knowledges to be interwoven to challenge proposals e.g. for open-cast mining or new superstores. We expect that the Legal Services Commission and Solicitors Regulation Authority will be assisted in developing guidance on regulation relating to Deaf and hard of hearing people. The arts, such as National Theatre Wales and Bristol Old Vic will gain access to new interdisciplinary insight on engaging with communities and on place-making through theatre.
Community and 3rd sector organisations
The research programme will enable community and third sector organisations to impact upon research, engage in as well as shape the ways in which they are regulated, and to benefit from the transfer of knowledge and skills. The opening demonstration projects are devised with these purposes in mind and the knowledges they and the other projects produce will be filtered through to other organisations (for example, through the Festivals and placements). A particular focus of the organisations which attended the preliminary forum meeting was on the "legacy" of research, whether that be (for example) through enhancing their infrastructural abilities or developing softer research and developmental skills. We are committed to developing this legacy element of the research, which will be organisationally specific. Here we set out a thematic sample of the many organisations, beyond the community partners named in the Case for Support, who could be drawn into the programme through Festivals and by joining the Forum (though each may well be involved in more than one theme):
Harnessing Digital Space: Knowle West Media Centre; Bristol CAB; Citizens Advice SW; Citizens Advice (England and Wales); Action on Hearing Loss; British Deaf Association; Deaf Access Cymru
Neighbourhood and Locality: Bristol Council of Mosques, Somali Development Group, Malcolm X Centre; Racial Equality Council (Bath); Centre for Regeneration in Wales
Spaces of Dissent:Golden Oldies; Creativity works; Bath People First; Wilts and Swindon Users network; 'Silai for Skills' women's project; Barton Hill Settlement; Bristol Radical History; Bristol Refugee Rights; Bristol Hospitality Network; Bristol Energy Network; Centre for Sustainable Energy
Organisations
- University of Bristol (Lead Research Organisation)
- Arts and Humanities Research Council (Co-funder)
- Up Our Street (Collaboration)
- Welsh Assembly (Collaboration)
- National Coordinating Centre for Public Engagement (Collaboration)
- Citizens UK (Collaboration)
- Alive Activities (Collaboration)
- University of Sulaimani (Collaboration)
- 42nd Street (Collaboration)
- Bristol Ageing Better (Collaboration)
- National Museum Wales (Collaboration)
- Refugee Women of Bristol (Collaboration)
- Common Wealth Theatre Ltd (Collaboration)
- Women's Aid (Collaboration)
- University of Sheffield (Collaboration)
- Tate (Collaboration)
- Children's Commissioner for Wales (Collaboration)
- University of Bristol (Collaboration)
- AGE UK (Collaboration)
- UNIVERSITY OF NOTTINGHAM (Collaboration)
- Unite the Union (Collaboration)
- Bristol City Council (Collaboration, Project Partner)
- National Society for the Prevention of Cruelty to Children (Collaboration)
- Women’s Equality Network Wales (Collaboration)
- Federation for Detached Youth Work (Collaboration)
- Arts Council England (Collaboration)
- Cwmaman Communities First (Project Partner)
- Single Parent Action Network (Project Partner)
- Deaf Access Cymru (DAC) (Project Partner)
- Bevan Foundation (Project Partner)
- 3G'S Development Trust (Project Partner)
- Coexist CIC (Project Partner)
- Ebbw Vale & District Trust (Project Partner)
- Knowle West Media Centre (Project Partner)
- Southville Community Development Assoc (Project Partner)
Publications
McDermont, M
(2020)
Imagining Regulation Differently: Co-creating for engagement
McDermont, M
(2016)
The Role of Regulation in Creating Alternative Imaginings
Noorani, T.
(2014)
The 7 Non-Senses of Co-Production
O'Toole, T
(2018)
'Countering Extremism Through Integration?'
Pearce S
(2020)
Moments of alignment between devolved political ideology and policy design: the case of Wales
in People Place and Policy Online
Piccini A A
(2017)
The Impact of Co-production: From Community Engagement to Social Justice
Productive Margins Collective
(2015)
Recognising your potential
Renold E
(2018)
The More-Than of Research: making AGENDA, a young people's guide to address gender and sexual violence in schools.
in Research Intelligence
Renold E
(2022)
Posthuman co-production: becoming response-able with what matters
in Qualitative Research Journal
Renold E
(2017)
'Feel what I feel': making da(r)ta with teen girls for creative activisms on how sexual violence matters
in Journal of Gender Studies
Renold, E.
(2018)
Routledge Handbook of Gender and Violence
Sales, A.
Forum Report: Productive Margins Forum 1
Satchwell, C.
(2018)
Collaborative Fiction Writing with community groups: a practitioner guide
Thomas G
(2018)
Light, connectivity and place: young people living in a post-industrial town
in cultural geographies
Thomas GM
(2018)
Turning the lights out?
Thomas GM
(2016)
'It's not that bad': Stigma, health, and place in a post-industrial community.
in Health & place
Thomas-Hughes H
(2017)
Ethical 'mess' in co-produced research: reflections from a U.K.-based case study
in International Journal of Social Research Methodology
Thomas-Hughes H
(2021)
The SAGE Handbook of Participatory Research and Inquiry
Thomas-Hughes, H
(2018)
Critical Conversations with Community Researchers - Making Co-Production Happen?
Thomas-Hughes, H
(2020)
Imaging Regulation Differently, Co-creating for Engagement
Thomas-Hughes, H.
(2015)
Examining Co-Productive Methods with the Productive Margins Research Forum
Thomas-Hughes, H.
(2018)
Researching Regulation with Community Researchers
Thomas-Hughes, H.
(2018)
Community Researchers and Community Researcher Training: Reflections from the UK's Productive Margin's: Regulating for Engagement Programme
in The Bristol Law Research Paper Series
Thomas-Hughes, H.
(2017)
Ethical Co-Production: Lessons from the UK's Productive Margins: Regulating for Engagement Programme
| Title | Activist Valentine Card |
| Description | The Activist Valentine Card (Relationship Matters Project, Engagement phase of 4Ms project, Productive Margins) 40 young people from urban and rural south wales to joined 'Relationship Matters' campaign (see influencing policy and practice entry). The annotated ruler slips from the Welsh valleys met hundreds more ruler slips from Cardif (see the artefact entry Shame Chain for details on the significance of the ruler slips). Three slips with messages for change, were pasted to hang from a cut-out heart inside a red valentines card, which included a clear message listing the young people's recommendations for the education measures in the Violence Against Women Bill (2015). The card also included a policy poem, 'It's Not Too Late' (see artefact entry, 'policy poem'). Each card was sealed with a lipstick kiss. The kiss connected to the global Violence Against Girls and Women campaign, Red My Lips. |
| Type Of Art | Artefact (including digital) |
| Year Produced | 2015 |
| Impact | Each card was personally addressed to every politician in Wales, and hand delivered to the National Assembly for Wales at the Senedd in Cardiff Bay. Indeed, the kiss connected our local action to the global Violence Against Girls and Women campaign, Red My Lips. Comments from Assemnbly Members who received the cards: ""thanks for the valentine's card. Healthy relationship education is extremely important" Gwyn R Price AM "A truly lovely gesture and a good way to make the point. Please say a huge thank you" Janet Finch-Saunders AM "They are absolutely right. The duty to teach children about healthy relationships should be in the Gender Based Violence Bill. Such a creative way to get your message across. " Eluned Parrot AM The Activism Valentine Card became an artefact to read view and touch in the Graphic Moves exhibition in Cardiff (Abacaus), Merthyr (Redhouse) and at the Riverfront (Newport). |
| URL | https://youtu.be/tZ3Jkq8QlF8 |
| Title | Alonely |
| Description | A co-devised theatre piece working with the data arising from the project - a dramaturg wrote the piece with the involvement of community researchers who had collected the data. |
| Type Of Art | Performance (Music, Dance, Drama, etc) |
| Year Produced | 2016 |
| Impact | the theatre piece spreads the word about the impact of isolation and loneliness on older people and encourages audience members to reflect on this |
| Title | Around me |
| Description | This poem was created by one teen participant who was part of Light Moves (see artefact film entry) and graphic moves. She co-created a word poem with Professor Emma Renold, based upon interview transcripts about how she felt about her artefact (which was submitted for her GCSE artwork). AROUND ME by Renee what is it? it's like a tree it's a family tree it's me it's a bit of me it's in me it's all around me it's about not just looking at me (when you see me) instead of people looking straight at you they are looking at what's behind you it's connected to you they're not just seeing you they're seeing you in everyone else around you in place in the trees my family tree what do I want you to see? when you look at someone you look at what's behind them not just them more than me around me where I'm from I'm coming from somewhere I'm not on my own Around me It's what makes me, me They make me, ME Because they are around me |
| Type Of Art | Creative Writing |
| Year Produced | 2015 |
| Impact | The poem accompanied her artefact of the same name "Around Me". It was displayed at the three graphic moves exhibitions in Cardiff, Newport and Merthyr. |
| URL | https://www.productivemargins.ac.uk/2015/06/04/graphic-moves-in-newport-june-5-28/ |
| Title | Body Silks |
| Description | During the project, LIFE SUPPORT (a seed corn funded 8 month project as part of the Productive Margins Programme), the young people from Forsythia Youth created 9 BODY SILKS produced from a process of drawing around their body outlines onto pure white silk, and then using inks to express their emotions from the activities they participated in to push their bodies to the limits and explore their feelings about self, friendship and community bonds. The silks formed part of a creative exhibition at the National Swansea Waterfront Museum for International Women's Day. |
| Type Of Art | Artistic/Creative Exhibition |
| Year Produced | 2017 |
| Impact | The methodology of 'body mapping' was cited by the Welsh Government's Sex and Relationships expert panel evidence report, in the section on pedagogy of how to draw upon creative methods to explore sensitive issues and emotions in SRE lessons/sessions (see Renold and McGeeney 2017). The image of the silks flying on the Moralis hills of Merthyr was also presented as the final slide on how to work carefully and ethically to support young people's voice and rights at the United Nations in New York, on a panel focusing on Advancing Gender Equality in Wales, by Professor Emma Renold, with the First Minister, Carwn Jones. |
| URL | https://youtu.be/7YjitigR5RM |
| Title | Body Silks - merthyr rising festival 2017 |
| Description | Professor Renold submitted (with encouragement, consent and permission) the body silks on chains image for entry to the Merthyr Rising Festival 2017. They used the original image (cropped) from one of the members of the Life Support project. She was delighted! |
| Type Of Art | Artwork |
| Year Produced | 2017 |
| Impact | The image was printed and laminated, and hung from the railings in Penderyn Square. The festival had a footfall of over 200o people over the weekend. The young people received free tickets to the festival, and were elated that their artwork was being showcase and shared for all to see. |
| URL | https://www.facebook.com/hwylhub/photos/a.1215903375091538.1073741829.1176917508990125/1695558330459... |
| Title | Body Swing |
| Description | A short film featuring movement artist Jên Angharad as she swings through an exhibition of film, sculpture and sound at The Riverfront in Newport (5 June - 28 June 2015). The exhibition, titled, 'Graphic Moves' features artworks produced by young people from Forsythia Youth Centre and Pen-Y-Dre High School in collaboration with artists, a choreographer, academics from Cardiff University and the University of Aberdeen, and the Productive Margins Collective. |
| Type Of Art | Film/Video/Animation |
| Year Produced | 2015 |
| Impact | BODY SWING has been shown at a number of events and exhibitions, including: Renold, E., Ivinson, G. and Angharad, J. (2017) Moving with the not-yet: choreographing the political with young people in space, place and time, Generative Feminism(s): working across/ within/ through borders, Gender and Education Association Bi-Annual Conference, Middlesex - Renold, E., Ivinson, G. and Angharad, J. (2017) Mobilising Run-a-way Methodologies for Life Support, Summer Institute in Qualitative Research: Putting Theory to Work,10th July -14th July 2017, Manchester Metropolitan University. - Groves, C., Renold, E., Angharad, J., Oliver, S. (2017) Making futures matter: materialising anticipation in theory, policy and practice, Anticipation 2017, Senate House, School of Advanced Study in Central London, 8-10 November. |
| URL | https://vimeo.com/160137856 |
| Title | Bristol Big Sisters |
| Description | We have further contributed to the Muslim Women's Network UK materials by developing the complementary Bristol Big Sisters exhibition to add to the collection. Bristol Big Sisters features over 20 Muslim women role models in Bristol, including a Magistrate, Masuda Mian, the theologian Amra Bone, the anti-FGM Activist Fahma Mohamed, the biologist Aziza El Harchi, a community activist Sheila Joy El Dieb, Inspire's Co-director Kalsoom Bashir, and performance poet Shagufta K. |
| Type Of Art | Artistic/Creative Exhibition |
| Year Produced | 2015 |
| Impact | The exhibition will be launched on 29th October 2015 at a project event at the Watershed and subsequently tour across Bristol, the profiles will also feature on the project website, and be incorporated into our workshop materials for ongoing work. |
| Title | Creative Margins to teaching Resources |
| Description | Due to the methodologies and methods that I have been developing with Emma Renold across the Productive Margins; Regulation for Engagement and Creative Margins Network collaborations, I created a case study for AGENDA (see details below). We presented and performed out arts-based research methodology with dancer and choreographer Jen Angharad and visual artist Seth Oliver at the fourth Creative Margins Barcamp/Meeting 4: Key Theme - 'Time and Trust': working collaboratively and creatively with young people. November 5th 2018, in Cardiff, hosted by St Fagan's National Museum of History This new version of AGENDA will be launched on March 19th 2019, at the Pierhead Building, Cardiff Bay, Cardiff at an event sponsored by Lynne Neagle AM. My case study involves enabling teachers to work with young people who have a 'melt down' or express uncontainable feelings. I describe how working carefully with paint and other art modalities and materials can enable young people to 'come back into the world and re-inhabit their bodies' Parts of the case study describes a melt down, and part describes a range of arts activities and how to use them. A snippet form the text is provided below. 'When a child has grown up with many adverse experience, the difficulties that they have lived within sometimes becomes traumatic. In schools a very simple event can re-trigger the extreme fear, anxiety or loss of control that is part of trauma. Sometime an outburst, or a melt down can occur and this can involve screaming, kicking, swearing and shouting. An outburst is like an explosion of energy.' Arts activity text... Materials We laid out a piece of watercolour paper, that is more absorbent than ordinary paper. Cover the desk with newspapers. We had different colours of crystal paint. Crystal paint is a powdered paint that created unpredictable and beautiful effects when water is splattered onto it. We chose Lee's favourite colour and sprinkled crystal paint onto the paperthe we took a paint brush, dipped it into water and spattered it across the paper. As the water met the crystal, an explosion of colour emerged. Lee' s attention was draw to the moving paint. As the crystals came in contact with water the paint swirled outward transforming from what seemed like a dark spot of powder into flowing eddies of colour. Lee seemed to be mesmerised by the beauty of the effects and asked if he could have a go. AGENDA: A Practitioner Guide to Making Positive Relationships Matter with Children. Agenda Created case study for NEU/NUT web-based version of AGENDA (PI E. Renold) resource site, to support teachers and educators to raise awareness on a range of healthy relationship education issues (e.g. gender equality, consent, body image, LGBTQ rights etc.) by using engaging and creative methods (e.g. from visual art and drama to online petitions and youth groups). What is AGENDA? In November 2015 AGENDA: A Young People's Guide for Making Positive Relationships Matter was launched in Wales. This is a free online toolkit developed with young people, for young people. AGENDA has equality, diversity, children's rights and social justice at its heart, and supports young people's rights to safely and creatively speak out and engage as active citizens on issues that matter to them, including: addressing gender discrimination; consent; LGBTQ+ rights; bullying; street harassment; sexual exploitation; relationship violence. AGENDA includes a wide range of activities and resources, and links to further information. The guide has been designed so that 11-18 year olds, supported by their teachers or youth workers, can explore the issues they are interested in at their own pace. It also showcases the different ways in which other young people have raised awareness of how gender-based and sexual violence impact upon their lives and the lives of others. What is an AGENDA case study? Central to the future AGENDA website is a section dedicated to inspiring others by sharing a story of how different groups of children and young people have been getting creative in raising awareness on AGENDA related topic areas in innovative ways. |
| Type Of Art | Artefact (including digital) |
| Year Produced | 2019 |
| Impact | AGENDA was part of Prof Emma Renold's recent ESRC Impact award. The resources are on line for all teachers and educators and receive international recognition. Teachers access the resources via websites such as the NSPCC site and there are thousands of hits. https://learning.nspcc.org.uk/research-resources/2016/agenda-young-people-s-guide-making-positive-relationships-matter/ |
| URL | https://www.eventbrite.co.uk/e/supporting-children-in-making-positive-relationships-mattercefnogi-pl... |
| Title | Dance performance 'Bodies in Flight' |
| Description | Walking performance / tour in Cardiff as an event for the Connected Communities showcase. Extracts of interviews with local residents were played as part of an audio guide to participants who followed the performer as she walked around the neighbourhood described in the audio. |
| Type Of Art | Performance (Music, Dance, Drama, etc) |
| Year Produced | 2014 |
| Impact | Members of the local community were interviewed about the changes to the area which was explored during the performance. The performance engaged participants with the personal stories of the locality explored. |
| Title | Dance performance for Graphic Moves |
| Description | 2 original dance performances created and performed at Graphic Moves exhibitions in Newport and Merthyr Tydfil. |
| Type Of Art | Performance (Music, Dance, Drama, etc) |
| Year Produced | 2015 |
| Impact | Dances were taken to wider audiences as part of the travelling exhibition. The dances were also filmed and edited to make the film 'Body Swings'. |
| Title | Film 'Light Moves' |
| Description | Film of artworks and a dance performance created by youth groups and school children in Merthyr Tydfil. |
| Type Of Art | Film/Video/Animation |
| Year Produced | 2014 |
| Impact | The creation of the dance involved a two day workshop with primary school children and the choreographer. The film was shot and directed by members of a youth group who were taught digital skills as a result of the project. The project was well received by the children involved. Screened with participants at Connected Communities showcase. |
| Title | Film - Graphic Moves |
| Description | The Film Graphic Moves was co-created with young people as part of the project 'Mapping, Making and Mobilising in Merthyr: Using creative methods to engage change with young people (Oct 2014-Sept 2015, see www.productivemargins.com) The '4M's' project - part of the 'Productive Margins: Regulating for Engagement' programme - involved working with young people, academics, community members/ organisers, and creative artists in North Merthyr Tydfil to map young peoples' experiences of place. In this section we report the arts-based workshop that led to the co-creation of the film 'Graphic Moves'. Our Approach Central to these workshops was creating an immanent methodology, practices with dynamic flexible structures to enable the making of the 'more than' or aesthetic 'potentiality' of a thing, or a lived relation, appear - and for us it is the entanglement of us, the room, young people, the materials, the ideas, we are working with freedom to move - expressive elbow room. These pARTicipatory methodologies enabling the conditions for art to touch " living bodies and induces transformations in those bodies which affect and move them" (see Ivinson et al. 2017; Renold 2018). A series of twelve arts based workshops were designed by sound, visual, and filmmaking artists and offered to young people in a local youth centre and a school (February-April 2015). The locale was on of the most deprived, ex-mining neighbourhoods in Wales, Merthyr Tydfil. Incorporating the unexpected Shortly after the young people became in involved, the Channel 4 documentary series SKINT, a year in the making, and broadcast over 3 episodes were aired on three consecutive Mondays. The effect was more than we could have imagined and suddenly the workshops took on a new urgency and became places where young people wanted to experiment with ways to answer back to SKINT. The airing of SKINT and the young people's reactions that were revealed as they worked with found objects, cameras and audio recorder, unearthed the power of the stigma of place (see Thomas, 2017). In 2016 when we made the film the effects of austerity were also evident as local amenities disappeared and support services were withdrawn. The young people expressed through their art how they were felt appalled, shamed and angry by the way they were portrayed and forgotten. The workshops led to the creation of a new film - 'Graphic Moves' - featuring artistic outputs (drawings/paintings, sculptures, visual projections, soundscapes, poems, and narrative accounts). Workshop 1 Mashing up the land This began with commissioning a local artist to create a 3D map of the local area sourced from local wood. Artist Seth Oliver suggested going around the youth centre to find objects in the local landscape. The natural and discarded objects were brought back to youth centre and art room and were used to create collages. In the school, the young people were already used to working with their art teacher creating more than human life forms from rubbish. Bits of plants, nature and litter became the material to stick, build and paste. Collages portrayed the beauty of the nature in the local landscape and featured in the subsequent film, Graphic Moves. Workshop 2 The projection workshop, Filmmaker, Heloise Godfrey-Talbot, taught young people to use a professional video camera to take still and moving images. She led them outside in small groups and young people took shots of, for example, wind gently blending daffodils growing in the grass in the school grounds. Here we paid attention to the micro movements of nature and place. These shots became part of the subsequent film 'Graphic Moves'. As they looked at their landscape, two girls created an audio narrative of their experiences of belonging to place, which features in the film. Inside the school and youth centre Heloise taught young people to projector still and moving images taken outside of hills, flowers and buildings onto walls. We experimented with projecting images of landscape onto bodies, feet, stomach, head and arms. The effects entangle people with place. Local past-present-future landscapes were projected onto bodies, so that bodies became place and place became bodies - this entanglement became a strong refrain in the film, Graphic Moves. In the film, still and moving images of place map onto feet, torsos, heads, faces, legs. In one workshop, young people drew patterns of their journeys to school and around their neighbourhood on a map of Merthyr pinned to a wall. The projection effects play with multiple scales of speed, movement and juxtaposed mages of people in place. Workshop 3 Found sounds and community beats Sound artist Rowan Talbot created workshops using professional sound equipment in walking tours led by young people around the street of Merthyr. They recorded sounds of the place; cars, weather, voices and screams. They experimented with mixing sounds to create soundscapes. One of the most prominent sounds, the sound of walking; shoes crisply clacking on a hard surface, became a narrative strand that opened and closed the film Graphic Moves and features in places throughout, offering a sonic representation of the pace of movement of people across time and space. Access to the workshops We advertised the workshops with dates when the artists would be in the youth centre and brief descriptions of the activities. Some workshops worked well and some worked less well. Some worked first time and others had to be changed and nuanced throughout. In some, the peer group dynamics were generative and it seemed everyone had fun, in others the peer group dynamics became unproductive and worked against, instead of for, inclusion and we had to intervene or ask for support from the youth workers. We had to be vigilant, flexible and use our knowledge of working with vulnerable young people and our trusting relationships with the youth workers to support the artists. |
| Type Of Art | Film/Video/Animation |
| Year Produced | 2016 |
| Impact | Film: Graphic Moves Elements from workshops described above became the segments of the film 'Graphic Moves'. The place where the young people are growing up, coms into view in a multiplicity of diverse ways depending on what is drawn on to become multi-sensorial assemblages at any moment. The film diffracts the place through multiple lenses. Sections of the film touch on deep feelings of belonging and rootedness as well as difficult and challenging topics, such as feeling unsafe. The film speaks back to pathologising representations of Merthyr and celebrates young people's relationship with their place, its people and its landscape. Three major public exhibitions were organised and enabled difficult, challenging and painful issues - as well as joyous celebrations of place - to be communicated to wider audiences through the affective power of art to move. The exhibitions sparked a great deal of community, social media, and public debate that is still reverberating and generating interest and impact. In addition, two original dance pieces were created/performed at two exhibitions. A professional photographer and a filmmaker used drone cameras to capture moving images to document the exhibitions. The choreographer/dancer, Jên Angharad responded to artworks and the reactions of the public through body movements. The footage was made into a film called Body Swing (see artefact entry, 'body swing'). Brief summary of Outputs and Impact • Graphic Moves showcased at three exhibitions: Abacus Art Gallery, Cardiff (1-3 May 2015); Riverfront, Newport, 5-11 June 2015 - pictures available here); Red House/Theatr Soar, Merthyr Tydfil (16 June 2015 - pictures available here and here) • A film exploring creative research methods was made during the Riverfront Exhibition and feature on the Sage online research methods website (See separate 'publication' entries, Renold and Ivinson, Sage Online Resources). • Two original dance pieces were created and performed by the Welsh choreographer Jên Angharad at two exhibitions and are documented on film. • A film, Body Swing, was created to capture the affective power of artworks through a dancer's body. Jên Angharad danced within the Riverfront Exhibition space and her movements capture and express the affective charge of artworks created by the young people. The film expresses the affective power of art to move through dance. The film was produced with a drone camera that circulated around the artifacts in the Riverfront Exhibition and followed the dancer's movements. It was co-produced with a filmmaker, Renold and Ivinson). Follow on Political Intervention and Co-Production: Sexual Harassment and Relationship Matters Campaign and youth resource development (see separate entries, Renold, in particular those relating to the co-production of the resource, AGENDA: A young people's guide to making relationships matter and the artefacts 'words won't pin me down') On-Going Engagement with Arts, Culture, and Heritage Organisations and Communities (see separate entries, Elliott and Thomas) Graphic Moves will tour in 2018 as part of a follow on project, 'Song lines on the road - Life lines on the move!' funded by Manchester Metropolitan University (MMU) through an impact accelerator grant (10K) warded to Bright and Ivinson (MMU), in a series of sharing events between coalfield towns in the north of England and south Wales in 2018. (see separate entry, Ivinson and Bright, further finding section - 'Song lines on the road - Life lines on the move!') |
| URL | https://vimeo.com/233439593 |
| Title | GIS wayfinding exercise |
| Description | Participatory way-finding walk with GIS technology. |
| Type Of Art | Performance (Music, Dance, Drama, etc) |
| Year Produced | 2014 |
| Impact | Informed our approaches to participatory mapping and contributed to our knowledge of 'space/place' which is likely to be a future research strand. |
| Title | Graphic Moves Art Drawer |
| Description | The Graphic Moves art drawer was a six month project that enabled Professor Renold and Professor Ivinson to collaborate with the original artists team, Seth Oliver and Heloise Godfrey-Talbot and a new artists, Liz Price to create an artefact that could capture and share the making of, and dartafacts generated in, the Graphic Moves workshops and exhibition. What began as an art-book (made from selected images from the arts-based workshops, exhibition and exhibits, evolved into an art-drawer - that is, a drawer (salvaged from the participating school) that was up-cycled and crafted to hold 10 artefacts (some new, some from the exhibition). Each artefact has a designated and secure holding place inside the draw - and there are two sections to the drawer that can be lifted out. The drawer is case in bespoke oak with GRAPHIC MOVES scored into the word. It contains the following instructions. G Projecting place R Drawer This drawer was reclaimed from the art store room in Pen Y Dre High School and gifted to the project to house the artefacts created for Graphic Moves. A Art Book Open this book to unfold the images that capture the process of making Graphic Moves. P Mashing up the land Feel the landscape moulded from mashed up newspapers that stigmatised our place. H Good Day Bad Day Read the illustrated story of the day the martians landed in our town. I Graphic Moves View the film created to speak back to the Chanel 4 Documentary SKINT and that show how we feel about our place. C Ruler HeART Lift up the ruler and read. M Feel What I Feel Touch this piece of skirt. O Sculpting Merthyr Life Pick up the nails inspired by the contours of Merthyr life. V Words Won't Pin us Down Flick fast. Flick Slow. E Magnet S Loss and Found Move the mineral deposits to find our place. |
| Type Of Art | Artwork |
| Year Produced | 2016 |
| Impact | This artefact has been shared at two events to date, primarily as a way of communicating the new materialist affective methodologies that the team have been crafting and developing since the making of Light Moves and throughout and beyond the Productive Margins programme (see future collaborations entries for Professor Ivinson). |
| Title | Graphic Moves exhibition Cardiff |
| Description | Graphic Moves film exhibited at Abacus Art gallery, Cardiff 1-3 May 2015 |
| Type Of Art | Artistic/Creative Exhibition |
| Year Produced | 2015 |
| Impact | Film exhibited to wider audience in Cardiff |
| Title | Graphic Moves exhibition Merthyr Tydfil |
| Description | Graphic Moves film and exhibition showed across two sites in Merthyr Tydfil, Theatre Soar and Red House, 16th June |
| Type Of Art | Artistic/Creative Exhibition |
| Year Produced | 2015 |
| Impact | Graphic Moves shown to wider audience in Merthyr Tydfil. https://www.dropbox.com/sh/ls6tw5qga8ud7u3/AAA8vm29AbjVqiXDgpX6TlW0a?dl=0 https://www.dropbox.com/sh/vuj7c4iqdns1u0w/AACaJrug_D-nHjk3sp4Hd1Roa?dl=0 |
| URL | https://www.dropbox.com/sh/vuj7c4iqdns1u0w/AACaJrug_D-nHjk3sp4Hd1Roa?dl=0 |
| Title | Graphic Moves exhibition Newport |
| Description | Graphic Moves film exhibited at Riverfront art centre, Newport 5-11 June 2015 |
| Type Of Art | Artistic/Creative Exhibition |
| Year Produced | 2015 |
| Impact | Graphic Moves film exhibited to wider audience in Newport. |
| URL | https://www.dropbox.com/sh/ac27fhid9i22adr/AABgGW_O4iw7VnHOXakuIlRSa?dl=0 |
| Title | Gurnos Zebras |
| Description | Young people involved in the project carried out a public action to highlight local issues to policymakers - attracting newspaper coverage. |
| Type Of Art | Performance (Music, Dance, Drama, etc) |
| Year Produced | 2015 |
| Impact | Carrying out a public action with young people on three key issues in Merthyr: street lighting, road safety, and closing a subway. This involved dressing as zebras to welcome powerful decision-makers to Merthyr and taking them on a tour of the area. This attracted a full page report in the 'Merthyr Express' newspaper. |
| Title | Its not too late - POLICY POEM |
| Description | This poem was created with over 40 teen girls across three different secondary schools to support the Young People's Promise campaign for better Healthy Relationships as part of the Valentine Card Activism (see Valentine Card artefact). Over 6 weeks, as Professor Renold visited each school (one of which was the school that instigated the campaign, The Relationship Matters project, Productive Margins) each group wrote a new line, or edited. The end result was a collectively written policy poem, entitled "It's not too late". |
| Type Of Art | Creative Writing |
| Year Produced | 2015 |
| Impact | The valentine card poem, had the policy poem printed and pasted inside. The last line of this poem powerfully extended the hegemonic 'healthy relationships' discourse of 'respect' and 'consent' to the policy-making process itself ('policy-making is about respect and consent too'). The poem was read by each assembly member who recieved the cards. The poem was also included in the young people's lobbying letter posted on the Violence Against WOmen's Action group for the Young People's Promise Campaign. Roses are red, violets are blue It's not too late, for me and you To change the law That can change our lives And end the violence So we can survive and thrive We need student champions We need proper teacher training We need a real relationships education To stop girl shaming and boy blaming So when it's time to vote Please think of our ode We need YOU to take action Because you're in control Roses are red, violets are blue Respect and Consent Is about policy change too |
| URL | http://orca.cf.ac.uk/107647/ |
| Title | Knowle West Media Centre Exhibition and symposium on Women and data futures |
| Description | After the Women and Data Futures workshops, the women from Knowle West produced an exhibition sharing what they had learnt; this was displayed at the Knowle West Media Centre, with a smaller selection of images and artworks shown at 'We The Curious' during the 2017 summer holiday.To close the exhibition, KWMC and Productive Margins co-hosted a symposium during BBC Digital Bristol Week. 'The Future of Data: Taking Back Control?' prompted a lively debate and included provocations from three guest speakers who explored the future of data ethics, privacy and value and invited visitors to imagine a different 'data future'. The speakers were Mara Balestrini (Partner & Research Director, Ideas for Change) , Ed Boal (Deputy Head of Digital Media & Technology, Gregg Latchams) and Andrew Charlesworth (Reader in IT and Law, University of Bristol). The event was chaired by Katherine Rooney. |
| Type Of Art | Artistic/Creative Exhibition |
| Year Produced | 2017 |
| Impact | Debate and dissemination across a wide-ranging audience from across Bristol |
| URL | http://kwmc.org.uk/projects/womenanddata/ |
| Title | Life Chances Project Utopia Festival, Somerset House, London June 2016 |
| Description | A short film giving an overview of the Life Chances project |
| Type Of Art | Film/Video/Animation |
| Year Produced | 2016 |
| Impact | Not known |
| URL | https://www.productivemargins.ac.uk/outputs/life-chances/#video |
| Title | Life Chances co-produced fictional novel |
| Description | Co-produced fictional novel written by project participants, community development workers and commissioned artists to capture stories of people's lives on low income and to creatively re-imagine the welfare provision and interactions with regulatory systems that would enable better life chances for people in low income situations. |
| Type Of Art | Creative Writing |
| Year Produced | 2016 |
| Impact | The novel is due to be published in December 2016 under an ISBN and further detail will be added then |
| Title | Life Chances game |
| Description | This is a floor based game for people to role play the characters in the novel and understand their life chances and the barriers that individuals face in improving their life chances. The game is based on theory of trans-actional analysis allowing people to better empathise with individual circumstances and to trouble the systems that regulate people's lives. |
| Type Of Art | Artistic/Creative Exhibition |
| Year Produced | 2016 |
| Impact | The game was showcased at the AHRC community utopias festival in Somerset House June 2016 as part of the CC festival. It has also been used in public engagement activities and in neighbourhood forum in the Bristol area that the research is focused upon. We are in discussion with the Mayors office in Bristol about how we could take the game to all neighbourhood partnership areas to provide some equalities and diversities training particularly in the area of asylum and refugee work in the city. |
| Title | Life Chances posters/ visual imagery |
| Description | The artists Close and Remote commissioned on the project have produced about 10 alternative images to challenge the UK governments Life Chances propaganda images that were produced as part of their Life Chances policy agenda. These will appear as chapter colour plates in the published novel. |
| Type Of Art | Artwork |
| Year Produced | 2016 |
| Impact | The images were showcased as part of the project stall at the Community Utopias festival in Somerset House 2016. The images disrupt government stereotypes of heterosexual, white couples with one or two children and provide alternative family forms as well as utilising both the utopian imagery of the original images and some dystopian imagery to challenge the viewer to see people's lives from alternative viewpoints. The project team posted new images using #lifechances on twitter and found that our images were being tweeted and circulated alongside the government ones- some of which were subsequently taken down from Government websites and twitter. |
| Title | Life Chances: Co-written re-imagined welfare utopias through a fictional novel |
| Description | Peer reviewed blog post on Sociological Review website http://www.thesociologicalreview.com/blog/life-chances-co-written-re-imagined-welfare-utopias-through-a-fictional-novel.html |
| Type Of Art | Creative Writing |
| Year Produced | 2016 |
| Impact | Only just published |
| URL | http://www.thesociologicalreview.com/blog/life-chances-co-written-re-imagined-welfare-utopias-throug... |
| Title | Life Chances: a work of sociological fiction |
| Description | co-written fictional novel with artists and participants and self-published and distributed |
| Type Of Art | Creative Writing |
| Year Produced | 2017 |
| Impact | We are just disseminating this to a range of stakeholders including MPs, civil servants, councillors so we will update when we are able to document impact |
| Title | Life Support - Film |
| Description | Life Support draws upon our experiences from an arts-based adventure project that helped us explore what was troubling us. We wanted others, especially those in power, to feel how we feel. We learned that our strength and our resilience is more than us. It is in friends and family, in history and place, and most of all, it is in Forsythia. We started with anger and we became so much more. We are so much more" Life Support was a collaborative project with 8 young people and workers from Forsythia Youth, two academics (Emma Renold, Cardiff University and Gabrielle Ivinson, Manchester Metropolitan University), and two artists (Heloise Godfrey-Talbot and Rowan Talbot). It was part-funded by the ESRC/AHRC Productive Margins Programme (productivemargins.co.uk). |
| Type Of Art | Film/Video/Animation |
| Year Produced | 2017 |
| Impact | Life Support was first premiered on Sunday 12th March for International Women's Day 2017 at the Wales Millennium Centre, Cardiff. It had a viewing audience of over 300 people. It was subsequently also used (via twitter activism) to support young people's protest to keep their youth centre open in their presentation to Welsh Assembly's Children and Young People's Committee (April 2018). |
| URL | https://vimeo.com/222938822 |
| Title | Life Support - Film 2017 |
