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Reimagining ideas from modern art as one way into thinking around contemporary artmaking

Books on modern art often have a number of things in common. They have primarily been concerned with European and American art. They also have a tendency to be historically structured around named art movements and the personal histories of recognised artists. If we reject the notion of discrete, hermetic, self-contained, clearly identifiable movements, and get beyond the individuality of

A Language of Contemporary Art

(As reflected in relevant articles, books, texts and exhibitions) This exploration into the language of contemporary art has a number of origins and was done for several reasons. Its origins stemmed from my decision, several years ago, to delve into contemporary art: in terms of trying to understand it better; in terms of trying to get a sense of how

the pasts and the presents: a small-scale public art activity

The challenge was to create a simple object to be placed in a public setting in a way that could interact with an existing sense of place, and potentially prompt new perspectives for users of that space. The place chosen was a major public square in central Birmingham (UK). This acts as a place for occasional protests and demonstrations, as

Aspects of the contemporary – a context for thinking about art

In another piece of writing, it was suggested that elements of thinking about art would need to be viewed within some understandings of the contemporary context. What is it about society today that shapes how art is produced, exchanged and consumed? What is unique today about the conditions within which artists work and audiences approach the art made? What follows

History of Castle Vale

Castle Vale is a modern housing area on the north-eastern edge of Birmingham (UK). It is unique in many ways and has gone through distinct sets of changes. The things that most people noticed on their first visit to the area, when it was first built as a housing estate, was the flat and open landscape and the very distinct boundaries which seemed to almost cut Castle Vale off from the rest of the city to make a little island of people. These features have recently been changed, and will continue to change into the future, but each change is dictated by past developments. To understand what an area is like now, it is important to understand its history. The history of the Castle Vale area can be traced backwards, layer by layer and then built up again as a sequential record of those things that made the place what it was at each stage of its development.

The history follows the changing fortunes of this one relatively small area of land from its beginnings as a swampy forest, through the feudal times of battling barons, through the growing industrialisation of Birmingham to the First World War, on through its life as an airfield, finally to the construction of the modern housing estate and the very recent improvements to that area. From time to time little excursions are taken into the wider history of the region but only in order to set the very local events within their wider setting and make them even more interesting than they already are.

The full history can be downloaded as a PDF here: History of Castle Vale

Gallery: a personal approach taken to photography

The pictures that will show in the gallery space, changing slowly from time to time, were taken across a long period of time starting in the early 1970s. Those from the forty years to 2011 were all taken on film. At least half were taken using a fixed 50mm lens camera, which led to the development of an approach where the photography involved a direct contact with the subject matter – up close even if not personal (Very few are of people).

That was not the age of taking multiple shots and selecting the best one; nor a time of firing off some nearly-right shots and editing them later. There was no in-store do-it-yourself cropping; no same-day reprinting. Those early shots were taken in the awareness that there was a maximum of 36 shots on the film, the film was then processed by sending it off in an envelope and waiting a couple of tense weeks for the prints or slides to arrive back in the post, hoping that there were no wasted exposures. The feeling was that each shot had to be right first time. Composition was paramount; exposure was critical; depth of focus was vital.

The same discipline was applied after I upgraded to a single lens reflex camera with interchangeable lenses that covered the range from macro close-up to telephoto shots of distant objects.

Out of more than a thousand shots no more than six were given any post-development treatment (and these were unwanted slides that were then deliberately distressed manually). Although the original negatives and slides have been digitised for inclusion on this website, this has been done on an ‘as was’ basis ie with no onscreen manipulation, no use of photoshop or other software, no messing with the original.

Photographs from 2011 onwards have tended to be digital but the original approach has remained with me – getting the shot right in the first place; no later manipulation other than some very minor cropping around the edges; and so on. I still feel that my photography needs to involve a close contact with whatever subject matter catches my eye.

Pictures included in the Gallery are simply ones from personal choice. They often connect across to other themes on this website – or might simply be some aspect of my own preferences at that time.

Some thoughts on the approach to change

Over the years I have been involved in various larger-scale programmes meant to change the ways that services get provided in a big and complex city. As part of the ongoing evaluation of one of these, the partnership I worked through was challenged to make more explicit its change-model. If it was bringing about system-wide change, how did it think it was it doing it? There seemed to be four interconnecting strands.

Although these applied at the whole-partnership level there may be value in looking at any use the tools listed may have in other contexts (eg at the level of a single organisation; within a family, at the personal interactions level) changing the wording slightly to match each context.

1. Making use of factors influencing for change

There was an early recognition that the partnership was being established at a time of rapid change and that it would not be able to work in isolation. It would need to be highly alert to its environment. By its very nature it was driven by, and in turn added momentum to, the planning processes within the several major service provider agencies in the city each of which had its own set of agendas and priorities outside of coming together as partners to focus on one specific set of developments. The partnership arrangements were established at a time of rapid national policy change and was expected to forge a way forward through the national changes that would have impacts across the area. The partners, collectively, needed to be rapidly responsive to (and able to feed back into) shifting national and local developments.

There was a shift to be made in the way that the partner agencies worked. All of them were traditional/ formal/ , managerial organisations used to fixed annual planning cycles, with budgets allocated annually against predetermined headings. Responding in more agile ways as contexts changed around them would imply a different way of doing things that might not sit easily with their established routines.

Tools used:

  • Turning any national and local reviews, reports and evaluations into a checklist of action points re changes to be made within partner agencies’ own activities
  • Regularly scanning horizons for changes and updating (e.g. checking internet updates; ensuring local receipt of key documents; securing appropriate involvement in national and local key groups)
  • Reading the waves; knowing what is coming re changes in local and national arrangements and strategies; interpreting wider trends for the local context, allowing partners to be in the right place when waves of change swept across the area.
  • Keeping some capacity for rapid reaction and repositioning of resources; not tying everything up so tightly that agility became impossible
  • Covering changed emphases through short term flexible team attachments; having a strong centrally-directed project-development approach
  • Close financial monitoring and continuous redeployment of resources to best effect
  • Setting times for outcome/vision focusing, ‘Where was it we were supposed to be getting to?’; identifying ‘distance still to be travelled’
  • Target setting, not as tick-box items that might get artificially met but as aspirations to be collectively achieved in terms of real changes to services or improvements in outcomes for groups of people; having an approach to action planning that was flexible and adaptable as the year went on

2. Managing change

The reasons the various agencies had agreed to work in partnership was partly driven by the availability of some shared resources (although previous models had seen one agency simply holding all the money and asking the others to join them in a required list of partners but not playing any active role after that), but mostly because of a shared commitment early on that things in the city needed to be changed and that this could only be done in collaboration, if real structural progress was to be made over the long term. There was a moral dimension as well as a pragmatic one.

