Trade justice activism is messy, uncertain, nonlinear, all over the place, inspiring, worrying, powerful.
On followthethings.com ‘shopping’ has an important double meaning.
On the one hand, it means “to seek or examine goods, property, etc. offered for sale”.
On the other hand, it means “to behave treacherously toward; inform on; betray” or “to give away information about” those goods, property, etc.
Anyone who makes trade justice activism, and anyone who visits this site, is a ‘shopper’.
"Whoever said money can't buy happiness, simply didn't know where to go shopping" - Bo Derek.
followthethings.com encourages another kind of shopping.
🎁 It's never too early for seasonal shopping
👻 Who's haunting Halloween?
Who wrote the 'please kindly resend this letter to the World Human Right Organization' letter that shopper Julie Keith found in her Halloween decorations? Find out here.
🎅 Who's been good this year?
See our NEW page on this short film here. Get ready for Christmas with followthethings.com's shopping list of educational resources & readings here.
“Dissertation ideas” Two ways for undergraduate and masters students to do ‘follow the thing’ trade justice research usinb our site. Screenshot from Sophie Burden’s coursework illustrating the second ‘intentions → impacts’ idea.
followthethings.com is an online store, a database of trade justice activism, and a research resource containing almost everything ever said about over 100 examples of trade justice activism: its intentions, tactics, discussion and impacts. This page outlines two ways in which this site can inform and inspire in-depth student research. Both are desk-based: a ‘follow it yourself’ dissertation that assembles a ‘follow the thing’ narrative from already published sources outside our site; and an ‘intentions -> impacts’ dissertation that focuses on one or more of our site’s compilation page examples (the ones with all the comments) to work out how trade justice activism works and what it can(not) do. This is an ideas page, one which you can share and discuss with your friends, tutors, supervisors and/or advisory board members. We provide below arguments from the academic literature that can justify and give focus to such ‘follow the thing’ trade justice activism research, some basic lines of enquiry, and some examples of student work on our site that can give a sense of what’s possible. Our background is in Anglo-American cultural geography, but the ‘follow the thing’ approach has been used across the arts, humanities, social sciences and beyond, and by students whose starting point could be anywhere in the world.
Page reference: Ian Cook et al (2025) Dissertation ideas. followthethings.com/dissertation-ideas.shtml (last accessed <add date here>)
Estimated reading time (includeing all FAQs): 43 minutes
‘What would you say to the person who made your … ?’ A ‘pop the bubble’ icebreaker task for trade justice education Selected poscards from our wesbite’s launch at the Eden Project in 2011 in slideshow above.
If you’re starting out some trade justice education – at any level, and with any students or public you would like to engage – it’s important to assume that they may already know and care about the issues you want to address. A simple way to find out is to a) encourage them to think about a commodity that’s important to them and then b) ask them what they would say to someone working in its supply chain if they had the opportunity. We have written about a couple of times when we have done this – when we launched followthethings.com in the Tropical Biome at the Eden Project in 2011, and when we were invited to introduce trade justice to a class of primary school students in Exeter in 2015. In both cases, this task needed a good prompt. At the Eden Project, the prompt was the Eden Project – the Tropical Biome was stocked with plants that are the sources of everyday commodities and their labelling and the design of the space made these connections. So we set up our card writing station to catch people as they walked by. In the primary school, the teacher asked the students what their favourite foods were, CEO Ian did some ‘who made my stuff?‘ research on a few, showed the class his findings, and the students were tasked to write to a corporation or supply chain worker that was mentioned with their thoughts. There’s always the option, if the writers (and their parents / guardians where appropriate) give their permission, of making this writing public, posting it online, tagging the corporations, asking for replies. The aim of this task is to gently ‘pop the bubble’ of commodity fetishism in order to encourage an appreciation of the work that has gone into making the things that people love to eat, wear and buy. This summary may be enough for you to try this for yourself. But we’ve also re-published a couple of blog posts below about our experiences of trying this out for ourselves.