| Description | This short film Life Support was a collaborative project with nine young people and workers from Forsythia Youth, two academics (Emma Renold, Cardiff University and Gabrielle Ivinson, Manchester Metropolitan University), and two artists (Heloise Godfrey-Talbot and Rowan Talbot). It was part-funded by the ESRC/AHRC Productive Margins Programme (productivemargins.co.uk) in the final phase as a pilot project with seed corn funding. We co-produced a series of activities and workshops with the artists, youth workers and young people. Next we describe the methodology. Runaway Methodology An academic paper, Runaway Methodology is in progress. Our method can be captured by three steps: (1) Event: setting up an event; participating alongside others while attuning to the micro intensities of moments within the event; (2) Run(a)way: enabling initial ideas that emerge and (3) Arts-based workshops: providing arts materials and techniques to enable initial ideas to be expressed through other media, and so by reframed ideas as matter they can become objects/artefacts/'darta' (Renold et al. 2016) for further reflection and wider public communication. The basis of the approach is to capture ideas in the making and enable them to stay alive and active by offering a pallet of materials to enable expression. We describe the steps in more detail below. (1) Event We set up events sometimes based on what participants ask us to set up, such as the physical activities that this group choose to undertake on the residential (Giant Swing, Zip wire, Aero Ball and Rock Climbing) and sometime we set up events around art materials such as the workshops we orchestrated between the physical activities on the residential weekend. During a residential at an Activity Centre the zip wire activity fulfilled the groups' requirements for a challenging, physical activity that literally took them and us to an edge. (2) Runaway After the activity a long piece of paper (runway) was rolled out on the art-room floor and everyone wrote or drew something to 'land' expressions of what it had felt as part of the activity. Some wrote words or phrases to capture the emptions (affects) that had been experienced after we had climbing a high tower, put ourselves into a harness and launched our bodies over a precipice. Such events enable us to relive an emotion such as fear (in a safe environment), to feel it, and as part of that feeling to evoke past fears. The past and present feelings are experienced bodily and bodies might reconnect with patterns of feelings that have been created through prior evoked experiences (of fear). A runway is both a landing platform, where ideas are landed, and a take off platform, where new ideas take off. We have found that the size and width of the paper, the way it can be rolled out before everyone, so that everyone can gather round it and the way it can be rolled up afterwards to store ideas, is particularly effective. The runway is the first invitation to communicate through a medium other than the spoken word. So we move from speech to depiction (word and drawings). (3) Arts-based workshops In this step we move from speech and early depictions on the Runway to art media. By offering a pallet of materials and tools such as a piece of silk, a blank sheet, paints, paper, straws, glue, glitter, string, nails, hammer, tweezers, sticky tape, coloured string and piece of wood, we try to enable expression in different forms or modalities that go beyond the limitations of the spoke word. We think very careful about what to offer, in what kind of space and using what kind of words or instructions. At this stage we usually work closely with an artist to co-produce the workshops materials and space. We try to enable 'anything' to happen while remaining very aware that for example, the space, the shape of a room, the amount of light, the number of tables or pieces of silk, as well as the size of the paint-brushes - all become part of the material assemblage that shapes what might emerge. The Artifacts: Chair, Silks, 3D book and The Artbox The artifacts produced in these workshops, such as the Chair and Silks have travelled to many venues and are described in detail in other entries. The artifacts have the power to move and represent the young people in a policy making events, community festivals and forum and at academic conferences and workshops. The young people's artifacts inspired the creation of the ArtBox and the Artbook. The Film; Life Support Life Support is a film dedicated to the young people and staff at the Forsythia Youth project, North Merthyr. The young people explained the film as follows, 'It draws upon our experiences from an arts-based adventure project that helped us explore what was troubling us. We wanted others, especially those in power, to feel how we feel. We learned that resilience is more than us. It is in people and place, in friends and family, and most of all, in Forsythia. We started with anger and we became so much more'. The young people created a poem to express their experience. We are so much more. We are fear We are anger We are pride We are joy We are silk We are human We are equal We are one We are Forsythia YOUTH! By BRONWEN Life Support Film showings The film was premiered at the Wales Millennium Centre, Cardiff at the International Women's Day Festival,12 March 2017 to an audience of 300. The film continues to be show at community venues and academic conferences worldwide. Manchester Metropolitan University awarded an impact accelerator grant to Professor Gabrielle Ivinson and Dr Geoff Bright in 2018. Life Support will be shown at events in six industrialised coalfield communities in the north of England and south Wales ex-mining valleys in events co-hosted with community partners - Unite Community and the Co-operative College |
| Type Of Art | Film/Video/Animation |
| Year Produced | 2017 |
| Impact | Productive Margins activism The film became part of the young people's campaign against the closure of the Forsythia Youth Facility when Communities First ends. On the 14th February 2017, the Cabinet Secretary for Communities and Children announced that the Communities First Programme would be phased out by March 2018. Although the Forsythia Youth Facility was established long before Communities First in response to the needs of young people on a housing estate, the youth workers were funded through Communities First money. On hearing the news of possibly and imminent closures Forsythia Youth Facility the young people mounted a twitter campaign and the film Life Support became part of the protests campaign. The young people took their case to the Welsh Government. Forsythia Youth remains open yet with reduced staff and with the loss of one of the pivotal youth leaders who had sourced the money and resources to open the Facility two decades previously. In the process of redundancies and enforced job applications, her post was downgraded making it emotionally too distressing for her to reapply. The youth centre lost a pivotal and deeply loved champion and we lost vital access, a trusted colleague and an inspirational youth leader. Our pain, like that of the young people's, is reflected in Life Support. Texts accompanying film sequences in Life Support: 'This place is my life, it means the world to me' 'Forsythia is the heart-beat of Merthyr's young people' 'Government cuts are slowly strangling valleys communities' 'stop stop stop they need to listen enough is enough' The following is a sample of messages posted on the young people's campaign site and listed at the end of the film before the credits. We dedicate this film to all the children, young people, staff and visitors who keep the heartbeat of Forsythia Youth pumping. If this place closes, the lifeline that these young people need so much will be lost forever. If this centre closes it will be an act of neglect. It's a second home to many young people This youth centre gives children memories to last a life-time. This project saves lives They accepted me for who i am It offers the most life changing experiences and trips that deeply inspire us as young people! I for sure look up to each and everyone of the youth workers at forsythia youth as role models for me in the future One of our favourite childhood places so many opportunities and experiences This place has taught me all the values of life and so much more it's just amazing Without this youth I'd be so lost Been involved with forsythia for around 8 years now, and when I say it changed my life I 100% mean it! Without this project and the fabulous staff I would honestly not be where I am today and closing this project would prevent generations from accessing the same life changing opportunities that I got! Closing this youth will be closing a family! There's bonds so strong within that's so special. The Forsythia Youth Facility remains open with reduced staff. |
| URL | https://vimeo.com/222938822 |
| Title | Light Moves photo-story |
| Description | This photo-story resulted from the creation of the Light Moves film. |
| Type Of Art | Image |
| Year Produced | 2015 |
| Impact | This photo-story is linked the Light Moves film, it is available online for wider impact. |
| URL | http://www.productivemargins.ac.uk/light-moves-episode-1/ |
| Title | Metal Mash up, by the angry 12 year olds |
| Description | This poem was created by three girls and one boy during the "Mashing up the land" workshop as part of the making of the artefacts for the Graphic Moves exhibition and film. This session involved pulping pathologising newspaper headlines of the place in which they lived to re-create new images and narratives. During the pulping session, as the young people were stirring the pulp in orange boxes, they began to sing all their favourite songs. Facilitating the workshop, Professor Renold offered to create a poem based upon all their favourite song lyrics. They jumped at the opportunity and the following poem was created. METAL MASH UP By the angry 12 year olds If you look in the mirror and don't like what you see You will find out first hand what it's like to be me The world is ugly But you're beautiful to me I'm going to show my scars for all the broken Assembling their philosophies From pieces of broken memories This is gospel for the fallen ones In the end as we fade into the night Imagine living like a king someday They can't stop us let them try I am not ashamed I'm radioactive, RADIOACTIVE |
| Type Of Art | Creative Writing |
| Year Produced | 2015 |
| Impact | This poem featured in the three Graphic Moves exhibitions at the Abacus, Cardiff, Riverfront, Newport and the Redhouse, Merthyr. The text was backed onto their artwork also created in the session. The poem was laminated and returned to the arts department, and so the group could always return to their original copy. |
| URL | http://www.cardiff.ac.uk/news/view/97611-graphic-moves-dynamic-exhibition-is-the-next-step-in-the-pr... |
| Title | Paper City |
| Description | Running before and during the policy brief event, was a participatory arts project, Paper City, by Davis & Jones, which ran from 19th to 21st January 2015. Davis & Jones make artworks through occasions, dialogues and relationships; working with people and places to explore how we connect. Paper City set out to explore how spaces of the city might be re-imagined as more inclusive places, and where women's voices can be heard. These collaborations between the artists and participants created a series of paper installations that recreated and reimagined spaces in the city, which were displayed at the launch event for the policy brief. |
| Type Of Art | Artwork |
| Year Produced | 2015 |
| Impact | The artwork was displayed at the launch event for the policy brief, the audience of which included representatives from the city council, police, Building the Bridge, faith sector, community organisations and academics. |
| Title | Postcards |
| Description | Postcards summarising different strands of the Productive Margins research. |
| Type Of Art | Artefact (including digital) |
| Year Produced | 2014 |
| Impact | Promotional postcards were produced to publicise our activities at the Connected Communities showcase. We have subsequently used them for further dissemination at other events and for use as project 'business cards'. |
| Title | Productive Marginals |
| Description | Meta-data computer programme |
| Type Of Art | Artefact (including digital) |
| Year Produced | 2013 |
| Impact | Circulated to Forum members and wider networks via our website. |
| URL | http://productivemarginals.blogspot.co.uk |
| Title | Ruler Skirt |
| Description | The Ruler Skirt (Relationship Matters Project, engagement phase of 4Ms, Productive Margins). In the very first lunchtime meeting of the Relationships Matter club, one of the girls shared with us how 'some boys, they use rulers to lift up girls' skirts' (e.g. if they were bending over a desk to reach for a book, or pick up their school bag). No sooner had the words been spoken, than one of the other girls had materialized the event in ink, in bold capital letters: 'RULER TOUCHING'. Professor Renold invited the girls to imagine what else the ruler could do. They discussed how experiences of sexual violence are often ruled out (e.g. normalized or silenced); how schools are not 'measuring up' with their narrow focus on targets and testing; and how girls and women are have been regulated and 'ruled'! ('rule her, RULE HER, rule her with your ruler'). Very quickly, they all wanted to bend the rules, rewrite the rules. The following week, the girls wrote comments that sexually shamed girls on printed paper rulers. These paper rulers turned into paper chains to connect with how sexual violence shackles them (see Shame Chain artefact). At their request, Professor Renold bought in bendy acrylic rulers which the girls graffitied, and then from discussing whether to turn them into a ruler-monster, a ruler-cape, and ruler-bunting, the girls discussion decided they wanted to wear them, first a jacket, then a cape - they settled on where the started, and the gladiator style ruler-skirt was created. |
| Type Of Art | Artefact (including digital) |
| Year Produced | 2015 |
| Impact | The Ruler Skirt, as a awareness-raising change-making object has had a number of notable and significant impacts, sharing the methodological process of how to craft data into artefacts in participatory projects and in ways that can simultaneously affect change in safe and creative ways on sensitive topics - for the participants this was about making the personal political without revealing to much of themselves. 1) The skirt was worn by one of the girls in their school assembly, 'raising awareness about healthy relationships' to 300 pupils and 20 teachers 2) The RULER theme was the catalyst for a piece of direct action (see Valentine Card artefact) 3) The girls wore the ruler skirt at their invited keynote at the Welsh Women's Aid annual conference (March 2015, n=300). 3) During the Graphic Moves arts-based phrase, the ruler skirt featured in the Graphic Moves film, and was transformed into the artefact The Ruler Swing, which featured at three exhibitions (Riverfront, Newport; Abacus Cardiff; Redhouse in Merthyr). Since then (it is now March 2018) the Ruler Skirt has been worn, touched, heard and read by over 4000 people at over 20 different academic, practitioner, youth and school events, conferences and protests for young people, politicians, teachers, educational practitioners, the public in Wales, England, Sweden, New York and Finland. Each time, Professor Renold shares its journey on Facebook and twitter for participants to see. Notable moments include: Professor Renold wearing the skirt at the United Nations Headquarters panel 27 Feb 2018 (n=75); at the Girls' Rights in Wales Conference 2015 (n=500 teen girls); and at the Welsh Government's National Headteachers Conference (n=250 headteachers). Digitised, the Ruler Skirt was successful in being professionally photographed and featured in the Merthyr Rising Festival, May 2017, and will feature as part of the SELF/OTHER exhibition in Manchester in the Autumn 2018. The story of the making of the ruler skirt features in the co-authored paper with the teen girls in the Routledge Handbook on Gender and Sexual Violence (Libby et al.), in the academic open access journal article (Renold 2018) and in their co-authored case study, Ruler-heART in AGENDA: A Young people's guide to making positive relationships matter (Renold 2016). |
| URL | http://methods.sagepub.com/video/researching-sensitive-topics-using-creative-methods |
| Title | Ruler Skirt Chains - Merthyr Rising Festival |
| Description | Professor Renold submitted (with encouragement, consent and permission) the ruler skirt on chains image for entry to the Merthyr Rising Festival 2017. We were successful and a professional team of photographers collected the artefact and created a photo. |
| Type Of Art | Artwork |
| Year Produced | 2017 |
| Impact | The image was printed and laminated, and hung from the railings in Penderyn Square. The festival had a footfall of over 200o people over the weekend. The young people received free tickets to the festival, and were elated that their artwork was being showcase and shared for all to see. |
| URL | https://www.facebook.com/hwylhub/photos/a.1215903375091538.1073741829.1176917508990125/1695558493792... |
| Title | Ruler Skirt Swing |
| Description | The Ruler-Skirt-Swing, was created as part of the Relationship Matters project's exhibition as part of the wider Graphic Moves touring exhibition (see Graphic Moves entry). The ruler-skirt hangs on chains (to connect to the artefact, "shame chain") from a child's swing. A soundscape created from the sound and teen girls' conversations in their local park for the making of their story, "Words won't pin me down" (see Other in publications entry) is played on a loop. |
| Type Of Art | Artefact (including digital) |
| Year Produced | 2015 |
| Impact | This artefact, or dartafact (renold 2018) has been exhibited at numerous events and conferences in London, Cardiff, Newport and Merthyr Tydfil. It carries a powerful message of the ways in which creative arts-based methodologies can generated and communicate difficult and sensitive issues, such as street harassment and sexual violence experienced by young people. For example, at the 2017 Anticipations conference members of the 4Ms/graphic moves (Productive Margins) team, shared, through performance the making of data and dartafacts, including the ruler-skirt swing. Kerri Facer's reflections included the following statement about our performance: "Two important and powerful interventions in this area were the curated session from the Cardiff Futures team that both evoked and analysed the emotional and affective issues of grounded futures work with young women experiencing sexual violence and their reframing of this to create alternative futures" |
| URL | http://anticipation2017.org/reflections-on-anticipation-2017-keri-facer/ |
| Title | Runway of Disrespect |
| Description | The Runway of Disrespect (Relationship Matters Project, Engagement phase of 4Ms project, Productive Margins) The first audio-recorded session with the girls began with sharing the different ways in which some boys their age, in and out of school, routinely 'disgusted' them with rape 'banter' ). By the end of the first session the release of words, phrases and emojis into the space via spoken word and onto the flip-chart paper in ink became a powerful refrain and a mode of expression Professor Renold worked with further. Brining in a large spool of quality paper (1 m × 100 m) to the second session, she rolled it out so that it stretched almost the entire length of the room (approximately 20ft). Each session began with the rhythmic movement of the roll unfolding, like a celebrity red carpet, in which girls shared experiences that they 'had never talked about like this before'. No longer hidden, or taboo, the words were both recognized and respected. As each week progressed, and in the repetition, something shifted. Words that were previously hidden, or heavy with anger and shame, became a little lighter and annotating the roll in each session became 'fun'. The roll seemed to become a significant expressive refrain that was enlivened with each rolling-out - a movement, which seemed to have a potentially transformative effect, opening itself and the girls up to new elaborations and pathways. It also became a safe and containing activity/artefact (and could be rolled up and taken away). It certainly seemed to be a process that captured their imagination, and it materialized as their first d/artaphact: 'the runway of disrespect', used in school assemblies, exhibitios and conferences (see impact below). |
| Type Of Art | Artefact (including digital) |
| Year Produced | 2015 |
| Impact | The Runway of Disrespect was used by the girls in their school assemblies (n=300 students, 20 teachers). The 17ft 'Runway of Disrespect' was rolled out and a barrier was created with the chairs, to re-orient the students as they entered the hall to walk by, look down on and read the runway before taking their seats. As the assembly drew to a close, students were invited to stamp on the 'Runway of Disrespect' as loudly and as forcibly as they wanted to, thus embodying the girls' call to join them in stamping out sexual violence in schools and communities. This activity was carefully planned with the girls and Professor Renold to inject fun, movement and energy in ways we hoped might generate a lightness of being-becoming activist on a serious weighty issue. It was also a moment in which students could participate in and thus connect with the girls' own affective embodied practice of creating through and with experience. Following the assembly, the Runway of Disrespect was developed further in order for it to be used and shared as an awareness-raising artefact in practitioner workshops on healthy relationships. The girls worked with professional artist Seth Oliver and Professor Emma Renold (Graphic Moves phase). It was divided into 4 sections, laminated and backed onto hardboard with wooden rulers fixed with a hinge so they can flip up and swivel to reveal the stamped out words, and also mimic the lifting of the skirt with a ruler (which was the experience that sparked the ruler theme, see Ruler Skirt) This dartafact was exhibited in three events in 2015 (Riverfront, Newport, Abacus, Cardiff and Redhouse, Merthyr). It was also used in a Welsh Government practitioner event led by Professor Renold, on creative ways to raise awareness of heathy relationships in schools with 80 teachers and educational practitioners across Wales. It features in the RulerHeART case study, in the Welsh Government endorsed resource, AGENDA: A young people's guide to making positive relationships matter. |
| URL | http://methods.sagepub.com/video/researching-sensitive-topics-using-creative-methods |
| Title | Scream Shout Speak Out |
| Description | Three teen girls from the Relationship Matters project (4Ms, Productive Margins) created this poem. |
| Type Of Art | Creative Writing |
| Year Produced | 2015 |
| Impact | This poem features in the co-authored chapter, "Making our feelings matter" (Libby et al. 2017) and in the case study, Ruler HeART: Ruling our sexual harassment using the visual arts in a school assembly" in the Welsh Government resource, AGENDA: A Young people's guide to making positive relationships matter. The poem, as an mp4 audio, on the www.agenda.wales website. |
| URL | http://www.agenda.wales |
| Title | Shame Chain |
| Description | The Shame Chain (Relationship Matters Project, Engagement phase of 4Ms project, Productive Margins) From the discussion of how some boys lift up girls skirts with rulers (see Ruler Skirt artefact entry for full overview), the girls wrote comments that sexually shamed girls on printed paper rulers. These paper rulers turned into paper chains to connect with how sexual violence shackles them. This process created their dartafact (Renold 2018, Libby et al. 2018), The Shame Chain. |
| Type Of Art | Artefact (including digital) |
| Year Produced | 2015 |
| Impact | The Shame Chain (Relationship Matters Project, Engagement phase of 4Ms project, Productive Margins) From the discussion of how some boys lift up girls skirts with rulers (see Ruler Skirt for full overview), the girls wrote comments that sexually shamed girls on printed paper rulers. These paper rulers turned into paper chains to connect with how sexual violence shackles them. This process created their dartafact, The Shame Chain. IMPACT School Assembly: The SHAME CHAIN was used in the girls Healthy Relationships Assemblies (300 students, 20 teachers). Individual volunteers were invited to sound out the words and phrases 'that shame us' by reading the chain (and lifting up the rulers of the ruler skirt). This wasn't easy to achieve, as words were hidden on the inside of the chains, in personal hard-to-read handwriting - a process that mirrored how difficult it could be to talk about sexual harassment in school and which the girls made explicit in their presentation. Listening campaign: What else did the ruler slips do? At the end of the assembly, students were invited to participate in the 'Relationship Matters' activist campaign and share their thoughts in writing on 'why they think a real relationships education should be mandatory for all schools in wales'. Many students did comment and their words were shared in lobbying letters and the ensuing action. Students were also invited to comment on what they felt about the assembly, which brought forth a wide range of comments, from supporting the girls' campaign, disclosing specific experiences of sexual harassment, messages of apology and regret, and seeking advice on particular issues. Direct Political Action: The annotated ruler slips from the Welsh valleys met hundreds more ruler slips from Cardiff (as Professor Renold had opened up the 'Relationship Matters' activism project to two other schools). Over 1000 ruler-slips were generated in total. Three slips were selected and pasted to hang from a cut-out heart inside a red valentines card, which included a clear message listing the education ammendments they wanted to see in the Violence Against Women Bill. Every Assembly member in Wales received a Valentine Card. The card formed part of the GRAPHIC MOVES exhibition (see heART card activism) |
| URL | http://methods.sagepub.com/video/researching-sensitive-topics-using-creative-methods |
| Title | Sketches from Praxis Cafe - Fixin' it ourselves: Women Activists in Knowle West |
| Description | Sketches made for and during the Praxis Cafe of participants and their interactions as a record of the meeting. |
| Type Of Art | Artwork |
| Year Produced | 2014 |
| Impact | Used as publicity material for the event. Sketches were made during the event and helped facilitate participation in the activities. |
| Title | Sketches from Productive Margins Forum 3 |
| Description | Sketches of events and interaction of participants at Productive Margins Forum 3 as a record of the day. |
| Type Of Art | Artwork |
| Year Produced | 2013 |
| Impact | Used as record of the meeting. Further disseminated in use as publicity material. |
| Title | Sticker installation |
| Description | Stickers encouraging the public to engage with a derelict building by asking them to imagine what the building could be used for instead. |
| Type Of Art | Artistic/Creative Exhibition |
| Year Produced | 2014 |
| Impact | Engaged members of the public in imagining alternative uses for spaces in their neighbourhood and engage with their environment. The installation received a good reception with many people participating. |
| Title | Tagged HeART |
| Description | The Tagged hEART (Relationship Matters Project, Engagement phase of 4Ms project, Productive Margins) Not everything can be articulated through words. They can be felt corporeally, but are sometimes too painful to talk about. Some of the girls in The Relationship Matters project talked about events (such as girls being followed, or sexually propositioned to perform sexual acts for money or food) that left them word-less and choked, with 'lumps' in their throats, 'turned stomachs' or 'just numb'. They talked about keeping 'feelings in' that they wanted to express outwards. Attuning to their desire to both feel and express, Professor Renold spontaneously told them about an activity that took place the previous year with a group of academics and artists (see futurematters.org) experimenting with non-discursive ways of communicating and how Jên Angharad picked up the paper we had been given and rolled and dived on it, her movement marking the paper with crumples. Professor Renold invited the girls to express their feelings not through words but through marking the paper ruler slips (see entry for Shame Chain artefact on the significance of the ruler slips) as I read out some of the transcribed data from previous sessions. The girls crumpled, scrunched and teared the paper, saying,: It's like, it's better to get your anger out on something. It's like a sense of relief for me. Yeah how you react like your feelings rips them up and crumples them up until there's practically nothing left and you're left in pieces. And I reckon using paper is actually a good way of expressing that. So you're thinking about your feelings inside the paper? My feelings ARE the piece of paper . like crumpled up, torn up into little tiny pieces. We were left with piles of torn pieces of ruler-paper. Aware of how these pieces were carrying powerful affects we discuss what to do with them. Some girls wanted to hold on to them. Others wanted to bin them. One of the girls expressed her ambivalence, likening the act to 'chucking my feelings away'. One glance at the green recycling bin, and the girls talked about wanted to recycle them. In the space of 30 minutes, the girls 'recycled' and sutured their torn paper to create a powerful dartafact, which they later called, 'The Tagged Heart'. This was a heart that carried feelings of numbness, emptiness, anger and relief. The words: slag, fake, how much do you charge?, wolf whistling, rumour, grabbing your bum, stuck up, youth mother's a MILF, bitch, fatty, sket, beeping, look at her arse, ruler-like, fan out from the heart. Cracked clock faces decorated the outside, splitting time and signalling that not all feelings or 'broken hearts can be mended' with time. Significantly, not all the pieces found their way into the heart. As one of the girls said: 'they're the parts of the broken heart that never got mended'. These pieces went into the recycling bin. |
| Type Of Art | Artefact (including digital) |
| Year Produced | 2015 |
| Impact | School Assembly: The making of the Tagged heART was shared in the girls Healthy Relationships Awareness Raising Assemblies (300 students, 20 teachers). The Tagged Heart was passed around the assembly hall, and, in awareness of how the tagged heart was created, students were asked to 'look after our feelings' because 'these are our feelings'. Indeed, contrary to one of the girls' initial fears that the heart might get 'trashed' (the rubbish bin surfacing again) the heart was passed from student to student, very carefully, remaining intact, touched by and touching over 300 students Exhibition: The Tagged HeART formed part of the Relationships Matter project's exhibitions (Riverfront Theatre, Newport; Abacus, Cardiff and Red House, Merthyr). Practitioner Workshops: The Tagged heART has since been used in many different practitioner workshops in Wales (approx. n=250 teachers/education practitioners) and at academic conferences in presentatios on arts-based methods (approx.. n=100). Resource: the making of the Tagged HeART features as the highly cited exemplar case study in the Welsh Government supported resource, AGENDA: A Young People's Guided to Making Positive Relationships Matter. |
| URL | http://methods.sagepub.com/video/researching-sensitive-topics-using-creative-methods |
| Title | The Live Model (2017) Manual |
| Description | The Manual is written in plain English and contains simplified instructions to explore The Live Model. Live Model is a live artwork that will take you on an immersive expedition through your neighbourhood, exploring how regulation is constructed and how it is influenced by citizens, history and politics. Using digital technology, you will experience regulation made visible. Sophie Mellor & Simon Poulter Close and Remote, June 2017 |
| Type Of Art | Artwork |
| Year Produced | 2017 |
| Impact | The Live Model Manual acted as an information manual to work alongside the Live Model immersive performances, which subsequently resulted in the production of the film, The Live Model (2017). |
| URL | http://www.closeandremote.net/live-model/wp-content/uploads/2017/06/TheLiveModelManualFinal.pdf |
| Title | The Live Model Manual |
| Description | When you walk around your city and neighbourhood what makes it unique and different? How is your neighbourhood shaped by its residents - by their differing cultures, politics, income, work and leisure activities? How is your neighbourhood shaped by local and central government - by the rules and regulations that influence your life? Live Model an immersive performance in which the participants as actors consider how we experience regulation in the places where we live and work. What regulation do you come across in your neighbourhood? You drive on the left and not the right. You put your crisp packet in the bin. You have confidence that you won't get food poisoning in your local cafe. You know you have access to free healthcare and that your children must attend school. The Live Model took place in four locations in June and July 2017. The locations were Stapleton Road, Bristol; Knowle West, Bristol; Butetown, Cardiff; and Gurnos, Merthyr Tydfil. Invited participants (local residents, council workers, community workers, councillors) were taken on an immersive walk/performance guided by The Control Voice and The Reality Guide. The Live Model Manual guided the participants on their journey. They encountered abstract regulation made visible. The encountered The Live Model. |
| Type Of Art | Artefact (including digital) |
| Year Produced | 2017 |
| Impact | Not known |
| Title | The Live Model guided immersive walks |
| Description | When you walk around your city and neighbourhood what makes it unique and different? How is your neighbourhood shaped by its residents - by their differing cultures, politics, income, work and leisure activities? How is your neighbourhood shaped by local and central government - by the rules and regulations that influence your life? Live Model an immersive performance in which the participants as actors consider how we experience regulation in the places where we live and work. What regulation do you come across in your neighbourhood? You drive on the left and not the right. You put your crisp packet in the bin. You have confidence that you won't get food poisoning in your local cafe. You know you have access to free healthcare and that your children must attend school. The Live Model took place in four locations in June and July 2017. The locations were Stapleton Road, Bristol; Knowle West, Bristol; Butetown, Cardiff; and Gurnos, Merthyr Tydfil. Invited participants (local residents, council workers, community workers, councillors) were taken on an immersive walk/performance guided by The Control Voice and The Reality Guide. They encountered abstract regulation made visible. The encountered The Live Model. |
| Type Of Art | Performance (Music, Dance, Drama, etc) |
| Year Produced | 2017 |
| Impact | Footage of the Live Model guided immersive walks was made into the film The Live Model (2017) |
| Title | Video interviews |
| Description | Video testimonials and reflections by project participants on progress of and methods used in the research project. |
| Type Of Art | Film/Video/Animation |
| Year Produced | 2014 |
| Impact | Informed the reflective process of how we approach research methods in Productive Margins. |
| Title | Video of J3 Praxis Cafe |
| Description | Video taken of Praxis Cafe at J3 Food Connections festival. |
| Type Of Art | Film/Video/Animation |
| Year Produced | 2014 |
| Impact | Used in subsequent Praxis Cafes. |
| Title | What do you see? |
| Description | The Steering Group and team commissioned a local film-maker, Bashart Malik, to make a short film that addressed issues of women's engagement in decision-making, featuring members of the Steering Group. Titled 'What Do You See?' the film both questions how Muslim women in public spaces are viewed and asks Muslim women how they would reimagine spaces of decision-making - including City Hall, Parliament, mosque committees and the UN. |
| Type Of Art | Film/Video/Animation |
| Year Produced | 2015 |
| Impact | The film will premier at the Watershed Cinema on October 29th, and be made available shortly afterwards online and via YouTube (and see #WhatDoYouSee?2015 for updates). The premier will be followed by a panel discussion with the director, Bashart Malik , the women featured in the film: Nura Aabe, Suad Abdullahi, Adeela ahmed Shafi, Sheila Joy Raymond El Dieb, Shabana Kausar, and Tasleem Kaurser, and the research team. Accompanying the premier will be the launch of the exhibition, 'Bristol Big Sisters'. All 120 tickets for the event were fully booked within days of being advertised. The film and premier was covered by BBC radio. |
| Title | Where the ocean meets the shore along the marginal way...Matthew Olden (2013) |
| Description | The Productive Marginals are a community of computer personalities with specific tasks to complete upon the Productive Margins archive.They are computer programs that inhabit the same space and time as user, working in the background as we go about our daily computerised tasks. A spread sheet program offers the same function of how a account clerk was once employed, to add up long rows of data, but what the program lacks in the work place is the subtle effects of humanity in a work situation. The non work social-interactivity between employees when a task is completed, is what makes the next number crunch bearable. A slight subtle movement in air can cause a butterfly effect in our acquisition of data and experience, a marginal thought explored. The Marginals are locked into total engagement, They are the agents of the archive, like a colony of ants they march forward and chomping through the archive, the rule based system they function under being their only motivation, but over time they come to produce a larger community. Like a busy New York tenement block, each Marginal brings a different story to the overall picture of the environment it inhabits. A communal commonality based on familiarity and circumstance rather than action,practice or interest. This marginal existence could be seen as a urban digitised office space community.The Marginals are the hum and buzz of a busy office, the diversity of the Marginals draw the users attention to non-specific work/non work tasks away from the solo input node of the modern work station, a modern day Hawthorn effect. A previous work of mine, Making Friends And Enemies, investigated the production of a community of computer agents dealing with the cross over of machine/human consciousness, here the characters became the artist, and the artist became the characters, anticipating the coming of post humanity where the boundary between us and our agents is dissolved. With the Productive Marginals the boundaries between the archive and it agents become blurred, aspects of the archive talk to other aspects of the archive and refers to aspects of itself rather than a external reality, like the library in the book "The Name Of The Rose" by Umberto Eco, "books always speak of other books, and every story tells a story that has already been told,", in our case the Marginals offer up this information feedback up to the user, in an hope to offer insight to how the project see's itself. The Marginals could be seen as the archives unconsciousness, producing a host of signs and signals in the same way we dream,the Marginals themselves being based on archetypal artists and philosophies that deal with aspects of divining information. Like an oracle looking into cloudy water the user can contemplate the information space and architecture that the archives agents create. Key Marginal is a text search engine who analyses documents for keywords, getting audibly more excited as he matches his search criteria. Sentimental Marginal is a computer program who reads pdf-documents and assigns a positive or negative analysis upon them, then acts accordingly. Markov Marginal performs a Markov chain probability analysis on text files to develop surrealist poetry. Marginal Voices are a selection of synthesised voices of famous personalties, they love to practice their speak patterns so each takes turns reading the minutes of meetings, each taking a real life persons part. The Marginal Prophet looks towards AI chat-bots to answer questions posed by the Productive Margins research. Kurt Twitters translates research papers into sound poetry. Key Marginal Canvaser makes exploratory cinema with footage suggested by keyword searches. Marginal Value analysis text documents and produces musique concrete from statistical information. Muggletonian Marginal has a strong opposition to philosophical reason and comments upon the validity of research. Interzone Marginal creates an archive fueled Dreamachine to conjure up images to access the third eye. ***************************************** mar·gin·al adj. 1. Of, relating to, located at, or constituting a margin, a border, or an edge: the marginal strip of beach; a marginal issue that had no bearing on the election results. 2. Being adjacent geographically: states marginal to Canada. 3. Written or printed in the margin of a book: marginal notes. 4. Barely within a lower standard or limit of quality: marginal writing ability; eked out a marginal existence. 5. Economics a. Having to do with enterprises that produce goods or are capable of producing goods at a rate that barely covers production costs. b. Relating to commodities thus manufactured and sold. 6. Psychology Relating to or located at the fringe of consciousness. n. One that is considered to be at a lower or outer limit, as of social acceptability: "is fascinated by marginals, by people who live on the edge of society" (Dan Yakir). |
| Type Of Art | Film/Video/Animation |
| Year Produced | 2013 |
| Impact | Matthew Olden's work is included on the Productive Margins website so can be accessed by all |
| URL | https://www.productivemargins.ac.uk/2014/09/17/productive-marginals-the-productive-marginals-are-a-c... |
| Title | Words Wont Pin Us Down |
| Description | Poem written by one of the teen girl participants in the Relationships Matter project (4Ms, Productive Margins) |
| Type Of Art | Creative Writing |
| Year Produced | 2015 |
| Impact | This poem features in the co-authored chapter, "Making our feelings matter" (Libby et al. 2017) and in the case study, Words Won't Pin Us Down: Making a film about street harassment in our local park" in the Welsh Government resource, AGENDA: A Young people's guide to making positive relationships matter. It also features in the middle section of the film, Graphic Moves. The poem, as audio and as a visual, is on the www.agenda.wales website. |
| URL | http://www.agenda.wales |
| Title | heART Jars |
| Description | For the Relationship Matters section of the Graphic Moves exhibition, a series of 5 boxes (decorated in maps of the local area) were mounted onto the space. They included; the tagged heart; a Valentine card (from the activism); the shame chain; three heart jars; and an empty box (to signal what else their ruler heART activism might be/come). The three heart jars, were decorated, and inside each one were selected ruler slips from the listening assemblies. |
| Type Of Art | Artefact (including digital) |
| Year Produced | 2015 |
| Impact | These jars, sparked the idea for the WHAT JARS YOU? task in the AGENDA resource, and have been used in a number of future projects as a specific research methodology (see Renold et al. 2017, How gender matters to children and young people living in England, orca.ac.uk) and as an engagement activity in schools, events and online (digitised jars). See Renold et al. 2017 Jarring Methodologies) |
| URL | https://geaconf17.files.wordpress.com/2017/06/gea-programme-and-book-of-abstracts.pdf |