Some necessary early principles were worked on:

The need to reiterate a common, consistent, transparent purpose; keeping to the same overall aim of changing the ways that mainstream services operate

Consistent leadership: pushing for change whilst appreciating the constraints that different agencies were working with

Repeated messages: establishing a culture of change that all could agree with

Strategic objectives: identifying a small number of key levers of change and using these as a framework for agreeing development activities year on year

Steerage: actively engaging particular senior managers from partners, those with the power to immediately change things within their own organisation

Flexible development team, not seconded to the partnership but continuing to work within their home organisation, but able to be brought together as necessary to focus on specific common issues: people with the ability to directly operationalise change back on the ground

Retaining sufficient/adequate resources to be able to respond when opportunities arise to push changes through ; includes keeping any central infrastructure/expenditure as small as possible so resources aren’t spent on internal processes

Ensuring reputation is built up through practice rather than through promotions (More of a ‘Get down to work’ focus than over-concern with high profile launches/publicity)

Recognising the respective roles both of partners and of the partnership ways of working; working in ways to avoid the development of boundary wars between partners by stressing the common cause

Tools used:

  • Early agreement of key principles and systems
  • Use of key intermediaries from partners, loosely attached as a network of knowledgeable practitioners/developers able to focus on partnership’s objectives from within the day-to-day work of their own organisation
  • Annual business planning, in shifting context – identifies the agreed progress to be made each year
  • Appraisal of development proposals by someone other than the organisation responsible for delivery
  • Partnership represented within key steering groups/ planning groups -able to influence things at their early stages of developments
  • Communications promote the work of partners (as much as promoting the partnership) keeping a focus on broad developments
  • Partnership level reviews undertaken of various aspects re strategic objectives. Partnership mechanisms reviewed annually
  • Early system-compliance work done to ensure that partners aren’t distracted by having to constantly do later remedial work

3. Leverage on Partners

The partnership was set up to operate through its partners rather than take on a high-profile up-front role for itself. This was quite different from previous partnership arrangements which had spent energy and resources on having their own building, their own dedicated large team of staff, their own separate structures, and a clear identity that others were expected to subscribe to etc. The partnership referred to here was to remain in the background, to be more of a way of operating rather than a visible structure, yet have powerful leverage on the plans and actions of the varied partners. This required some mechanisms for influencing partner organisations at a number of levels. This would entail leverage on the content of organisational plans; but would also mean exerting some leverage on the style of planning: taking organisations away from fixed annual planning, action charts etc towards looser, more flexible, more uncertain ways of aiming to bring about widespread changes to mainstream Activities.

Through a 3 level matrix of influence with partners (strategy level;

management level and doing level), the partnership was able to impact on:

Staffing capacity for change within partners

Leadership for change within partners

Culture/language of change within partners

Inter-relationships between partners

Quality of planning within partners

Effectiveness of operational mechanisms within partners

Use of partners’ own resources for development

Quality standards in partners’ own provider networks

Establishing and maintaining the reputation of partners i.e. partners’ capacity to implement change

Tools used:

  • Annual agreements between partners re the next-steps changes and each agency’s contribution to these developments (and how feasible and cost effective these were)
  • Quarterly monitoring of progress to keep momentum going; to identify any potential underspend for reallocation
  • Tracking back to identify the remaining ‘gap to outcome’, stress ‘getting there’ re strategic objectives
  • Working back from target outcomes – focus on numbers still to be worked with in order to get whole-system progress; no falling back on small-scale projects when things get difficult
  • ‘At the right time’ conversations across sets of people who are the best ones to focus on a specific issue, taking a task-and-finish approach. Few regularly scheduled meetings other than the minimum number needed for good governance.
  • Reviews at level of broad developments, each covering a range of developments within different agencies
  • Whole-system querying rather than worrying about small activity detail
  • Central structures kept small, and things done right, so that energies can go on futures-thinking

4. Key phrases are used to establish working culture

Most of the agencies’ core role was to ensure the effective delivery of their own programmes (at certain quality standards) for target client groups.

‘Changing the system’ needed a different way of thinking, and work needed to be done via the Partnership re thinking for change. This required a language for change, in the sense of a set of frequently repeated phrases used between partners to establish a culture:

being well positioned in shifting landscapes

keeping stable relationships with each partner, even where relationships between partners are not strong

the basic operating rules are well known, and complied with

promoting change as opportunity as well as necessity

communicating a compelling purpose for change – keeping an eye on ‘What’s it all for?’

inspiring trust, through behaviours – ‘This is the way we do things, isn’t it?’

adequate resources, deployed in agreed framework; ensuring that money doesn’t become the main discussion. Money (once adequate) is not as important as having properly planned ways forward

Tools used:

  • Rehearsing the track record of changes brought about – consolidating the success of how far we have come together
  • Repeated emphasis on work through the partners- it’s not about the partnership as a separate entity
  • Emphasis on getting there; descriptions of ‘How will we know when we’ve got there?’; focus on distance still to go in terms of desired outcomes for groups of people (even if the exact direction and speed of travel remained relatively uncertain).
  • Strategies clear yet flexible to use in context: key thrust kept to consistently repeated strategic objectives/purposes – not getting bogged down in fine detail of activity
  • Bigger picture regularly rehearsed: ‘What was it we were supposed to be doing; How does it all fit together?’
  • Support collaboration across agencies; language is that of joint and collaborative etc with dampening down language of fragmented and competitive
  • Right mix of leadership and management; linkage between bigger directional statements and day-to-day operational statements. Not all vague intents.
  • Keeping ‘progress’ the topic of discussions/meetings/plans/reports rather than letting agendas become dominated by a focus only on the money or procedures.
  • Critical friend role – challenge and support; stressing partnership not as an organisation, or as funding mechanisms  but as a function that supports organisations re change, but also pushes them to do that bit more.

This has outlined the responses when challenged to make more explicit our approach to bringing about system-wide change, across a range of partner agencies’ service deliveries, within a large and complex city through joint working across several years. It tries to capture the approaches taken as well as highlighting some of the specific mechanisms/tools that were consistently applied in order to maintain credible momentum for change.

Making all lessons more learner-friendly

In any group of learners there will be significant differences in the way that they best work. Teachers will want to reflect learning styles that take account of dyslexia, dyscalculia, and so on across the spectrum of learning differences. It is important to look positively on how the opportunities created by these ways of thinking relate to learning; but at the same time to also help minimise any difficulties that can get in the way of effective learning.

Learners will process information in different ways and have different levels of awareness of sequencing of words and letters, and links between sounds and words. Others may have little sense of number relationships. In particular cases this should lead to an in-depth assessment of specific learning needs. In general, however, there are practices that can be followed with all groups of learners that will give underpinning support to those with any level of difficulty.

There is no one specific set of activities that will meet the needs of everyone, given how different people’s needs are. There may, however, be relatively simple things that can be built into all learning situations and which will make it easier for all learners. These include the following:

1. Some general approaches, such as:

  • avoiding labelling; comparison with others.
  • avoiding undue pressure; discuss things that are found difficult;
  • recognising skills and abilities that exist, not simply focusing on difficulties and errors.
  • trying to identify those factors that seem to have biggest impact on learning. Use errors made as clues to how the learner is dealing with information presented. Look for patterns of errors.
  • asking learners about any issues they have identified for themselves; they are often the expert in their own patterns of learning
  • having high but realistic, expectations of success
  • acknowledging the effort put in by the learner
  • recognising that some people need to do things in a different way (because of ways different brain work) i.e. not a matter of simply ‘working harder’.
  • understanding that (for some learners) daydreaming, visualisation, fidgeting and fiddling about with things etc all have their place in an individualised approach to learning. Providing tactile resources and ‘toys’ such as stress balls may aid concentration.
  • helping some learners to benefit from self-organisation strategies such as colour coding; timelines; to-do reminders.
  • not expecting everything to be remembered in the same detail.

