Nuclear and linguistic fusion on the Energy Coast

I’ve never been too happy to wander lonely as a cloud up hill and down dale but recent visits to Cumbria and Lancashire are providing me with the chance to explore some of Britain’s most beautiful coasts in the North West: although my early moments have already complicated that stereotype. There’s the huge ship building … Continue reading Nuclear and linguistic fusion on the Energy Coast

The disappearing knowledge of the Hyperloop passenger: schools beware! Number 6 in the series: Knowledge, traffic and arts based research.

The hyperloop has hit the news again with dreams of tubing it from San Francisco to Los Angeles in less than 10 minutes. Everyone around the world will have their equivalent journeys and will marvel at the apparent ease at which such previously long journeys have been reduced to bats of eyelashes. In the UK, … Continue reading The disappearing knowledge of the Hyperloop passenger: schools beware! Number 6 in the series: Knowledge, traffic and arts based research.

Do you like my claw hand? Writers in Schools revisited

Roy, front of the class, is demonstrating through a simple walking exercise five things which are involved in writing: the children recognise these as the five senses - smelling, tasting, touching, listening, looking and Roy says you need all five in order to write a story. He elaborates by suggesting that it’s the senses that … Continue reading Do you like my claw hand? Writers in Schools revisited

Resistance isn’t Futile! Telling our stories of the Labour Movement

The Aspire Trust is one of the first groups in the UK to receive a Heritage Lottery Fund (HLF) All Our Stories Grant for its challenging and inspiring new project “Resistance Isn’t Futile: Combination, Mutuality, Solidarity and Aspiration”: an exploration of the history of labour movements and trade union activity in the North West between … Continue reading Resistance isn’t Futile! Telling our stories of the Labour Movement

Reading the Riots: who’s bringing the media to account?

I’m watching a group of young people perform a play they devised about the summer riots (or disturbances, if the R word causes you some difficulty). Some of the group were ‘involved’ directly; some were not. What does bind them though is they have all been ‘involved’ with the media’s responses to the events: they … Continue reading Reading the Riots: who’s bringing the media to account?

Reading the Riots – hearing the real evidence

I'm working as a researcher for the Guardian LSE Reading the Riots project in which they're trying to find the background and reasons for the summer disturbances from the point of view of the perpetrators, those who have been charged and locked up, or those who found themselves involved for one reason or another. The … Continue reading Reading the Riots – hearing the real evidence

“Mr Torpey Nick Sir!” messing with identity. Writers in Schools Revisited

Tony, a professional animation artist has entered a classroom of a High School in Liverpool and greets a teacher who is about to introduce him to the class he is about to work with that afternoon. Tony is visiting a school which he used to attend as a teenager. After having not visited the school … Continue reading “Mr Torpey Nick Sir!” messing with identity. Writers in Schools Revisited

The reassuring knowledge of the HGV driver: how schools could benefit. Number 4 in the series: Knowledge, traffic and arts based research.

There’s a lot to be certain about when you’re driving a truck. You know you’re more imposing than pretty much else on the road. You can see more, anticipate more and from the elevated position of your cab, can reflect more on the foolishness and antics of lesser road mortals. Your philosophical reach matches the … Continue reading The reassuring knowledge of the HGV driver: how schools could benefit. Number 4 in the series: Knowledge, traffic and arts based research.

The transgressive knowledge of the cyclist: who the f#!? do they think they are? Number 3 in an the series: Knowledge, traffic and arts based research.

Whilst the knowledge of the taxi driver is in a state of crisis, and the knowledge capacities of the bus driver under-exploited, the knowledge of the cyclist is both stable and fulfilled. Stable  in the sense that they know how to get where they want to go (ie sit on saddle and peddle like crazy) and … Continue reading The transgressive knowledge of the cyclist: who the f#!? do they think they are? Number 3 in an the series: Knowledge, traffic and arts based research.