| Description | • This programme of research was unique in connecting practices of co-production and systems of regulating. Where previously co-production and regulation were seen as al-ternatives, our research showed how the former engages in the latter: o Co-production itself is regulatory, shaping both the practices of research and service delivery (Innes et al (2018) 'How Co-production regulates, Social & Legal Studies); o Regulators can use practices of co-production to see and know regulatory systems differently, enabling the expertise-by-experience held in communities at the margins to be engaged in decision-making processes (McDermont et al (2018) 'Alternative Imaginings of Regulation' Jo of Law & Society); o However, the Research Forum process demonstrated the dangers of naive co-production. The power and politics at play highlighted the agency that community organisations always-already possess. Our work contributes to the literature that critiques the idea of 'giving voice' to communities (e.g. McDermont et al (eds) (2019) Imagining Regulation Differently, Policy Press) • The value of the programme (in addition to project specific insights) has been in the de-tailed study of co-production across a diversity of settings and situations. This investiga-tion of regulation 'from below', throws light on how regulation is experienced by citizens, rather than delivered by organisations. Specific insights and recommendations are o Regulation is experienced by communities at the margins as an impenetrable com-plex web of regulatory systems, rather than as operating in discrete siloes as regula-tion scholars and practitioners have tended to believe. Engaged, reflexive regula-tory systems need to find ways for seeing and understanding this experienced complexity; o 'Regulating for Engagement' means demonstrating to citizens that their opinions are listened to, their motivations are understood, their skills valued, and their ac-tions supported; • An infrastructure to support regulating for engagement is required: For regulatory systems to engage communities at the margins as actors in regulation rather than as subjects of regulation, we need structures and processes that can translate expertise by experience into possibilities for engagement, an infrastructure for intermediation, translation and brokering. Community organisations can and do already perform this function. However, as the Weathering the Storm project starkly demonstrated, such infrastructures are fragile entities, in constant need of maintenance and repair. Governments, funders and universities need strategies to support community infrastructures without dominating or stifling innovation. (McDermont (forthcoming) in Cooper, Dhawan and Newman (eds) Rethinking the State Taylor & Francis). • Embedding arts practice in co-production was a critical innovation in enabling those traditionally excluded from knowledge generation to become key producers. The programme innovation was in the co-production of artist briefs and artist contracts and in the involvement of artists at the earliest stages of research co-design. This involved moving away from conventional relationships with artists whereby their function is to communicate academic research to non-specialist audiences or provide a therapeutic/mediating interface between academic researchers and non-academic publics. Instead, by involving academics, artists and non-academic publics in artistic practice-as-research processes we have been able to link the production of symmetrical aesthetic, experiential and conceptual knowledge, which has created genuinely new insights. • The inherent complexity of community researchers: though community researchers are a common feature of co-produced research and are recognised to embody the ideology of co-production (see discussion in Thomas-Hughes & Barke, 2018), the role has been conceptually and practically under-developed. The experience of designing, delivering and evaluating training and support packages to community-researchers across a number of projects within and associated with this research programme has illustrated the inherent complexities to the role of community researcher and foregrounded the development of enhanced training packages, practical recommendations and National support networks to support and develop the role of community researcher in future research. These complexities are discussed in Thomas-Hughes & Barke's (2018) paper 'Community Researchers and Community Researcher Training', Thomas-Hughes's AHRC report (2018) 'Critical Conversations with Community Researchers'; and, in relation to young people as researchers, in a paper co-authored between the young people on the Relationship Matters project and Emma Renold: Making our feelings matters: using creative methods to re-assemble the rules on healthy relationships education in Wales. |
| Exploitation Route | 1. For policy-makers and practitioners in regulatory organisations, our insights into the potialities and practices of co-production provide new ways of seeing and understanding the impact of regulatory systems on citizens, and for engaging the expertise by experience of citizens in decision-making processes. 2. Similarly, our insights about embedding arts practice in co-production can be a critical innovation in enabling those traditionally excluded from knowledge generation to become key producers in regulatory systems. 3. For community organisations seeking to engage decision makers in regulatory systems, the research provides insights into the possibilities of co-production in engaging both with community members, and with policy-makers. 4. For academics and others engaged in research with communities, our research provides insights into the potentialities and limitations of co-produced methodlogies. |
| Sectors | Creative Economy,Healthcare,Government, Democracy and Justice |
| URL | https://productivemargins.blogs.bristol.ac.uk/ |
| Description | 1. The Community Researcher training programme has been a key example of this cross-disciplinary impact. • In Bristol, we were commissioned by a community organisation outside the research programme, Up Our Street, to develop a training package which would support them in developing an action-research project, co-produced with local people. The aim was, through an 'academically rigorous and robust' consultation process, to create a comprehensive and representative dataset on what wellbeing meant to local residents that would be for use by local communities. • Along with two other research programmes funded under by Connected Communities, we have led a process which enabled community researchers and academics to come together at National events and reflexively respond to experiences of engaging community researchers in the academic research processes. This has been reported on in the Thomas-Hughes report 'Critical Conversations with Community Research-ers' (2018) and her forthcoming article in the Journal Research for All. • Thomas-Hughes presented on community researcher training at the C2uEXPO 2017 conference in Vancouver, Engage 2017 (the annual conference of the NCCPE) and led panels at NCRM Methods festival 2018 and IARSLCE 2018 conference in New Orleans? As a result, Thomas-Hughes has been asked to consult on community researchers with the U.S.-based charitable organisation Nevada Volunteers. • Thomas-Hughes and McDermont are currently convening an advanced research method training short-course with the NCRM on co-producing research with community researchers and community researcher training. This will be delivered to the first time through the NCRM advanced methods training scheme in Spring 2019 • Thomas-Hughes has been commissioned by the University of Bristol to consult on developing a permanent suite of accredited training units for community researchers to be delivered with local community organisations and collectives. 2. Co-production/co-creation as a way of working has, along with other work funded under the Connected Communities programme, significantly shifted the culture within the University of Bristol. Co-production - or co-creation as it is termed in the university policy documents, is now understood as a central strategy and methodology of the university's ambition to become a major global civic university, as evidenced in the Temple Quarter Engagement Strategy and Action Plan, Global Civic University definition, and the University of Bristol response to the Civic University Commission. 3. Individual projects in the Productive Margins programme have also has societal impact: 3.1 Young people influencing policy and practice in Wales The young people's art-work and creative activism and pedagogy were used as case studies and embedded in the new whole school approach statutory guidance. They were also cited as best practice in the expert panel's vision for the future of Sex and Relationships Education in Wales (Welsh Government 2018). Two members from the Relationship Matters project formed the core advisory group for the design and development of the co-created resource: AGENDA: A young people's guide to making positive relationships matter. This is a free bi-lingual toolkit available to all people in Wales and supported by Welsh Government. As part of a project to improve the neighbourhood young people in Merythr led a public campaign around three concerns: advocating for more streetlights on a poorly-lit but busy and important path, closing an underpass, and installing a zebra crossing on a busy road. A few months later the underpass was filled, the crossing was installed, and streetlight installation was underway. Their campaigning was recognised in two awards: First prize in the High Sheriff of Mid Glamorgan Youth Community Awards (March 2016) and first prize in the National Crimebeat Awards (March 2017). Young people have reported on the action at several local and national events. 3.2 Somali Kitchen Somali Kitchen, a pop-up kitchen initiative presented their community business, topics around food, cooking and healthy eating to funders at Quartet Community Foundation and secured £5,800 in donations to their project, beating their own fundraising target. Due to the community based and arts focus of the programme many of the activities run were hugely successful in opening up the work and sparking discussions within non-academic groups. Venues and locations used for both the research and dissemination events were more often that not out in the community so opening up the access for less traditionally academic audiences. For example, events were held in local exhibition spaces, outside public libraries, shopping centres and in parks. Below are listed a couple of specific examples: 3.3 The Game of Life Chances This is a floor-based game devised by artists for people to role play the characters in the novel and understand their life chances and the barriers that individuals face in improving their life chances. The game is based on theory of transactional analysis allowing people to better empathise with individual circumstances through inhabiting a character and interacting with others; and to trouble the systems that regulate people's lives. The game was showcased at the AHRC community utopias festival in Somerset House June 2016 as part of the Connected Communities festival. It has also been used in public engagement activities and in neighbourhood forum in the Bristol area that the research is focused upon. The game has now been professionally produced (6 copies) with additional funding provided by UKRI. We were invited to showcase the game at the UKRI joint council conference at Polaris House, Swindon as an example of ESRC impact and knowledge exchange investment where there were about 3000 UKRI employees, trustees and directors. We were the only ESRC project showcased and ran several full games with people of all levels of responsibility from across the research councils. It was extremely well received, and we have been encouraged to re-turn for additional funding support if we believe there is a useful impact/ KE project to fol-low on. There was also interest in the game being used directly by UKRI as a diversities training tool with staff members. We have also taken the game to Brighton University where it was showcased and played in a creative methods conference and attracted a huge amount of positive interest and feedback with academics, artists and CSO participants asking how it could be purchased as they wanted to use it in academic teaching, staff training and campaigning. 3.4 Loneliness and Isolation Local Action Committee (LILAC) In Greater Bedminster as a result of the research a group has formed in the community called the LILAC group (loneliness and isolation local action committee). This group are working with others in the neighbourhood, including the anchor community organisation involved in this research, to run a series of projects and engage in social action around the issue of isolation and loneliness. These include: (1) Tech & Talk: Technology pop-up sessions in local cafes aimed at older people but al-so co facilitated by local young people. Funding from Big Lottery enabled the group to employ a development worker one day a week to manage the project. UoB sup-ported the group in evaluation activities. (2) A hyper local pre-retirement course idea has been funded as a follow-on project by the ESRC. This is currently being trialed (Autumn, 2018) (3) A large-scale Arts Council application for a tour of the Alonely show has been submitted and the performers are also exploring a smaller scale tour of schools and care homes. Since the completion of the project, the show has been performed at West-minster, conferences, festivals and University of Bristol events as well as at local community and arts venues in Bristol and the surrounding areas. |
| First Year Of Impact | 2017 |
| Sector | Creative Economy,Education,Government, Democracy and Justice,Other |
| Impact Types | Cultural,Societal,Economic |
| Description | AGENDA cited in #thisisme national VAWDASV campaign through active participation in and member of Welsh Government Violence Against Women, Domestic Abuse and Sexual Violence (VAWDASV) Stakeholder Communications Group |
| Geographic Reach | National |
| Policy Influence Type | Participation in a guidance/advisory committee |
| Impact | Over the course of 6 months, in my role as member of the VAWDASV stakeholder communications group (Welsh Government) I was (the only) academic advisor supporting the development and design of the Welsh Government's public awareness LIVE FEAR FREE campaign for Wales, fulfilling the preventative measures of the VAWDASV Act (2015). I identified the theme of "challenging gender stereotypes' for the 2017 campaign, with supporting research evidence for the campaign (via a series of meetings and email correspondence) including meeting with the design company producing the media and strap line #thisisme (e.g. posters/TV ads etc). Findings from the Relationship Matters project, and 4Ms project (productive margins) was drawn upon, and the AGENDA resource is cited as one of 5 further resources on the campaign's webpage. |
| URL | http://livefearfree.gov.wales/campaigns/this-is-me?lang=en |
| Description | AGENDA resource cited in Welsh Women's Aid VAWDSV Prevention Activities for Children and Young People |
| Geographic Reach | National |
| Policy Influence Type | Citation in other policy documents |
| Impact | Cited in the following way as "Promising Practice" AGENDA: A young people's guide to making positive relationships matter AGENDA comes from the Latin - "to get things done". It is Wales' first national guidance for young people on how they can safely and creatively make positive relationships matter. Its aim is to help young people exercise their rights, be inspired by the stories of others and support each other in getting started to share and change what matters to them. Created with a diverse group of 12 young people, AGENDA has been designed so that young people can explore different things at their own pace. It is based on key principle six of the Whole Education guide, which calls for 'active participation of children and young people'.40 Rather than bombarding young people with facts, definitions and statistics, AGENDA hopes to connect young people to the different ways in which other young people in Wales and around the world are raising awareness of how gender-based and sexual violence impact upon their lives and the lives of others. |
| URL | http://www.welshwomensaid.org.uk/wp-content/uploads/2016/03/CYP-Prevention-Toolkit-2017-002-1.pdf |
| Description | AGENDA resource uploaded on the national Welsh Government teaching network HWB |
| Geographic Reach | National |
| Policy Influence Type | Influenced training of practitioners or researchers |
| URL | https://hwb.gov.wales/resources/resource/6138c62e-06ca-4cf8-84f6-7920a4270dc4 |
| Description | Bristol Ageing Better Evidence and Evaluation group |
| Geographic Reach | Local/Municipal/Regional |
| Policy Influence Type | Membership of a guideline committee |
| Impact | As a member of the evidence and evaluation group of Bristol Ageing Better I am involved in ensuring that the team employed to evaluate this £6million national lottery funded project is done with due diligence and to the advantage of the city, older people and the Bristol Ageing Better programme which is charged with tackling the issues of isolation and loneliness amongst older people in the city. |
| URL | http://bristolageingbetter.org.uk/about/ |
| Description | Co-Producing Research with Communities: Lessons from the Productive Margins Programme: Two day training programme with National Centre for Research Methods. |
| Geographic Reach | National |
| Policy Influence Type | Influenced training of practitioners or researchers |
| URL | https://www.ncrm.ac.uk/training/show.php?article=10474 |
| Description | Creative Activism informing and influencing the educational measures of the Violence Against Women, Domestic Abuse and Sexual Violence Act (2015) |
| Geographic Reach | National |
| Policy Influence Type | Contribution to a national consultation/review |
| Impact | I Facilitated three 'Making Relationship Matter Lunch Clubs' in 3 schools (one school I worked with in depth, with additional support from ESRC/AHRC Productive Margins) The schools delivered school assemblies on everyday sexism and sexual harassment and a listening campaign which invited students to complete the sentence, I need a healthy relationship education because highlighting the reasons why they feel a change to the bill is important. Over 1000 comments were collected. With support from Citizens Cymru, 40 young people created individual Valentine's cards for all 60 assembly members. Each card had a handwritten comment from a student collected as part of listening activities (above) and contained the message: 'This valentine's card may be past its sell by date, but it's not too late to make healthy relationships education compulsory for all children in Wales', reiterating the need for an amendment to the Bill. The cards were also signed with a kiss to connect to the 'red my lips campaign' - a worldwide campaign to raise awareness of sexual assault and included the policy poem above. Testimonial by Jocelyn Davies, Assembly Member: "Professor Renold's research helped to establish a consensus among the members of the CPG that a comprehensive, whole-school and statutory approach to educating children and young people about healthy relationships is essential. When the Violence Against Women, Domestic Abuse and Sexual Violence (Wales) Act was introduced, the lack of the promised educational provisions was a disappointment. The CPG's campaign to amend the Bill to introduce educational provisions was heavily informed by the evidence provided by Professor Renold's research. It was cited many times during speeches given in the Senedd, correspondence with the Minister, articles and press releases. The collaboration successfully resulted in a promise from the Welsh Government that a whole-school, statutory approach to healthy relationships education would be introduced to schools in Wales. A Good Practice Guide was recently distributed to schools as a result. The Valentine's Day Card campaign action organised by Professor Renold was an innovative and creative way to engage Assembly Members in the campaign, which successfully raised awareness and influenced opinion. The campaign to amend the Violence Against Women, Domestic Abuse and Sexual Violence (Wales) Act resulted in a promise from the Minister for Public Services, Leighton Andrews AM, that a whole-school, statutory approach to healthy relationships education would be introduced to Welsh schools. This started with the recent publication of a Good Practice guide, which was distributed to schools and includes the work Professor Renold has done with young people in Merthyr as a case study. The results would not have been achieved without the collaboration with Professor Renold. The research she spearheaded was crucial in ensuring that children and young people's voices were heard by the Cross Party Group and that their experiences informed our discussions. It was the key piece of evidence drawn on to support the campaign to introduce healthy relationships education to the Violence Against Women, Domestic Abuse and Sexual Violence (Wales) Act. The impact of the research was then reinforced by the activism organised by Professor Renold, like the Valentine's Day Card action, which raised awareness and helped to strengthen the campaign among Assembly Members." |
| URL | https://www.cardiff.ac.uk/news/view/339289-impact-on-policy-award-welsh-government-with-the-school-o... |
| Description | Evidence to Education Committee inquiry into Alternative Provision |
| Geographic Reach | National |
| Policy Influence Type | Contribution to a national consultation/review |
| Impact | Written evidence submitted by Manchester Metropolitan University to Education Committee inquiry into Alternative Provision, Nov 2017 The evidence was based on Ivinson's long engagement with children and young people living in areas of high poverty and de-industrialisation, such as the south Wales ex mining communities where Ivinson has undertaken long term ethnographic and arts-based work funded, in part, by Productive Margins. About this submission This is a submission of evidence based on the following senior academic researchers from the Education & Social Research Institute (ESRI) at Manchester Metropolitan University: • Professor Gabrielle Ivinson, Professor of Education and Community, Manchester Metropolitan University. Prof Ivinson has a background in developmental psychology and works with artists to co-produce art forms and artefacts to enable young people to communicate with persons in authority by drawing on the affective power of art to move. Prof Ivinson has research interest in why children and young people living in poverty are still having difficulties achieving in school, and how institutions can meet the education needs of marginalised young people, providing research evidence to poverty commissions throughout the UK. Example of written evidence: When young people have had multiple setbacks e.g. very complex family structures, experience of adults who have not been supportive, and sometimes have witnessed events that are extremely distressing, normal models of the developmental route, or common sense understanding of development routes, will not apply. New, more comprehensive models are required. 1.1.2 The Education Committee needs to consider setting quality parameters in alternative provision within the range and level of expertise required to support young people and children who often have multiple and complex educational needs, rather than simply on the academic attainment/quality of academic delivery. 1.1.3 When gauging quality in alternative provision one is starting from a point of failure - failure of mainstream educational provision. Alternative provision is for young people who have already been failed by mainstream educational provision. Defining the parameters of quality of provision means you have to understand what is meant by 'quality' in the context of alternative provision - the provision is 'alternative' for a reason. 1.1.4 Young people in alternative provision have manifest problems that mainstream schools have found too difficult to manage and contain - trauma, abuse, mental wellbeing, chaotic or disruptive home situations. Due to a shortage of resources and increasingly a shortage of expertise in primary schools many children are not been diagnosed early and are not receiving the support that would prevent their difficulties from escalating and becoming manifest as disruptive behaviour. Such early diagnosis and support would minimise the need for placement within alternative provision down the line. Follow on: I received a standard rely Thank you for your written submission to the House of Commons Education Committee inquiry on Alternative provision. We will be in touch if we have any further questions. Then I was asked to speak to two different groups at the DfE on Dec 1st 2017. I went to Sanctuary House, London. One group at the DfE - wanted to hear about Working with Disturbed Young People via Art - this relates to my work in a PRU as part of Peter Hick's Youth Justice SEND project and arts based methods developed as part of Productive Margins. I wrote a paper for them and they said it was excellent - so invited me to talk to their manager and a group working on how to improve education for young in danger of being criminalised. The paper was well received. The work is now feeding into the Governmnet review of Alternative education provision. The SEND final report will recommend a new category of need for vulnerable children and young people and will point to what kinds of flexible pedagogic approaches are required to help vulnerable young people to learn. We have created a video for teachers to help re-imagine challenging behaviour and explain the need to recognise vulnerability as produced by place, the history of place, de-industrialisation and poverty. In effect, it argues that some young people, due to where they are born geographically, carry the burden of de-industrialisation, for which we need to be socially responsible This fits in with our art works and campaigns that challenge pathologising representations of young people living on some housing estates and neighbourhoods in the wider Productive Margins project. It relates also to Prof Emma Renold campaigns with the Welsh Government. Ivinson is now bringing these insights to the English school context, as she moved from Cardiff, Wales to Manchester, England within the five years of the Productive Margin's time band. Ivinson has also won an impact grant from Manchester Metropolitan University (MMU) to connect Dr Geoff Bright's (MMU) work in ex mining towns in the north of England with the ex-mining valley towns in south Wales. At six co-produced events, films made about living in coalfield communities will be shared and we will document the effects of this sharing. We are hoping that the sharing, while it will be a sharing of grief and loss, will enable people to feel less isolated. Once again, we rely on the power of art to move. The sharing will be across geographical locations in England and Wales and will be intergenational. Some of the films were co-produced with young people (Ivinson/Renold) and some with adults (Bright). (See separate entry on new grants f |
| URL | https://erc.pmgltd.co.uk/store/Register/2159?discountcode=SVTEAC3 |
| Description | Evidence to Natonal Assembly for Wales Culture, Welsh Language and Communications Committee |
| Geographic Reach | Local/Municipal/Regional |
| Policy Influence Type | Contribution to a national consultation/review |
| URL | http://www.senedd.tv/Meeting/Archive/a7f941e0-c055-46ae-b5be-6e4996639a05?autostart=True |
| Description | Invited member of National Violence Against Women, Domestic Abuse and Sexual Violence (VAWDASV) Advisory Steering Group Committee |
| Geographic Reach | National |
| Policy Influence Type | Participation in a guidance/advisory committee |
| Impact | In 2016 I was invited to become one of three academics in Wales to join the Welsh Government VAWDASV Advisory Steering Group, specifically in relation to my expertise in Sex and Relationships Education and VAWDASV in relation to children and young people's peer cultures (e.g. coercion and control in young relationships, and sexual harassment more widely in public places). This has involved submitting and discussing research evidence, but the single most important outcome so far has been the development of a children and young people's sub-grooup committee (identified by myself and supported by NSPCC Cymru) which was accepted and now meets monthly. The aim of this group is to: To ensure a focus on prevention, protection and support of children and young people in ending all manifestations of gender based violence, domestic abuse and sexual violence Objectives To work towards ensuring: · children and young people's distinct issues inform the work of the VAWDASV AG and delivery of the legislation · the experiences and views of children and young people are central to the work of the VAWDASV MAG · research and evidence informs VAWDASV policy and legislative developments in Wales · specialist support services are available to c&yp who have experienced gender based violence, domestic abuse and sexual violence |
| Description | Invited to present evidence at the Welsh Government's Expert Panel to inform the development of the new Sex and Relationships Education Curriculum in Wales |
| Geographic Reach | National |
| Policy Influence Type | Contribution to a national consultation/review |
| Impact | Three presentations formed this submission. Renold, E. (2017) The use of creative methods in the development of "AGENDA: A Young People's Guide to Making Positive Relationships Matter", Invited paper for Meeting 4 of the Expert Sex and Relationships Education Panel, Exploring Creative and Cross-Curricular approaches for holistic and inclusive Sexuality and Relationships Education, Welsh Government, 24 July. Ivinson, G. (2017) Re-Imagining risk, resilience and the ACES agenda for future SRE with youth-led arts-based pedagogies, Invited paper for Meeting 4 of the Expert Sex and Relationships Education Panel, Exploring Creative and Cross-Curricular approaches for holistic and inclusive Sexuality and Relationships Education, Welsh Government, 24 July. Jen Angharad, (2017) Beyond words: Body pedagogies and the "Under Pressure?" project. Invited paper for Meeting 4 of the Expert Sex and Relationships Education Panel, Exploring Creative and Cross-Curricular approaches for holistic and inclusive Sexuality and Relationships Education, Welsh Government, 24 July. (View digital story here: https://vimeo.com/166068771) Notable impact: Professor Ivinson's introduction of a LIVING ASSESSMENT for sex and relationships education curriculum was adopted by the panel and included in the report. The substantial section on creative pedagogy also included examples of 'body mapping' from the Life Support project (Productive Margins) and the three case studies from the AGENDA resource developed in the Relationships Matter project and subsequent Graphic Moves (Words Won't Pin Me Down; Ruler HeART; and Under Pressure - see Publications category, OTHER). This method was subsequently used by Professor Emma Renold in the SRE workshops for teachers in curriculum pioneer schools (primary and secondary schools, n=21) |
| URL | http://gov.wales/topics/educationandskills/publications/reports/future-of-the-sex-and-relationships-... |
| Description | Invited to present evidence at the Welsh Government's Expert Panel to inform the development of the new Sex and Relationships Education Curriculum in Wales |
| Geographic Reach | National |
| Policy Influence Type | Participation in a guidance/advisory committee |
| Impact | Presentation title: Exploring Creative and Cross-Curricular approaches for holistic and inclusive Sexuality and Relationships Education (HISRE) Re-Imagining risk, resilience and the ACES agenda for future SRE with youth-led arts-based pedagogies Invited to present evidence at the Welsh Government's Expert Panel to inform the development of the new Sex and Relationships Education Curriculum in Wales, Meeting no. 4, 24 July 2017. Invited to present evidence at the Welsh Government's Expert Panel to inform the development of the new Sex and Relationships Education Curriculum in Wales chaired by Prof Emma Renold. The panel were asked to identify issues and opportunities which could inform decisions around supporting the teaching profession to deliver high quality SRE in schools more effectively. Specifically, the group were tasked with: 1) providing recommendations to the Cabinet Secretary for Education on how current SRE practice might be improved before 2022 and the new curriculum being introduced. 2) providing recommendations for the Cabinet Secretary for Education and the pioneer schools on the future of Sex and Relationships Education in Wales as part of Health and Wellbeing AoLE. The group focused its attention on providing recommendations on the future of SRE in the context of the new curriculum.ch and September 2017. I presented on the use of creative methods in the development of alternative pedagogies and to re thing cross curricular approaches, re-imagining risk, resilience and the ACES agenda for future SRE with youth-led arts-based pedagogies, (View digital story here: https://vimeo.com/166068771) Notable impact: Professor Ivinson's introduction of a LIVING ASSESSMENT for sex and relationships education curriculum was adopted by the panel and included in the report. The substantial section on creative pedagogy also included examples of 'body mapping' from the Life Support project (Productive Margins). This work went on to inform Ivinson's research for the Youth Justice SEND, 'Securing better Outcomes for Children and Young People with SEND in the Youth Justice System', funded by Department for Education and Achievement for All, Part 2 (2017-2018) (PI Peter Hick, Manchester Metropolitan University) |
| URL | https://www.cardiff.ac.uk/news/view/592589-new-expert-healthy-relationships-group-to-advise-on-curri... |
| Description | Invited to provide written and oral evidence to the Equality, Local Government and Communities Committee in their inquiry into Communities First - lessons learnt, as part of its work on poverty in Wales. |
| Geographic Reach | National |
| Policy Influence Type | Contribution to a national consultation/review |
| URL | http://www.assembly.wales/laid%20documents/cr-ld11141/cr-ld11141-e.pdf |
| Description | Loneliness Across the Life Course - highlighting the need for community-led action. Researcher / Community led event to MP's / Policy makers held in Westminster. |
| Geographic Reach | National |
| Policy Influence Type | Implementation circular/rapid advice/letter to e.g. Ministry of Health |
| URL | http://www.bristol.ac.uk/policybristol/news/2018/loneliness-event.html |
| Description | Member of Bristol living better at every age group |
| Geographic Reach | Local/Municipal/Regional |
| Policy Influence Type | Membership of a guideline committee |
| URL | http://bristolageingbetter.org.uk/news/age-friendly-city-project-update/ |
| Description | Member of the Advisory Board ESRC-funded 'Imagine' project |
| Geographic Reach | Multiple continents/international |
| Policy Influence Type | Participation in a guidance/advisory committee |
| Description | Personally Invited to provide written and oral evidence and cited in Women and Equalities Select Committee Inquiry into Sexual Harassment and Violence in Schools |
| Geographic Reach | National |
| Policy Influence Type | Citation in other policy documents |
| Impact | This inquiry was cited many times in the arguments to make Sex and Relationships Education statutory in England, which came into effect in March 2017 (Social Care Act) |
| URL | http://data.parliament.uk/writtenevidence/committeeevidence.svc/evidencedocument/women-and-equalitie... |
| Description | Policy makers speed dating event |
| Geographic Reach | National |
| Policy Influence Type | Participation in a guidance/advisory committee |
| Description | Relationship Matters project cited in full in Welsh Government (2015) Good Practice Guide on Whole Education Approach to Address Violence Against Women, Domestic Abuse and Sexual Violence |
| Geographic Reach | National |
| Policy Influence Type | Citation in other policy documents |
| Impact | The Good Practice Guide on Whole Education Approach to Address Violence Against Women, Domestic Abuse and Sexual Violence, is a national guide for all educational practitioners in Wales. It sets out best practice examples, and includes The Relationships Matter project (Productive Margins) as an exemplar of how to work with children and young people in whole school approaches to VAWDASV in safe, creative and innovative ways. Testimonial by Jocelyn Davies, Assembly Member: "The Violence Against Women, Domestic Abuse and Sexual Violence (Wales) Act resulted in a promise from the Minister for Public Services, Leighton Andrews AM, that a whole-school, statutory approach to healthy relationships education would be introduced to Welsh schools. This started with the recent publication of a Good Practice guide, which was distributed to schools and includes the work Professor Renold has done with young people in Merthyr as a case study". Jocelyn Davies' visited the North Merthyr High School in which she commended the young people who co-produced the case study that features in the good practice guide: https://www.partyof.wales/news/2015/11/25/let-young-people-lead-the-way-to-end-violence-against-women-jocelyn-davies/?force=1] |
| URL | http://gov.wales/topics/people-and-communities/communities/safety/domesticabuse/publications/good-pr... |
| Description | Welsh Government funded SPECTRUM PROJECT have embedded the creative methods in the AGENDA resource into their Healthy Relationships Training in Primary and Secondary Schools |
| Geographic Reach | National |
| Policy Influence Type | Influenced training of practitioners or researchers |
| Impact | The Hafan Cymru Spectrum Project are funded by Welsh Government to deliver teacher training and lessons on healthy relationships to all primary schools and secondary schools in Wales. Following two full day training sessions with the Spectrum Staff (see engagement) the creative methods (and underpinning research) and activities in the AGENDA resource on how to safely and creatively support children and young people to raise awareness of VAWDASV is now embedded in their practice - specifically in relation to the campaigning/student participation elements of a whole school approach to SRE. From Nov 2016 - Nov 2017, Spectrum staff have delivered over 1600 healthy relationships education sessions to primary and secondary schools across Wales and are using AGENDA activities and the theory behind the processes in their pedagogy and lessons. This is a total reach of 31,000 students and 2000 teaching staff. QUOTE |
| URL | http://www.hafancymru.co.uk/annual-report-2017/ |
| Description | AHRC Connected Communities Festival Funding |
| Amount | £15,000 (GBP) |
| Organisation | Arts & Humanities Research Council (AHRC) |
| Sector | Public |
| Country | United Kingdom |
| Start | 06/2015 |
| End | 06/2015 |
| Description | AHRC Connected Communities funding for Utopias festival |
| Amount | £15,000 (GBP) |
| Organisation | Arts & Humanities Research Council (AHRC) |
| Sector | Public |
| Country | United Kingdom |
| Start | 03/2015 |
| End | 07/2015 |
| Description | Co-production as Craft: The Bristol City Fellowships (UoB ESRC IAA award) |
| Amount | £118,000 (GBP) |
| Organisation | Economic and Social Research Council |
| Sector | Public |
| Country | United Kingdom |
| Start | 09/2019 |
| End | 08/2021 |
| Description | Connected Communities Catalyst Fund |
| Amount | £6,000 (GBP) |
| Organisation | Connected Communities |
| Sector | Charity/Non Profit |
| Country | United Kingdom |
| Start | 06/2017 |
| End | 10/2017 |
| Description | Connected Communities showcase |
| Amount | £40,000 (GBP) |
| Organisation | Arts & Humanities Research Council (AHRC) |
| Sector | Public |
| Country | United Kingdom |
| Start | 07/2014 |
| End | 08/2014 |
| Description | Creative Margins: Building capacity to widen participation in arts spaces and practices |
| Amount | £24,203 (GBP) |
| Funding ID | AH/R006563/1 |
| Organisation | Arts & Humanities Research Council (AHRC) |
| Sector | Public |
| Country | United Kingdom |
| Start | 02/2018 |
| End | 04/2019 |
| Description | ESRC Centre for Sociodigital Futures |
| Amount | £7,730,838 (GBP) |
| Funding ID | ES/W002639/1 |
| Organisation | Economic and Social Research Council |
| Sector | Public |
| Country | United Kingdom |
| Start | 05/2022 |
| End | 04/2027 |
| Description | ESRC Knowledge Exchange |
| Amount | £8,425 (GBP) |
| Organisation | Economic and Social Research Council |
| Sector | Public |
| Country | United Kingdom |
| Start | 03/2017 |
| End | 03/2018 |
| Description | Hyperlocal initiatives |
| Amount | £43,112 (GBP) |
| Organisation | University of Bristol |
| Sector | Academic/University |
| Country | United Kingdom |
| Start | 08/2018 |
| End | 04/2019 |
| Description | Inspiring Science |
| Amount | £2,500,000 (GBP) |
| Organisation | Wellcome Trust |
| Sector | Charity/Non Profit |
| Country | United Kingdom |
| Start | 11/2017 |
| End | 11/2019 |
| Description | Many Neighbourhoods One City |
| Amount | £22,347 (GBP) |
| Organisation | University of Bristol |
| Sector | Academic/University |
| Country | United Kingdom |
| Start | 03/2021 |
| End | 07/2021 |
| Description | Pilot project |
| Amount | £40,000 (GBP) |
| Organisation | Communities and Culture Network+ |
| Sector | Charity/Non Profit |
| Country | United Kingdom |
| Start | 03/2013 |
| End | 09/2014 |
| Description | Song lines on the road - Life lines on the move! |
| Amount | £8,000 (GBP) |
| Organisation | Manchester Metropolitan University |
| Sector | Academic/University |
| Country | United Kingdom |
| Start | 03/2018 |
| End | 11/2018 |
| Description | Teaching and Innovation Grant |
| Amount | £3,000 (GBP) |
| Organisation | University of Bristol |
| Sector | Academic/University |
| Country | United Kingdom |
| Start | 09/2018 |
| End | 09/2019 |
| Title | SAGE Video Research Methods master series on "Participatory Research: Creative Methods". |
| Description | Arts-Based Methodologies and Practices A series of twelve arts based workshops - named 'Found Sounds and Street Beats', 'Mashing Up the Land', and 'Projection Project' - were designed by the research team (Ivinson, Renold, Elliott and Thomas) with artists; sound artist, Rowan Talbot, visual artist, Seth Oliver, and filmmaking artist, Heloise Godfrey-Talbot, and supported by youth workers, G. Maddison, and teachers, A Griffiths. The workshops were offered to young people in a local youth centre and a school (February-May 2015). Through working with artists, young people found new ways to express and reflect on their experiences of growing up in their town (an ex coal mining community). The workshops also facilitated the creation of a new film - 'Graphic Moves' - featuring some artistic outputs (drawings/paintings, sculptures, visual projections, soundscapes, poems, and narrative accounts) created in the workshops. They touch on deep feelings of belonging and rootedness as well as difficult and challenging topics, such as feeling unsafe. This artwork has been inspired by geographic information system (GIS) mapping technology as well as responses to negative media portrayals of M ( name removed for anonymity) (e.g. TV programme 'Skint'). The artworks speak back to pathologising representations of M and celebrate young people's relationship with their place, its people, and its landscape. Three major public exhibitions were organised and enabled difficult, challenging and painful issues - together with joyous celebrations of place - to be communicated through the affective power of art to move. The exhibitions sparked a great deal of community, social media, and public debate that is still reverberating and generating interest and impact. In addition, two original dance pieces were created/performed for two exhibitions. The exhibitions were documented by a professional photographer and a filmmaker using drone cameras to capture the moving images of a choreographer/dancer who responded to artworks and the reactions of the public through body movements. The footage was made into a short 2 minute film called 'Body Swings'. |