2. Handouts and other text materials that:

  • break up large sections of text using line breaks, bullet points, sub-headings
  • use large, clear type (e.g. 12 to 14 point); sans serif (or a learner’s preferred clear font). Usual preferred fonts are Arial, Comic Sans, Tahoma, Verdana i.e. rounded, simple fonts.
  • are printed on creamy, off-white or pastel matt paper. Avoid patterned backgrounds. The learner could try out text printed on a range of coloured paper to see which works best for that person. This could lead to a fuller assessment of colour preferences, which is a more specialist task (usually for an optometrist).
  • are left-justified; well spaced lines (e.g. 1.5 spacing)
  • avoid italics; whole word capitalisation
  • avoid underlining (which changes the visual shape of letters)
  • avoid abbreviations and acronyms
  • are written in clear, succinct style
  • have space lines between paragraphs to separate ideas into different blocks of text
  • use headings, bullet points, lists, numbers, indents to give structure to the document
  • have some text within borders (but avoiding text-boxes) could help
  • accompany text with simple pictures or line diagrams if this helps with clarification.?? Using charts and diagrams to outline the bigger picture
  • use colours to highlight different key aspects
  • have short lines; make sure sentences don’t begin at end of a line
  • avoid starting new page mid-sentence

Even better may be to have text in digital format. This allows the learner to select their own preferred font, size, spacing, colour of text and background; and to be able (with text reader software) to isolate difficult words, to select key passages, to highlight to help reinforce word recognition; to link to an electronic dictionary.

 

3. If a learner needs to see the whole picture first (why things are being learnt, how new knowledge relates to what they already know, and how any parts relate together), then it will be beneficial to:

  • discuss the subject; whole topic; whole text before looking at any detail
  • explain the purpose of the overall task and how it is relevant to the learners own situation, before getting into specific instructions
  • use mind maps or spider diagrams
  • use story boards or flow diagrams for learners who still like to see a sequence in what they plan
  • go from particular concrete examples to more abstract generalisations when trying to draw general conclusions
  • Provide a context for learning; make it relevant; involve learners in process; let learners know how they are doing.

4. As far as is practicable, teaching and learning should use a range of techniques (and avoid persistent repetition of methods that have failed with that learner in the past). The menu could include:

(a) Support for learning

  • 1:1 support; recognising that learners are not all the same and that some may need additional specific input
  • access to highlighters; tape recorders; lined coloured paper; pre-drawn blank mind maps
  • access to text-to-speech software; voice-recognition software; electronic dictionaries
  • use of computers to enable planning and redrafting
  • use of colour coding for resources; using different colours for different tasks
  • adding mime and gesture to words

(b) General approaches to learning

  • Keeping instructions short and well sequenced
  • only small amounts of new information introduced at any one time
  • making the most of a learner’s high interest or passion in a topic as a vehicle for learning
  • multi-sensory (auditory, visual, kinaesthetic) methods. Using both a varied range with the group and some work differentiated or personalised to preferred styles
  • supporting use of humour, colour, stories, images (remembering that each child will be different in their response to these)
  • opportunities to learn by trying as well as being told
  • use of role play; use of games (e.g. to consolidate vocabulary)
  • use of pictures and diagrams to give clues
  • same content organised and presented in several different ways
  • no disconnected rote learning but linking to things already known. This is not the same as maintaining routine and repetition in learning, which may still be important
  • not having to copy from a book or screen; little use of worksheets
  • key words selected from text and taught, within the overall context; building a bank of key words related to the topic
  • pointing out patterns where these exist. Stressing any patterns or visual features to the words; stress also any interesting auditory patterns
  • grouping information and linking to a visual image, use of mind maps, flow diagrams, story boards
  • opportunities for rehearsing, repeating, practising; opportunity to check back on facts and instructions
  • opportunities to try out strategies to boost memorising, for example mnemonics, jokes, story-telling, and active visualisation
  • learning tasks that are given immediate practical application

(c) Giving feedback

  • prompts and specific feedback given, as soon as possible
  • feedback on some meta-processes, about how an individual best learns, e.g. ‘You usually confuse ‘b’ and ‘d’; so check back for these’
  • not overloading feedback with corrections
  • not using sarcasm

(d) Internal/external conversations

  • frequent opportunities for learners to verbalise their understandings and rationales for the strategies they use to solve problems.
  • Opportunities for each learner to talk to another learner about what they are doing.
  • Encouraging learners to talk before and after tasks to reinforce understandings

(e) Practising writing and reading

There are many things that can be suggested re improving reading and writing. Some commonly recurring ones include:

  • reading and writing linked to meaningful contexts (rather than approached as an abstract exercise)
  • taking time to find out what strategies for reading and writing work best
  • providing some structured teaching of how sounds and letters are linked, where this is appropriate; deliberate teaching of literacy skills
  • use of regular practice times
  • practising sentence jigsaws, where ends or beginnings of cut up sentences are colour coded
  • using writing frames; use of diaries as support
  • consistent build-up of continuous cursive writing, in a flow to improve speed, on lined paper
  • reconstructing cut up text by matching to clear pictures already in sequence
  • ‘look, say, cover, write, check’ method to learn spellings (alongside other methods) to ensure a routine for consolidating learning into long-term memory
  • practising sequencing; segmentation; categorisation; identifying patterns; rhymes and alliterations; exploring words and the differences between them
  • re-reading of familiar texts to consolidate reading strengths
  • reading collaboratively, in pairs or small groups
  • providing lots of opportunities for daily practice, reading daily, reading together or alongside a tape

Summary

This overview has been drawn from a range of sources and sets out the commonly-recurring pieces of advice about what every teacher can be doing with every group of learners in order to open up learning more. It has been shared with a number of agencies whose prime focus is supporting learners.

It is a set of prompts to be reflected upon. It is a thinking tool rather than a checklist. Most learners need a range of approaches. In trying to cover generalised approaches, it does not remove the need for some learners to have access to more specific assessment and support.

 

What’s the big idea?

The thinking behind the structure and development of this site comes from a number of sources. At the personal level it is a key component of a planned transition, over a five year period, from being a full-time salaried employee to being a fully-occupied retired person with motivations, interests and a valid set of contributions still to make. The first year, 2011, saw me leaving behind forty-four years of working to try to make things better for adults and children through planning, developments, initiatives etc in Birmingham, England. My work had always carried titles such as director or manager – of planning/ development/ learning, and so on. This was so much part of my personality (or became so through practice) that any future activity would still have me strongly directing myself, still looking at developments and new ways of doing things/seeing things, through a framework that balances planning with flexibility, and still have a strong emphasis on learning/finding out/exploring.

Above all, any developments would be ones where I continued to feel excited by following a number of existing interests: writing for a range of purposes; thinking about contemporary art and creativity; an interest in photography; a background in social research and evaluation; puzzling over ideas concerning the nature of evidence and progress, notions of complexity and emergence; a long-standing interest in the possibilities of different ways of making situations so interesting that learning gets automatically pulled in to extend them; a desire to better understand marketing and production of creative content; a recognition that all of this is possible from home, from coffee shops, on trains; that there was a great deal for me to still understand about the social value of digital communications; and so much more ….

As one part of previous activity I managed a website that was used for promoting writing and developments,  2011 was to be a year for reshaping that website, building up more content, thinking about what might be of real interest to others, and beginning to consider how best to tell others that any content existed.

The starting point for much of the thinking was that the website-building could follow these same processes ie would shape itself over time (rather than be fully structured from the start), that some ideas would grow whilst others might fade away, that the site would have sufficient openness and linkages to allow vague ideas to be followed up, to allow for a sense of enjoyment (rather than being a chore, with deadlines and endless maintenance), and that along the way there would be so many things for me to learn about. At the same time there would be an overall framework (from the things listed in the earlier paragraph) and there could be commitments made via the site that I would then feel obliged to try my best to fulfil. In these ways I would be managing a website that itself would be managing how I spent my time. I would be structuring the development of something that, at the same time, was structuring my own development.