Page reference: Ian Cook & Joe Lambert (2025) ‘What would you say to the person who made your … ?‘ followthethings.com/what-would-you-say-to-the-person-who-made-your.shtml (last accessed <insert date here>)
“Who made my stuff?” | example⏵ Gillete Razor Blades A ‘follow it yourself’ detective work task suitable for activists, journalists, filmmakers, artists, researchers, teachers and students CEO Ian’s ‘Traces of labour’ YouTube playlist embedded above. Can be used as a task / lesson taster. The jeans paper mentioned is Hauser (2004)
Behind the followthethings.com website lies a university undergraduate module called ‘Geographies of material culture’ taught be CEO Ian from 2000 to 2025. The first version of the module (2000-2008) encouraged students to do some online detective work to see if they could find out who had made a commodity that mattered to them. He wanted his students to appreciate if and how their everyday lives were made possible – in part – by the work done by supply chain workers elsewhere in the world. He wanted to them to find out, and think, about the responsibilities that they and others had for any trade injustices they found in the process. The results were always surprising, and Ian started to share some of their writing (with permission) with geography school teachers which led Ian and his students being invited to publish some in teacher-facing journals (see Angus et al 2001, Cook et al 2006, 2007a&b). Because this detective work always began in their personal worlds of consumption, Ian was invited to bring this ‘follow it yourself’ approach into a Geographical Association and Royal Geographical Society project called the ‘Action Plan for Geography’ (see Martin 2008, Griffiths 2009). This, in turn, helped the ‘follow the thing’ approach to gain a wider audience after it the GA and RGS wanted it to be included in the 2013 UK National Curriculum for Geography as a means to teach students about trade (see Parkinson & Cook 2013, University of Exeter 2014). Ian taught this approach to trainee geography teachers at the University of Nottingham who tried this out on their placements and wrote #followtheteachers posts for the followthethings.com blog (see Whipp 2013). It was also fleshed out in the ‘Who made my clothes?” online course that Ian co-authored and presented for the Fashion Revolution movement (Cook et al 2017-2018: see here). There’s one main principle in this ‘follow it yourself’ work: if you know how and where to look, you can find a connection between your life and the lives of others who have made anything that matters to you, anything that’s part of your life. There’s been an explosion of journalism, NGO activism, academic research and corporate social responsibility initiatives relating to trade justice since the 1990s that means that there are secondary data sources that you can find, sift and create a story about anything that comes from anywhere – or so it seems. Doing this detective work in groups can encourage diverse learners to share their expertise (e.g. by drawing on their experiences of living in different parts of the world, and being able to research in different languages: see Bowstead 2014). Doing it for younger learners can motivate them to write (e.g. by asking them what they would say to the person who picked the cocoa in their Milky Bar buttons, for example – see Lambert 2015). And doing his kind of thing as an academic researcher can help you to produce ‘follow the thing’ publications (see Taffell 2022). We have updated the advice we gave in the 2000s and set it out below as a three stage process: A – reading the results of other ‘follow it yourself’ research; B – choosing the thing you want to follow; and C – doing the ‘follow it yourself’ detective work to find out who made it for you and the trade justice issues that come with this. To illustrate what this research is like to do, what sources you can find where, and how to find and follow a productive trail, we have researched a new example from start to finish: who made Ian’s pack of Gillette razor blades? Just click ⏵ example to find out.
Page reference: Ian Cook et al (2025) Who made my stuff? followthethings.com/who-made-my-stuff.shtml (last accessed <add date here>)
Estimated reading time (including example detective work): 80 minutes
“How To Run A Subvertisement Workshop“ A subvertisement workshop designed by Eeva Kemppainen for Eettisen kaupan puolestary (Pro Ethical Trade Finland). Workshop video embedded above. ‘How to’ booklets available to download in Finnish here and English here. Eeva’s project blog is here. An archive of subvertisements produced by students can be found on Flick here. This page was originally published on the followthethings.com blog here.
Eeva Kemppainen took the ‘Geographies of material culture’ module that’s behind our site as an Erasmus student, did her Masters research at the University of Helsinki on the pedagogy she had experienced in the module and went on to work for the pro-Fair Trade NGO Eettisen kaupan puolesta (a.k.a. Eetti) in Helsinki. In 2014, she published a paper in the Finnish journal Natura (here) about ways in which her work for Eetti tried to engage students in humorous critiques of consumption and advertising through a pedagogy of culture jamming. In 2016 Eetti published Eeva’s booklet Medialukutaitoa vastamainoksista(also published in English as Teaching media literacy and the geographies of consumption) which set out how to run culture jamming workshops – like the one in the video above – and showcased the kinds of work that students produced. The booklet drew inspiration from a number of examples of trade justice culture jamming from the followthethings.com website. What can students examine, then cut up, rearrange and/or scribble on magazine adverts? They try to subvert advertising’s messages so that the information that is hidden – including the lives of the people who make what’s being advertised – is made visible. What they produce are called ‘subvertisments’. In this post, Eeva describes how she organises these workshops, and showcases some of the work that students can produce.