| Type Of Material | Improvements to research infrastructure |
| Year Produced | 2015 |
| Provided To Others? | Yes |
| Impact | SAGE Video Research Methods master series on "Participatory Research: Creative Methods". https://uk.sagepub.com/en-gb/eur/sage-research-methods-video As a world leading publisher in Research Methods, Statistics and Evaluation with 50 years' experience in producing high quality teaching materials, SAGE is bringing together its best-selling authors and leading figures in the field to produce a video collection which is unparalleled in the market. Professor Gabrielle Ivinson talks about how academics, artists and young people entangle with the transformative potentialities of creative methodologies demands a process of 'un-knowing'. She draws out some of the micro-moments from workshops with young people and describes in detail what happened and how the events led to a series of installations and film in the exhibition 'Graphic Moves'. |
| URL | https://uk.sagepub.com/en-gb/eur/sage-research-methods-video |
| Title | Isolation and Loneliness of Older People |
| Description | The research was part of the Productive Margins: Regulating for Engagement programme.Busy streets, laughter, the sound of children playing - but what lies behind closed doors in our communities, especially for those in later life, who may feel lonely and isolated. |
| Type Of Material | Database/Collection of data |
| Year Produced | 2018 |
| Provided To Others? | Yes |
| Impact | The research was part of the Productive Margins: Regulating for Engagement programme.Busy streets, laughter, the sound of children playing - but what lies behind closed doors in our communities, especially for those in later life, who may feel lonely and isolated. |
| URL | https://data.bris.ac.uk/data/dataset/xmql2x6m5mws24mw3y8im7mwy |
| Title | Life Chances: low income families in urban areas |
| Description | This project is part of the Productive Margins: Regulating for Engagement programme, and concerns concerns life on a low income for families with children in two urban areas in England and Wales. Using creative methods, it involved collaboration between academics, two community organisations and artists. |
| Type Of Material | Database/Collection of data |
| Year Produced | 2018 |
| Provided To Others? | Yes |
| Impact | This project is part of the Productive Margins: Regulating for Engagement programme, and concerns concerns life on a low income for families with children in two urban areas in England and Wales. Using creative methods, it involved collaboration between academics, two community organisations and artists. |
| URL | https://data.bris.ac.uk/data/dataset/c37i54e3qkv82tpybrme1ianv |
| Title | Productive Margins: Who decides what's in my fridge? |
| Description | The research was part of the Productive Margins: Regulating for Engagement programme. This project explored how people experience the regulation of their food habits in their community. The project was a collaboration between the University of Bristol and three community organisations in Bristol |
| Type Of Material | Database/Collection of data |
| Year Produced | 2018 |
| Provided To Others? | Yes |
| Impact | The research was part of the Productive Margins: Regulating for Engagement programme. This project explored how people experience the regulation of their food habits in their community. The project was a collaboration between the University of Bristol and three community organisations in Bristol |
| URL | https://data.bris.ac.uk/data/dataset/1tx9dwtef9ycx1yzh3pkrv868i |
| Title | Seeing Regulation Differently |
| Description | This project was part of Productive Margins: Regulating for Engagement Programme. Starting later than other projects, 'Seeing regulation differently' was a cross-programme project, exploring how regulation is seen and talked about by community partners and community members. |
| Type Of Material | Database/Collection of data |
| Year Produced | 2018 |
| Provided To Others? | Yes |
| Impact | This project was part of Productive Margins: Regulating for Engagement Programme. Starting later than other projects, 'Seeing regulation differently' was a cross-programme project, exploring how regulation is seen and talked about by community partners and community members. |
| URL | https://data.bris.ac.uk/data/dataset/1jrcyfdh5t0qq23mxc98vn4mnd |
| Title | Seeing Regulation Differently |
| Description | This project was part of Productive Margins: Regulating for Engagement Programme. Starting later than other projects, 'Seeing regulation differently' was a cross-programme project, exploring how regulation is seen and talked about by community partners and community members. |
| Type Of Material | Database/Collection of data |
| Year Produced | 2018 |
| Provided To Others? | Yes |
| Title | Women and data futures |
| Description | This project was part of the Productive Margins: Regulating for Engagement programme. Bringing together two community partners, Knowle West Media Centre in Bristol and 3Gs Community Development Trust in Merthyr Tydfil, the project used workshop methods to explore perceptions of women about personal data they put online and how to take more control over this. |
| Type Of Material | Database/Collection of data |
| Year Produced | 2018 |
| Provided To Others? | Yes |
| Impact | This project was part of the Productive Margins: Regulating for Engagement programme. Bringing together two community partners, Knowle West Media Centre in Bristol and 3Gs Community Development Trust in Merthyr Tydfil, the project used workshop methods to explore perceptions of women about personal data they put online and how to take more control over this. |
| URL | https://data.bris.ac.uk/data/dataset/3fbemugsutg492cm4plms486t0 |
| Description | Age Uk and Brunelcare research forum |
| Organisation | Age UK |
| Department | Age UK Bristol |
| Country | United Kingdom |
| Sector | Charity/Non Profit |
| PI Contribution | Organising research seminars for practitioners - inviting academics to speak |
| Collaborator Contribution | Providing administrative support Publicising the events Providing space to hold the events Publicising our own research through their networks |
| Impact | Research seminar events in Bristol - aimed at practitioners in the care home sector |
| Start Year | 2016 |
| Description | Alive! activities |
| Organisation | Alive Activities |
| Country | United Kingdom |
| Sector | Charity/Non Profit |
| PI Contribution | We are working with Alive! activities as part of the research process and they are being funded to work with us on the project. However the partnership has gone much further than this and has involved them working with us on dissemination, running events and putting us in touch with networks and others who might help us to develop our work further. It is a genuine partnership in which we have likewise provided them with links to networks that they had not been aware of before, connected them with academic work in the area and acted as a critical friend to them in thinking about their own work. We are continuing to work with Alive as they are using our app in their training for care staff and in their active care forum. They are also using the app in two new locations and evaluating this for us. Alive were also our partners on the follow on funded project 'Tangible Memories: Parlours of Wonder'. On this project they worked with us to write a training toolkit for our Parlours of Wonder project, to work alongside us to coach care staff in using the model designed. We worked with them to design an approach to training care staff that would work and they then embedded this into their ongoing practice as an organisation delivering training across the South and South West. In addition they took on our model of intergenerational work and embedded this into their programming too. Our relationship with Alive in ongoing and they are partners on the new UKRI grant 'Connecting through culture as we age: digital innovation for healthy ageing.' |
| Collaborator Contribution | We are working with Alive! activities as part of the research process and they are being funded to work with us on the project. However the partnership has gone much further than this and has involved them working with us on dissemination, running events and putting us in touch with networks and others who might help us to develop our work further. We continue to work with them as outlined above. We have also collaborated on an AHRC Follow on funding bid which we submitted before christmas but have not heard. We received funding for this award and have continued to work with them on the Tangible Memories: parlours of wonder follow on funding award. They helped us to choose 3 settings to work with in 3 different counties and then supported us to deliver intergenerational activity sessions in these settings. They also worked in partnership with us to write the training toolkit, bringing their experience of working across a range of care settings. As part of the new grant they will be bringing their expertise in digital inequality and enabling access to cultural and arts activities for older people living in their own homes during the pandemic and beyond. |
| Impact | ESRC Thinking Futures Festival event: Care homes for the future. Nov 4th 2014 Workshops in care homes across Bristol. Active care forum events for 50-100 people. Working in a day care centre and another care home reaching over 100 more residents with the app and object orientated activities reminscence workshops. Also we produced a training toolkit together on the Tangible Memories: Parlours of wonder project and a Blueprint for how to produce your own Parlour of WOnder see https://aliveactivities.org/resources/create-your-parlour-of-wonder/ Alive have been able to develop their model of intergenerational work through their work with the Parlours of Wonder project - this has become very successful for them financially. |
| Start Year | 2013 |
| Description | Bristol Ageing Better and the University of Bristol |
| Organisation | Bristol Ageing Better |
| Country | United Kingdom |
| Sector | Charity/Non Profit |
| PI Contribution | Attendance at Evidence and evaluation committee meetings Ongoing discussion around activities in care homes and how to support and encourage them |
| Collaborator Contribution | Access to ears of policy makers for the TangiblE Memories project and it's follow on funding. |
| Impact | Group set up to investigate possibilities related to Bristol as an age friendly city - includes policy makers, Bristol Ageing Better, child friendly city group, City of Sanctuary group |
| Start Year | 2015 |
| Description | Bristol City office |
| Organisation | Bristol City Council |
| Country | United Kingdom |
| Sector | Public |
| PI Contribution | Ges Rosenberg and Helen Manchester who worked on this grant have developed a strong ongoing collaboration with the Bristol City office. Helen is working on an ESRC Impact Acceleration Award called 'Co-production as Craft: the Bristol City Fellowships' which is working alongside the City Office in respect of the Bristol One City Plan and the One City approach. Bristol City Fellowships is an innovative new programme of fellowship opportunities for academics and practitioners working alongside communities at the margins, which aims to build inclusive cultures of collaboration in the city. It is a joint programme between the University of Bristol, Bristol City Office and the Social Justice Project. The City Fellows programme will craft a number of projects collectively with the diverse communities of Bristol, to develop principles and practices of collaborative working. We use the concept of 'craft' to refer to the desire to do things well, to work long and hard on perfecting something beautiful and useful1. The City Fellows programme will demonstrate that the expertise and practice developed when practitioner and community knowledge works alongside academic research can play a key role in shaping city governance. It will enable us to contribute to changing cultures of collaboration in the city, alongside the Bristol City Office and aligned with the One City Approach, working towards a radical rethinking of the inclusion of marginalised voices in decision making. The programme will develop a new, inclusive approach to city governance and policy making, a 'Bristol City Approach to collaboration' that other cities could learn from. City Fellows will work as a team to design and influence structures of city scale decision-making to tackle systemic inequalities. |
| Collaborator Contribution | The City Office are committed to working in partnership with the fellows to ensure their work is embedded into the One City plan and can influence the One City plan. |
| Impact | Bristol City Gathering presentations x2 Events held with some of the 'city boards' including a stakeholder event for the Health and wellbeing board. Regular and ongoing meetings with the City Office to discuss collaborative governance |
| Start Year | 2019 |
| Description | Citizens Cymru collaboration for Valentine Card Activism and Brighter Futures Assembly |
| Organisation | Citizens UK |
| Department | Citizens Cymru |
| Country | United Kingdom |
| Sector | Charity/Non Profit |
| PI Contribution | Citizens Cymru partnered with Professor Renold and young people from The Relationships Matter Project (4Ms, Productive Margins) to co-create a piece of direct activism for 40 young people to participate in to influence the education amendments to the Violence Against Women, Domestic Abuse and Sexual Violence Act in its fourth and final stage for debate at the senedd |
| Collaborator Contribution | Citizens Cymru provided the venue and co-hosted a series of activisms, including the Relationship Matters valentine card activism on February 22nd 2015. Young people also presented at and participated in a range of Citizen Cymru Brighter Future celebrations (see workshops/presentations in publications entry. |
| Impact | See 'influencing policy' entries on the successful outcome of this activism. The young people received letters and visits from Assembly Member Jocelyn Davies and Leighton Andrews thanking them and acknowledging the contribution their valentine card activism had made. The impact of the creative activism can also be viewed here:https://youtu.be/tZ3Jkq8QlF8 |
| Start Year | 2015 |
| Description | Community Researcher Round-Table (Connected Communities Catalyst Fund) |
| Organisation | University of Nottingham |
| Country | United Kingdom |
| Sector | Academic/University |
| PI Contribution | Leading the partnership. |
| Collaborator Contribution | XX |
| Impact | National event held in September 2017. Subsequent report published. |
| Start Year | 2016 |
| Description | Community Researcher Round-Table (Connected Communities Catalyst Fund) |
| Organisation | University of Sheffield |
| Country | United Kingdom |
| Sector | Academic/University |
| PI Contribution | Leading the partnership. |
| Collaborator Contribution | XX |
| Impact | National event held in September 2017. Subsequent report published. |
| Start Year | 2016 |
| Description | Community Researcher Symposium series |
| Organisation | National Coordinating Centre for Public Engagement |
| Country | United Kingdom |
| Sector | Academic/University |
| PI Contribution | Expert leadership Convening three round-table events and a journal special issue |
| Collaborator Contribution | Facilitation Networking Expert input |
| Impact | Academic Roundtable event Academic & Community researcher symposium |
| Start Year | 2017 |
| Description | Community Researcher Training for Up Our Street (CHR: 04023294) |
| Organisation | Up Our Street |
| Country | United Kingdom |
| Sector | Charity/Non Profit |
| PI Contribution | Designed and delivered research training package with a community researcher team. |
| Collaborator Contribution | XX |
| Impact | Research report. Widening participation small-grant UOS research team partner |
| Start Year | 2015 |
| Description | Creative Margins: Building capacity to widen participation in arts spaces and practices |
| Organisation | 42nd Street |
| Country | United Kingdom |
| Sector | Charity/Non Profit |
| PI Contribution | Creative Margins: Building capacity to widen participation in arts spaces and practices A new project aims to end the inequality in arts participation in England and Wales by helping artists and organisations engage marginalised groups. The Creative Margins network, funded by AHRC and supported by the Arts Council England, will meet five times in locations across England and Wales throughout 2018. Meetings will focus on topics including enterprise in the arts, trust, evaluation, and the use of space. Organisations including Tate, National Museum Wales, Common Wealth Theatre and the UK Federation for Detached Youth are all official project partners and meeting hosts, and part of the funding will be used for bursaries to enable local artists to attend. The network is run by Manchester Metropolitan University's Education and Social Research Institute (ESRI) and will provide an opportunity for academics to develop a more complex understanding of marginalisation, and as the basis for further research. It builds on Along with the network meetings organised with partners mentioned above, this project builds on Ivinson's work in ex-mining communities on south Wales, where she works with a range of artists to co-produce artworks with extremely marginalised young people (ESRC/AHRC Productive Margins project in the Connected Communities Programme http://www.productivemargins.ac.uk/projects/mapping-making-mobilising/ And Ivinson's work as Chair of the British Education Research Associations' Commission on Poverty and Policy Advocacy https://www.bera.ac.uk/project/bera-research-commissions/poverty-and-policy-advocacy Extract from press release Creative Margins: Building capacity to widen participation in arts spaces and practices Earlier research by the Common Cause Foundation and Manchester Museum concluded that subtle changes to how arts organisations display their work or request donations could influence how welcoming they appear. "There are currently a narrow range of tools for 'measuring' impact," explained Gabrielle Ivinson, lead researcher on the project. "It would be great to discover new potential models of interaction, but our aim is to expose current conflicts and find small moves that arts organisations could make to make their arts organisation a little less intimidating." She continued: "When it is complete, the project will address the need to prepare the future workforce, by suggesting how groups who do not usually consider employment in the arts sectors may be supported to consider future careers in the arts and as entrepreneurs creating a more democratic, participatory society. "The project is important not just for academics and arts organisations - it will help policy-makers, governments at local, regional, devolved and national levels, and most importantly individuals who are at risk." Arts employees from publicly funded theatres, museums, galleries and art centres have revealed considerable concern about the uneven social participation in the Arts. As part of the £24,203 project, arts employees will come together with academics and practitioners from the fields of community and youth work to critically debate issues such as participation, democracy, enterprise, trust, street work and festivals. The network will meet in a series of BarCamp meetings throughout the year in Manchester, London, Bradford, Brighton and Cardiff. https://www.artsprofessional.co.uk/news/creative-network-seeks-tackle-marginalisation-arts Background Evidence that involvement in the Arts and arts-based activities can play a positive role in ameliorating these risks has accrued over the past 15 years (RSPH, 2013; Arts Council, 2014; Culture White Paper, 2016). While enormous strides have been taken towards making arts institutions accessible and welcoming to a range of maginalised groups (Brown and Higashi, 2015; Cook, 2009; Culture White Paper, 2016, p. 15; Jermyn, 2004; Kester, 2013; Sandell & Nightingale, 2012) there remain considerable challenges in widening access to some marginalised young people and adults (Edmunds, 2008; Hammonds & Bhandal, 2011; Ivinson 2012; Robinson and Gillies, 2012; Pahl, on-going). Our meetings led us to ask the question, 'Why, given that participation in Arts has come to be framed increasingly within inclusion agendas, do these often play out in practice, unintentionally, in exclusionary ways?' Across the consultations, a further set of Key Questions emerged that will guide the critical debates in the BarCamp workshops: • What are the points of dissonance and convergence around understandings of arts-based participation and democracy held by Arts organisations, artists, community-based facilitators/activists, youth workers and those who teach on FE creative arts courses? • How do arts-based practices link to the development of wider enterprise, the soft skills required for entrepreneurship and how are these recognised/accredited? • How do artists, practitioners in arts Institutions, youth and community workers negotiate the short-termism of funding in relation to the time frames needed to build trust? • How can the impact and evaluation agendas be reconciled with the needs of marginal groups? • What is understood as community cohesion and how do divergent practices such as festivals and youth workers' street work contribute? We propose the model of a BarCamp to structure the exchange spaces because we recognise the need to enable participants from very different disciplines and institutions to interact rather than only listen to presentations. Many of the participants involved in the consultations are part of wider programmes aimed at designing projects that actively work to include marginalised groups in civic society such as: the AHRC Connected Communities Programme (Angharad, Byrne, Ivinson). Our involvement in these programmes as community artists, and academics who work with artists, has led us to value co-production and partnership working and to recognise the importance of understanding the living knowledge, values and aesthetics of marginalised groups in non-judgemental ways (Facer and Enright, 2016). To allow for a multiplicity of perspectives the BarCamps will be designed to include processes of making, attuning, listening and debating. This is critical if we are to work together in meaner, keener times in ways that enable critical engagement with issues such as democracy and access to the Arts. Aim The aim is to share knowledge across the fields and disciplines of Art and youth/community and to critically debate how to widen participation in the Arts to address social inequality. Objectives 1. To create a network of local and cross national connections between groups and disciplines such as; Arts organisations, artists, community-based facilitators/activists, youth workers and academics who teach creative arts courses, to share knowledge and explore differences; 2. To craft 5 BarCamps as non-elitist exchange spaces (through processes of making, attuning, listening and debating) to enable boundary crossing between disciplines; 3. To record and share the emerging debates and map divergent knowledge, expertise and knowhow between fields and disciplines through mind-maps, diagrams, notes and photographs that will be lodged on a web-space modelled on the Sense Lab (see details below); 4. To disseminate key findings to stakeholders through a Futures Planning Meeting, a web space, a summary report and academic papers, and create principles to design a research project to put the knowledge gained in the BarCamps into practice. Events: In January 2018 we met to design the structure of the BarCamp exchange spaces and construct lists of invitees by region to ensure a balance of Arts and youth/community participants. The five BarCamps will take place between May 2018 and March 2018. BarCamp1: Key Theme - Exploring Divergent Views of Arts-based Participation Manchester, 42nd Street Youth Centre hosted by Julie McCarthy, Horsfall & Jo Lane of Odd Arts and organised by Early Career Researchers Lara Trafi-Pratts and Harriet Rowley, Manchester Metropolitan University and Dr Anna Bull University of Portsmouth BarCamp2: Key Theme - Exploring Divergent Views of Enterprise in the Arts London, Tate Gallery hosted by Nicky Simm & Mark Miller of Circuit, academic lead Yvonne Robinson LSBU, Early Career Researcher Frances Howard, University of Nottingham BarCamp3: Key Theme - Exploring Time and Trust in Art-Based Practices Cardiff, The National Museum of Wales, hosted by R. Bevis, with artistic leads Future's Collective choreographer Jen Angharad, Early Career Researcher Ellie Byrne, Cardiff University. BarCamp4: Key Theme - The Impact and Evaluation Agenda Meets Radical Practice Bradford, Common Wealth, hosted by artistic lead Evie Manning and Early Career Researcher Steph Brocken, University of Chester. With teenage girls and women from diverse backgrounds with roots in Algeria, Pakistan, Kashmir and Congolese communities. BarCamp5: Key Theme - Street Work Meets Festivals Brighton, Youth Centre, hosted by Chris Charles of the National Federation for Detached Youth Work, and Early Career Researcher Tania de St Croix, King's College London. Next steps planning meeting - Dissemination and Further Research Manchester, hosted by Arts Council England and MMU. http://www2.mmu.ac.uk/research/news-and-events/story/?id=7065 |
| Collaborator Contribution | The Arts Council England's letter of support included the following" 'We therefore recognise the value of creating a network to share knowledge and methods across disciplines to better understand how to enable marginalised groups to benefit from arts facilities and practices. We value the opportunity to participate in the initial planning meeting and the Manchester based BarCamp. We will host the Next Steps Planning Meeting at our headquarters, The Hive in Manchester and look forward to contributing to discussions about further research and dissemination.' |
| Impact | Planning Workshop meeting, January 2018, at Manchester Metropolitan University. We planned the five BarCamps Meetings to be hosted in Manchester London, Bradford, Brighton and Cardiff. |
| Start Year | 2018 |
| Description | Creative Margins: Building capacity to widen participation in arts spaces and practices |
| Organisation | Arts Council England |
| Country | United Kingdom |
| Sector | Public |
| PI Contribution | Creative Margins: Building capacity to widen participation in arts spaces and practices A new project aims to end the inequality in arts participation in England and Wales by helping artists and organisations engage marginalised groups. The Creative Margins network, funded by AHRC and supported by the Arts Council England, will meet five times in locations across England and Wales throughout 2018. Meetings will focus on topics including enterprise in the arts, trust, evaluation, and the use of space. Organisations including Tate, National Museum Wales, Common Wealth Theatre and the UK Federation for Detached Youth are all official project partners and meeting hosts, and part of the funding will be used for bursaries to enable local artists to attend. The network is run by Manchester Metropolitan University's Education and Social Research Institute (ESRI) and will provide an opportunity for academics to develop a more complex understanding of marginalisation, and as the basis for further research. It builds on Along with the network meetings organised with partners mentioned above, this project builds on Ivinson's work in ex-mining communities on south Wales, where she works with a range of artists to co-produce artworks with extremely marginalised young people (ESRC/AHRC Productive Margins project in the Connected Communities Programme http://www.productivemargins.ac.uk/projects/mapping-making-mobilising/ And Ivinson's work as Chair of the British Education Research Associations' Commission on Poverty and Policy Advocacy https://www.bera.ac.uk/project/bera-research-commissions/poverty-and-policy-advocacy Extract from press release Creative Margins: Building capacity to widen participation in arts spaces and practices Earlier research by the Common Cause Foundation and Manchester Museum concluded that subtle changes to how arts organisations display their work or request donations could influence how welcoming they appear. "There are currently a narrow range of tools for 'measuring' impact," explained Gabrielle Ivinson, lead researcher on the project. "It would be great to discover new potential models of interaction, but our aim is to expose current conflicts and find small moves that arts organisations could make to make their arts organisation a little less intimidating." She continued: "When it is complete, the project will address the need to prepare the future workforce, by suggesting how groups who do not usually consider employment in the arts sectors may be supported to consider future careers in the arts and as entrepreneurs creating a more democratic, participatory society. "The project is important not just for academics and arts organisations - it will help policy-makers, governments at local, regional, devolved and national levels, and most importantly individuals who are at risk." Arts employees from publicly funded theatres, museums, galleries and art centres have revealed considerable concern about the uneven social participation in the Arts. As part of the £24,203 project, arts employees will come together with academics and practitioners from the fields of community and youth work to critically debate issues such as participation, democracy, enterprise, trust, street work and festivals. The network will meet in a series of BarCamp meetings throughout the year in Manchester, London, Bradford, Brighton and Cardiff. https://www.artsprofessional.co.uk/news/creative-network-seeks-tackle-marginalisation-arts Background Evidence that involvement in the Arts and arts-based activities can play a positive role in ameliorating these risks has accrued over the past 15 years (RSPH, 2013; Arts Council, 2014; Culture White Paper, 2016). While enormous strides have been taken towards making arts institutions accessible and welcoming to a range of maginalised groups (Brown and Higashi, 2015; Cook, 2009; Culture White Paper, 2016, p. 15; Jermyn, 2004; Kester, 2013; Sandell & Nightingale, 2012) there remain considerable challenges in widening access to some marginalised young people and adults (Edmunds, 2008; Hammonds & Bhandal, 2011; Ivinson 2012; Robinson and Gillies, 2012; Pahl, on-going). Our meetings led us to ask the question, 'Why, given that participation in Arts has come to be framed increasingly within inclusion agendas, do these often play out in practice, unintentionally, in exclusionary ways?' Across the consultations, a further set of Key Questions emerged that will guide the critical debates in the BarCamp workshops: • What are the points of dissonance and convergence around understandings of arts-based participation and democracy held by Arts organisations, artists, community-based facilitators/activists, youth workers and those who teach on FE creative arts courses? • How do arts-based practices link to the development of wider enterprise, the soft skills required for entrepreneurship and how are these recognised/accredited? • How do artists, practitioners in arts Institutions, youth and community workers negotiate the short-termism of funding in relation to the time frames needed to build trust? • How can the impact and evaluation agendas be reconciled with the needs of marginal groups? • What is understood as community cohesion and how do divergent practices such as festivals and youth workers' street work contribute? We propose the model of a BarCamp to structure the exchange spaces because we recognise the need to enable participants from very different disciplines and institutions to interact rather than only listen to presentations. Many of the participants involved in the consultations are part of wider programmes aimed at designing projects that actively work to include marginalised groups in civic society such as: the AHRC Connected Communities Programme (Angharad, Byrne, Ivinson). Our involvement in these programmes as community artists, and academics who work with artists, has led us to value co-production and partnership working and to recognise the importance of understanding the living knowledge, values and aesthetics of marginalised groups in non-judgemental ways (Facer and Enright, 2016). To allow for a multiplicity of perspectives the BarCamps will be designed to include processes of making, attuning, listening and debating. This is critical if we are to work together in meaner, keener times in ways that enable critical engagement with issues such as democracy and access to the Arts. Aim The aim is to share knowledge across the fields and disciplines of Art and youth/community and to critically debate how to widen participation in the Arts to address social inequality. Objectives 1. To create a network of local and cross national connections between groups and disciplines such as; Arts organisations, artists, community-based facilitators/activists, youth workers and academics who teach creative arts courses, to share knowledge and explore differences; 2. To craft 5 BarCamps as non-elitist exchange spaces (through processes of making, attuning, listening and debating) to enable boundary crossing between disciplines; 3. To record and share the emerging debates and map divergent knowledge, expertise and knowhow between fields and disciplines through mind-maps, diagrams, notes and photographs that will be lodged on a web-space modelled on the Sense Lab (see details below); 4. To disseminate key findings to stakeholders through a Futures Planning Meeting, a web space, a summary report and academic papers, and create principles to design a research project to put the knowledge gained in the BarCamps into practice. Events: In January 2018 we met to design the structure of the BarCamp exchange spaces and construct lists of invitees by region to ensure a balance of Arts and youth/community participants. The five BarCamps will take place between May 2018 and March 2018. BarCamp1: Key Theme - Exploring Divergent Views of Arts-based Participation Manchester, 42nd Street Youth Centre hosted by Julie McCarthy, Horsfall & Jo Lane of Odd Arts and organised by Early Career Researchers Lara Trafi-Pratts and Harriet Rowley, Manchester Metropolitan University and Dr Anna Bull University of Portsmouth BarCamp2: Key Theme - Exploring Divergent Views of Enterprise in the Arts London, Tate Gallery hosted by Nicky Simm & Mark Miller of Circuit, academic lead Yvonne Robinson LSBU, Early Career Researcher Frances Howard, University of Nottingham BarCamp3: Key Theme - Exploring Time and Trust in Art-Based Practices Cardiff, The National Museum of Wales, hosted by R. Bevis, with artistic leads Future's Collective choreographer Jen Angharad, Early Career Researcher Ellie Byrne, Cardiff University. BarCamp4: Key Theme - The Impact and Evaluation Agenda Meets Radical Practice Bradford, Common Wealth, hosted by artistic lead Evie Manning and Early Career Researcher Steph Brocken, University of Chester. With teenage girls and women from diverse backgrounds with roots in Algeria, Pakistan, Kashmir and Congolese communities. BarCamp5: Key Theme - Street Work Meets Festivals Brighton, Youth Centre, hosted by Chris Charles of the National Federation for Detached Youth Work, and Early Career Researcher Tania de St Croix, King's College London. Next steps planning meeting - Dissemination and Further Research Manchester, hosted by Arts Council England and MMU. http://www2.mmu.ac.uk/research/news-and-events/story/?id=7065 |
| Collaborator Contribution | The Arts Council England's letter of support included the following" 'We therefore recognise the value of creating a network to share knowledge and methods across disciplines to better understand how to enable marginalised groups to benefit from arts facilities and practices. We value the opportunity to participate in the initial planning meeting and the Manchester based BarCamp. We will host the Next Steps Planning Meeting at our headquarters, The Hive in Manchester and look forward to contributing to discussions about further research and dissemination.' |
| Impact | Planning Workshop meeting, January 2018, at Manchester Metropolitan University. We planned the five BarCamps Meetings to be hosted in Manchester London, Bradford, Brighton and Cardiff. |
| Start Year | 2018 |
| Description | Creative Margins: Building capacity to widen participation in arts spaces and practices |
| Organisation | Common Wealth Theatre Ltd |
| Country | United Kingdom |
| Sector | Private |
| PI Contribution | Creative Margins: Building capacity to widen participation in arts spaces and practices A new project aims to end the inequality in arts participation in England and Wales by helping artists and organisations engage marginalised groups. The Creative Margins network, funded by AHRC and supported by the Arts Council England, will meet five times in locations across England and Wales throughout 2018. Meetings will focus on topics including enterprise in the arts, trust, evaluation, and the use of space. Organisations including Tate, National Museum Wales, Common Wealth Theatre and the UK Federation for Detached Youth are all official project partners and meeting hosts, and part of the funding will be used for bursaries to enable local artists to attend. The network is run by Manchester Metropolitan University's Education and Social Research Institute (ESRI) and will provide an opportunity for academics to develop a more complex understanding of marginalisation, and as the basis for further research. It builds on Along with the network meetings organised with partners mentioned above, this project builds on Ivinson's work in ex-mining communities on south Wales, where she works with a range of artists to co-produce artworks with extremely marginalised young people (ESRC/AHRC Productive Margins project in the Connected Communities Programme http://www.productivemargins.ac.uk/projects/mapping-making-mobilising/ And Ivinson's work as Chair of the British Education Research Associations' Commission on Poverty and Policy Advocacy https://www.bera.ac.uk/project/bera-research-commissions/poverty-and-policy-advocacy Extract from press release Creative Margins: Building capacity to widen participation in arts spaces and practices Earlier research by the Common Cause Foundation and Manchester Museum concluded that subtle changes to how arts organisations display their work or request donations could influence how welcoming they appear. "There are currently a narrow range of tools for 'measuring' impact," explained Gabrielle Ivinson, lead researcher on the project. "It would be great to discover new potential models of interaction, but our aim is to expose current conflicts and find small moves that arts organisations could make to make their arts organisation a little less intimidating." She continued: "When it is complete, the project will address the need to prepare the future workforce, by suggesting how groups who do not usually consider employment in the arts sectors may be supported to consider future careers in the arts and as entrepreneurs creating a more democratic, participatory society. "The project is important not just for academics and arts organisations - it will help policy-makers, governments at local, regional, devolved and national levels, and most importantly individuals who are at risk." Arts employees from publicly funded theatres, museums, galleries and art centres have revealed considerable concern about the uneven social participation in the Arts. As part of the £24,203 project, arts employees will come together with academics and practitioners from the fields of community and youth work to critically debate issues such as participation, democracy, enterprise, trust, street work and festivals. The network will meet in a series of BarCamp meetings throughout the year in Manchester, London, Bradford, Brighton and Cardiff. https://www.artsprofessional.co.uk/news/creative-network-seeks-tackle-marginalisation-arts Background Evidence that involvement in the Arts and arts-based activities can play a positive role in ameliorating these risks has accrued over the past 15 years (RSPH, 2013; Arts Council, 2014; Culture White Paper, 2016). While enormous strides have been taken towards making arts institutions accessible and welcoming to a range of maginalised groups (Brown and Higashi, 2015; Cook, 2009; Culture White Paper, 2016, p. 15; Jermyn, 2004; Kester, 2013; Sandell & Nightingale, 2012) there remain considerable challenges in widening access to some marginalised young people and adults (Edmunds, 2008; Hammonds & Bhandal, 2011; Ivinson 2012; Robinson and Gillies, 2012; Pahl, on-going). Our meetings led us to ask the question, 'Why, given that participation in Arts has come to be framed increasingly within inclusion agendas, do these often play out in practice, unintentionally, in exclusionary ways?' Across the consultations, a further set of Key Questions emerged that will guide the critical debates in the BarCamp workshops: • What are the points of dissonance and convergence around understandings of arts-based participation and democracy held by Arts organisations, artists, community-based facilitators/activists, youth workers and those who teach on FE creative arts courses? • How do arts-based practices link to the development of wider enterprise, the soft skills required for entrepreneurship and how are these recognised/accredited? • How do artists, practitioners in arts Institutions, youth and community workers negotiate the short-termism of funding in relation to the time frames needed to build trust? • How can the impact and evaluation agendas be reconciled with the needs of marginal groups? • What is understood as community cohesion and how do divergent practices such as festivals and youth workers' street work contribute? We propose the model of a BarCamp to structure the exchange spaces because we recognise the need to enable participants from very different disciplines and institutions to interact rather than only listen to presentations. Many of the participants involved in the consultations are part of wider programmes aimed at designing projects that actively work to include marginalised groups in civic society such as: the AHRC Connected Communities Programme (Angharad, Byrne, Ivinson). Our involvement in these programmes as community artists, and academics who work with artists, has led us to value co-production and partnership working and to recognise the importance of understanding the living knowledge, values and aesthetics of marginalised groups in non-judgemental ways (Facer and Enright, 2016). To allow for a multiplicity of perspectives the BarCamps will be designed to include processes of making, attuning, listening and debating. This is critical if we are to work together in meaner, keener times in ways that enable critical engagement with issues such as democracy and access to the Arts. Aim The aim is to share knowledge across the fields and disciplines of Art and youth/community and to critically debate how to widen participation in the Arts to address social inequality. Objectives 1. To create a network of local and cross national connections between groups and disciplines such as; Arts organisations, artists, community-based facilitators/activists, youth workers and academics who teach creative arts courses, to share knowledge and explore differences; 2. To craft 5 BarCamps as non-elitist exchange spaces (through processes of making, attuning, listening and debating) to enable boundary crossing between disciplines; 3. To record and share the emerging debates and map divergent knowledge, expertise and knowhow between fields and disciplines through mind-maps, diagrams, notes and photographs that will be lodged on a web-space modelled on the Sense Lab (see details below); 4. To disseminate key findings to stakeholders through a Futures Planning Meeting, a web space, a summary report and academic papers, and create principles to design a research project to put the knowledge gained in the BarCamps into practice. Events: In January 2018 we met to design the structure of the BarCamp exchange spaces and construct lists of invitees by region to ensure a balance of Arts and youth/community participants. The five BarCamps will take place between May 2018 and March 2018. BarCamp1: Key Theme - Exploring Divergent Views of Arts-based Participation Manchester, 42nd Street Youth Centre hosted by Julie McCarthy, Horsfall & Jo Lane of Odd Arts and organised by Early Career Researchers Lara Trafi-Pratts and Harriet Rowley, Manchester Metropolitan University and Dr Anna Bull University of Portsmouth BarCamp2: Key Theme - Exploring Divergent Views of Enterprise in the Arts London, Tate Gallery hosted by Nicky Simm & Mark Miller of Circuit, academic lead Yvonne Robinson LSBU, Early Career Researcher Frances Howard, University of Nottingham BarCamp3: Key Theme - Exploring Time and Trust in Art-Based Practices Cardiff, The National Museum of Wales, hosted by R. Bevis, with artistic leads Future's Collective choreographer Jen Angharad, Early Career Researcher Ellie Byrne, Cardiff University. BarCamp4: Key Theme - The Impact and Evaluation Agenda Meets Radical Practice Bradford, Common Wealth, hosted by artistic lead Evie Manning and Early Career Researcher Steph Brocken, University of Chester. With teenage girls and women from diverse backgrounds with roots in Algeria, Pakistan, Kashmir and Congolese communities. BarCamp5: Key Theme - Street Work Meets Festivals Brighton, Youth Centre, hosted by Chris Charles of the National Federation for Detached Youth Work, and Early Career Researcher Tania de St Croix, King's College London. Next steps planning meeting - Dissemination and Further Research Manchester, hosted by Arts Council England and MMU. http://www2.mmu.ac.uk/research/news-and-events/story/?id=7065 |