The approach offers a light-touch mechanism to think about writing, research, creativity and artistry in broad terms. This isn’t set out in advance. There is no linear chart of the way things will unfold. There is a sense that any thinking may end up being somewhat paradoxical; emerging as it goes along in a self-organising way. So, the thinking and the developments will not be rigidly ordered but neither will they be disorganised. Any particular paths taken will not be heavily structured but neither will they be chaotic. The whole enterprise carries an aspect of being a bit risky and unpredictable, but hopefully won’t end up becoming unstable and out-of-control. It may be messy, branching, tentative, amendable, feeling incomplete and even contradictory; yet have some sense of direction, a sense of purpose and an identifiable overall tone.

At the end of 2011 the framework for taking all of this forward is largely in place in a way that is open enough to allow further development activities to arise. 2012 would be a year to press ahead with things without it all becoming burdensome or boring for any of those involved. After each six month period there might be a review of where it has all got to, and where it might still be heading: the journey so far and the paths open to roam along. After two or three more years I will certain know whether it has been of any value to anyone, whether it is worth continuing with; and I fully expect that by the end of the 2015 it might all be taking on a different shape. We will just have to wait and see.

Given the way that the contents of this site are likely to change and emerge over time, there is hopefully a deliberate feeling of contingency and possibility rather than the main purpose being to work up a range of products to sell or information to promote. Part of the enjoyment is in working through all of this and ending up with a narrative that seems sufficiently credible. It is, in itself, a story in the making – even if initially, at least, it starts as a tale I tell myself.

Birmingham already has a long and varied history of supporting development of ideas at many levels, within the city. There is a similar long history of creativity and socially-focused thinking. This activity, under the banner of The Word’s the Thing, is one small piece of this much larger jigsaw of activity. Its main aim is to produce a range of texts and images and make them openly available to a wide audience, within Birmingham and beyond.

All the development activities will be undertaken in good faith. Although, ultimately, any claims to ownership will remain jointly with Birmingham Core Skills Development Partnership and Forward Thinking Developments Limited any developments will be shared openly for non-commercial uses, trusting that others will acknowledge the source. The outcomes of any activities are meant to be used in a wide variety of appropriate ways. The hope is that a range of people will enjoy it, discover something to think/talk about, and want to share it with others in order to stimulate some broader thinking about language, ideas and developments.

That is all very well but if that is as far as it goes then it is still a relatively small idea, a modest enterprise.

In a world where so much communication is characterised by strident voices, by slick soundbites, by self-promotion and general lack of sensitivity, by a focus on celebrity status and possession of commodities -whatever gets undertaken should have some potential to go beyond that and to demonstrate that there is a place for collaborating to meet the needs of others, for honesty and integrity, for things done for fun and with enthusiasm without being too frivolous, for a degree of modesty and humility, for opening up the complexities of debates and not closing them down to over-simplifications, and for trying to push regular thinking a bit sideways to see what happens.

Things are still at an early stage and may never get that far but much of what is already emerging is about people, about relationships, about things interacting, and about society. This gives some potential for being of value.

Some things are already beginning to take a certain shape. Without everything necessarily being predetermined, the approach being taken means that whatever is attempted will take on a particular feel. It is unlikely (for example) that the developments will have much in the way of action gaming, or links to humorous video clips. Not that these are ruled out, it is just that there are more likely to be chunks of text. That is the medium I am comfortable with at the moment. What matters more is what is done with that raw material. There may seem to be an over-intellectual drive behind some of the emerging developments rather than attempts to engage with the current political and economic difficulties faced by so many people. It could be seen as a distraction from real-life issues; as playing with ideas rather than dealing in realities. I can only paraphrase that there may be nothing so practical as a well-thought-through idea when realities are often constructed by the ways they are described. Whatever gets done is certainly intended to avoid deliberately making things dense, impenetrable or exclusive. Nor does it mean that various real-life activities are not being engaged with in other ways.

This is a new (and non-commercial) enterprise and, when setting out on any commercial enterprise, people are often advised to think in terms of a target audience or a niche market. Certainly there are people I have in mind: people who might be interested in what is being developed. These are people who may be willing to stop and stare, to linger over things, to consider and to puzzle. There are others who may choose to dip in, collect a few fragments and hop off again, making their own linkages and connections. There are likely to be others who come, look and leave; hopefully not too disappointed and hopefully willing to revisit from time to time.

So, whilst there is a strong desire to have a range of people visit and take up things, this is unlikely to be thought of as driving customers to the site. Invitation, choice and uncertainty are more valued than any desire to force people in a certain direction. There probably won’t be the construction of a large database of people to be bombarded with offers; but there will be the invitation to sign up to getting occasional updates on how things are going.

When I hold such people in mind it is more in the sense of friends, visitors, potential allies etc. I do not have them in mind as clients or customers. The openness should encourage links to the work of others. There are already signs of ideas from here sparking off thinking elsewhere. There is the potential for things to go way beyond a simple ‘one person staying busy’ set of activities. This begins to edge things nearer the potential for stretching towards a bigger idea. I have committed a proportion of my energies, over the next few years to 2015, to explore where any of this might get to.

 

Contemporary art: Is it possible to claim any sense of progress?

Art history is often presented as a series of fragmentary stages, movements and schools with one arising out of, or in parallel with, or in reaction to others. In other descriptions, art is portrayed as the manifestation of individual emotional or conceptual drives. Alternatively art is presented as arising from changes in social, economic or political contexts; or linked to developments of available media out of which art can be constructed. Such descriptions rest on phraseology that has contested, varying meanings for different people.

Apart from settling on a notion of what constitutes ‘contemporary’ in relation to art (Art since 1960/70s? Recent Art? Art of now? Art produced by living artists? etc.) there are issues of identifying what it is that might separate contemporary art practices from previous ones. One might, for example, settle on four drivers: globalisation, post-colonialism, sexual identity, and commercialisation; and look at the interplay of these in establishing the contexts within which various examples of contemporary art have been/ are being/ might be produced. Another perspective may wish to identify local or international concerns that repeatedly tend to feed through into the thinking that wraps around contemporary art. Examples of such concerns may include: identity, history, time, place and so on.

Except possibly to insiders within various groups or practices, none of this necessarily represents any formal sense of progress. Contemporary art can simply be seen, not as a development on previous art nor as a precursor to future practices, but simply existing in its own right and on its own terms. This, in turn, raises questions about what meanings can be ascribed to terms such as ‘development’ or ‘progress’. We are then left having to make sense through three highly variable terms: progress; contemporary; art.

At the wider level, notions of progress have been linked to Western, enlightenment-rooted, rationally-based ways of defining the world and our existence within it. Variants within this see progress as inevitable; or as the result of technical mastery over natural forces and the environment; or as a result of intellectual mastery over superstitions and irrationality of beliefs.

Counter to these runs a sense that progress somehow involves retrieving things that have been lost – a sense of connectedness, an appreciation of humanity, an acceptance of difference, and so on.

Art has variously been taken as representing the emerging, developing culture it sits within, or as independent of broader cultures with the artist acting as a free-wheeling creative individual, or as the creative front-runner of a society yet to be realised. Within two of these there are clear notions of progress through art/society interactions. Within the third there may (or may not) be the idea of an individual’s art practices developing, maturing, progressing over time.