Page reference: Eeva Kemppainen (2015) How To Run A Subvertisemeht Workshop. followthethings.com/how-t-run-a-subvertisement-workshop.shtml (last accessed <insert date here>)
“Maquilapolis (City Of Factories)“ A participatory documentary film in Spanish with Spanish or English subtitles directed by Vicky Funari & Sergio de la Torre, with music by Pauline Oliveros with the Nortec Collective & John Blue for the Independent Television Service & CineMamás Film. Trailer and pay-per-view stream embedded above. Search online for other streaming options here. Read the film transcript in English & Spanish here.
Carmen Duràn and Lourdes Lujàn work in Tijuana, the ‘city of factories’, on the Mexico-US border. They work in factories on the hill making televisions and other COMMODITIES for brands like Panasonic and Sony. These multinationals treat this city as a garbage can that their workers have to live in. How can they fight back, claim their rights, their humanity? They take part in a participatory filmmaking project with directors Vicky Funari and Sergio de la Torre. The directors have been working with a local collective of ‘promontoras’ including Carmen and Lourdes for years. They have planned this project together for years. There’s been some filmmaking training and the promontoras take camcorders into the places where they live and work. The films they make are full of personality and a close attachment to place. They document life from these factory workers’ perspective. They document the ways in which these multinationals treat them as workers – especially when they leave – and how they treat the place where they live – as a dump for industrial waste that ruins their environment and threatens their health. They document their campaigns to clean up toxic industrial waste. In the process audiences get to know Carmen and Lourdes, to empathise with them. But the film also contains some surprising and beautiful creative scenes – often made in place of the footage that’s impossible to take inside the factory – that look like performance art. They want to show the intimate, bodily connection between the labour they perform, the commodities you buy (or are treated with in hospital) and the brands that you may be familiar with. And there’s some specially commissioned film music, made with a local music collective and featuring sounds from the factories. This is a gem of a film for anyone interested in trade justice activism. This is the film – with caveats – that these Mexican factory workers wanted to make and to show to the world. It’s one of the most intimate place-based examples featured on our site. And it was shown, deliberately, to audiences of workers either side of the US-Mexico border. Seeing empowered women like themselves struggling, resisting was an inspiration to many other women. And when the film hit the film festival circle, and there were panel screenings, the promontoras were there, answering questions alongside the directors.
Page reference: Rosie Buller, Melanie Bonner, Rebecca Lyons, Georgie Little, Tilman Schulzklinger & Jennifer Hart (2020) Maquilapolis (City Of Factories). followthethings.com/maquilapolis-city-of-factories.shtml (last accessed <insert date here>)
“Manufactured Landscapes“ A documentary film directed by Jennifer Baichwal, starring photographer Edward Burtynsky, for Zeitgeist Films. Trailer embedded above. Search online for streaming availability here.
Filmmaker Jennifer Baichwal follows industrial landscape photographer Edward Burtynsky as he visits factories, dumping and recycling sites in China and Bangladesh. His photos are stunning, beautiful, mesmerising and disturbing. Her film picks out the details and follows them, ‘unfreezing’ his photos in time. On the one hand, it’s a portrait of the artist at work. But, on the other, some say it’s a critique of the way that his work is more interested in the aesthetics than the politics and ethics of global capitalism. As he’s high above or far away trying to get a stunning visual composition framed and lit just right, she documents lives and livelihoods up close. People watching the film say that it transforms the cinema into an art gallery, as his photos linger long on the screen. Many remark on the ‘beauty’ of his work. It’s sublime. But is Baichwal’s film complicating these aesthetics with ethics? Or does his interest in capitalist industrialisation’s huge scale, order, patterns and visual contrasts ,and his eye for pollution, invite the viewer to see these ethics at play?