| Collaborator Contribution | The Arts Council England's letter of support included the following" 'We therefore recognise the value of creating a network to share knowledge and methods across disciplines to better understand how to enable marginalised groups to benefit from arts facilities and practices. We value the opportunity to participate in the initial planning meeting and the Manchester based BarCamp. We will host the Next Steps Planning Meeting at our headquarters, The Hive in Manchester and look forward to contributing to discussions about further research and dissemination.' |
| Impact | Planning Workshop meeting, January 2018, at Manchester Metropolitan University. We planned the five BarCamps Meetings to be hosted in Manchester London, Bradford, Brighton and Cardiff. |
| Start Year | 2018 |
| Description | Creative Margins: Building capacity to widen participation in arts spaces and practices |
| Organisation | Federation for Detached Youth Work |
| Country | United Kingdom |
| Sector | Charity/Non Profit |
| PI Contribution | Creative Margins: Building capacity to widen participation in arts spaces and practices A new project aims to end the inequality in arts participation in England and Wales by helping artists and organisations engage marginalised groups. The Creative Margins network, funded by AHRC and supported by the Arts Council England, will meet five times in locations across England and Wales throughout 2018. Meetings will focus on topics including enterprise in the arts, trust, evaluation, and the use of space. Organisations including Tate, National Museum Wales, Common Wealth Theatre and the UK Federation for Detached Youth are all official project partners and meeting hosts, and part of the funding will be used for bursaries to enable local artists to attend. The network is run by Manchester Metropolitan University's Education and Social Research Institute (ESRI) and will provide an opportunity for academics to develop a more complex understanding of marginalisation, and as the basis for further research. It builds on Along with the network meetings organised with partners mentioned above, this project builds on Ivinson's work in ex-mining communities on south Wales, where she works with a range of artists to co-produce artworks with extremely marginalised young people (ESRC/AHRC Productive Margins project in the Connected Communities Programme http://www.productivemargins.ac.uk/projects/mapping-making-mobilising/ And Ivinson's work as Chair of the British Education Research Associations' Commission on Poverty and Policy Advocacy https://www.bera.ac.uk/project/bera-research-commissions/poverty-and-policy-advocacy Extract from press release Creative Margins: Building capacity to widen participation in arts spaces and practices Earlier research by the Common Cause Foundation and Manchester Museum concluded that subtle changes to how arts organisations display their work or request donations could influence how welcoming they appear. "There are currently a narrow range of tools for 'measuring' impact," explained Gabrielle Ivinson, lead researcher on the project. "It would be great to discover new potential models of interaction, but our aim is to expose current conflicts and find small moves that arts organisations could make to make their arts organisation a little less intimidating." She continued: "When it is complete, the project will address the need to prepare the future workforce, by suggesting how groups who do not usually consider employment in the arts sectors may be supported to consider future careers in the arts and as entrepreneurs creating a more democratic, participatory society. "The project is important not just for academics and arts organisations - it will help policy-makers, governments at local, regional, devolved and national levels, and most importantly individuals who are at risk." Arts employees from publicly funded theatres, museums, galleries and art centres have revealed considerable concern about the uneven social participation in the Arts. As part of the £24,203 project, arts employees will come together with academics and practitioners from the fields of community and youth work to critically debate issues such as participation, democracy, enterprise, trust, street work and festivals. The network will meet in a series of BarCamp meetings throughout the year in Manchester, London, Bradford, Brighton and Cardiff. https://www.artsprofessional.co.uk/news/creative-network-seeks-tackle-marginalisation-arts Background Evidence that involvement in the Arts and arts-based activities can play a positive role in ameliorating these risks has accrued over the past 15 years (RSPH, 2013; Arts Council, 2014; Culture White Paper, 2016). While enormous strides have been taken towards making arts institutions accessible and welcoming to a range of maginalised groups (Brown and Higashi, 2015; Cook, 2009; Culture White Paper, 2016, p. 15; Jermyn, 2004; Kester, 2013; Sandell & Nightingale, 2012) there remain considerable challenges in widening access to some marginalised young people and adults (Edmunds, 2008; Hammonds & Bhandal, 2011; Ivinson 2012; Robinson and Gillies, 2012; Pahl, on-going). Our meetings led us to ask the question, 'Why, given that participation in Arts has come to be framed increasingly within inclusion agendas, do these often play out in practice, unintentionally, in exclusionary ways?' Across the consultations, a further set of Key Questions emerged that will guide the critical debates in the BarCamp workshops: • What are the points of dissonance and convergence around understandings of arts-based participation and democracy held by Arts organisations, artists, community-based facilitators/activists, youth workers and those who teach on FE creative arts courses? • How do arts-based practices link to the development of wider enterprise, the soft skills required for entrepreneurship and how are these recognised/accredited? • How do artists, practitioners in arts Institutions, youth and community workers negotiate the short-termism of funding in relation to the time frames needed to build trust? • How can the impact and evaluation agendas be reconciled with the needs of marginal groups? • What is understood as community cohesion and how do divergent practices such as festivals and youth workers' street work contribute? We propose the model of a BarCamp to structure the exchange spaces because we recognise the need to enable participants from very different disciplines and institutions to interact rather than only listen to presentations. Many of the participants involved in the consultations are part of wider programmes aimed at designing projects that actively work to include marginalised groups in civic society such as: the AHRC Connected Communities Programme (Angharad, Byrne, Ivinson). Our involvement in these programmes as community artists, and academics who work with artists, has led us to value co-production and partnership working and to recognise the importance of understanding the living knowledge, values and aesthetics of marginalised groups in non-judgemental ways (Facer and Enright, 2016). To allow for a multiplicity of perspectives the BarCamps will be designed to include processes of making, attuning, listening and debating. This is critical if we are to work together in meaner, keener times in ways that enable critical engagement with issues such as democracy and access to the Arts. Aim The aim is to share knowledge across the fields and disciplines of Art and youth/community and to critically debate how to widen participation in the Arts to address social inequality. Objectives 1. To create a network of local and cross national connections between groups and disciplines such as; Arts organisations, artists, community-based facilitators/activists, youth workers and academics who teach creative arts courses, to share knowledge and explore differences; 2. To craft 5 BarCamps as non-elitist exchange spaces (through processes of making, attuning, listening and debating) to enable boundary crossing between disciplines; 3. To record and share the emerging debates and map divergent knowledge, expertise and knowhow between fields and disciplines through mind-maps, diagrams, notes and photographs that will be lodged on a web-space modelled on the Sense Lab (see details below); 4. To disseminate key findings to stakeholders through a Futures Planning Meeting, a web space, a summary report and academic papers, and create principles to design a research project to put the knowledge gained in the BarCamps into practice. Events: In January 2018 we met to design the structure of the BarCamp exchange spaces and construct lists of invitees by region to ensure a balance of Arts and youth/community participants. The five BarCamps will take place between May 2018 and March 2018. BarCamp1: Key Theme - Exploring Divergent Views of Arts-based Participation Manchester, 42nd Street Youth Centre hosted by Julie McCarthy, Horsfall & Jo Lane of Odd Arts and organised by Early Career Researchers Lara Trafi-Pratts and Harriet Rowley, Manchester Metropolitan University and Dr Anna Bull University of Portsmouth BarCamp2: Key Theme - Exploring Divergent Views of Enterprise in the Arts London, Tate Gallery hosted by Nicky Simm & Mark Miller of Circuit, academic lead Yvonne Robinson LSBU, Early Career Researcher Frances Howard, University of Nottingham BarCamp3: Key Theme - Exploring Time and Trust in Art-Based Practices Cardiff, The National Museum of Wales, hosted by R. Bevis, with artistic leads Future's Collective choreographer Jen Angharad, Early Career Researcher Ellie Byrne, Cardiff University. BarCamp4: Key Theme - The Impact and Evaluation Agenda Meets Radical Practice Bradford, Common Wealth, hosted by artistic lead Evie Manning and Early Career Researcher Steph Brocken, University of Chester. With teenage girls and women from diverse backgrounds with roots in Algeria, Pakistan, Kashmir and Congolese communities. BarCamp5: Key Theme - Street Work Meets Festivals Brighton, Youth Centre, hosted by Chris Charles of the National Federation for Detached Youth Work, and Early Career Researcher Tania de St Croix, King's College London. Next steps planning meeting - Dissemination and Further Research Manchester, hosted by Arts Council England and MMU. http://www2.mmu.ac.uk/research/news-and-events/story/?id=7065 |
| Collaborator Contribution | The Arts Council England's letter of support included the following" 'We therefore recognise the value of creating a network to share knowledge and methods across disciplines to better understand how to enable marginalised groups to benefit from arts facilities and practices. We value the opportunity to participate in the initial planning meeting and the Manchester based BarCamp. We will host the Next Steps Planning Meeting at our headquarters, The Hive in Manchester and look forward to contributing to discussions about further research and dissemination.' |
| Impact | Planning Workshop meeting, January 2018, at Manchester Metropolitan University. We planned the five BarCamps Meetings to be hosted in Manchester London, Bradford, Brighton and Cardiff. |
| Start Year | 2018 |
| Description | Creative Margins: Building capacity to widen participation in arts spaces and practices |
| Organisation | National Museum Wales |
| Country | United Kingdom |
| Sector | Public |
| PI Contribution | Creative Margins: Building capacity to widen participation in arts spaces and practices A new project aims to end the inequality in arts participation in England and Wales by helping artists and organisations engage marginalised groups. The Creative Margins network, funded by AHRC and supported by the Arts Council England, will meet five times in locations across England and Wales throughout 2018. Meetings will focus on topics including enterprise in the arts, trust, evaluation, and the use of space. Organisations including Tate, National Museum Wales, Common Wealth Theatre and the UK Federation for Detached Youth are all official project partners and meeting hosts, and part of the funding will be used for bursaries to enable local artists to attend. The network is run by Manchester Metropolitan University's Education and Social Research Institute (ESRI) and will provide an opportunity for academics to develop a more complex understanding of marginalisation, and as the basis for further research. It builds on Along with the network meetings organised with partners mentioned above, this project builds on Ivinson's work in ex-mining communities on south Wales, where she works with a range of artists to co-produce artworks with extremely marginalised young people (ESRC/AHRC Productive Margins project in the Connected Communities Programme http://www.productivemargins.ac.uk/projects/mapping-making-mobilising/ And Ivinson's work as Chair of the British Education Research Associations' Commission on Poverty and Policy Advocacy https://www.bera.ac.uk/project/bera-research-commissions/poverty-and-policy-advocacy Extract from press release Creative Margins: Building capacity to widen participation in arts spaces and practices Earlier research by the Common Cause Foundation and Manchester Museum concluded that subtle changes to how arts organisations display their work or request donations could influence how welcoming they appear. "There are currently a narrow range of tools for 'measuring' impact," explained Gabrielle Ivinson, lead researcher on the project. "It would be great to discover new potential models of interaction, but our aim is to expose current conflicts and find small moves that arts organisations could make to make their arts organisation a little less intimidating." She continued: "When it is complete, the project will address the need to prepare the future workforce, by suggesting how groups who do not usually consider employment in the arts sectors may be supported to consider future careers in the arts and as entrepreneurs creating a more democratic, participatory society. "The project is important not just for academics and arts organisations - it will help policy-makers, governments at local, regional, devolved and national levels, and most importantly individuals who are at risk." Arts employees from publicly funded theatres, museums, galleries and art centres have revealed considerable concern about the uneven social participation in the Arts. As part of the £24,203 project, arts employees will come together with academics and practitioners from the fields of community and youth work to critically debate issues such as participation, democracy, enterprise, trust, street work and festivals. The network will meet in a series of BarCamp meetings throughout the year in Manchester, London, Bradford, Brighton and Cardiff. https://www.artsprofessional.co.uk/news/creative-network-seeks-tackle-marginalisation-arts Background Evidence that involvement in the Arts and arts-based activities can play a positive role in ameliorating these risks has accrued over the past 15 years (RSPH, 2013; Arts Council, 2014; Culture White Paper, 2016). While enormous strides have been taken towards making arts institutions accessible and welcoming to a range of maginalised groups (Brown and Higashi, 2015; Cook, 2009; Culture White Paper, 2016, p. 15; Jermyn, 2004; Kester, 2013; Sandell & Nightingale, 2012) there remain considerable challenges in widening access to some marginalised young people and adults (Edmunds, 2008; Hammonds & Bhandal, 2011; Ivinson 2012; Robinson and Gillies, 2012; Pahl, on-going). Our meetings led us to ask the question, 'Why, given that participation in Arts has come to be framed increasingly within inclusion agendas, do these often play out in practice, unintentionally, in exclusionary ways?' Across the consultations, a further set of Key Questions emerged that will guide the critical debates in the BarCamp workshops: • What are the points of dissonance and convergence around understandings of arts-based participation and democracy held by Arts organisations, artists, community-based facilitators/activists, youth workers and those who teach on FE creative arts courses? • How do arts-based practices link to the development of wider enterprise, the soft skills required for entrepreneurship and how are these recognised/accredited? • How do artists, practitioners in arts Institutions, youth and community workers negotiate the short-termism of funding in relation to the time frames needed to build trust? • How can the impact and evaluation agendas be reconciled with the needs of marginal groups? • What is understood as community cohesion and how do divergent practices such as festivals and youth workers' street work contribute? We propose the model of a BarCamp to structure the exchange spaces because we recognise the need to enable participants from very different disciplines and institutions to interact rather than only listen to presentations. Many of the participants involved in the consultations are part of wider programmes aimed at designing projects that actively work to include marginalised groups in civic society such as: the AHRC Connected Communities Programme (Angharad, Byrne, Ivinson). Our involvement in these programmes as community artists, and academics who work with artists, has led us to value co-production and partnership working and to recognise the importance of understanding the living knowledge, values and aesthetics of marginalised groups in non-judgemental ways (Facer and Enright, 2016). To allow for a multiplicity of perspectives the BarCamps will be designed to include processes of making, attuning, listening and debating. This is critical if we are to work together in meaner, keener times in ways that enable critical engagement with issues such as democracy and access to the Arts. Aim The aim is to share knowledge across the fields and disciplines of Art and youth/community and to critically debate how to widen participation in the Arts to address social inequality. Objectives 1. To create a network of local and cross national connections between groups and disciplines such as; Arts organisations, artists, community-based facilitators/activists, youth workers and academics who teach creative arts courses, to share knowledge and explore differences; 2. To craft 5 BarCamps as non-elitist exchange spaces (through processes of making, attuning, listening and debating) to enable boundary crossing between disciplines; 3. To record and share the emerging debates and map divergent knowledge, expertise and knowhow between fields and disciplines through mind-maps, diagrams, notes and photographs that will be lodged on a web-space modelled on the Sense Lab (see details below); 4. To disseminate key findings to stakeholders through a Futures Planning Meeting, a web space, a summary report and academic papers, and create principles to design a research project to put the knowledge gained in the BarCamps into practice. Events: In January 2018 we met to design the structure of the BarCamp exchange spaces and construct lists of invitees by region to ensure a balance of Arts and youth/community participants. The five BarCamps will take place between May 2018 and March 2018. BarCamp1: Key Theme - Exploring Divergent Views of Arts-based Participation Manchester, 42nd Street Youth Centre hosted by Julie McCarthy, Horsfall & Jo Lane of Odd Arts and organised by Early Career Researchers Lara Trafi-Pratts and Harriet Rowley, Manchester Metropolitan University and Dr Anna Bull University of Portsmouth BarCamp2: Key Theme - Exploring Divergent Views of Enterprise in the Arts London, Tate Gallery hosted by Nicky Simm & Mark Miller of Circuit, academic lead Yvonne Robinson LSBU, Early Career Researcher Frances Howard, University of Nottingham BarCamp3: Key Theme - Exploring Time and Trust in Art-Based Practices Cardiff, The National Museum of Wales, hosted by R. Bevis, with artistic leads Future's Collective choreographer Jen Angharad, Early Career Researcher Ellie Byrne, Cardiff University. BarCamp4: Key Theme - The Impact and Evaluation Agenda Meets Radical Practice Bradford, Common Wealth, hosted by artistic lead Evie Manning and Early Career Researcher Steph Brocken, University of Chester. With teenage girls and women from diverse backgrounds with roots in Algeria, Pakistan, Kashmir and Congolese communities. BarCamp5: Key Theme - Street Work Meets Festivals Brighton, Youth Centre, hosted by Chris Charles of the National Federation for Detached Youth Work, and Early Career Researcher Tania de St Croix, King's College London. Next steps planning meeting - Dissemination and Further Research Manchester, hosted by Arts Council England and MMU. http://www2.mmu.ac.uk/research/news-and-events/story/?id=7065 |
| Collaborator Contribution | The Arts Council England's letter of support included the following" 'We therefore recognise the value of creating a network to share knowledge and methods across disciplines to better understand how to enable marginalised groups to benefit from arts facilities and practices. We value the opportunity to participate in the initial planning meeting and the Manchester based BarCamp. We will host the Next Steps Planning Meeting at our headquarters, The Hive in Manchester and look forward to contributing to discussions about further research and dissemination.' |
| Impact | Planning Workshop meeting, January 2018, at Manchester Metropolitan University. We planned the five BarCamps Meetings to be hosted in Manchester London, Bradford, Brighton and Cardiff. |
| Start Year | 2018 |
| Description | Creative Margins: Building capacity to widen participation in arts spaces and practices |
| Organisation | Tate |
| Country | United Kingdom |
| Sector | Charity/Non Profit |
| PI Contribution | Creative Margins: Building capacity to widen participation in arts spaces and practices A new project aims to end the inequality in arts participation in England and Wales by helping artists and organisations engage marginalised groups. The Creative Margins network, funded by AHRC and supported by the Arts Council England, will meet five times in locations across England and Wales throughout 2018. Meetings will focus on topics including enterprise in the arts, trust, evaluation, and the use of space. Organisations including Tate, National Museum Wales, Common Wealth Theatre and the UK Federation for Detached Youth are all official project partners and meeting hosts, and part of the funding will be used for bursaries to enable local artists to attend. The network is run by Manchester Metropolitan University's Education and Social Research Institute (ESRI) and will provide an opportunity for academics to develop a more complex understanding of marginalisation, and as the basis for further research. It builds on Along with the network meetings organised with partners mentioned above, this project builds on Ivinson's work in ex-mining communities on south Wales, where she works with a range of artists to co-produce artworks with extremely marginalised young people (ESRC/AHRC Productive Margins project in the Connected Communities Programme http://www.productivemargins.ac.uk/projects/mapping-making-mobilising/ And Ivinson's work as Chair of the British Education Research Associations' Commission on Poverty and Policy Advocacy https://www.bera.ac.uk/project/bera-research-commissions/poverty-and-policy-advocacy Extract from press release Creative Margins: Building capacity to widen participation in arts spaces and practices Earlier research by the Common Cause Foundation and Manchester Museum concluded that subtle changes to how arts organisations display their work or request donations could influence how welcoming they appear. "There are currently a narrow range of tools for 'measuring' impact," explained Gabrielle Ivinson, lead researcher on the project. "It would be great to discover new potential models of interaction, but our aim is to expose current conflicts and find small moves that arts organisations could make to make their arts organisation a little less intimidating." She continued: "When it is complete, the project will address the need to prepare the future workforce, by suggesting how groups who do not usually consider employment in the arts sectors may be supported to consider future careers in the arts and as entrepreneurs creating a more democratic, participatory society. "The project is important not just for academics and arts organisations - it will help policy-makers, governments at local, regional, devolved and national levels, and most importantly individuals who are at risk." Arts employees from publicly funded theatres, museums, galleries and art centres have revealed considerable concern about the uneven social participation in the Arts. As part of the £24,203 project, arts employees will come together with academics and practitioners from the fields of community and youth work to critically debate issues such as participation, democracy, enterprise, trust, street work and festivals. The network will meet in a series of BarCamp meetings throughout the year in Manchester, London, Bradford, Brighton and Cardiff. https://www.artsprofessional.co.uk/news/creative-network-seeks-tackle-marginalisation-arts Background Evidence that involvement in the Arts and arts-based activities can play a positive role in ameliorating these risks has accrued over the past 15 years (RSPH, 2013; Arts Council, 2014; Culture White Paper, 2016). While enormous strides have been taken towards making arts institutions accessible and welcoming to a range of maginalised groups (Brown and Higashi, 2015; Cook, 2009; Culture White Paper, 2016, p. 15; Jermyn, 2004; Kester, 2013; Sandell & Nightingale, 2012) there remain considerable challenges in widening access to some marginalised young people and adults (Edmunds, 2008; Hammonds & Bhandal, 2011; Ivinson 2012; Robinson and Gillies, 2012; Pahl, on-going). Our meetings led us to ask the question, 'Why, given that participation in Arts has come to be framed increasingly within inclusion agendas, do these often play out in practice, unintentionally, in exclusionary ways?' Across the consultations, a further set of Key Questions emerged that will guide the critical debates in the BarCamp workshops: • What are the points of dissonance and convergence around understandings of arts-based participation and democracy held by Arts organisations, artists, community-based facilitators/activists, youth workers and those who teach on FE creative arts courses? • How do arts-based practices link to the development of wider enterprise, the soft skills required for entrepreneurship and how are these recognised/accredited? • How do artists, practitioners in arts Institutions, youth and community workers negotiate the short-termism of funding in relation to the time frames needed to build trust? • How can the impact and evaluation agendas be reconciled with the needs of marginal groups? • What is understood as community cohesion and how do divergent practices such as festivals and youth workers' street work contribute? We propose the model of a BarCamp to structure the exchange spaces because we recognise the need to enable participants from very different disciplines and institutions to interact rather than only listen to presentations. Many of the participants involved in the consultations are part of wider programmes aimed at designing projects that actively work to include marginalised groups in civic society such as: the AHRC Connected Communities Programme (Angharad, Byrne, Ivinson). Our involvement in these programmes as community artists, and academics who work with artists, has led us to value co-production and partnership working and to recognise the importance of understanding the living knowledge, values and aesthetics of marginalised groups in non-judgemental ways (Facer and Enright, 2016). To allow for a multiplicity of perspectives the BarCamps will be designed to include processes of making, attuning, listening and debating. This is critical if we are to work together in meaner, keener times in ways that enable critical engagement with issues such as democracy and access to the Arts. Aim The aim is to share knowledge across the fields and disciplines of Art and youth/community and to critically debate how to widen participation in the Arts to address social inequality. Objectives 1. To create a network of local and cross national connections between groups and disciplines such as; Arts organisations, artists, community-based facilitators/activists, youth workers and academics who teach creative arts courses, to share knowledge and explore differences; 2. To craft 5 BarCamps as non-elitist exchange spaces (through processes of making, attuning, listening and debating) to enable boundary crossing between disciplines; 3. To record and share the emerging debates and map divergent knowledge, expertise and knowhow between fields and disciplines through mind-maps, diagrams, notes and photographs that will be lodged on a web-space modelled on the Sense Lab (see details below); 4. To disseminate key findings to stakeholders through a Futures Planning Meeting, a web space, a summary report and academic papers, and create principles to design a research project to put the knowledge gained in the BarCamps into practice. Events: In January 2018 we met to design the structure of the BarCamp exchange spaces and construct lists of invitees by region to ensure a balance of Arts and youth/community participants. The five BarCamps will take place between May 2018 and March 2018. BarCamp1: Key Theme - Exploring Divergent Views of Arts-based Participation Manchester, 42nd Street Youth Centre hosted by Julie McCarthy, Horsfall & Jo Lane of Odd Arts and organised by Early Career Researchers Lara Trafi-Pratts and Harriet Rowley, Manchester Metropolitan University and Dr Anna Bull University of Portsmouth BarCamp2: Key Theme - Exploring Divergent Views of Enterprise in the Arts London, Tate Gallery hosted by Nicky Simm & Mark Miller of Circuit, academic lead Yvonne Robinson LSBU, Early Career Researcher Frances Howard, University of Nottingham BarCamp3: Key Theme - Exploring Time and Trust in Art-Based Practices Cardiff, The National Museum of Wales, hosted by R. Bevis, with artistic leads Future's Collective choreographer Jen Angharad, Early Career Researcher Ellie Byrne, Cardiff University. BarCamp4: Key Theme - The Impact and Evaluation Agenda Meets Radical Practice Bradford, Common Wealth, hosted by artistic lead Evie Manning and Early Career Researcher Steph Brocken, University of Chester. With teenage girls and women from diverse backgrounds with roots in Algeria, Pakistan, Kashmir and Congolese communities. BarCamp5: Key Theme - Street Work Meets Festivals Brighton, Youth Centre, hosted by Chris Charles of the National Federation for Detached Youth Work, and Early Career Researcher Tania de St Croix, King's College London. Next steps planning meeting - Dissemination and Further Research Manchester, hosted by Arts Council England and MMU. http://www2.mmu.ac.uk/research/news-and-events/story/?id=7065 |
| Collaborator Contribution | The Arts Council England's letter of support included the following" 'We therefore recognise the value of creating a network to share knowledge and methods across disciplines to better understand how to enable marginalised groups to benefit from arts facilities and practices. We value the opportunity to participate in the initial planning meeting and the Manchester based BarCamp. We will host the Next Steps Planning Meeting at our headquarters, The Hive in Manchester and look forward to contributing to discussions about further research and dissemination.' |
| Impact | Planning Workshop meeting, January 2018, at Manchester Metropolitan University. We planned the five BarCamps Meetings to be hosted in Manchester London, Bradford, Brighton and Cardiff. |
| Start Year | 2018 |
| Description | Methodological Consultant: Gender and Displacement Project |
| Organisation | Refugee Women of Bristol |
| Country | United Kingdom |
| Sector | Charity/Non Profit |
| PI Contribution | Methodological consultant. |
| Collaborator Contribution | XX |
| Impact | XX |
| Start Year | 2017 |
| Description | Methodological Consultant: Gender and Displacement Project |
| Organisation | University of Bristol |
| Department | Centre for Gender and Violence Research |
| Country | United Kingdom |
| Sector | Academic/University |
| PI Contribution | Methodological consultant. |
| Collaborator Contribution | XX |
| Impact | XX |
| Start Year | 2017 |
| Description | Methodological Consultant: Gender and Displacement Project |
| Organisation | University of Sulaimani |
| Department | Gender and Violence Studies Centre |
| Country | Iraq |
| Sector | Academic/University |
| PI Contribution | Methodological consultant. |
| Collaborator Contribution | XX |
| Impact | XX |
| Start Year | 2017 |
| Description | Song Line on the road - Life Lines on the move |
| Organisation | Unite the Union |
| Country | United Kingdom |
| Sector | Charity/Non Profit |
| PI Contribution | Manchester Metropolitan University awarded an impact accelerator grant to Professor Gabrielle Ivinson and Dr Geoff Bright in 2018 to enable partnerships between i) six industrialised coalfield communities in the north of England and south Wales ex-mining valleys ii) community partners - Unite Community and the Co-operative College iii) Manchester Metropolitan University and Cardiff University |
| Collaborator Contribution | The impact accelerator grant will bring develop partnership connections afforded by successive tranches of ESRC/ARHC Connected Communities funding for community events and engagement across geographical areas in the UK where coalfield de-industrialisation is acute: the south Wales coalfields and English coalfields. It builds a three-way partnership between: 1) Professor Gabrielle Ivinson's (Metropolitan University) longitudinal work in the south Wales valley communities, 'Young People and Place' (2008-11), 'Mapping, Making and Moving in Merthyr (2013-2015)', and Productive Margins (2013-2018). The full team in Wales includes Professor Emma Renold, Dr Eva Elliott and Ellie Byrne (Cardiff University). 2) Dr Geoff Bright's (Manchester Metropolitan University) recent projects Working with Social Haunting: Past and Present Making in Two "Communities of Value"(2015 - 2016 ; Opening the Unclosed Space: Multiplying Ghost Labs (2016) and Song Lines to Impact and Legacy: Creating Living Knowledge through Working with Social Haunting (2017-2018), in north England. 3) Community partners - Unite Community and the Co-operative College Sharing events Both Ivinson and Bright work with artists to co-produce art forms and artefacts to enable young people (Ivinson) and marginalised adults (Bright) to communicate with authority by drawing on the affective power of art. We have been using creative methodologies to understand affective circuits of communication, bonds of solidarity and intergenerational knowledge transmissions that relate to the historical specificity of multiply impoverished coalfield communities. Our series of high quality and successful ESRC/AHRC projects has already had impact extending as far as Slovenia, Hungary, Malawi and the United States via interactive community radio (see socialhaunting.com/radio), but receipt of an IGF Flexible Award would allow us to respond to a domestic wellbeing agenda that has intensified since our most recent projects commenced. This agenda has been developing UK wide with an acknowledgement of the requirement for formal 'wellbeing' duties. The Wellbeing of Future Generations (Wales) Act 2016, and all party Creative Health Report (2017) compel public bodies to consider wellbeing in all of their actions. In Wales this includes an annual 'wellbeing assessment'. We know from our various community partners that there is an appetite for new tools to help communities and public authorities negotiate (rather than diagnose) complex and, sometimes, dissenting wellbeing needs. Our proposed events provide an innovative, creative, non-threatening and community self-determined route to engagement that will prove invaluable in registering the buried hurts and of coalfield communities and informing support needs. The events will involve film showings in six venues (see below). The film artefacts that will be shared in the events are: • A 15 minute selection from the song/image cycle "Giving up the Ghosts" - a set of contemporary 'video ballads' written and recorded by folk musicians, Ribbon Road (Bright) • A 15 minute selection from the films "Light Moves", "Graphic Moves" and "Life Support" (Ivinson et al. see other entries) Events will be hosted during late summer and early autumn 2018 as follows: England • Rochdale Pioneers Museum, Rochdale, Greater Manchester (supported by the Co-operative College) • East Durham Arts Network, Seaham, County Durham • South Yorkshire Branch, Unite Community, Sheffield (supported by Unite Community) Wales • Red House - Merthyr Tydfil • Llanhilleth Miner's Institute - Llanhilleth • U3A group in Blaenau Gwen - Ebbw Vale This work will have direct relevance as follows • For staff and activist members of our established 'social haunting' community partners, Unite Community and the Co-op College. Both have had formal AHRC/ESRC "Community Co-Investigator" roles in Bright's projects, are key players in civil society, and are keen to develop their educational and organisational community policies and practices in response to questions well-being in de-industrialised areas in the aftermath of Brexit. Unite Community, as the community facing structure of Britain's largest trade union is keen to draw on our approach as it shifts campaigning and education towards community well being issues around coalfield housing. Unite will make available to our project their digital networking capacities reaching activists and members in both geographical areas of our project, and nationally (eg UNITElive; Unite Young Members Buzzfeed; Union News; Unite for Our society). • For statutory agencies in coalfield communities and other de-industrialised areas who are developing tools for wellbeing assessment of their services and functions in accordance with statutory requirements • For third sector organisations in coalfield communities and other de-industrialised areas who wish to develop tools for wellbeing assessment of their services and functions in accordance with best practice aspirations • For local community participants of all ages in the areas covered, the project will be an opportunity to ensure their voices are heard and recognised; to explore arts-based activities which offer them alternative ways of expressing their stories; to make further connections within and beyond their communities through exploring topics which are often not discussed; and to explore what this means for the collective history, and future, of their communities. • As outlined below, academic, social and conceptual impacts will be linked into the growing body of materials gathered together within relevant websites (socialhaunting.com) and networks (Creative Margins' (2018-2019) AHRC network (AH/R006563/1) (PI G Ivinson) https://wcstudiesassociation.wordpress.com/2016/03/25/social-haunting/ https://www.productivemargins.ac.uk/projects/mapping-making-mobilising/ |
| Impact | See websiteshttps://wcstudiesassociation.wordpress.com/2016/03/25/social-haunting/ https://www.productivemargins.ac.uk/projects/mapping-making-mobilising/ The collaboration is multi is disciplinary; Social sciences, art, education, social psychology |
| Start Year | 2015 |
| Description | The StARTer Project - producing AGENDA : A Young People's Guide to Making Positive Relationships Matter |
| Organisation | Children's Commissioner for Wales |
| Country | United Kingdom |
| Sector | Public |