With the emergence of new art markets (eg in the new Russia) or the emergence of recognitions of different sources of contemporary art (eg Australian aboriginal art; Chinese art etc) people who manage art commercialisation and art markets may say that there has been a contemporary set of expansions to the market and to feel this to be progress, if not in the art itself then within the marketing of art.

Again in opposition to the idea that there is a natural, essential, beneficial sense of progress there are viewpoints that the world and our position in relation to it (including any notions of culture/art) are fragmentary, transient, contingent, and only having any meaning as we are willing to attribute to it at the time. One recent key idea about contemporary art is that there should be no precise ideas about it. This implies accepting multifaceted definitions around diverse and overlapping art worlds that are simply contemporaneous. Attempting to avoid grand narratives, however, doesn’t necessarily preclude attempts to work out smaller scale agreements or clarifications of difference. There will always be views, even if different and fragmentary, about what art might be for (if anything) and its relations to identity , place-making, language and social relationships.

Within all of this:

Is there any sense within which there can be said to be a certain set of developments; a set of flows forward (from something to something else)?

Is there a feeling of progress and progression (or is there merely stasis)?

Is it possible to identify newly emerging themes and approaches?

Since the above was written there have been articles on:

The nature of ‘contemporary’ and?the nature of ‘progress’

Sides and Edges: Tales from another place

Cultures and structures interplay to shape our lives, our politics, our expectations and so on but, at the same time, we remain unique identities operating as interacting sets of thoughts and feelings, constructing the worlds we operate in. Within a context that is already partly made for us, we rub up against each other’s lives as thoughts, feelings, words and actions. For better or for worse.

This may require us to show different sides of ourselves at different times. Some of us slip into these various roles as easily as slipping on a new coat. For others negotiating a way forward that retains an integrity of self whilst meeting the varying expectations of others can be an overbearing and difficult task, with gaps showing as edges that no longer quite match together.

The interplay between structure and agency (whether put forward as economic/social; genetic/environmental; determinism/free will or any other such bipolarities) has fascinated thinkers and researchers throughout history. Much of what has passed for social research boiled down at its core to considerations of basics such as these.

People evolve and so do ways of thinking about, and describing, the world. At the personal level, the emergence of my own theorising about social issues has shifted under the influence of number of conceptual inputs from a range of sources. An early one was a passion for the notions gathered under the banner of Symbolic Interactionism[1]. This emphasised micro-scale social interactions and brought together thinking from urban sociology and social psychology, exploring how people act towards situations based on the meanings that things have for them. Within such frameworks, people derive meanings from their definitions of the situation, their social interactions being modified through interpretations and impression management. Their identities are thus fluid things that are constantly being constructed.

Key amongst other influences on my own thinking were views linked to notions of social ecology and systems thinking. One aspect of my unfolding understandings of social relations drew on the work of Bateson[2] who argued that there is neither individual nor society as distinctly separate units but a system that connects both organism and its environment, that puts agency and structural contexts in the same framework. Not ‘either/or’ but ‘both/and’.

Going through the required adaptations and accommodations to the influences of structuralist and post-structuralist thinking led me on to a much stronger emphasis on notions of social construction. For a summary of this approach see Burr (2003)[3]. This then offered a framework within which knowledge, language, social processes, power and identity could be seen as interweaving in ways that were quite fragmentary, contingent and shifting.

‘Individual action’ in these terms became possible when people were able to understand the various discourses that define their lives and were able to act upon, or act against, such shared definitions.

Whilst language and power had a crucial place within all of this, there was always the danger that theory could outstrip people’s lived experiences. There was a view that people’s actions had become so theorised about by others that their own voice had been lost (Krippendorff,1998)[4].

On the broader scale, social research has constantly shifted its focus in ongoing attempts at explaining the complexities of shifting social ideas and interrelationships – sometimes with factions taking sides for and against emerging notions, sometimes blurring previously well-defined edges. Social theory is itself transient and dependent.

At the practical level social research themes have, recently, been shaped by the mix of funding availability and the current policy concerns of national bodies. There are arguments that research has become limited in scope by these restrictions and that there is little opportunity for serendipity or for researchers to simply follow their own lines of thought just to see where it all leads.

In the first few years of the twenty-first century I was a lead researcher on one national substantial piece of such research. The main focus of that research programme need not concern us here. What it opened up, for me, however, was a number of additional opportunities that , as research director, I could ignore as irrelevancies or could follow up as an additional line of personal interest research. In addition to the main prescribed research I could do additional work on the side, just for fun.

Being fixed in that particular place, over a three year period in the first decade of the millennium, engaged in the main research activity, opened up the possibility for me to be an active participant[5] in the daily life of that one small town somewhere in England. I won’t be any more precise than that as to its location because there are compulsive problem-solvers out there who will use such clues as there may be to track the place down and to leave the people, who acted as my research base, open to personal identification.

Suffice it to say that the area was not a large city; nor a rural village; that it had a large enough population to be able to be described as mixed in terms of class, ethnicity and housing types. It had, in common with other areas, undergone changes in population; had had streets renovated as part of redevelopment schemes. It had its share of fast food outlets, retail units, and charity shops. It had students, old people, shopkeepers, manufacturers, unemployed people and ill people.

It had its fair share of people who might be defined as criminal or odd or obscure. These slightly ‘off-normal’ people were far from being the subjects of my main research drive but increasingly became the focus of my attention as an observant resident of the places and activities that were their social context.

It was these people who were talked to, with the initial intention of possibly writing a novel at some stage in the future. Many people had interesting accounts to give of their lives and these people began providing character clues that were jotted down. The idea of using this material as the research for a novel was rapidly overtaken by an overwhelming interest in what these people had to say for themselves, and what this meant in terms of their views of what was happening in their community – which then spread from there to become a research activity to explore the interconnected richness of their varied accounts rather than to simply document specific individual eccentricities or extremes.

The bulk of the accounts came from people who could, on the surface, be described as ‘seemingly quite ordinary’ but who, in their own descriptions of their lives, had interesting facets to their lives. The examples that have been included in the research accounts represented only 20% of the total conversations held and were selected simply on the basis of being ‘interesting’ [6]. There were no clear criteria for defining this but it was usually only too clear when conversations fell well into the other 80%. The bulk of these other conversations were soul-destroyingly empty and uninteresting. These haven’t been totally discarded as, in themselves, they do provide some insights into small-town interactions, and may yet come to feature in some future account of what forms the bulk of English time-passing talk about weather, transport, TV, illnesses, relationships and so on.

There was an early decision to be made about the identification of the accounts that were selected. Simply issuing each with a reference number seemed to detract from the humanity of it all. What was needed was a phrase that captured something of the context of the person and which also reflected the fact that these situations were not fixed and static but were part of a journey that each person was in the middle of. Initially these were referenced as stories, to reflect this sense of narrative, but in English culture the term stories can also carry the meaning of falsehoods/inventions. These accounts were, so far as could be told, genuine reportings of residents’ perceptions of themselves at one particular time. ‘Stories’ thus seemed an inappropriate label.

At the start of this research I was reading Chaucer’s Canterbury Tales and it seemed appropriate for each of the research accounts to be seen as a tale told by one of a loosely-bound band of people who, whilst geographically relatively fixed by this specific small town location, were collectively journeying their way through lives that intersected or were in broad parallels. There was also a semantic fondness for the notion of the journey, with its connections back to the French ‘jour’ and the feeling that many of the respondents telling me their tales were taking things day by day; giving daily accounts of their existences with an insecure sense of what the next day might hold for them. Ultimately each account was given a title that reflected the person or their situation and referred to it as their tale, as told to me.