| PI Contribution | Underpinned and informed by Professor Renold's research into innovative engagement and participatory methodologies on healthy relationships issues (Renold 2018); the creative activisms that directly impacted upon the Violence Against Women, Domestic Abuse and Sexual Violence (VAWDASV) Act (Wales 2015) and the Relationship Matters case study that was cited in the Welsh Government's Good Practice Practitioners Guide: Whole School Approaches to VAWDASV (2015) - with support from Cardiff University (ESRC-funded) Impact Accelerator Account secondment, Professor Renold (co-investigator of Productive Margins) collaborated with the NSPCC Cymru/Wales, Welsh Women's Aid (who supported my secondment), the Children's Commissioner for Wales and Welsh Government to create the national resource: AGENDA: A Young People's Guide to Making Positive Relationships Matter Working intensively over 9 months (Oct 2015 - July 2016) the STARTER project brought together a young people's steering group (n=12, including 2 original members of The Relationship Matters Project, Productive Margins), a range of practitioners (teachers, youth workers, artists, policy-officers). In total, over 50 young people were involved in advising on and producing the multi-media content and design for what became, AGENDA: A Young People's Guide to Making Positive Relationships Matter. With a strong steer from the young people's advisory group, this resource supports 11-18-year-olds to explore the issues they are interested in at their own pace. It showcases the different ways in which young people in Wales and across the world have raised awareness of how gender-based and sexual violence impact upon their lives and the lives of others, on issues such as: addressing gender discrimination, consent, LGBT+ rights, bullying, street harassment, FGM, sexual exploitation, and relationship violence. This 75 page bi-lingual resource includes: - Innovative starter activities to help young people think about what matters to them, and what they would like to change - Suggested ways to take action, including examples of social media campaigns; online petitions and research; creative and performing arts; feminist clubs and e-zines - Over 100 hyperlinks to organisations and resources of where to find out more about key issues of modes of change. - 11 illustrated case study examples of how young people in Wales have addressed everyday sexism, sexual harassment and more. - Advice about project planning, getting started with a project and how to deal with negative comments - Annual awareness raising and remembered dates dedicated to addressing gender and sexual inequalities, discriminations and violence around the world - Advice about staying safe and where to go to for support |
| Collaborator Contribution | Welsh Government contributed £2500 to the design and development costs, including translation into Welsh, and has supported AGENDA since in relation to invited speaker invitations, and the uploading of the resource onto the national teacher network HWB. Welsh Women's Aid (part-funded by the Welsh Government) supported this project by allocating 0.5 days per week of their Public Affairs Manager's time for the specified period of seven months to support project management, research delivery, analysis of results and policy development. They also gave support in the form of office space and access to Welsh Women's Aid's other administrative and computer resources for the duration: £3K (estimated) NSPCC provided 0.5 days of their Senior Research Officer's time and 0.5 days of their Policy Officer's time over the specified time of 7 months to assist with each phase (approx 4K) for the duration of the making of the resource. This staff time continued in training and practitioners events (see Engagement section) Children's Commissioner's Office for Wales provided staff time and offered advice and support about producing an appropriate resource for children and young people (including 2.5K for design and production of resource matched by WG); the use of the office for a face to face meeting with children and young people (including the provision of refreshments and travel costs for children and young people) and Professor Sally Holland to speak at the launch and share at events and visits (these have included many schools and events in Wales, but also EU UNCRC event). Each organisation above also contributed towards the launch event, and continue to attend quarterly AGENDA working group meetings (outreach; prizes; sustainability; sharing at conferences, School/youth group visits and events) |
| Impact | Resource: AGENDA: A Young People's Guide to Making Positive Relationships Matter. Please see Engagement section for the training and development activities across Wales as part of the continued collaboration and commitment with the partners identified above. |
| Start Year | 2016 |
| Description | The StARTer Project - producing AGENDA : A Young People's Guide to Making Positive Relationships Matter |
| Organisation | National Society for the Prevention of Cruelty to Children |
| Country | United Kingdom |
| Sector | Charity/Non Profit |
| PI Contribution | Underpinned and informed by Professor Renold's research into innovative engagement and participatory methodologies on healthy relationships issues (Renold 2018); the creative activisms that directly impacted upon the Violence Against Women, Domestic Abuse and Sexual Violence (VAWDASV) Act (Wales 2015) and the Relationship Matters case study that was cited in the Welsh Government's Good Practice Practitioners Guide: Whole School Approaches to VAWDASV (2015) - with support from Cardiff University (ESRC-funded) Impact Accelerator Account secondment, Professor Renold (co-investigator of Productive Margins) collaborated with the NSPCC Cymru/Wales, Welsh Women's Aid (who supported my secondment), the Children's Commissioner for Wales and Welsh Government to create the national resource: AGENDA: A Young People's Guide to Making Positive Relationships Matter Working intensively over 9 months (Oct 2015 - July 2016) the STARTER project brought together a young people's steering group (n=12, including 2 original members of The Relationship Matters Project, Productive Margins), a range of practitioners (teachers, youth workers, artists, policy-officers). In total, over 50 young people were involved in advising on and producing the multi-media content and design for what became, AGENDA: A Young People's Guide to Making Positive Relationships Matter. With a strong steer from the young people's advisory group, this resource supports 11-18-year-olds to explore the issues they are interested in at their own pace. It showcases the different ways in which young people in Wales and across the world have raised awareness of how gender-based and sexual violence impact upon their lives and the lives of others, on issues such as: addressing gender discrimination, consent, LGBT+ rights, bullying, street harassment, FGM, sexual exploitation, and relationship violence. This 75 page bi-lingual resource includes: - Innovative starter activities to help young people think about what matters to them, and what they would like to change - Suggested ways to take action, including examples of social media campaigns; online petitions and research; creative and performing arts; feminist clubs and e-zines - Over 100 hyperlinks to organisations and resources of where to find out more about key issues of modes of change. - 11 illustrated case study examples of how young people in Wales have addressed everyday sexism, sexual harassment and more. - Advice about project planning, getting started with a project and how to deal with negative comments - Annual awareness raising and remembered dates dedicated to addressing gender and sexual inequalities, discriminations and violence around the world - Advice about staying safe and where to go to for support |
| Collaborator Contribution | Welsh Government contributed £2500 to the design and development costs, including translation into Welsh, and has supported AGENDA since in relation to invited speaker invitations, and the uploading of the resource onto the national teacher network HWB. Welsh Women's Aid (part-funded by the Welsh Government) supported this project by allocating 0.5 days per week of their Public Affairs Manager's time for the specified period of seven months to support project management, research delivery, analysis of results and policy development. They also gave support in the form of office space and access to Welsh Women's Aid's other administrative and computer resources for the duration: £3K (estimated) NSPCC provided 0.5 days of their Senior Research Officer's time and 0.5 days of their Policy Officer's time over the specified time of 7 months to assist with each phase (approx 4K) for the duration of the making of the resource. This staff time continued in training and practitioners events (see Engagement section) Children's Commissioner's Office for Wales provided staff time and offered advice and support about producing an appropriate resource for children and young people (including 2.5K for design and production of resource matched by WG); the use of the office for a face to face meeting with children and young people (including the provision of refreshments and travel costs for children and young people) and Professor Sally Holland to speak at the launch and share at events and visits (these have included many schools and events in Wales, but also EU UNCRC event). Each organisation above also contributed towards the launch event, and continue to attend quarterly AGENDA working group meetings (outreach; prizes; sustainability; sharing at conferences, School/youth group visits and events) |
| Impact | Resource: AGENDA: A Young People's Guide to Making Positive Relationships Matter. Please see Engagement section for the training and development activities across Wales as part of the continued collaboration and commitment with the partners identified above. |
| Start Year | 2016 |
| Description | The StARTer Project - producing AGENDA : A Young People's Guide to Making Positive Relationships Matter |
| Organisation | Welsh Assembly |
| Country | United Kingdom |
| Sector | Public |
| PI Contribution | Underpinned and informed by Professor Renold's research into innovative engagement and participatory methodologies on healthy relationships issues (Renold 2018); the creative activisms that directly impacted upon the Violence Against Women, Domestic Abuse and Sexual Violence (VAWDASV) Act (Wales 2015) and the Relationship Matters case study that was cited in the Welsh Government's Good Practice Practitioners Guide: Whole School Approaches to VAWDASV (2015) - with support from Cardiff University (ESRC-funded) Impact Accelerator Account secondment, Professor Renold (co-investigator of Productive Margins) collaborated with the NSPCC Cymru/Wales, Welsh Women's Aid (who supported my secondment), the Children's Commissioner for Wales and Welsh Government to create the national resource: AGENDA: A Young People's Guide to Making Positive Relationships Matter Working intensively over 9 months (Oct 2015 - July 2016) the STARTER project brought together a young people's steering group (n=12, including 2 original members of The Relationship Matters Project, Productive Margins), a range of practitioners (teachers, youth workers, artists, policy-officers). In total, over 50 young people were involved in advising on and producing the multi-media content and design for what became, AGENDA: A Young People's Guide to Making Positive Relationships Matter. With a strong steer from the young people's advisory group, this resource supports 11-18-year-olds to explore the issues they are interested in at their own pace. It showcases the different ways in which young people in Wales and across the world have raised awareness of how gender-based and sexual violence impact upon their lives and the lives of others, on issues such as: addressing gender discrimination, consent, LGBT+ rights, bullying, street harassment, FGM, sexual exploitation, and relationship violence. This 75 page bi-lingual resource includes: - Innovative starter activities to help young people think about what matters to them, and what they would like to change - Suggested ways to take action, including examples of social media campaigns; online petitions and research; creative and performing arts; feminist clubs and e-zines - Over 100 hyperlinks to organisations and resources of where to find out more about key issues of modes of change. - 11 illustrated case study examples of how young people in Wales have addressed everyday sexism, sexual harassment and more. - Advice about project planning, getting started with a project and how to deal with negative comments - Annual awareness raising and remembered dates dedicated to addressing gender and sexual inequalities, discriminations and violence around the world - Advice about staying safe and where to go to for support |
| Collaborator Contribution | Welsh Government contributed £2500 to the design and development costs, including translation into Welsh, and has supported AGENDA since in relation to invited speaker invitations, and the uploading of the resource onto the national teacher network HWB. Welsh Women's Aid (part-funded by the Welsh Government) supported this project by allocating 0.5 days per week of their Public Affairs Manager's time for the specified period of seven months to support project management, research delivery, analysis of results and policy development. They also gave support in the form of office space and access to Welsh Women's Aid's other administrative and computer resources for the duration: £3K (estimated) NSPCC provided 0.5 days of their Senior Research Officer's time and 0.5 days of their Policy Officer's time over the specified time of 7 months to assist with each phase (approx 4K) for the duration of the making of the resource. This staff time continued in training and practitioners events (see Engagement section) Children's Commissioner's Office for Wales provided staff time and offered advice and support about producing an appropriate resource for children and young people (including 2.5K for design and production of resource matched by WG); the use of the office for a face to face meeting with children and young people (including the provision of refreshments and travel costs for children and young people) and Professor Sally Holland to speak at the launch and share at events and visits (these have included many schools and events in Wales, but also EU UNCRC event). Each organisation above also contributed towards the launch event, and continue to attend quarterly AGENDA working group meetings (outreach; prizes; sustainability; sharing at conferences, School/youth group visits and events) |
| Impact | Resource: AGENDA: A Young People's Guide to Making Positive Relationships Matter. Please see Engagement section for the training and development activities across Wales as part of the continued collaboration and commitment with the partners identified above. |
| Start Year | 2016 |
| Description | The StARTer Project - producing AGENDA : A Young People's Guide to Making Positive Relationships Matter |
| Organisation | Women's Aid |
| Country | United Kingdom |
| Sector | Charity/Non Profit |
| PI Contribution | Underpinned and informed by Professor Renold's research into innovative engagement and participatory methodologies on healthy relationships issues (Renold 2018); the creative activisms that directly impacted upon the Violence Against Women, Domestic Abuse and Sexual Violence (VAWDASV) Act (Wales 2015) and the Relationship Matters case study that was cited in the Welsh Government's Good Practice Practitioners Guide: Whole School Approaches to VAWDASV (2015) - with support from Cardiff University (ESRC-funded) Impact Accelerator Account secondment, Professor Renold (co-investigator of Productive Margins) collaborated with the NSPCC Cymru/Wales, Welsh Women's Aid (who supported my secondment), the Children's Commissioner for Wales and Welsh Government to create the national resource: AGENDA: A Young People's Guide to Making Positive Relationships Matter Working intensively over 9 months (Oct 2015 - July 2016) the STARTER project brought together a young people's steering group (n=12, including 2 original members of The Relationship Matters Project, Productive Margins), a range of practitioners (teachers, youth workers, artists, policy-officers). In total, over 50 young people were involved in advising on and producing the multi-media content and design for what became, AGENDA: A Young People's Guide to Making Positive Relationships Matter. With a strong steer from the young people's advisory group, this resource supports 11-18-year-olds to explore the issues they are interested in at their own pace. It showcases the different ways in which young people in Wales and across the world have raised awareness of how gender-based and sexual violence impact upon their lives and the lives of others, on issues such as: addressing gender discrimination, consent, LGBT+ rights, bullying, street harassment, FGM, sexual exploitation, and relationship violence. This 75 page bi-lingual resource includes: - Innovative starter activities to help young people think about what matters to them, and what they would like to change - Suggested ways to take action, including examples of social media campaigns; online petitions and research; creative and performing arts; feminist clubs and e-zines - Over 100 hyperlinks to organisations and resources of where to find out more about key issues of modes of change. - 11 illustrated case study examples of how young people in Wales have addressed everyday sexism, sexual harassment and more. - Advice about project planning, getting started with a project and how to deal with negative comments - Annual awareness raising and remembered dates dedicated to addressing gender and sexual inequalities, discriminations and violence around the world - Advice about staying safe and where to go to for support |
| Collaborator Contribution | Welsh Government contributed £2500 to the design and development costs, including translation into Welsh, and has supported AGENDA since in relation to invited speaker invitations, and the uploading of the resource onto the national teacher network HWB. Welsh Women's Aid (part-funded by the Welsh Government) supported this project by allocating 0.5 days per week of their Public Affairs Manager's time for the specified period of seven months to support project management, research delivery, analysis of results and policy development. They also gave support in the form of office space and access to Welsh Women's Aid's other administrative and computer resources for the duration: £3K (estimated) NSPCC provided 0.5 days of their Senior Research Officer's time and 0.5 days of their Policy Officer's time over the specified time of 7 months to assist with each phase (approx 4K) for the duration of the making of the resource. This staff time continued in training and practitioners events (see Engagement section) Children's Commissioner's Office for Wales provided staff time and offered advice and support about producing an appropriate resource for children and young people (including 2.5K for design and production of resource matched by WG); the use of the office for a face to face meeting with children and young people (including the provision of refreshments and travel costs for children and young people) and Professor Sally Holland to speak at the launch and share at events and visits (these have included many schools and events in Wales, but also EU UNCRC event). Each organisation above also contributed towards the launch event, and continue to attend quarterly AGENDA working group meetings (outreach; prizes; sustainability; sharing at conferences, School/youth group visits and events) |
| Impact | Resource: AGENDA: A Young People's Guide to Making Positive Relationships Matter. Please see Engagement section for the training and development activities across Wales as part of the continued collaboration and commitment with the partners identified above. |
| Start Year | 2016 |
| Description | Welsh Government Consultancy - supporting the health and well-being curriculum (sex and relationships education) |
| Organisation | Welsh Assembly |
| Country | United Kingdom |
| Sector | Public |
| PI Contribution | From 1 Oct - 31 January, Professor Emma Renold was invited to support the development of the new Health and Well-being curriculum (specially sex and relationships curriculum) via a range of activities (see below). |
| Collaborator Contribution | The consultancy, included drawing upon the AGENDA resource, the creative and participatory methodologies of working with children and young people to co-produce curricula materials on addition to supporting whole school approaches to SRE (via campaigning and awareness raising) - specially in relation to attendance and participation at 2 day monthly meetings, and the design and delivery of two 2 day SRE workshops with practitioners in primary schools, secondary schools and special schools. Here, professor renold drew upon key activities originally created in The Relationship Matters project, including; runway of disrespect; what jar's you; and the case studies: words won't pin me down; ruler HeART and under pressure (see Other in publications). |
| Impact | Whilst the official consultancy has ended, professor Renold continues to be invited to Welsh Assembly to review and comment upon the curriculum developments, including keynote presentations (see panel at the United Nations, 2018 - in award/recognition entry) |
| Start Year | 2017 |
| Description | Women Equality Network (WEN) Wales - AGENDA outreach in schools across Wales. |
| Organisation | Women’s Equality Network Wales |
| Country | United Kingdom |
| Sector | Charity/Non Profit |
| PI Contribution | As part of their Welsh Government funding to advance gender equality in Wales, WEN Wales included annual funding stream (3K per year) to support AGENDA outreach work in schools and youth groups across Wales. |
| Collaborator Contribution | Professor Renold's co-creation of the AGENDA resource with young people who participate in the Relationships Matter project, and the creative pedagogy and methodologies infringe the resource are now informing the training and outreach work of embedding AGENDA into schools' practice - specially their whole school approaches to sex and relationship education. To date, 6 schools have received outreach training in the past 12 months, with 4 of the schools sharing their awareness raising activities in their schools at the national agenda conference in July 2017. |
| Impact | see engagement entry for AGENDA related activities - in particular the AGENDA infographic (in artefacts). |
| Start Year | 2017 |
| Title | StoryCreator app |
| Description | The Tangible Memories app allows you to tell stories that are meaningful to you and your loved ones, and listen back to them in easy and accessible ways. It has been designed particularly with older people and their carers and families in mind, but can be used by anyone. You can create pages that combine a photo, text and an audio recording. These can be viewed within the app or printed out. When printed, the audio recording is represented by a beautiful shell illustration. The scan function within the app recognizes the shell on each printed page and, as if by magic, plays back your audio. As well as printing out PDF pages, the shells can be printed onto other things such as cushions or lap blankets. Music is well known to be therapeutic for dementia sufferers and can be a powerful way to access memories. We have also found that people with dementia often enjoy the feel of tactile fabrics. You can use the app to link a piece of music to a shell. When that shell is printed out (this could be onto a range of materials) you can use the scan function to play back that piece of music. This enables people to create blankets and objects to touch and feel that contain play lists that are meaningful to them. - A simple design that allows you to make an audio recording, add a photo and a short quote - A function that allows you to swipe through pages you have created as an e-book within the app and play back your audio on each page - An export option, which allows you to email a PDF of each page to share with others or print out - A 'scan' function that, using image recognition, allows you to play back audio recordings from your printed pages by framing the shell illustrations within the viewfinder - Options to record audio within the app or use tracks from your iTunes library - Options to take photos through the app or add them from your photo library - As well as printing out PDF pages, the shells can be printed onto other things such as cushions or lap blankets. - iTunes file sharing, enabling the user to copy their created book from the iPad to their computer as a backup option. Copied books can also be imported onto another iPad running the Tangible Memories app. - Handy hints based on our research and experience of working with older people in care homes |
| Type Of Technology | Webtool/Application |
| Year Produced | 2015 |
| Impact | The app is already being used in a variety of care homes across Bristol. Our partners Alive! are working with us to train staff to use the app across the South west and South east. Since June 2015 we have seen 1352 downloads of the app from across the globe. |
| URL | https://itunes.apple.com/gb/app/tangible-memories-story-creator/id1006573343 |
| Company Name | SOMALI KITCHEN BRISTOL COMMUNITY INTEREST COMPANY |
| Description | The Somali Kitchen is a social enterprise led by a group of mums, all members of SPAN (Single Parent Action Network), keen to promote healthy alternatives to the fast food on offer at the dozens of takeaways in the area, while discussing food-related issues and celebrating Somali food and culture. The event evolved out of collaborative research project Productive Margins, which involved members of SPAN, Coexist, Knowle West Media Centre and researchers from Bristol University. As Naomi Millner, one of the researchers explained, the project is based on the idea that "if you want to influence policy and regulation that actually meets the needs of people experiencing marginalisation, poverty and so on, you need to create those agendas with people who have that experience". |
| Year Established | 2018 |
| Impact | Featured on BBC west, this initiative is involved in Schools work and catering, promoting positive values around the representation of the Somali community as well as healthy alternatives to fast food. |
| Description | 'Feminist Posthumanism and New Materialism Research Methodologies in Education', 11-12th June |
| Form Of Engagement Activity | A formal working group, expert panel or dialogue |
| Part Of Official Scheme? | No |
| Geographic Reach | Regional |
| Primary Audience | Participants in your research and patient groups |
| Results and Impact | Professor Gabrielle Ivinson and Professor Emma Renold showed Graphic Moves and Light Moves, and facilitated a 2 hour workshop of how they used the 'pico projector' in the Graphic Moves workshops for embodied affective methods with young people. Contributed to Graphic Moves exhibition. |
| Year(s) Of Engagement Activity | 2015 |
| URL | http://www.ioe.ac.uk/study_departments/fempost_flyer_11june.pdf |
| Description | 'Graphic Moves: artful, aleatory and posthuman methodologies in creative research with young people' presented by Emma Renold |
| Form Of Engagement Activity | A talk or presentation |
| Part Of Official Scheme? | Yes |
| Geographic Reach | National |
| Primary Audience | Other academic audiences (collaborators, peers etc.) |
| Results and Impact | Presentation was followed by questions and debate Research disseminated to wider audience |
| Year(s) Of Engagement Activity | 2015 |
| Description | 'Subject space: on the ethics of co-producing urban research' by visiting scholar Nik Theodore |
| Form Of Engagement Activity | A talk or presentation |
| Part Of Official Scheme? | No |
| Geographic Reach | International |
| Primary Audience | Other academic audiences (collaborators, peers etc.) |
| Results and Impact | Lecture prompted discussion afterwards. Lecture was recorded and is available as a podcast. Lecture was part of series of activities with Nik Theodore, a visiting international scholar. |
| Year(s) Of Engagement Activity | 2015 |
| URL | http://bristol.ac.uk/ias/vidaud/events/ |
| Description | 6 secondment workshops with SPAN and BMCS |
| Form Of Engagement Activity | Participation in an activity, workshop or similar |
| Part Of Official Scheme? | No |
| Geographic Reach | Local |
| Primary Audience | Participants in your research and patient groups |
| Results and Impact | Series of 6 secondment workshops supported by Single Parent Action Network and Bristol Muslim Cultural Society. Workshops sparked discussion and were helped developed the longevity of project work for participants. |
| Year(s) Of Engagement Activity | 2014,2015 |
| Description | 8 Workshops with SPAN, BMCS, Inspire and BMFF |
| Form Of Engagement Activity | Participation in an activity, workshop or similar |
| Part Of Official Scheme? | No |
| Geographic Reach | Local |
| Primary Audience | Participants in your research and patient groups |
| Results and Impact | Series of 8 workshops supported by Single Parent Action Network, Bristol Muslim Cultural Society, Inspire and Bristol Multi-Faith Forum. Workshops sparked discussion and were key in project development. Workshops sparked discussion and were key in project development. |
| Year(s) Of Engagement Activity | 2014,2015 |
| Description | AGENDA 12 months on. Impact and engagement infographic |
| Form Of Engagement Activity | A press release, press conference or response to a media enquiry/interview |
| Part Of Official Scheme? | No |
| Geographic Reach | International |
| Primary Audience | Public/other audiences |
| Results and Impact | This inforgraphic was created with the AGENDA working group to quantify ad qualify the different ways AGENDA has been shared with and impacted on young people and practitioners in Wales and wider (e.g. in the US - see 'collaborations'). 1400 young people reached (not including clicks or views on digital platforms) - Over 600 young people know about AGENDA - Over 700 young people have used AGENDA AGENDA has reached over 500 teachers in Wales AGENDA has reached over 1000 youth practitioners in Wales AGENDA has reached over 100 Academics in the UK AGENDA has reached over 3000 people in 12 months • AGENDA was shortlisted for the Children & Young People Now PSHE Education Award [August] • Voices Over Silence Project won The Royal College of Midwifery Award for Partnership Working [June] • 'What Jars You?' activity completed by 400 young people to gather views for Welsh Government's National Online Safety Action Plan for children & young people [September] • Case studies from AGENDA were submitted via invited written and oral evidence to the Women and Equalities Select Committee Inquiry on Sexual Harassment and Violence in Schools [January] • The Hafan Cymru Spectrum Project who have delivered over 1600 healthy relationships education sessions to primary and secondary schools across Wales now use many of the AGENDA activities in their lessons. • October sees the American launch of an expanded and interactive AGENDA tool-kit in partnership with the New York based SPARK Movement. Going live in collaboration with the United Nations' International Day of the Girl 2017: 11 Days of Action AGENDA reaches a global audience. Footnote: SPARK is an intergenerational activist organization working to ignite and foster an antiracist gender justice movement to end violence against women and girls and promote girls' healthy sexuality, self-empowerment and well-being. • AGENDA case studies feature in national press: The Guardian (January) and BBC Newsbeat (September) • Over 20 young people showcase AGENDA inspired work to over 2000 people on International Women's Day at the Millienium Centre, Cardiff and National Waterfront Museum, Swansea (March) • The Children's Commissioner for Wales and AGENDA youth ambassador, Georgia, shares the AGENDA resource with over 70 participants at the European Network of Ombudspersons for Children in Helsinki as they develop their manifesto for Sex and Relationships Education (September) • Over 40 AGENDA youth ambassadors are trained at the launch of AGENDA (November 2016) • The first 'Educating Agenda' conference was opened by the Cabinet Secretary for Education, Kirsty Williams and showcased the AGENDA-inspired work of over 50 young people (July) • Mountain Ash Comprehensive: WAM (we are more) created a flashmob dance in their school canteen, a silent statue and a drama to raise awareness of body shaming, skirt length, sexual harassment and gender equalities. • Ysgol Plasmawr: DIGON (anti-HBT bullying group) created and performed a new drama, 'Hidden?', to address the harmful effects of heteronormativity and homophobic banter • Tonyrefail Comprehensive: 13 year old Charlie wrote and performed the 'Face to Face' song ' accompanied by Mountain Ash Comprehensive male voice choir at the Educating AGENDA conference 2017 Tonypandy Community College perform their AGENDA inspired drama 'Outlook' to speak out about sexism, abusive sexting and mental health |
| Year(s) Of Engagement Activity | 2017 |
| URL | https://twitter.com/EmmaRenold/status/936136992571756545 |
| Description | AGENDA 2016 launch media engagement |
| Form Of Engagement Activity | A broadcast e.g. TV/radio/film/podcast (other than news/press) |
| Part Of Official Scheme? | No |
| Geographic Reach | National |
| Primary Audience | Public/other audiences |
| Results and Impact | Media engagement to share the launch of the AGENDA resource. The materials and young people feature strongly in the report. This led to future coverage, (see SRE expert panel interview on the recommendations to Welsh government). |
| Year(s) Of Engagement Activity | 2016 |
| URL | https://www.facebook.com/agendawales/videos/592837844246218/ |
| Description | AGENDA conference launch: practitioner training / young agenda ambassador training |
| Form Of Engagement Activity | Participation in an activity, workshop or similar |
| Part Of Official Scheme? | No |
| Geographic Reach | National |
| Primary Audience | Professional Practitioners |
| Results and Impact | Nov 2106 saw the national launch of the co-produced AGENDA: A young people's guide for making positive relationship matter. At this event, AGENDA training and workshops were delivered to young people to be trained as agenda ambassadors (n=40 from 7 schools and youth groups) and teachers (n=7). These included the youth group who participated in Graphic Moves (4Ms, Productive Margins) and the whole event was co-hosted with professor Renold and Libby, member of the Relationships Matter project. Every conference participant (n=120) received their own 'jar' full of comments from young people on gender and sexual injustice and violence in schools. This experiential activity is in the Agenda resource. These jars have subsequently been used in future AGENDA training workshops (see entry on Spectrum training; All Wales School Liaison training; SRE workshops) and their messages also featured in the Welsh Government's SRE expert panel recommendations report (renold and mcgeeney 2017) The agenda ambassadors have subsequently received outreach to local schools, including Mountatin Ash Comprehensive, Tonyrefail, Plasmawr, Tonypandy (see Agenda conference 2017 entry). For media of the event, see ITV Wales Agenda conference coverage entry. |
| Year(s) Of Engagement Activity | 2016 |
| URL | https://www.cardiff.ac.uk/news/view/522099-challenging-gender-based-and-sexual-violence |
| Description | AGENDA conferences July 2017 - informing future SRE in Wales |
| Form Of Engagement Activity | Participation in an activity, workshop or similar |
| Part Of Official Scheme? | No |
| Geographic Reach | National |
| Primary Audience | Schools |
| Results and Impact | Most clearly represented in blog post - impact included follow up with furthers schools for outreach work (see WEN Wales entry in collaboration) and messages from young people were included in the report and recommendations for future of SRE in Wales. The video from the day was also made by and played by Professor Renold at the United Nations (see recognition entry) to showcase how Wales is advancing SRE in Wales by listening to young people and creating events that enable those with decision making powers head and act upon their voices. Generating more energy than the blazing July sun, over 70 young people (age 13-18) streamed in to the Educating Agenda conference, in Cardiff University last week. They came to participate, share, reflect and build the event into a powerful and inspiring call to arms. Joining them in the building, and in purpose, were some of the teachers and heads of department who continue to give their time and support to young people speaking out in their schools and communities. Representatives from a range of charities and statutory organisations profiled the services they are able to offer young people across an array of colourful and engaging stalls, contributing to the carnival-esque feel of the event. This was not a typical conference, more of a celebration of the many achievements of all involved. It was also about bringing together these young people who are working tirelessly and bravely to show that, far from alone, they are part of a bigger movement with a shared collective aim: improving the provision of sex and relationships education for everyone. And so, it was also a strategic meeting, looking to the future, building onwards, with Agenda. Professor Emma Renold opened the conference, welcoming back the young people and practitioners who co-produced the Agenda resource and attended its launch in Cardiff bay last year. Reflecting on this amazing journey so far, which clearly inspired many of the performances we were to enjoy that day, Emma highlighted the many directions Agenda has moved in. Taking the resource across Wales, physically, digitally and emotionally. From the Welsh Assembly, to police and teacher training, and the Welsh Baccalaureate conference, across schools town and cities, it was clear much has been achieved. We saw how Agenda has become a living archive in motion, amplifying the creations and messages of all the young people involved in its creation, many of whom were gathered in the room. We saw Agenda gaining momentum through its appropriation and adaptation in each new encounter and forging onwards as a powerful vehicle for change, as we were about to see. 'Children's champion for Wales', commissioner Sally Holland drew our attention to Agenda's value as a human rights based approach, commending the work of everyone involved. The children's commissioner applauded Wales' brilliant young people who, using Agenda as a launch pad, are demanding, better sex and relationships education in powerful and creative ways. Cabinet secretary for Education Kirsty Williams echoed these sentiments describing Agenda as a platform for discussing complex issues, helping teachers to provide the sex and relationships education young people deserve. Classrooms, the cabinet minister said, have to be free of intolerance and, she added, sex and relationships education must be inclusive, comprehensive and delivered by trained experts. The talk concluded with messages from primary school pupils, sent to Kirsty Williams via a fantastic Pride-inspired, rainbow piñata, calling for gender neutral toilets in schools, more teacher training, awareness raising and protests. Two outstanding performances followed featuring pupils from Ysgol Gyfun Plasmawr and Mountain Ash comprehensive schools. Siriol Burford introduced these Agenda ambassadors, firstly Plasmawr performing a new drama production 'Hidden' that highlights the potentially unseen harm of homophobic bullying. A powerful representation of the insidious effects of 'harmless banter', exploring the impact of phrases such as 'that's so gay' from the perspective of a non-heterosexual pupil, overhearing them. #WAM (We Are More) maintained the high standard delivering their own dramatization of the kinds of everyday sexism they experience. Their rallying call 'WAM: We Are More' was the response to derogatory marks about skirt length, make up and body shaming. Mountain Ash students also shared a video of their activism and its path through their school and beyond, out in to communities in Cardiff, at the International Women's day event and onwards to Paris for the European Children's Rights summit! Rhian Bowen-Davies, National Adviser for Violence against Women, other forms of Gender-Based Violence, Domestic Abuse and Sexual Violence emphasized the need to listen to young people in designing and delivering the necessary preventative work to advance gender equity and address all forms of gender-related and sexual violence via a whole school approach. Young people from Tonypandy community college's 'Outlook' group performed their drama exploring, among other things, sexting. Introducing them, their teacher emphasized that these young people had created the characters and the script themselves, without assistance. All of the powerful messages were their own and they made a strong case for the importance of inclusive and student-led sex and relationships education. Tonyrefail comprehensive school students brought a musical flavour to close this first section of the day. Firstly, with backing from Mountain Ash Comprehensive school's male voice choir, Charlie (age 13) performed her own song 'Face to Face', inspired by Agenda. It's a beautiful song about respect, ambivalence and the challenges of growing up. With barely a moment to dab our moistening eyes Tonyrefail introduced the GCSE art project of one of their most talented students, Lauren. Set to the Macklemore track 'Same Love' a short film chronicled the impact of contemporary society on understandings of LGBTQI identities, from media representations to the uncertainty of the current political climate. Punctuated by the removal of rainbow coloured tissue paper from a skull inscribed with all of the intersecting identities that can sometimes become lost when we think of people only in terms of their sexualities. It was both sobering and uplifting to be invited to view these issues from this young person's perspective, seeing what they see in the world around them. For real emotional impact when delivering your message, think creatively. After a short break young people from Ysgol Gyfun Plasmawr led students from all of the schools through the Agenda starter activities ('the runway of change', 'stop/start plates' and 'what jars you'), using them as a kicking off point for developing a pledge of the top five key things that need to change in their schools. These pledges were videoed, filtered through a 'glitch app' which distorts images to obscure participants identities. And these pledges were made to be gifted back to the schools the students originated from, glitch-activism in action. This industriousness filled the hall with conversations between schools about the strengths and weaknesses of their own current provision. Aptly, while this was going on, teachers and professionals were enjoying presentations in another part of the building. Emma shared details from the AGENDA case studies and accompanying Welsh Baccaluerate resources on Feminist Activism, Healthy Relationships; LGBT Rights; Selfie Culture; Digital Gaming and more. Inspiring feminist teacher Hanna Retallack made the journey from London to share about her experiences as a feminist teacher and facilitator of feminist groups, sharing ideas and strategies with professionals in Wales. The Spectrum Hafan Project also helped to outline positive moves and whole school approaches that all schools could make to get conversations started. During the lunch break most of us migrated to the grounds to sit in the sun, continue conversations and share thoughts and reflections on the day so far. With sun soaked backs lulling us all gently towards inertia we made our way back indoors. The glitch pledges were screened at the front of the hall and the main themes of better staff training and listening to student voice came across clearly from all groups. Minutes after, Jên Angharad (Voices in Art) was re-energising everyone and waking us all up, working with some of the thoughts and feelings of the day to create a series of movements. Capturing the spirit of the day Jen took her cues from the young people, moving with their feelings. For me, this was what the conference was about, it really was their day. A day that united the representatives from national charities, Government, academia, educators, county councils and youth groups, through the awe-inspiring enthusiasm, determination and creativity of the young people whom their work affects. The talent, passion, commitment and strength of all the young people who came together on July 5th outshone the ferocity of the midsummer sun, they are our brightest stars. Captured in image, movement and song, here are some of the day's best bits: https://vimeo.com/224546331 |