The tales arose out of conversations rather than structured questionnaires of guided interview schedules. These however, were not simply conversations on any topic just to pass the time. They were deeply personal, often quite revealing, conversations about the person’s view of themselves and their place in the world. The accounts were sometimes consolidated from more fragmentary excerpts gathered through recurrent, fairly extensive conversations across a range of topics. In these cases, in compiling the accounts, attempts have been made to capture the respondent’s own voice but at the end of the day the accounts have had to exist mediated through my own editing across several somewhat disjointed or rambling conversations, with the danger that some of my own phraseology may have been unintentionally inserted in the process. More often, what is presented here resulted from single, short, intense conversations which provided their own very memorable phrases and imagery.

On no occasions were the conversations recorded (ie were not interviews, in the popular sense) but were always written down immediately after the interaction, reliant on a memory that proved fairly reliable and which improved with use. Where natural breaks in the conversation occurred (visits to the toilet, going to the bar to order drinks etc), full use was made of these to discreetly scribble down rough notes, significant phrases, key facts etc in a pocket notebook. Certainly I became adept at spotting and recording significant constructions and killer phrases. The words recorded in the accounts (in The Tales) are as faithful as possible, under these circumstances, to the ones used at the time but are not guaranteed as exact quotations. What this research made use of, then, were less than fully worked up case studies of people but were more than simple snapshots of isolated passing casual interactions.

Some tales carry the names of the respondents. Mostly, however, names were omitted, or changed, to further protect the identities of people who had agreed to give information about themselves only on condition of anonymity. Sometimes, and it will be obvious where this is the case, the content revealed things that bordered on criminal or illegal activities. The respondents did not offer this information immediately but reached this level of revelation only after a number of less exposing conversations. They were often clearly nervous about what they were saying or, alternatively, showed a guarded bravado about the whole thing. In either case they ultimately ended up, quite rightly, demanding anonymity. Often, a reluctance to be identified was because people were consciously offering up details of only one aspect of themselves and did not wish to be overdefined by these particular fragments.

At the whole-report level the title ‘Sides and Edges’ was selected. This was a relatively simplistic device for capturing the feeling that here was a set of people who were living at the edges/on the margins; who were constantly on edge; who were edgy/had edgy personalities. There was also, emerging from the accounts, a sense that they were unintentionally taking sides/being on different sides. There was, additionally, a more oblique sense in which a proportion of the residents were slowly toppling over onto their sides ie not totally upright, not securely standing tall. All of this may seem a bit speculative (or even far-fetched) but the title still appears to encapsulate the overall outcomes from the range of accounts.

As it progressed, this offshoot of my main studies increasingly connected across to the thinking from my main research – drawing, as this did, on systems thinking, the work of Bateson, links to theories of complexity[7] and psychogeography[8], and linkages to thinking I was doing at the time on pseudorealia ie things that are treated as objects/facets of everyday existence’s realities but which in reality are imaginary constructs of the person (and the role that words/language play in these processes of social construction). In light of this there may have been some unintentional bias in an attraction to respondents’ accounts simply if they contained such linguistic aspects or linkages to other current thought processes.

This research had, for me at least, clear links back to the Mass Observation[9] movement at its peak throughout the 1940s. The recorded fragments from that work were initially seen as an important way of getting a sense of the state of the nation at a difficult time, from provided accounts of everyday activities; were later discounted as a disjointed jumble of relatively valueless subjective jottings; and finally came to be regarded as a valuable social history archive of academic interest. It is quite possible that this collection of tales and their subsequent analysis may be similarly viewed as being substantial or trivial.

The accounts were collected as simple tales but an initial deeper exploration of the texts was immediately possible. A selected group of readers scanned several of the accounts and were able to easily identify a number of recurring issues which they listed as emerging puzzles or questions. The outline questions, emerging from these reflections on these accounts, began as relatively obvious ones:

  • Can we ever fully understand what drives other people’s everyday lives?
  • Can one really know the extent of someone else’s crankiness, phobias, prejudices, passions, levers etc – or do these things only exist in a distributed form throughout the personality of the other person and can only be merely glimpsed partially, from particular angles?
  • Is it possible to get inside another person’s viewpoint and, if so, would this be healthy ie can one interact intensively with another and not be changed oneself? Do we have hard edges as individuals or do we have fuzzy edges that get exchanged with others as we interact?
  • To what extent do individuals’ senses of self arise from internal, psychological factors and to what extent do they arise from within the social constructions that occur via interactions with others and with structures of power?

Repeated readings of the accounts allowed a greater number of such recurring issues to consistently emerge. These then formed the beginnings of a number of possible analytical frameworks against which the accounts are currently being further explored and tentative conclusions reached.

From my initial analyses, one possible framework that emerged links together the following notions, in a web of overlapping interconnectivities:

  • multiplicity, simplicity, complexity
  • structure, agency, determination
  • self, identity, relationships, interactions with other people
  • power, authority, dominance, status
  • fragmentation, consistency, unevenness, change, difference
  • pattern, interconnections, linkages between things and events
  • structurings, financial and social systems
  • interactions with things or places, reference points
  • evidence, conjecture, invention, imagination, what counts
  • time, sequence, space
  • appearances, representation, imagery
  • realities, authenticity, truth
  • belief, prejudice, ideology
  • language, meaning, metaphor, codes
  • social construction, discourse
  • essence, nature
  • causality, linearity, circularity, oscillation

This was one of a number of possible such analytical webs which provided opportunities to position, and draw understandings from, the various accounts told as tales by the various people encountered.

There is a sense in which each tale made little sense on its own and that it was only when the tales were reflected upon as an interacting set that they began to make more sense – paralleling the notion that it is only when individuals interact, using language as a powerful tool, that patterns of meanings get constructed and reinforced.

Any framework of meanings, drawn from reflecting on the accounts, became an accounting system through which it was possible to begin to glimpse the collective perspectives of the community of respondents. Connections were then made between individual tales, interpersonal understandings and collective definitions of realities. This kind of ongoing analysis, through sifting over and over to uncover the interconnections, is a process similar to knowledge-archaeology. Similar constructions and reconstructions of common understandings of community have been researched elsewhere[10].

The outcome of this will, hopefully, be a better understanding of how a range of influences can emerge into prominence, inhibitions or encouragements within the varying structuring of people’s understandings of themselves, their perceptions of others and their abilities to operate in non-linear webs of emerging potentials.

A sample of the data tales from this on-the-side strand of research is simply presented elsewhere on this site. They are offered here, however, as raw accounts with no attempt at this stage to describe the wider conclusions or undertake further substantial analysis.

Since the analysis has not been fully worked through, this interim publication is not easy to classify. It is not a research paper, in the traditional sense, written within the constraints of refining it down to a set of conclusions as a published piece of research. At the other extreme, however, nor is it a simple journalistic reporting of a set of ‘a day in the life of …’  accounts meant to be read once and discarded.

The research recordings are presented here as accounts to be reflected upon appropriately by each individual reader. This opportunity is offered in a spirit of joint exploration, offering an invitation to readers: Make of it all what you will. In this way readers of the accounts are drawn in as co-researchers.

I shall, of course, continue with my own analyses and refinement of the web/framework outlined earlier and shall, in time, publish my own insights. Others may begin to do their own thinking and draw their own conclusions after a sustained reading of the accounts.

Others may end up reading these reports, knowing that others will also have read them, which opens up the potential for discussions out there in the real world (however we choose to define that). Through those real-world conversations and discussions further analysis may be possible through ongoing reflections, attempting to see patterns of patterns. The way forward in all of this is far from clear.

It is also possible to imagine someone (albeit maybe with little else to do) setting up activities dedicated to discussing and analysing these Tales. It is also possible to imagine such reflections finding their way into seminars and content of various courses. In a number of ways the ongoing analysis could spread itself as a distributed activity, done day by day, with no certain ways forward.

This kind of ongoing interconnectedness of reflection on the tales, through linked systems of systems, gives a somewhat unique edge to the work. It is offered here in a spirit of adventure. Make of it what you will.


[1] Blumer, H. (1969) Symbolic Interactionism: Perspective and Method, Berkley: University of California Press

[2] Bateson, G. (1972) Steps to an Ecology of Mind, New York: Chandler; (1980) Mind and Nature, Bantam Books; (1991) A Sacred Unity, Harper Collins

[3] Burr, V. (2003) Social Constructionism .London: Routledge

[4] Krippendorff, K. (1998) Ecological Narratives:Reclaiming the Voice of the Other, at www.asc.upenn.edu/usr/krippendorff/ECONOLOGY

[5] For a discussion of the issues associated with participant observer research methodology see Robson, C. (2002) Real World Research, Oxford: Blackwell

[6] ‘Interesting’ here is purely a subjective judgment, but one made in the light of what might count as really-useful research knowledge.

[7] Goldreich, O. Complexity theory at www.wisdom.weizmann.ac.il/~oded/cc.html; Bovet, DP and Crescenzi, ,P (1994) Introduction to the Theory of Complexity. London ;Prentice Hall: Taylor, M.C. (2001) The Moment of Complexity. Chicago: Univ ofChicago Press

[8] Coverley, M. (2006) Psychogeography, Pocket Essentials; Stein, H. F .(1987) Developmental Time, Cultural Space: Studies in Psychogeography. Univ of Oklahoma Press

[9] Hubble, N (2006) Mass Observation and Everyday Life, PalgraveMacmillan; See www.massobs.org.uk; see also wikipedia.org/wiki/Mass-Observation

[10] Bateson G. (1996) The Social Construction and reconstruction of Community, PhD Thesis, University of Central England (Now UCB). Birmingham

Place: Some initial thoughts

The term place has been defined and used in a number of different ways by a range of writers. Some geographic locations are judged to possess a sense of place, a characteristic that other locations may be judged as lacking. Within this view, place is a perception of the location held by people (rather than being solely a function of the location) and is associated with characteristics that contribute a uniqueness, a specialness, an attachment, a belonging and so on.

On this basis, space is often taken to refer to structural aspects of a physical setting whilst place refers to the use of the space by interacting people. (An example is Eva Hornecker: Space and Place – setting the stage for social interaction. Department of informatics, University of Sussex).

Some writers make the same distinction but using the alternate labels ie place = functional, organised, mapped; space = personal, used, practised, open to interpretation.

Geographer Yi-Fu Tuan (Space and Place: The perspective of Experience) has outlined a spectrum of different interpretations. He added ideas of time and outlined how place, space and time interact through different understandings of them. He suggests that space can be associated with freedom and that place can be associated with safety. At the same time he suggests that place does not necessarily always have a positive set of associations; a sense of fear might also go with a sense of place.

His definition of place derives from the idea that a place comes into existence only if people give it meaning and differentiate it from wider, un-special space. Once a locality is named, described, mapped, identified etc it becomes separated from other localities and takes on characteristics and values of its own. If these characteristics then get built upon/built up by social processes then the locality gains a stronger sense of place.

The view that space (as an environment of objects) merely represents a located set of opportunities whilst place arises from sets of mutually-held cultural understandings about behaviour and action, is also put forward by a range of other writers (eg Re-Place-ing Space, Steve Harrison and Paul Dourish, Xerox Paulo Alto Research Centre and Cambridge Lab). For them place is a location that has been invested with understandings about cultural expectations, behavioural appropriateness etc.. They are spaces that hold some form of value – in the way that a house may also be regarded as a home. A place overlays a space but has had something added, whether this be a social meaning, a set of conventions, or some cultural belief or understanding.

Residential differentiation, for many people in modern societies, creates such collective identities and sense of place. These help to reinforce and protect (from change/deviation) the locality’s key cultural heritages through transmission of cultural awarenesses and residential ties. There are links from ideas of place to ideas of community, although both are concepts open to variable interpretations (The Social Construction and Reconstruction of Community, G Bateson, PhD 1996, University of Central England  now Birmingham City University).

Some writers reverse the distinction above and see place as the geographical location which is transformed into space by people walking/talking across it. Others distinguish geometrical space from anthropological space – the first being given/existential and the second being constructed/produced in realities or in dreams etc.

Whichever ways round we wish to use the terms, the sense of a place may represent a strong identity felt by residents, visitors, or people studying the locality. Such an identity goes well beyond the opinions of single individuals and is the outcome of collective social processes (which, admittedly, depend on the interactions of individuals). It can be added to by being written about, painted, photographed or captured in music – any of which may be in response to natural, geographical features of the local landscape or in response to human activity across that landscape.

Writing about places takes a number of forms. Where these go beyond mere factual descriptions, in which the reader is given a tour or is presented with a map/layout, the more evocative writings about places invite the use of metaphor: sayings/stories/images that organise the ideas about a place. There is a belief that space is transformed into the place by the application of stories, beliefs, interpreted practices and so on. These are not discrete things: Stories, for example, act as one way in which relationships can be interpreted and reinforced or changed within a broader culture. The ways that places (localities or organisations) rely on stories is a fruitful area for analysis.

Whilst space and place have been described as distinct things, in reality they are much more interrelated. Space is not an abstract set of geometrical arrangements but a setting for people to act out their everyday lived experiences. Phenomenological approaches, such as those of Merleau-Ponty, (eg Phenomenology of Perception, New York Humanities Press, 2002) make use of the idea of situated space. Dourish sees social actions as embedded in settings that are cultural and historical as well as physical (P Dourish, Where the action is: the foundations of embodied interaction, MIT Press 2001). Hornecker points out that people cannot escape spatiality. Space surrounds us, we operate within it. Through this people appropriate space, interpret space and imbue it with meaning. Interacting with space brings psychological meaning for people.

The distinction between space and place may be further extended when considering cultural activity via social electronic media; although maybe this simply requires the space to be defined as some form of an electronic location and a sense of place developed through electronic social interactions of various kinds.

There are different views of the extent to which the people using spaces can be regarded as active, creative artists or as passive, consuming, users of space. Michel de Certeau (The Practice of Everyday Life, translated by Steven Rendall, 1984, University of California Press, Berkeley) points out that although social research methods can study language, tradition, symbolism etc it has difficulty explaining how people accommodate these things in their everyday life practices. He sets out the tactics available for these people to reclaim a sense of autonomy in the face of commerce, culture and politics; and argues that the study of everyday life practices is one way of penetrating the obscurities that these things bring. Amongst the everyday practices are the inhabiting of spaces – walking in cities and so on. As people walk through cities they weave spaces together in particular subjective ways. These cannot always be satisfactorily captured objectively (eg through drawing maps to trace routes taken, as maps try to fix too rigidly the flow of life) since it is the experience of walking, of passing through spaces, that counts.