| Year(s) Of Engagement Activity | 2017 |
| URL | https://vimeo.com/224546331 |
| Description | AGENDA keynote/workshop for Welsh Government - 5th National Intelligence Event, Planning together to improve local well-being: What works?. |
| Form Of Engagement Activity | Participation in an activity, workshop or similar |
| Part Of Official Scheme? | No |
| Geographic Reach | National |
| Primary Audience | Policymakers/politicians |
| Results and Impact | Invited keynote and workshop for the Welsh Government's '5th National Intelligence Event', Cardiff City Stadium, Cardiff, 4 March 2017. The Theme: Planning together to improve local well-being: What works?. The workshop was co-delivered with Rhian Bowen-Davies National Adviser for Violence against Women, other forms of Gender-Based Violence, Domestic Abuse and Sexual Violence, Welsh Governmen. total number of participants (n=15) . Theme of workshop; "Preventing violence against women and girls, domestic abuse and sexual violence". I shared the relationships matters project as a case study of how schools can creatively collect data to inform their new duty to report on how VAWDASV is being addressing in their local authority. The event also included an AGENDA information stand - with potential footfall of 400+ people. |
| Year(s) Of Engagement Activity | 2016 |
| URL | http://www.dataunitwales.gov.uk/SharedFiles/Download.aspx?pageid=30&mid=64&fileid=134 |
| Description | AHRC CC Community Utopias festival: Life Chances |
| Form Of Engagement Activity | Participation in an activity, workshop or similar |
| Part Of Official Scheme? | No |
| Geographic Reach | National |
| Primary Audience | Public/other audiences |
| Results and Impact | We hosted a stall for 3 days in Somerset House and spoke to hundreds of people about the project. We did two performances of artistic outputs from the project involving novel readings, songs, poetry that have all arisen from the project. A collaboration has resulted from this with one of the other CC funded projects and we have together secured AHRC catalyst funding to run a methods lab in Birmingham exploring arts based approaches across 3 projects. We took research participants to London for 3 days along with their children and this was a hugely important experience for them to be part of showcasing their stories and work. |
| Year(s) Of Engagement Activity | 2016 |
| Description | Attendance at book launch and discussion organised by CPAG & All Party Parliamentary Group on Poverty, at Portcullis House, 16 November 2016 |
| Form Of Engagement Activity | A talk or presentation |
| Part Of Official Scheme? | No |
| Geographic Reach | National |
| Primary Audience | Policymakers/politicians |
| Results and Impact | Community partners involved in the Life Chances project attended this event, contributed to discussion and distributed copies of project policy briefing. |
| Year(s) Of Engagement Activity | 2016 |
| URL | http://www.appgpoverty.org.uk/children/event-what-will-it-take-to-improve-childrens-life-chances/ |
| Description | Book Launch |
| Form Of Engagement Activity | Participation in an activity, workshop or similar |
| Part Of Official Scheme? | No |
| Geographic Reach | Regional |
| Primary Audience | Public/other audiences |
| Results and Impact | The event showcased some of the outputs from the Productive Margins programme alongside discussion of the book that was a product of Productive Margins: 'Imagining Regulation Differently: co-creating for engagement'. This was followed by a discussion panel of co-inverstigators and artists on the programme, some of whom have now gone to take on policy roles, looking at how communities and universities can engage better and what we learnt about this from the research programme |
| Year(s) Of Engagement Activity | 2020 |
| Description | Bristol Somali Festival Family Day |
| Form Of Engagement Activity | Participation in an activity, workshop or similar |
| Part Of Official Scheme? | No |
| Geographic Reach | Regional |
| Primary Audience | Public/other audiences |
| Results and Impact | An opportunity for the public, including families with young children to participate and enjoy being surrounded by Somali culture. The festival day comprised of a fabric and craft store and display, interactive craft tables, the Somali Kitchen demonstrating the blending of spices, and an exhibition of Somali cultural artefacts. The event was a free event open to the general public, held in the M Shed in Bristol. |
| Year(s) Of Engagement Activity | 2017 |
| Description | Cabot Institute Annual lecture |
| Form Of Engagement Activity | A talk or presentation |
| Part Of Official Scheme? | No |
| Geographic Reach | International |
| Primary Audience | Policymakers/politicians |
| Results and Impact | The Cabot Institute annual lecture is a high profile event held each year by the University of Bristol Research Institute - The Cabot Institute. This year explored 'LEarning to Live as an Urban Species' and I was invited to present with two other academics. The lecture drew on my experience and understandings of 'care' and their relevance to contemporary urban life. |
| Year(s) Of Engagement Activity | 2019 |
| URL | http://www.bristol.ac.uk/cabot/events/2019/annual-lecture.html |
| Description | Co-creating Cities & Communities public event Summer forum 13th July 2017 |
| Form Of Engagement Activity | A talk or presentation |
| Part Of Official Scheme? | No |
| Geographic Reach | Regional |
| Primary Audience | Public/other audiences |
| Results and Impact | Co-creating Cities & Communities public event Summer forum 13th July 2017 • Have you ever wondered how to develop urban spaces and integrate citizen-centric services in the face of reducing budgets and city politics? Or what is the real impact of smart technologies on community life? • How do we create interconnected cities which will promote empowerment and limit exclusion, boost diversity and reduce poverty, nurture creativity and eradicate disadvantage? Productive Margins presentation on three key projects within the programme; Somali Kitchen, Life Chances and Isolation and Loneliness in Older People (Bristol and Merthyr Tydfil) |
| Year(s) Of Engagement Activity | 2017 |
| Description | Co-ordinated Wales based youth-groups participation in WEN Wales International Women's Day including members of Forsythia youth (4Ms, productive margins) |
| Form Of Engagement Activity | Participation in an activity, workshop or similar |
| Part Of Official Scheme? | No |
| Geographic Reach | National |
| Primary Audience | Public/other audiences |
| Results and Impact | Co-ordinated the youth-groups (7 in total, over 50 young people) participation in presenting at the Wales Millienium Centre for Women's Equality Network (WEN) Wales for their International Women's Day event. Designed and delivered 3 inter-generational AGENDA workshops to over 100 children, young people, parents, grandparents etc. @ Swansea Waterfront Museum. with Vicky Edwards (ESRC phd student) This event premiered the Life Support art exhibition (Swansea) and film (WMC) showcasing the 'pilot' productive margins project (see Life Support artefact entry) This event also saw the Exhibiting of the Ruler-Skirt Swing (see artefact entry) Media (featuring AGENDA and ruler-skirt swing) http://www.walesonline.co.uk/whats-on/whats-on-news/how-you-can-celebrate-international-12708785 Blog: (by Victoria Edwards for SOCSI news) http://sites.cardiff.ac.uk/ahss/news-from-around-socsi/ Incredibly effective for communicating the practices of AGENDA through workshops and stand (over 200 people, with overall footfall of 2017 in Swansea alone). Enabling and empowering over 50 young people to share their AGENDA inspired activities on a national stage. Connecting schools and group in the valleys with city schools and youth groups. This event led to collaboration with WEN Wales to support and fund further outreach work so that schools can received AGENDA training (see collaborations entry) |
| Year(s) Of Engagement Activity | 2017 |
| URL | http://sites.cardiff.ac.uk/ahss/news-from-around-socsi/ |
| Description | Co-produced film-making 'Light Moves' with young people from Youth Facility in an Ex-mining community in south Wales |
| Form Of Engagement Activity | Participation in an activity, workshop or similar |
| Part Of Official Scheme? | No |
| Geographic Reach | International |
| Primary Audience | Public/other audiences |
| Results and Impact | Light Moves is a short film that was co-produced with young people at a Youth Facility in a south Wales, ex mining community. The film came out of participatory engagement with the youth facility over many months. It drew on work with primary school children taking part in the Big Dance, led by choreographer Jen Angharad with over 400 school children, from four primary schools in south Wales ex-mining valleys. The girls from the youth facility learned their film making skills at this event. We then went on to work with one of the participating primary schools in a second phase. Led by choreographer Jen Angharad, 30 children created a dance that was stimulated by art works created by the young people from the Youth Facility with artist Seth Oliver, filmmaker Heloise Godfrey Talbot and sound artist Rowan Talbot. The girls from the youth facility created a story board for the film's narrative structure and worked with choreographer Jen Angharad to select and edit dance sections from the primary school children's improvised dance. The film also includes sections from the local landscape celebrating the beauty of the place and depicting inter generational stories and images of life growing up there. The film is an uplifting, joyful rendering of the close relationships between the history of place, the changing landscape, movement and experiences of growing up that produce a strong affective charge, demonstrating the power of art to move. The film has been shown in a range of events, festivals, venues and international conferences. The girls told their school art teacher about their film making activity and when he saw the film, the teacher incorporated it as a piece of stimulus material for the GCSE art assessment project. From this, the girls went on to create other artifacts. Some of these artefacts featured in the next film we co-produced called Graphic Moves, see separate entry. The film and the artefacts have been part of three local festivals, (also see separate entries). The film was premiered at the AHRC Connected Communities Festival, Cardiff 1-2 July 2014. Further showings were, Motopoint Exhibition, Cardiff, Tuesday 1st July 11.30 and 15.30 and Pierhead Exhibition, Wednesday 2nd June 12.15, 13.55 and 15.35. The film has featured on a number of post graduate training courses to demonstrate arts-based co-production, in a range of universities including the University of Aberdeen and Sheffield University. The film was featured in a commissioned methods resources for the Sage Methodspace, Creative Methods for the Sage on-line methods resources website in 2015. The Sage team created a video in which Emma Renold and Gabrielle Ivinsin describe how the Product Margins, Cardiff (Ivinson was at Aberdeen University and then at Manchester Metropolitan University) team researching with young people in south Wales ex mining valleys used creative methods to enable them to express imaginative and creative representations to counteract negative media images of the stigmatised town where they are growing up. Renold and Ivinson describe how artefacts and films co-created by young people with artists counteract the negative images of the place and how art works allow sensitive issues such as sexual violence to be aired in ways that protect the young people and allow publics to engage with difficult issues about poverty. The video resources were filmed in the Riverfront Exhibition Centre where our young artists' exhibited their work. http://www.methodspace.com/group/sageresearchmethodsonline |
| Year(s) Of Engagement Activity | 2014 |
| URL | http://www.productivemargins.ac.uk/projects/heads-of-the-valley-v2/ |
| Description | Conference presentation: Life Chances: re-imagining future regulatory systems for low-income families in modern urban settings, C2UEXPO conference, Vancouver |
| Form Of Engagement Activity | A talk or presentation |
| Part Of Official Scheme? | No |
| Geographic Reach | International |
| Primary Audience | Third sector organisations |
| Results and Impact | Research presentation at C2UExpo which is an international forum for publically engaged university research working with community partners. Whilst based in Canada it attracts participants from all over the world and our presentation focused on arts based methods used in Life Chances and the potential for generating new knowledge with and about community experiences. The presentation was extremely well received and sparked new links and conversations. |
| Year(s) Of Engagement Activity | 2017 |
| URL | http://www.c2uexpo.ca/ |
| Description | Conference: Researching Co-production |
| Form Of Engagement Activity | A talk or presentation |
| Part Of Official Scheme? | No |
| Geographic Reach | National |
| Primary Audience | Other academic audiences (collaborators, peers etc.) |
| Results and Impact | The conference shared information, new theories and networks. This sparked much discussion amongst participants. The new theories presented at the conference improved our understanding of the methodology underpinning our research project. |
| Year(s) Of Engagement Activity | 2014 |
| Description | Connected Communities Festival 2016: Community Futures and Utopias Event |
| Form Of Engagement Activity | Participation in an activity, workshop or similar |
| Part Of Official Scheme? | No |
| Geographic Reach | National |
| Primary Audience | Public/other audiences |
| Results and Impact | The central aim of the activity was to devise an interactive theatre piece, and a portable set, building on research that had place. The piece worked with community researchers currently engaged in a co-produced research project taking place in Bristol and Merthyr Tydfil and illustrated current concerns around the isolation and loneliness of older people and possible alternative futures. We presented diverse stories and encouraged creative dialogue between communities, professionals, academics and artists that made visible assumptions about the future whilst looking for creative possibilities in the present. |
| Year(s) Of Engagement Activity | 2016 |
| URL | http://utopia2016.com/ |
| Description | Crossing boundaries where social sciences and law meets arts and Humanities', presentation to NCRM (National Centre for Research Methods) Autumn School, Edinburgh |
| Form Of Engagement Activity | A formal working group, expert panel or dialogue |
| Part Of Official Scheme? | No |
| Geographic Reach | Regional |
| Primary Audience | Professional Practitioners |
| Results and Impact | Crossing boundaries where social sciences and law meets arts and Humanities', presentation to NCRM (National Centre for Research Methods) Autumn School, Edinburgh, Sept 2015 |
| Year(s) Of Engagement Activity | 2015 |
| Description | Delivered workshops to All Wales School Liason Core Programme (who deliver SRE lessons to all primary and secondary schools in Wales) |
| Form Of Engagement Activity | Participation in an activity, workshop or similar |
| Part Of Official Scheme? | No |
| Geographic Reach | National |
| Primary Audience | Professional Practitioners |
| Results and Impact | With NSPCC Cymru, I designed and delivered 4 workshops across North and South Wales on how 'schoolbeat' can embed AGENDA in their practice. Over 60 police officers participated. Evaluations were very favourable, and schoolbeat officers are both informing schools that AGENDA exists; how schools can use it; and how officers can draw upon the activities to develop their own resources. The AGENDA presentation/workshop I developed is now being used by other partner organisations (e.g. NSPCC London 2016; Sex Education Forum 2017; NUT 2018). |
| Year(s) Of Engagement Activity | 2016 |
| Description | Enhancing Muslim engagement in local democratic governance |
| Form Of Engagement Activity | A talk or presentation |
| Part Of Official Scheme? | Yes |
| Geographic Reach | Local |
| Primary Audience | Participants in your research and patient groups |
| Results and Impact | Event facilitated discussion useful for future research. This was a preparatory event for Building the Bridge strand of research in the project. |
| Year(s) Of Engagement Activity | 2012 |
| Description | Exhibition launch of Bristol Big Sisters |
| Form Of Engagement Activity | A talk or presentation |
| Part Of Official Scheme? | No |
| Geographic Reach | Local |
| Primary Audience | Public/other audiences |
| Results and Impact | We have further contributed to the Muslim Women's Network UK materials by developing the complementary Bristol Big Sisters exhibition to add to the collection. Bristol Big Sisters features over 20 Muslim women role models in Bristol, including a Magistrate, Masuda Mian, the theologian Amra Bone, the anti-FGM Activist Fahma Mohamed, the biologist Aziza El Harchi, a community activist Sheila Joy El Dieb, Inspire's Co-director Kalsoom Bashir, and performance poet Shagufta K. The exhibition will be launched on 29th October 2015 at a project event at the Watershed and subsequently tour across Bristol, the profiles will also feature on the project website, and be incorporated into our workshop materials for ongoing work. Exhibition sparked discussion and materials will be used for future activities by project participants. |
| Year(s) Of Engagement Activity | 2015 |
| Description | Forum 12 |
| Form Of Engagement Activity | A formal working group, expert panel or dialogue |
| Part Of Official Scheme? | No |
| Geographic Reach | National |
| Primary Audience | Study participants or study members |
| Results and Impact | Workshops and discussions in the Forum facilitated discussion amongst Forum members about how to move forward with the project research. |
| Year(s) Of Engagement Activity | 2016 |
| Description | Forum Meeting 1 |
| Form Of Engagement Activity | A formal working group, expert panel or dialogue |
| Part Of Official Scheme? | No |
| Geographic Reach | National |
| Primary Audience | Participants in your research and patient groups |
| Results and Impact | Workshops and discussions in the Forum facilitated discussion amongst Forum members about how to move forward with the project research. The Forum is the project's primary decision-making space and as a "site of experimentation" facilitates the co-production research process. |
| Year(s) Of Engagement Activity | 2013 |
| Description | Forum Meeting 10 - data workshop |
| Form Of Engagement Activity | A formal working group, expert panel or dialogue |
| Part Of Official Scheme? | No |
| Geographic Reach | National |
| Primary Audience | Participants in your research and patient groups |
| Results and Impact | Workshops and discussions in the Forum facilitated discussion amongst Forum members about how to move forward with the project research. The Forum is the project's primary decision-making space and as a "site of experimentation" facilitates the co-production research process. |
| Year(s) Of Engagement Activity | 2015 |
| Description | Forum Meeting 11 |
| Form Of Engagement Activity | A formal working group, expert panel or dialogue |
| Part Of Official Scheme? | No |
| Geographic Reach | National |
| Primary Audience | Participants in your research and patient groups |
| Results and Impact | Workshops and discussions in the Forum facilitated discussion amongst Forum members about how to move forward with the project research. The Forum is the project's primary decision-making space and as a "site of experimentation" facilitates the co-production research process. |
| Year(s) Of Engagement Activity | 2015 |
| Description | Forum Meeting 2 |
| Form Of Engagement Activity | A formal working group, expert panel or dialogue |
| Part Of Official Scheme? | No |
| Geographic Reach | National |
| Primary Audience | Participants in your research and patient groups |
| Results and Impact | Workshops and discussions in the Forum facilitated discussion amongst Forum members about how to move forward with the project research. The Forum is the project's primary decision-making space and as a "site of experimentation" facilitates the co-production research process. |
| Year(s) Of Engagement Activity | 2013 |
| Description | Forum Meeting 3 |
| Form Of Engagement Activity | A formal working group, expert panel or dialogue |
| Part Of Official Scheme? | No |
| Geographic Reach | National |
| Primary Audience | Participants in your research and patient groups |
| Results and Impact | Workshops and discussions in the Forum facilitated discussion amongst Forum members about how to move forward with the project research. The Forum is the project's primary decision-making space and as a "site of experimentation" facilitates the co-production research process. |
| Year(s) Of Engagement Activity | 2013 |
| Description | Forum Meeting 4 |
| Form Of Engagement Activity | A formal working group, expert panel or dialogue |
| Part Of Official Scheme? | No |
| Geographic Reach | National |
| Primary Audience | Participants in your research and patient groups |
| Results and Impact | Workshops and discussions in the Forum facilitated discussion amongst Forum members about how to move forward with the project research. The Forum is the project's primary decision-making space and as a "site of experimentation" facilitates the co-production research process. |
| Year(s) Of Engagement Activity | 2013 |
| Description | Forum Meeting 5 |
| Form Of Engagement Activity | A formal working group, expert panel or dialogue |
| Part Of Official Scheme? | No |
| Geographic Reach | National |
| Primary Audience | Participants in your research and patient groups |
| Results and Impact | Workshops and discussions in the Forum facilitated discussion amongst Forum members about how to move forward with the project research. The Forum is the project's primary decision-making space and as a "site of experimentation" facilitates the co-production research process. |
| Year(s) Of Engagement Activity | 2014 |
| Description | Forum Meeting 6 |
| Form Of Engagement Activity | A formal working group, expert panel or dialogue |
| Part Of Official Scheme? | No |
| Geographic Reach | National |
| Primary Audience | Participants in your research and patient groups |
| Results and Impact | Workshops and discussions in the Forum facilitated discussion amongst Forum members about how to move forward with the project research. The Forum is the project's primary decision-making space and as a "site of experimentation" facilitates the co-production research process. |
| Year(s) Of Engagement Activity | 2014 |
| Description | Forum Meeting 7 |
| Form Of Engagement Activity | A formal working group, expert panel or dialogue |
| Part Of Official Scheme? | No |
| Geographic Reach | National |
| Primary Audience | Participants in your research and patient groups |
| Results and Impact | Workshops and discussions in the Forum facilitated discussion amongst Forum members about how to move forward with the project research. The Forum is the project's primary decision-making space and as a "site of experimentation" facilitates the co-production research process. |
| Year(s) Of Engagement Activity | 2014 |
| Description | Forum Meeting 9 |
| Form Of Engagement Activity | A formal working group, expert panel or dialogue |
| Part Of Official Scheme? | No |
| Geographic Reach | National |
| Primary Audience | Participants in your research and patient groups |
| Results and Impact | Workshops and discussions in the Forum facilitated discussion amongst Forum members about how to move forward with the project research. The Forum is the project's primary decision-making space and as a "site of experimentation" facilitates the co-production research process. |
| Year(s) Of Engagement Activity | 2015 |
| Description | Forum meeting 8 |
| Form Of Engagement Activity | A formal working group, expert panel or dialogue |
| Part Of Official Scheme? | No |
| Geographic Reach | National |
| Primary Audience | Participants in your research and patient groups |
| Results and Impact | Workshops and discussions in the Forum facilitated discussion amongst Forum members about how to move forward with the project research. The Forum is the project's primary decision-making space and as a "site of experimentation" facilitates the co-production research process. |
| Year(s) Of Engagement Activity | 2015 |
| Description | Government Digital Conference |
| Form Of Engagement Activity | Participation in an activity, workshop or similar |
| Part Of Official Scheme? | No |
| Geographic Reach | National |
| Primary Audience | Policymakers/politicians |
| Results and Impact | Attendance at Government ICT 2.0 Conference, discussing data driven public services, central and local government, IT infrastructure, and future developments. |
| Year(s) Of Engagement Activity | 2017 |
| URL | http://www.government-ict2.co.uk/agenda/ |
| Description | Heritage - Looking back to go to the future - Why and how we record dissent |
| Form Of Engagement Activity | A talk or presentation |
| Part Of Official Scheme? | Yes |
| Geographic Reach | Local |
| Primary Audience | Public/other audiences |
| Results and Impact | Talk provoked discussion amongst audience and questions for the speakers. Some audience members wanted to get involved with the project/receive news on activities. |
| Year(s) Of Engagement Activity | 2013 |
| Description | Huffington Post Interview on my research on how to "Challenge gender cultures in childhood to address school bullying" |
| Form Of Engagement Activity | A press release, press conference or response to a media enquiry/interview |
| Part Of Official Scheme? | No |
| Geographic Reach | International |
| Primary Audience | Public/other audiences |
| Results and Impact | Invited to participate in a Huffington Post Interview on my research on how to "Challenge gender cultures in childhood to address school bullying" as part of a series of gender-based bullying by QUERI director (US) Dr. Elizabethe Payne. Resulted in future academic/practitioner panels on gender-based bullying, and invited consultations to the re-design and development of anti-bullying guidance for Wales (see the last page of the Welsh Gov expert panel report, with new definition of bullying for WG to consider) |
| Year(s) Of Engagement Activity | 2016 |
| URL | http://www.huffingtonpost.com/elizabethe-c-payne/challenging-gendered-cult_b_8540524.html |
| Description | Inaugural Lecture: Ways of Seeing, Ways of Knowing: Why We Need to Rethink How We Regulate |
| Form Of Engagement Activity | A talk or presentation |
| Part Of Official Scheme? | No |
| Geographic Reach | National |
| Primary Audience | Public/other audiences |
| Results and Impact | Inaugural Lecture by Professor Morag McDermont Regulatory systems are encountered on a daily basis - in education, immigration, food safety, building standards, to name a few. Regulation is a central role of states as they seek to promote human co-operation and protect citizens from the consequences of global markets and unfettered competition. But regulation is seen as remote and technocratic, becoming a key target of the anti-expert mobilisations witnessed in the discourse around Brexit and elsewhere. In this inaugural lecture Morag McDermont discusses why regulatory systems need to develop new ways of seeing and knowing that can allow social justice to become central to regulatory decision-making. |
| Year(s) Of Engagement Activity | 2018 |
| URL | http://www.bristol.ac.uk/law/events/2018/morag-mcdermont-inaugural-lecture.html |
| Description | Inspiring Muslim Women |
| Form Of Engagement Activity | A formal working group, expert panel or dialogue |
| Part Of Official Scheme? | No |
| Geographic Reach | Regional |
| Primary Audience | Public/other audiences |
| Results and Impact | Working with the Steering Group, we organised an Inspiring Muslim Women event at the University of Bristol on 23rd September 2014, which featured addresses from three Muslim women activists on their experiences of being active in various public and political domains. They were Baroness Sayeeda Warsi, who spoke about her entry into politics to eventually become the first Muslim woman to sit in the Cabinet, Sughra Ahmed, President of the Islamic Society of Britain, who is the first woman to be elected to a national Muslim organisation, who spoke about how Muslim religious leadership needed to reflect on and respond to its British context, and Fahma Mohamed, a trustee of Integrate Bristol and activist in the anti-FGM campaign, whose presentation both challenged the cultures that perpetuate or accept FGM as a practice and perceptions of Muslim women and girls, arguing 'for the record: we are not deprived, we are privileged'. The event also included a performance by a Bristol-based performance poet: Shagufta K. The event highlighted significant ways that Muslim women have been having an impact in public life - whether in formal politics, Muslim organisations in Britain, or grass-roots campaigning on gender issues. It addressed issues of barriers to and gaps in women's representation and inclusion, and set out some key challenges for political, community and public organisations. The event was attended by approximately 130 people, including academics, community groups, students, school pupils, Bristol City Council personnel, Councillors and police. The speakers' talks have been made available via the project website and Public Spirit, and excerpts from them were used as materials in subsequent workshops with Muslim women across Bristol, which explored spaces of women's engagement. Hundreds of users have since accessed the videos of the speakers' presentations. |
| Year(s) Of Engagement Activity | 2014 |
| Description | Invited 3 hour Workshop"Moving with Affective Methodologies" |
| Form Of Engagement Activity | Participation in an activity, workshop or similar |
| Part Of Official Scheme? | No |
| Geographic Reach | International |
| Primary Audience | Postgraduate students |
| Results and Impact | Invited keynote 3 hour workshop, "Moving with Affective Methodologies", for Provocations, Improvisations: Encounters between Art, Sciences & Qualitative Research At the 4th Summer Institute in Qualitative Research, 2015 Manchester Metropolitan University (MMU), Education & Social Research Institute (ESRI), Monday 6th July - Friday 10th July. Inspired by the work of Erin Manning we offer two films: "Light Moves" and "Dance of the not-yet". Each film enables us to glimpse how the body, entangled in objects, landscape, movement and light align, intra-act and call our participants and us into the world. Led by Jên Anghared, the workshop then opens up to encourage participants to think with the body and affect, and how 'movement moves' and composes us. Over 25 people participated in this workshop. Key outcome from this workshop was to be invited to Keynote the International QI conference in 2017 (see award/recogntion entry) |
| Year(s) Of Engagement Activity | 2015 |
| URL | http://www.esri.mmu.ac.uk/siqr/artsdayflyer.pdf |
| Description | Invited Academic Expert for National Advisory Violence Against Women, Domestic Abuse and Sexual Violence (VAWDASV) Children and Young people sub- group |
| Form Of Engagement Activity | A formal working group, expert panel or dialogue |
| Part Of Official Scheme? | No |
| Geographic Reach | National |
| Primary Audience | Policymakers/politicians |
| Results and Impact | This group was formed specifically to enables the group to draw upon research evidence and expertise, and has resulted in the formation of a children's and young people's sub-group to ensure a clear focus on how the wider group meets the needs of all CYP. We meet every 6 weeks. |
| Year(s) Of Engagement Activity | 2017,2018 |
| Description | Invited Academic Expert for National Advisory Violence Against Women, Domestic Abuse and Sexual Violence (VAWDASV) strategy group |
| Form Of Engagement Activity | A formal working group, expert panel or dialogue |
| Part Of Official Scheme? | No |
| Geographic Reach | National |
| Primary Audience | Policymakers/politicians |
| Results and Impact | I am one of three academics invited to this group and I have been enabled to draw upon research evidence and expertise. A direct outcome of my involvement has resulted in the formation of a children's and young people's sub-group to ensure a clear focus on how the wider group meets the needs of all CYP. It also included feeding into the National Strategy on Violence against Women, Domestic Abuse and Sexual Violence - 2016 - 2021. |
| Year(s) Of Engagement Activity | 2016,2017,2018 |
| URL | http://gov.wales/topics/people-and-communities/communities/safety/domesticabuse/?lang=en |
| Description | Invited Chair of the Sex and Relationships Expert Panel (March 2017 - Dec 2017) |
| Form Of Engagement Activity | A formal working group, expert panel or dialogue |
| Part Of Official Scheme? | No |
| Geographic Reach | National |
| Primary Audience | Policymakers/politicians |
| Results and Impact | Remit of the expert panel I was invade to chair the expert panel in March 2017 by the Cabinet Secretary for Education, Kirsty Williams to help inform the development of the future Sex and Relationships (SRE) curriculum as part of the Health and Wellbeing Area of Learning Experience (AoLE). The panel were asked to identify issues and opportunities which could inform decisions around supporting the teaching profession to deliver high quality SRE in schools more effectively. Specifically, the group were tasked with: 1) providing recommendations to the Cabinet Secretary for Education on how current SRE practice might be improved before 2022 and the new curriculum being introduced. 2) providing recommendations for the Cabinet Secretary for Education and the pioneer schools on the future of Sex and Relationships Education in Wales as part of Health and Wellbeing AoLE. The group focused its attention on providing recommendations on the future of SRE in the context of the new curriculum.ch and September 2017. The exploratory remit of the panel enabled the group to think big and engage with innovative and effective SRE practices in Wales and internationally, while simultaneously considering the very local, national and international affordances and challenges that beset the unique field of SRE, as a cross-disciplinary subject. The panel therefore comprised of academic specialists in SRE, service providers in SRE, and teachers with SRE responsibilities. See entry for 'informing policy and practice' and 'publications' for the reports and recommendations that ensued. |
| Year(s) Of Engagement Activity | 2017 |
| URL | https://www.cardiff.ac.uk/news/view/592589-new-expert-healthy-relationships-group-to-advise-on-curri... |
| Description | Invited and delivered AGENDA Training for Spectrum - welsh gov funded organisation delivering SRE lessons to all schools in Wales. |
| Form Of Engagement Activity | Participation in an activity, workshop or similar |
| Part Of Official Scheme? | No |
| Geographic Reach | National |
| Primary Audience | Professional Practitioners |
| Results and Impact | I was invited and delivered two full days training on SRE (morning) and AGENDA (afternoon) to all SPECTUM staff (n=15) in 2016 and 2017. I also provide regular advice / resources via email and act as academic consultant to assist how they are developing their practive & workstreams. This is specifically in relation to pedagogy and the use of creative methods to raise awareness of sensitive topics in schools - the practices and theory of which were developed during the Relationship Matters project. As a consequence, AGENDA activities are now embedded in their practice. The resource features on their website. Spectrum have since consulted me on their resource development and strategy for whole school approach to SRE, and I invited them onto the SRE expert panel (2017-8) and team members participated in SRE workshops (2018). |
| Year(s) Of Engagement Activity | 2016,2017,2018 |
| URL | http://www.hafancymru.co.uk/our-services/spectrum/ |
| Description | Invited keynote and co-produced practitioner workshops for Welsh Government on creatively addressing sexual violence in schools |
| Form Of Engagement Activity | Participation in an activity, workshop or similar |
| Part Of Official Scheme? | No |
| Geographic Reach | National |
| Primary Audience | Schools |
| Results and Impact | This was a co-produced workshop (delivered twice to over 80 participants) with young people and practitioners, delivered to practitioners. It began with an overview of the creative methods of The Relationship Matters project, and the forthcoming Agenda guide. It was titled: "Working with young people to creatively and safely address sexual violence in schools" with Marc Lewis (Ysgol Gyfun Gymraeg Plasmawr) and Siriol Burford (Safe-guarding and well-being consultant) and delivered at the Welsh Government conference: Keeping Learner's Safe: Everybody's Business. Over 200 deputy head-teachers/head teachers and 3rd sector specialising in safeguarding and healthy relationships education. This was the beginning of profiling and sharing to national audience of the Relationship Matters project and the AGENDA resource, and on-going future collaboration with Welsh Government (safeguarding team and curriculum division) all of which ultimately culminated in being asked to speak at national educational events (see keynote at Headteacher's forum in 'recognition/award/ entry) and chair the SRE expert panel in 2017. |
| Year(s) Of Engagement Activity | 2015 |
| URL | http://learning.gov.wales/resources/browse-all/keeping-learners-safe-conference- |
| Description | Invited keynote at BERA Childhood SIG conference, Huddersfield |
| Form Of Engagement Activity | A talk or presentation |
| Part Of Official Scheme? | No |
| Geographic Reach | International |
| Primary Audience | Postgraduate students |
| Results and Impact | Invited keynote presenting creative and participatory methods in trove and Life Chances projects. Addressing possibility for these methods in research with children. |
| Year(s) Of Engagement Activity | 2017 |
| URL | https://www.bera.ac.uk/event/digging-into-data |
| Description | Invited member of the marketing and communications sub-group for the National Advisory VAWDASV group. |
| Form Of Engagement Activity | A formal working group, expert panel or dialogue |
| Part Of Official Scheme? | No |
| Geographic Reach | National |
| Primary Audience | Public/other audiences |
| Results and Impact | professor Renold's role in this group has enabled her to draw upon expertise in evidence-based strategy, and innovations in creative engagement/communications possibilities for raising awareness of VAWDASV - drawing upon creative methodologies developed in Productive margins programme and research undertaken in Wales on heathly relationships. Key outcome in 2018, was extensive input in the focus, design and media activities for the #thisisme campaign - addressing gender steretoypes for healthy relationships. Seehttps://www.walesonline.co.uk/special-features/campaign-launched-challenge-gender-stereotypes-14218770 |
| Year(s) Of Engagement Activity | 2017,2018 |
| URL | https://www.cardiff.ac.uk/news/view/1085649-professor-emma-renold-joins-welsh-government-in-launchin... |
| Description | Invited panel member in 'State of Social Capital in Britain' ESRC in partnership with The National Council for Voluntary Organisations (NCVO) and Co-operative Councils Innovation Network |
| Form Of Engagement Activity | A formal working group, expert panel or dialogue |
| Part Of Official Scheme? | No |
| Geographic Reach | Regional |
| Primary Audience | Professional Practitioners |
| Results and Impact | Invited panel member in 'State of Social Capital in Britain' ESRC in partnership with The National Council for Voluntary Organisations (NCVO) and Co-operative Councils Innovation Network, Nov 2015 |
| Year(s) Of Engagement Activity | 2015 |
| Description | Is it easier for some people to have their voice heard than it is for others? |
| Form Of Engagement Activity | A talk or presentation |
| Part Of Official Scheme? | No |
| Geographic Reach | Local |
| Primary Audience | Supporters |
| Results and Impact | Workshop provoked much discussion within the group and wider networks. Helped inform groups own understanding of issues discussed and how to proceed in research based activities. |
| Year(s) Of Engagement Activity | 2013 |
| Description | Jocelyn Davies' (Assembly Member) visited The Relationship Matters (4Ms Productive margins) participants at their school to congratulate them on activism and inclusion in national healthy relationships practitioner guide and YP Guide "AGENDA" |
| Form Of Engagement Activity | A magazine, newsletter or online publication |
| Part Of Official Scheme? | No |
| Geographic Reach | National |
| Primary Audience | Public/other audiences |
| Results and Impact | Jocelyn Davies' (Assembly Member) visited to Pen Y Dre High School, North Merthyr, in which she commended the young people who co-produced (with Professor Renold) the case study that features in the good practice guide as an example of best practice. She also commended their continued work in developing the Young People's guide, AGENDA: A Young people's guide to making positive relationships matter, in which 3 of their examples feature as exemplars, and two participants were key members of the national advisory group (n=12). see www.agenda.wales and Renold 2018 publication in Research Intelligence BERA. |
| Year(s) Of Engagement Activity | 2015,2016 |
| URL | https://www.partyof.wales/news/2015/11/25/let-young-people-lead-the-way-to-end-violence-against-wome... |
| Description | Keynote and workshops - Using arts-based methods to address sexual harassment in schools and communities - focused on Relationship Matters project (4Ms, productive margins) |
| Form Of Engagement Activity | Participation in an activity, workshop or similar |
| Part Of Official Scheme? | No |
| Geographic Reach | National |
| Primary Audience | Professional Practitioners |
| Results and Impact | Delivered a keynote and afternoon workshop on "Using arts-based methods to address sexual harassment in schools and communities" at the "Giving Girls a Fair Chance" conference, at Mercure Holland House Hotel, Cardiff, Friday 9th October 2015 The keynote included subsequent presentations from Dame Rosemary Butler, Presiding Officer of the National Assembly and Joy Kent, Chief Executive of Chwarae Teg. The workshop featured a detailed exploration of The Relationship Matters project. There were 80 people in the workshop, and 150+ participants at the event. |
| Year(s) Of Engagement Activity | 2015 |
| URL | http://www.fullcircleeducation.org/Girls-Conference-2015/ |
| Description | Keynote workshop 'Moving with Affective Methodologies' |
| Form Of Engagement Activity | A talk or presentation |
| Part Of Official Scheme? | Yes |
| Geographic Reach | National |
| Primary Audience | Other academic audiences (collaborators, peers etc.) |
| Results and Impact | Workshop sparked discussion and talks afterwards. Accepting invitation to present this keynote workshop furthered contacts and interest in methods developed during the project and potential to be applied in other projects. |
| Year(s) Of Engagement Activity | 2015 |
| URL | http://www.esri.mmu.ac.uk/siqr/artsdayflyer.pdf |
| Description | LSA 2017 Annual Conference Roundtable session organiser |
| Form Of Engagement Activity | Participation in an activity, workshop or similar |
| Part Of Official Scheme? | No |
| Geographic Reach | International |
| Primary Audience | Professional Practitioners |
| Results and Impact | Working in Law's Borderlands Roundtable Session Morag McDermont, University of Bristol Law School Bringing scholars working on empirical research projects to discuss evolving understandings of practices, subjectivities and relationships of those working in the borderlands of law;raising critical questions about the changing boundaries of legal authority and how the borders of law are constructed, negotiated and traversed in practice. Borders need to be regulated and policed, making them interesting sites for investigation. At borders disputes break out - who should be policing the border, what is the border for anyway? Law takes on different forms depending on what is required of it: law can be violence; law can be enabler. Borderlands are places where things happen, much of it is translation. Local social ecologies develop in which border policing meets varieties of border crossings (legal and illegal), opens up unpredictable contacts, exchanges and translations, and border workers manage, exploit and survive the border conditions. Primary Keyword: Social Movements and Legal Mobilization |
| Year(s) Of Engagement Activity | 2017 |
| Description | Learning Lab - Utopias |
| Form Of Engagement Activity | Participation in an activity, workshop or similar |
| Part Of Official Scheme? | No |
| Geographic Reach | National |
| Primary Audience | Study participants or study members |
| Results and Impact | Three connected communities research projects working on Arts practices in the context of Utopia (500th anniversary of Thomas More's 'Utopia') came together to share creative and artistic methodologies and tools as a means for engaging communities, especially in the context of place and place making in each context. |
| Year(s) Of Engagement Activity | 2017 |
| Description | Life Chances- presenting to Families and Parenting Research cluster |
| Form Of Engagement Activity | Participation in an activity, workshop or similar |
| Part Of Official Scheme? | No |
| Geographic Reach | Local |
| Primary Audience | Postgraduate students |
| Results and Impact | We co-presented the outputs of the Life Chances project to academics, PhD students and members of the public as part of the Families and Parenting research cluster across social sciences and law in University of Bristol. Participants also took part and there were novel readings, live performances of original music, songs and poetry written by participants and discussion of arts based methods used in the project. This provoked a great deal of discussion about the role of fictional literary methods that have been used in the project. |
| Year(s) Of Engagement Activity | 2017 |
| Description | Life chances Presentation at Connected Communities LitCom festival in Norwich |
| Form Of Engagement Activity | A talk or presentation |
| Part Of Official Scheme? | No |
| Geographic Reach | National |
| Primary Audience | Other audiences |
| Results and Impact | We co-presented outputs from Life Chances and held a panel discussion about the benefits of literary methods in the project including the sociological fiction, poetry and song lyrics and how these all enabled co-writing with participants and the potential for impact of these forms of representation of research data. |
| Year(s) Of Engagement Activity | 2017 |
| Description | Media interest in project and 'valentine's day cards' to Welsh Assembly Members - radio and television interviews |
| Form Of Engagement Activity | A press release, press conference or response to a media enquiry/interview |
| Part Of Official Scheme? | No |
| Geographic Reach | Regional |
| Primary Audience | Public/other audiences |
| Results and Impact | The young women involved have organised school assemblies, created artwork to be displayed as part of our art exhibitions, completed a public action on sexual harassment/everyday sexism by delivering a message (via Valentine's Day cards) to Assembly Members in Cardiff. The project was discussed in relation to the 'Violence Against Women, Domestic Abuse and Sexual Violence' bill in Wales on the radio and television (ITV and BBC) on 23 February 2015. |
| Year(s) Of Engagement Activity | 2015 |
| URL | http://www.bbc.co.uk/programmes/b0536jgx/ |
| Description | Multi-media presentation of 'Light Moves and 'Using Affective Arts-based Methodologies' |
| Form Of Engagement Activity | A talk or presentation |
| Part Of Official Scheme? | Yes |
| Geographic Reach | National |
| Primary Audience | Other academic audiences (collaborators, peers etc.) |
| Results and Impact | Presentations led to questions and discussion afterwards. Research disseminated to wider audience. |
| Year(s) Of Engagement Activity | 2015 |
| Description | Oral evidence to a House of Lords Select Committee |
| Form Of Engagement Activity | A formal working group, expert panel or dialogue |
| Part Of Official Scheme? | No |
| Geographic Reach | National |
| Primary Audience | Policymakers/politicians |
| Results and Impact | I was invited to give oral evidence to the House of Lords Select Committee on Citizenship and Civic Engagement on Wednesday 25th October 2017 on the impact of Prevent on Muslim civic engagement. My evidence to the Select Committee was cited in the Select Committee's 2018 report to government 'The Ties that Bind: Citizenship and Civic Engagement in the 21st Century.' |
| Year(s) Of Engagement Activity | 2017,2018 |
| URL | https://publications.parliament.uk/pa/ld201719/ldselect/ldcitizen/118/11802.htm |
| Description | People's Republic of Stokes Croft and Coexist - Culture, Art, Enterprise and Space of Dissent |
| Form Of Engagement Activity | A talk or presentation |
| Part Of Official Scheme? | Yes |
| Geographic Reach | Local |
| Primary Audience | Public/other audiences |
| Results and Impact | Talk provoked discussion amongst audience and questions for the speakers. The running of the event helped inform the production of future public-facing events. |
| Year(s) Of Engagement Activity | 2013 |
| Description | Policy Brief launch, 21st January, Junction 3 library, Easton, Bristol. |
| Form Of Engagement Activity | A talk or presentation |
| Part Of Official Scheme? | No |
| Geographic Reach | Local |
| Primary Audience | Policymakers/politicians |
| Results and Impact | Policy Brief was discussed with informed audience. Greater engagement with project work from policy makers and community organisers involved. |
| Year(s) Of Engagement Activity | 2015 |
| Description | Praxis Cafe - Connecting Histories of Dissent to Present-day Resistance |
| Form Of Engagement Activity | A talk or presentation |
| Part Of Official Scheme? | Yes |
| Geographic Reach | Regional |
| Primary Audience | Supporters |
| Results and Impact | Event sparked discussion within the groups and afterwards. The event brought together groups from the different regional areas in our project and was useful in opening up discussion between groups which benefited the project as a whole. |
| Year(s) Of Engagement Activity | 2014 |
| Description | Praxis Cafe - Fixin' it ourselves: Women activists in Knowle West |
| Form Of Engagement Activity | A talk or presentation |
| Part Of Official Scheme? | No |
| Geographic Reach | Local |
| Primary Audience | Public/other audiences |
| Results and Impact | Workshop sparked discussion amongst participants. Participants requested further events and other forms of follow-up on ideas discussed at the event. |
| Year(s) Of Engagement Activity | 2014 |
| Description | Praxis Cafe - J3 Market |
| Form Of Engagement Activity | A talk or presentation |
| Part Of Official Scheme? | Yes |
| Geographic Reach | Local |
| Primary Audience | Public/other audiences |
| Results and Impact | The event engaged participants on issues surrounding food and with a diverse audience produced a diverse range of ideas that were explored at the event and also afterwards on reflection by the organisers. Some of the participants requested further involvement in the project. A working group on a strand of research with a similar theme drew on notes and reflections from event in their preliminary discussions. |
| Year(s) Of Engagement Activity | 2014 |
| Description | Praxis Cafe - Productive Resistance: Resistance in the city and moving image |
| Form Of Engagement Activity | A talk or presentation |
| Part Of Official Scheme? | No |
| Geographic Reach | National |
| Primary Audience | Public/other audiences |
| Results and Impact | Video and presentations stimulated thinking and much discussion amongst audience. Framed how we approached future events. We received requests from audience to be kept informed of future events. |
| Year(s) Of Engagement Activity | 2014 |
| Description | Praxis Cafe - Transforming Spaces: Productive Resistance |
| Form Of Engagement Activity | A talk or presentation |
| Part Of Official Scheme? | Yes |
| Geographic Reach | National |
| Primary Audience | Supporters |
| Results and Impact | Talks and films shown at the event sparked discussion within the groups during and after the event. The event brought together groups from the different regional areas in our project and was useful in opening up discussion between groups which benefited the project as a whole. |
| Year(s) Of Engagement Activity | 2014 |
| Description | Presentation at Citizens Cymru Founding Youth Assembly (March 2015) |
| Form Of Engagement Activity | A talk or presentation |
| Part Of Official Scheme? | Yes |
| Geographic Reach | Regional |
| Primary Audience | Policymakers/politicians |
| Results and Impact | Presentation was part of discussions at Citizens Cymru Founding Youth Assembly (March 2015). Presenation was about sexual harassment/everyday violence and the need for relationship education at the school level - this fed into the development of the 'Violence Against Women, Domestic Abuse and Sexual Violence' bill in Wales. |
| Year(s) Of Engagement Activity | 2015 |
| Description | Presentation to Wales Institute of Social and Economic Research Data |
| Form Of Engagement Activity | A talk or presentation |
| Part Of Official Scheme? | No |
| Geographic Reach | National |
| Primary Audience | Policymakers/politicians |
| Results and Impact | This presentation considers what Community Anchor Organisations are, what they do and their potential role in the policy and economic landscape in Wales. Our current research is based on a project (part of a co-produced ESRC funded programme, Productive Margins: Regulating for engagement), which explored the ways in which place based community organisations attempt to hold onto their values, purpose and identity through time and particularly through times of crisis. It originally emerged as a response to the announcement in October 2016 by the then Cabinet Secretary for Communities and Children, Carl Sargeant, that he was minded to phase out the Welsh Government's flagship regeneration/anti-poverty programme, Communities First, which had been running since 2001. The two Wales based community organisations, in Cardiff and Merthyr, involved in Productive Margins were also organisations that had been given the responsibility and funding to deliver the Communities First programme locally. The research programme provided a space, not only to bear witness to the withdrawal of state funding, but also to provide an opportunity to re-examine the role of these grassroots community organisations in relation to both the communities they represent, and in the wider social infrastructures of wellbeing and transformation. This research extends the gaze to other community organisations across Wales. The term 'community anchor organisation' emerged as an idea that encapsulated the rooted nature of the organisations in the places from which they emerged, and the distinct practices that enabled them to connect individuals and groups to each other and to a web of third and public sector organisations. We suggest that these organisations be considered as a distinct sector with very particular roles as both allies and antagonists. We also suggest that they play a provocative role in state dominated fields such as education, health, and planning as well as in challenging market driven ideas of wealth. In particular, we discuss their potential post-Covid where there may be a window of opportunity to re-examine the regulatory fields that shape engagement and inclusion that centralizes citizen voice and equalities. |
| Year(s) Of Engagement Activity | 2021 |
| Description | Productive Margins Festival 14th September 2017 |
| Form Of Engagement Activity | Participation in an activity, workshop or similar |
| Part Of Official Scheme? | No |
| Geographic Reach | Regional |
| Primary Audience | Public/other audiences |
| Results and Impact | PRODUCTIVE MARGINS FESTIVAL 2017 PROGRAMME THURSDAY 14TH SEPTEMBER 2017 8am-8pm The Station: https://www.creativeyouthnetwork.org.uk/the-station 8.0 am Co-production Breakfast: Turning the University Inside Out; Bringing Communities Outside In. Informal conversations between communities, university and city about existing and future partnership working.A focus on praxis and transformation of working relationships. Informed by significant reflections/moments that stand out on the work of Productive Margins. 9.45-10.30 am Isolation, Loneliness and Older People Busy streets, laughter, the sound of children playing - but what lies behind closed doors in our communities, especially for those in later life, living alone? A group of community researchers, in collaboration with the Universities of Bristol and Cardiff, and with the Southville Community Development Association and the 3Gs Development Trust, have been exploring the loneliness of older people in their local communities. Alonely is a collection of diverse stories based on our research. Our aim is to make the experiences of older people more visible as a way of encouraging dialogue between communities, professionals, academics and artists. 11 - 12 pm Life Chances Life Chances' is a widely-used phrase, adopted by UK governments to headline their policies on children and poverty. Project design and delivery has been co-produced between community organisations, community volunteers and academics. The focus is exploring life on a low income and the regulatory services that families encounter in two urban settings - the Easton area of Bristol and Butetown, Riverside and Grangetown in Cardiff.The 'Life Chances' research project has produced a novel, co-authored with community volunteers, community partners, researchers and artists. Fictional characters were created, loosely based on individual's lives, using factual material to create fictional storylines, describing the impact of different regulatory systems - such as benefits, housing, immigration, child protection - on their lives. Jewellery was also created, expressing creativity and hopes for a better future. There will be a performance of the 'Game of Life Chances',illustrating the life chances of characters from the novel. This session explores the Life Chances Game, with film, jewellery, novel readings, song recording, and a discussion. 12.15-1.00 Data and Women Women and girls can make informed choices about how they use and value their personal data. But they need greater understanding of data sharing and ownership first. Data and Women was a joint project with Knowle West Media Centre (KWMC) in Bristol and 3Gs Community Development Trust (3Gs) in Merthyr Tydfil.. Female participants explored the concept of 'data' - their own, and relating to their local community. Participants worked with artists to create data maps and visualizations, enabling them to better understand their personal data and look at it differently. 1.00-2.00 Lunch from Somali Kitchen CIC As part of the research project, the Somali Kitchen was established as a Community Interest Company. Somali Kitchen are a group of Somali women living in Easton who meet regularly at Single Parent Action Network (SPAN). Somali Kitchen have been exploring how the local environment shapes food habits in our community, homes and our children's schools. We are worried about the negative impacts of fast food takeaways on our community, the environment and our children's health. We want to work with others in the community to improve the health of our community and provide a cleaner, healthier environment for our families, and to promote fresh, nutritious food and a thriving, affordable local food culture in Easton. Lunch will be served by the Somali Kitchen: a delicious and nutritious offering of curry, rice, salad, injera, dips, and sweet. 2.15 - 3.15 Somali Kitchen and Who Decides What's in My Fridge? The food project explored how people experience the regulation of their food habits in their community. The project was a collaboration between the University of Bristol and three community organisations in Bristol; Coexist in Stokes Croft, Knowle West Media Centre (KWMC) in Knowle West, and Single Parent Action Network (SPAN) in Easton. In Knowle West, the emphasis was on gathering quantitative and qualitative data through surveying the local community, organising events and holding focus groups. The Junior DPs investigated what influences people's food choices, from the location of shops and the price of goods to the amount of time they have available to cook. In Easton participants worked with the artist to organise a pop-up 'Somali Kitchen'. participants will be speaking about their work with the Somali Kitchen, there will be cordial and spice making, jam-making and recipe sharing, and a conversation about the project, with audience participation. 3.30-4.15 Film Mapping, Making and Mobilising in Merthyr The 4M's ran from 2013 - 2015 and was a project which aimed to develop new methods of engagement which will mobilise the collective knowledge, resources, and capabilities of communities in the South Wales valleys. Artistic work including Graphic Moves - a film, 'Mashing Up The Land' - sculptural exploration and 'Found Sounds and Street Beats' - sound art. The work was previously exhibited at the Abacus Gallery, Cardiff, The Riverfront, Newport and The Red House In Merthyr Tydfil. 4.30 -5.30 Art & Knowledge Roundtable Discussion panel session exploring the role of art in co-produced research, with contributors from both with Productive Margins and invited guests . 6.00-7.30 Live Model and Regulation Welcome from Professor Morag McDermont, Principal Investigator - Productive Margins: Regulating for Engagement, and overview of the research project. Followed by the Artists Close and Remote who will introduce their work with Productive Margins titled 'Live Model' - artwork and discussion of spatial regulation, City policy and communities. To close the festival, Productive Margins participants in conversation about 'what next' while roving compere on floor asks audience members about their views, ideas for future work and the role of the inside-out university Drinks and canapes at 6pm Additional All Day Events There will be stands and films at the festival showcasing the work of additional Productive Margins projects and partners, including: Community Researchers: Helen Thomas-Hughes Series of films: Greg Bond Harnessing Digital Space: Amanda Ramsay Building The Bridge: Aleksandra Lewicki South Riverside Community Development Centre: Allan Herbert |
| Year(s) Of Engagement Activity | 2017 |
| URL | https://storify.com/AAPiccini/productive-margins-festival-17 |
| Description | Regulation Seminar |
| Form Of Engagement Activity | Participation in an activity, workshop or similar |
| Part Of Official Scheme? | No |
| Geographic Reach | International |
| Primary Audience | Professional Practitioners |
| Results and Impact | CASE FOR SUPPORT - RESEARCH QUESTIONS TO BE DISCUSSED 1. What are the social, economic, cultural and political barriers and facilitators to creating regulatory mechanisms for engagement? ? how can legal rights support engagement? How might they create barriers? 2. How can the regulatory architecture of spaces of participation support community engagement? ? how might arts and humanities mixed-mode practices produce different modes of regulating spaces of engagement? ? how should regulatory practices be reconfigured to encourage/accommodate perspectives that dissent from the mainstream? 3. How might devolution shape the possibilities for the re-design of regulatory regimes? 4. How can the regulatory architecture of digital spaces be appropriated by communities at the margins for socially innovative, creative engagement? 5. How are regulatory mechanisms for engagement experienced? ? how do aesthetic and affective aspects of co-produced research reshape regulatory regimes? 6. How can the re-designed regulatory regimes developed through this programme be 'scaled up' into more enduring forms of engagement with policy makers and service providers? |
| Year(s) Of Engagement Activity | 2017 |
| Description | Regulation Working group workshop 10th April 2017 |
| Form Of Engagement Activity | Participation in an activity, workshop or similar |
| Part Of Official Scheme? | No |
| Geographic Reach | Local |
| Primary Audience | Professional Practitioners |
| Results and Impact | The aim of this workshop is to discuss the role of community organisations in engaging with 'regulators' on behalf of community members; what this 'translation' role involves and issues that it raises. This also links to the idea of community 'anchor' organisations. So we are particularly keen for community organisation representatives to attend if at all possible. We are also being joined by Professor Bronwen Morgan, a regulation expert from the University of New South Wales in Australia (previously Bristol Law school) who has an interest in interaction between regulation and rights, especially in the context of social activism. |
| Year(s) Of Engagement Activity | 2017 |
| Description | Relationship Matters Project (4Ms Productive Margins) Healthy Relationships School Assembly |
| Form Of Engagement Activity | A talk or presentation |
| Part Of Official Scheme? | No |
| Geographic Reach | Local |
| Primary Audience | Schools |
| Results and Impact | The teen girls and Professor Renold delivered a healthy relationships assembly (x2) to 300 students and 20 staff in their own high school to raise awareness about sexual harassment in schools, online and in their communities. The dartafacts created as part of the Relationships Matter project were ready to be shared. This is the girls' own words from their co-authored chapter (see Libby et al. 2017)."Fired up by what we had created, we were now ready to share with the wider school. A whole school assembly was the way we wanted to do it. At the beginning of the project, we weren't sure about speaking on these issues in assemblies, but we felt empowered by our dartafacts and we wanted students and staff not only to feel how we feel when they are subjected to everyday sexual harassment, but how this form of harassment is so often ruled out as "banter" and seen as normal. Assemblies are formal. They are also high status and supported by heads of years and senior management. Usually nothing much happens in school assemblies. There's a lot of being talked at. We wanted to make our assembly interactive. So we set about working with Emma to inject some movement and participation into our assembly, not just by sharing our story and dartafacts, but by inviting students to have the chance to join our 'Relationship Matters' campaign for a "better and real relationships education". We designed and delivered two school assemblies (age 11-14) to over 300 pupils. Experimenting with the usual format of our school assembly, we arranged the space so that students' first point of contact was with one of our dartafacts: the 17ft 'Runway of Disrespect'. Arriving early, we rolled it out and made a barrier with the chairs so that as students entered the assembly hall they had to walk by, look down on and read the words on the runway before taking their seats (we got special permission to do this, given the graphic nature of some of the words). Next, we put two slips of paper and a coloured felt tip was placed on each of the student chairs (over 150 of them!): one slip had the printed rulers on one side and the heading, "we need a healthy relationships education because ..." was on the other. This slip connected directly to our campaign. The second slip was blank. Finally, the PowerPoint screen projected a super-size image of the Tagged Heart, and two large heart shaped foil helium balloons were gently swaying mid- air. The stage was set! Over the next 20 minutes we shared our story and the making of our dartafacts. It was nerve racking because we didn't know how students or staff were going to react. Some of us were more nervous than others, so only those who felt comfortable in doing the talking led the presentation. Students were invited to listen, watch, read, touch and feel them. We read out the poem "Scream Shout Speak Out", taking one line each. Individual volunteers were asked to sound out the words and phrases on the rulers and the shame chain. This wasn't easy to do as words were hand written (and not so neat!), and on the ruler-skirt they could be back to front. But the fact that the messages are difficult to read was an important part of the process - it got across how experiences of sexual harassment can be hard to hear and talk about. Other interactive elements were more inclusive and involved everyone. We passed our Tagged Heart around the whole assembly and asked students to "look after our feelings".because "these are our feelings". We were worried that the heart might get trashed, but everyone was really careful and we got it back in one piece, even after being handled by a couple of hundred students. At the end of the assembly, students were invited to take part in the 'Relationship Matters' campaign and share their thoughts in writing on "why they think a real relationships education should be compulsory for all schools in Wales". Students were also asked to comment on what they felt about our assembly. These messages were really powerful. We got comments that said how proud they were of how we were standing up and speaking out about these issues and how we acknowledged that both boys and girls get upset about hearing these comments. Some people apologized for not realizing how much their comments hurt and some shared their own experiences of sexual harassment. Other comments asked for advice and support on particular issues. There wasn't one comment that ridiculed what we were doing. We were so impressed not only by the respectful ways students responded to our assembly, but in their messages to us, and for our campaign. And while we weren't collecting comments from teachers, one teacher came over after the assembly to share her story about similar things that had happened to her when she was younger. The head of year and head teacher also publicly shared their support for our campaign, and praised the creative ways in which we were raising awareness of these issues. As our assembly drew to a close, we invited students to stamp on the 'Runway of Disrespect' as loudly and roughly as they wanted to. We were keen that students not only to got an opportunity to take part in some of the activities we created to make these issues matter, but also to have a physical outlet and inject a bit of fun into what are serious issues to begin the day with! " (Libby et al. 2018) The assembly formed the basis of their presentation to Welsh Women's Aid (see Engagement Entry, "Making Healthy Relationships Matter") |
| Year(s) Of Engagement Activity | 2015 |
| URL | http://orca.cf.ac.uk/107647/1/Making_our_feelings_matter_using_creativ.pdf |
| Description | Relationship Matters Project (4Ms Productive Margins) participants co-produced multi media platform campaign |
| Form Of Engagement Activity | A press release, press conference or response to a media enquiry/interview |
| Part Of Official Scheme? | No |
| Geographic Reach | National |
| Primary Audience | Public/other audiences |
| Results and Impact | Co-produced a targeted one day media campaign with young people from the relationships matter project for ITV Wales/BBC Wales/Radio Wales on Mon 23rd Feb) - co-ordinated with other third sector agencies. Timed to influence the voting and final amendments to the Violence Against Women bill. |
| Year(s) Of Engagement Activity | 2015 |
| URL | http://www.itv.com/news/wales/2015-02-23/should-pupils-be-taught-lessons-on-healthy-relationships/ |
| Description | Relationship Matters Project (4Ms Productive Margins) participants invited to present their work at Citizens Cymru Conference |
| Form Of Engagement Activity | A talk or presentation |
| Part Of Official Scheme? | No |
| Geographic Reach | Regional |
| Primary Audience | Public/other audiences |
| Results and Impact | The group presented their campaign achievement at the "Brighter Futures" Citizen's Cymru Youth Assembly (attending by other young people, and AMs) on 20th March 2015. |
| Year(s) Of Engagement Activity | 2015 |
| Description | Relationship Matters participants keynote address at 'Welsh Women's Aid' annual conference to showcase their project and activism |
| Form Of Engagement Activity | A talk or presentation |
| Part Of Official Scheme? | No |
| Geographic Reach | National |
| Primary Audience | Professional Practitioners |
| Results and Impact | Participants from the Relationship Matters were invited to keynote the annual 'Welsh Women's Aid' annual conference to showcase their project and activism to influence the VAWDASV bill on 27th March 2015. They shared their story of the project (see artefact Valentine Card Activism entry), their listening assembly and Valentine card activism. The speakers for the day included Leighton Andrews AM who had recently passed the VADWSV bill (and who had received a special valentine card written and signed by the girls). At the end of their presentation they called for a healthy relationships practitioner guide and a young people's guide. Seven months later, the guide was published and included the 'Relationship Matters' project as an example of best practice for creatively and safely raising awareness of sexual violence in the schools (and communities, given the three touring exhibitions of their story). The Young People's guide, was also funded in subsequent months (and which the group continued to work on and produced the 'Under Pressure' Project, and well as the advisory group for the guide. http://avow.org/en/news/welsh-womens-aid-conference-2015/ |
| Year(s) Of Engagement Activity | 2015 |
| URL | http://www.cardiff.ac.uk/news/view/86039-opposition-parties-accept-welsh-government-bill-following-c... |
| Description | Relationship Matters project - BBC newsbeat |
| Form Of Engagement Activity | A press release, press conference or response to a media enquiry/interview |
| Part Of Official Scheme? | No |
| Geographic Reach | International |
| Primary Audience | Public/other audiences |
| Results and Impact | As a result of BBC coverage of the Women and Equalities Select Committee Inquiry, and the journalist who had read the Relationship Matters submission of evidence, Professor Renold was contacted to share their story, with the participants, in their story "inside the school tacking sexual harassment head on" for BBC newsbeat by Jonathan Edwards. This achieved a wider reach as the story was online and also clips of the interview were broadcast throughout the day on Radio 1. There have been numerous requests since to share this story and the making and impact of the wider AGENDA resource. |
| Year(s) Of Engagement Activity | 2016 |
| URL | http://www.bbc.co.uk/newsbeat/article/37347702/inside-the-school-tackling-sexual-harassment-head-on |
| Description | Relationship matters project (AGENDA) in The Guardian |
| Form Of Engagement Activity | A press release, press conference or response to a media enquiry/interview |
| Part Of Official Scheme? | No |
| Geographic Reach | National |
| Primary Audience | Public/other audiences |
| Results and Impact | Relationship Matters project cited here - including images. TITLE: Red flags, rulers and ropes: creative approaches to teaching gender equality Young people are eager to explore relationships, stereotypes and confidence, and schools are responding in innovative ways "Agenda, an online toolkit produced by Cardiff University, NSPCC Wales, Welsh Women's Aid, the Children's Commissioner for Wales and the Welsh government, aims to challenge negative attitudes in secondary schools through arts and crafts. One example is "the ruler skirt" - a creative response to boys lifting up girls' skirts with rulers. During the activity, young people are asked to write the negative things they want to stop, and the positive things they want to change, on rulers. The rulers can then be tied to a belt to make a skirt, which can be read or worn. The idea is to make visible the hurtful and often hidden experiences that can happen to girls and to turn them into something positive. "Using the arts can provide a safe space to deal with very sensitive issues," says Emma Renold, a professor of childhood studies at Cardiff University, who led the project. "It takes the pressure off and is fun." This piece generated a lot of interest in AGENDA and the methodologies by third sector organisations and schools. As a result Fearless Futures invited Professor renold and her agenda working group team to keynote a workshop based around the ruler-skirt story (see The Gender Assembly on Nov 8th 2017, http://www.fearlessfutures.org/2017/08/01/join-us-gender-assembly-conference-november-8th-london-tga17/) |
| Year(s) Of Engagement Activity | 2016 |
| URL | https://www.theguardian.com/teacher-network/2017/jan/20/schools-teachers-students-gender-feminism |
| Description | Research Training |
| Form Of Engagement Activity | Participation in an activity, workshop or similar |
| Part Of Official Scheme? | No |
| Geographic Reach | Local |
| Primary Audience | Other audiences |
| Results and Impact | Delivering research training to community groups and community-based organisations. |
| Year(s) Of Engagement Activity | 2014,2015,2016,2017 |
| Description | Screening of the film The Live Model (2017) and discussion |
| Form Of Engagement Activity | A broadcast e.g. TV/radio/film/podcast (other than news/press) |
| Part Of Official Scheme? | No |
| Geographic Reach | Regional |
| Primary Audience | Third sector organisations |
| Results and Impact | local and regional people attended the screening of The Live Model (2017) including local councillors etc, and the film generated a debate on the regulation that surrounds us |
| Year(s) Of Engagement Activity | 2017 |
| Description | Short documentary featured on regional BBC television |
| Form Of Engagement Activity | A press release, press conference or response to a media enquiry/interview |
| Part Of Official Scheme? | No |
| Geographic Reach | Regional |
| Primary Audience | Media (as a channel to the public) |
| Results and Impact | In recognition of the cultural and political importance of the Somali Kitchen, a social enterprise set up as part of the food working group project "Wo decides what's in my fridge", participants of the research and Dr Naomi Millner were interviewed and broadcast in a 10 minute TV special broadcast, as part of a series called InsideOut West. The broadcast primarily featured Somali mums Suad and Sahra talking about their venture and how they, and we, are taking on the problem of too many takeaways in their area. |
| Year(s) Of Engagement Activity | 2019 |
| URL | https://www.bbc.co.uk/news/av/uk-47429032/somali-kitchen-the-mums-taking-on-the-takeaways |
| Description | Somali Kitchen presentation |
| Form Of Engagement Activity | A talk or presentation |
| Part Of Official Scheme? | No |
| Geographic Reach | Local |
| Primary Audience | Third sector organisations |
| Results and Impact | Somali Kitchen, a CIC developed from Productive Margins presented their community business, topics around food, cooking and healthy eating to funders at Quartet Community Foundation and secured £5,800 in donations to their project, beating their own fundraising target |
| Year(s) Of Engagement Activity | 2017 |
| Description | TV interview for The Wales Report, to share research to influence educational ammendments for VAWDASV Act |
| Form Of Engagement Activity | A broadcast e.g. TV/radio/film/podcast (other than news/press) |
| Part Of Official Scheme? | No |
| Geographic Reach | National |
| Primary Audience | Public/other audiences |
| Results and Impact | Invited to be interviewed and addressed the limitations of Welsh Government's Bill on BBC's The Wales Report (10 Dec 2014, 10.35pm) see also http://www.bbc.co.uk/programmes/b04t5jgx |
| Year(s) Of Engagement Activity | 2014 |
| URL | http://www.cardiff.ac.uk/news/view/65371-limitations-of-welsh-governments-violence-bill-addressed-by... |
| Description | The Joined Up University? |
| Form Of Engagement Activity | A talk or presentation |
| Part Of Official Scheme? | Yes |
| Geographic Reach | National |
| Primary Audience | Other academic audiences (collaborators, peers etc.) |
| Results and Impact | Seminars encouraged discussion and reflection amongst academics. Producing the seminars developed knowledge and new thinking in academics involved in their delivery, and also of those attending the seminars. |
| Year(s) Of Engagement Activity | 2013 |
| Description | Ways of Seeing, Ways of Knowing: Why We Need to Rethink How We Regulate - Inaugural Lecture by Prodessor Morag Mcdermont |
| Form Of Engagement Activity | A talk or presentation |
| Part Of Official Scheme? | No |
| Geographic Reach | Regional |
| Primary Audience | Other audiences |
| Results and Impact | Professor Morag McDermont Inaugural Lecture. general invite to University of Bristol, Productive Margins Programme staff - including community groups / third sector organisations. Open to general public. |
| Year(s) Of Engagement Activity | 2018 |
| Description | Westminister event: Loneliness across the lifecourse |
| Form Of Engagement Activity | Participation in an activity, workshop or similar |
| Part Of Official Scheme? | No |
| Geographic Reach | National |
| Primary Audience | Policymakers/politicians |
| Results and Impact | This event, held at Westminster, brought together researchers who have co-produced research with older people in Bristol (University of Bristol) and young people in Manchester (Manchester Metropolitan University) on the issue of loneliness. Researchers and community members presented their creative outputs and encourage discussion on loneliness as an issue that can connect us across generations and that is relevant across the lifecourse. The aim of the event was to consider the potential of an intergenerational approach to the issue of loneliness, particularly to explore how policy makers and other influencers might encourage creative, holistic, community responses to the issue. Attendees included Rachel Reeves, former co-Chair of the Jo Cox Commission on Loneliness and now chair of All Party Parliamentary Group on loneliness. Rachel spoke about the Commission's work and that of the APPG, both of which are trying to understand the effects of changes in people's lives, and also how loneliness can affect people at any time of life. She raised the issue of loneliness and disability, highlighting that 1 in 4 disabled people experience loneliness every day; and also the fact that as much as half of the British population say they have 'no experience' of disability. The Coop Foundation and the British Red Cross have also done some work on how loneliness affects men, and identified that the most lonely age for men is in their late thirties. She agreed that social media is both part of answer and part of the problem, in its potential to worsen loneliness and also its power to help people stay connected. Rachel felt that the appointment earlier this year of a Minister for Loneliness was a step in the right direction; she is working closely with the APPG on loneliness, and last month the Government announced a £20m funding package for charities and community groups to help tackle the issue. |
| Year(s) Of Engagement Activity | 2018 |
| Description | What do we mean by dissent? |
| Form Of Engagement Activity | A talk or presentation |
| Part Of Official Scheme? | Yes |
| Geographic Reach | Local |
| Primary Audience | Public/other audiences |
| Results and Impact | Workshop sparked discussion and questions from the audience. Informed our understanding of how to run public-facing events. |
| Year(s) Of Engagement Activity | 2013 |
| Description | What does regulation mean for Cohesion Policy 2014-2020? Building partnerships under the new arrangements |
| Form Of Engagement Activity | A talk or presentation |
| Part Of Official Scheme? | Yes |
| Geographic Reach | International |
| Primary Audience | Professional Practitioners |
| Results and Impact | The workshop sparked discussion and questions from the audience. The workshop consolidated research work in the same area and helped build useful contacts. |
| Year(s) Of Engagement Activity | 2014 |
| Description | Who has the right to be a dissenting citizen? |
| Form Of Engagement Activity | A talk or presentation |
| Part Of Official Scheme? | No |
| Geographic Reach | Local |
| Primary Audience | Public/other audiences |
| Results and Impact | Workshop facilitated discussion and understanding of dissent in audience. Facilitated groups own understanding of the topic and also how to run effective public engagement workshops. |
| Year(s) Of Engagement Activity | 2013 |
| Description | Workshop entitled "Understanding and building resilient communities", at the National Intelligence Event, 'Planning together to improve local well-being: What works?', |
| Form Of Engagement Activity | Participation in an activity, workshop or similar |
| Part Of Official Scheme? | No |
| Geographic Reach | National |
| Primary Audience | Policymakers/politicians |
| Results and Impact | The workshop was to stimulate an understanding of resilient communities in the context of the Wellbeing of Future Generation Wales (2015) Act. In particular the workshop engaged officers working in the Public Service Boards (PSBs) who are required to implement the Act locally. The importance of connections, knowledge and voice were stressed and the value of arts based approaches to both understand the ways in which resilience plays out in everyday 'soft systems' and as a mechanism to engage publics in knowledge exchange, was shared. |
| Year(s) Of Engagement Activity | 2017 |
| URL | http://www.dataunitwales.gov.uk/national-intelligence-event-2017 |
| Description | Workshops with BS3 Our Place Development Team |
| Form Of Engagement Activity | Participation in an activity, workshop or similar |
| Part Of Official Scheme? | No |
| Geographic Reach | Local |
| Primary Audience | Participants in your research and patient groups |
| Results and Impact | Workshops informed future project activities. Workshops helped bring together members of different local community groups to inform a new strand of research within the project. |
| Year(s) Of Engagement Activity | 2013 |
| Description | single Parent Action Network - campaigns of the '90s and their impact |
| Form Of Engagement Activity | A talk or presentation |
| Part Of Official Scheme? | Yes |
| Geographic Reach | Local |
| Primary Audience | Public/other audiences |
| Results and Impact | Talk provoked discussion amongst audience and questions for the speakers. Helped presenters understand how best to engage with the public for future events. |
| Year(s) Of Engagement Activity | 2013 |