Understanding place thus implies attempting to understand how and why people interact with specific kinds of environment in particular kinds of ways. People may not come entirely fresh to an environment. Childhood experiences of a primal landscape may be one key influencer of how they might respond, as may significant later experiences that carry strong emotional values for the person. Such experiences are often ones mediated through family, community, culture, nationality and so on. Where childhood experiences are strong influences, the particular landscape can form part of the structuring of the individual’s personality – acting as reference points against which other places may be later evaluated.

Place is thus associated with personal dimensions, psychological dimensions, cultural dimensions and so on. Yan Xu (Sense of Place and Sense of Identity; East St Louis Action Research Project, 1995, University of Illinois) sees sense of place as a factor that is able to make an environment psychologically comfortable or uncomfortable, and able to be analysed through variables such as legibility/readability; perceptions of and preferences for the visual environment; and the compatibility of the setting with the human purposes in action there.

Part of developing a sense of place is defining oneself in terms of a particular locality. (Topophilia: Yan Xu 1974). Understanding why people hold the views that they do has been a rich strand of exploration in sociology, human geography, anthropology and urban planning. Analysts of social action have often been additionally interested in the ways that place or setting might influence individual and collective actions.

Ervin Goffman (The Presentation of Self in Everyday Life, 1959, Penguin, New York) uses a theatrical metaphor within which different modes of behaviour and interactions can occur ‘frontstage’ or ‘backstage’. Anthony Giddens (The Constitution of Society, 1984, Polity Press, Cambridge) used the notion of locales which go well beyond being simply spaces to incorporate the ways in which such settings are routinely used to constitute meaning within interactions. William Whyte (City: Rediscovering the Centre, 1988, Doubleday, New York) provided detailed descriptions of how streets were used for social interactions within a changing city.

Placeless spaces are often associated with landscapes that have no special relationship with their specific location (eg ‘This hotel room could be in any city in the world and you wouldn’t be able to tell’). The link is often that such spaces are mass-produced to standardised formats, mass-designed or over-commercialised. It has been described as there being no sense of ‘There’ in that place.

Again Yan Xu, analysing people’s remembrances for significant places, identifies the potential for feelings of loss of place (a humiliating loss of a sense of past, present and even future), placelessness (the distress at not having or being able to attain a sense of place) and rootlessness (an alienation brought about through lack of continuity or an overwhelming sense of change in the place).

On another tack: If places are socially constructed through the social uses of localities, does this just happen or can it be made to happen, ie can places be made? Placemaking as a term began to be used in the 1960s/70s by people interested in the role of landscape in the design and development processes. These built on the work of people such as Jane Jacobs (The Death and Life of Great American Cities, 1963, Random House, New York) and William Whyte (The Social Life of Small Urban Spaces, 1980, Conservation Society, Washington DC), both of whom offered fresh ideas about designing cities for people to live in.

At the same time writers such as Henri Levebre (The Production of Space, 1974.) was looking at how cultural spaces were made, used and reproduced through continued practices. Social space came to be seen as being constructed around everyday lived spatial practices, conceived ideas of what is meant by terms such as space, and perceptions about what spaces represent for people. Places were spaces that could be remembered: could bring emotions, recollections and memories to mind. It became feasible to think more in terms of emergence, of produced possibilities. (Elizabeth Ellsworth: Pedagogies and Place: Design, 2005)

The architects and planners influenced by these writers were concerned with the ways that constructed forms might influence the daily experiences of people interacting with those plazas, buildings, waterfronts etc.. Architects and planners became concerned with producing spaces that act as places. One aim was to design places that connected into the rest of the locality through a sense of sameness yet retained a distinctiveness, a difference, about them.

Particular cases have been argued for engaging residents in placemaking eg within regeneration activities (an example is the 2010 publication by the Scottish Government: Partners in Regeneration – Participation in Placemaking) and for the place of public art in cultural placemaking through fostering social and psychological relationships between individuals, communities and localities.

At a time of proposed shifts towards a bigger society there have been proposals for more open-source approaches to placemaking, using digital/social media to get collective views on the development of cities and other places. The open calls for views, the crowdsourcing of attitudes, and the broad electronic exchange of information are all aspects of this.

This piece of place-based writing has intended to begin an exploration of some of the various approaches to ideas of place and space, how one may be related to (or built upon) the other, the emphases that might be available for residents, planners and writers/artists to use in relation to the determining of a sense of place for any locality, and how this might rely on the use of storytelling/interpretation-making. Hopefully some of this will be developed further.

Adventures with some Stans

The whole ‘Stan’ thing came up a few years ago when, just out of some vague curiosity, I asked the people I was with about countries and their place on the globe. Most people (who were all from Western Europe) could immediately identify North America, although too many of them upset the one Canadian present by seeing Canada as part of the USA. All could fill in several of the countries around the edge of Africa and draw a big circle in the middle saying ‘I think that’s the Congo or somewhere’ or ‘That is probably somewhere like Zambia’.

European countries were relatively easy for most people to name, except for the bits that had fallen out of the former Yugoslavia. People could put in the larger bits of the jigsaw like India, China and Russia but were then left baffled by the big hole left in the middle. Even when I gave them the countries’ names they didn’t know which went where or how big they were relative to each other. It was like a black hole. There was little known about them at all beyond some basic facts about Pakistan and, to a lesser degree, about Afghanistan.

In that sense, to people in the western world (and all such categorisations have their own difficulties) there are other countries that are relative unknowns: Kazakhstan, Kyrgyzstan, Uzbekistan, Tajikistan, Turkmenistan: and those are just the formal country ones. There are many other regions that spread themselves across the straight lines of empire. The politics and history of those countries and regions are fascinating to those who want to be fascinated by it all. To others, I suppose it’s nothing more than strange names of no great consequence, but then they maybe haven’t read their history. The Great Game and all of that: Russians and British competing for the attentions of the leaders in those parts. Diplomacy, spying, intrigue and subterfuge galore.

The Central Asian republics are gaining ground again as countries of great interest as places with reserves of natural resources, as places in strategic positions in the shifting geopolitics of an emerging new world, and as places that lie at the intersections of north and south/ east and west.

In parallel to that line of thinking was a similar question to groups of people I knew: How many famous people do you know who were called Stan(ley)? Each time the same few names came quickly … but the list soon ran dry. Famous Stans were in short supply. It became a bit of an obsession to track them down, to list them, and to see how much could be found out about them.

The creative jump was then to imagine a group of Stans (ie people called Stanley), real or from books or films, gathered as a tour-group to go on an imaginary visit to the Stans (ie those Central Asian regions and countries whose names ended in -stan). Readers are invited to come up with their own collection of Stanleys and imagine what they might do on a fictional virtual trip round those fascinating countries.

At some point in the future I may write my own version and put it here in case it is of interest to others. Meanwhile, it stays as an interesting line of thought.

Prospectus for First Great Imagined Tour of the Stans

We have in mind a potential series of imaginary tours of people called Stan(ley) to countries whose names end in -stan.

Representatives (Caricatures, if you prefer) have been nominated to take part in our First Great Imagined Tour of the Stans. This tour is proposed as a stretch of the imagination, a thought experiment, a virtual bit of fiction. It is based on an interpretation of what might be possible when several people (probably a group of six), all with the name of Stanley are brought together from their different contexts to undertake a virtual adventure in the Stans.

FAQs:

Will there be flies? Swarms of them

Will there be extremes of weather? From baking to freezing; from desert to deluge

Will there be adventures? Most assuredly

Will there be servants? Yes and No. Undertaking such a tour will rely on local guides, taxi drivers etc but these are less servants more equal adventurers.

Will women be allowed in the group? Clearly so, as some of the world’s most intrepid adventurers have been women, Obviously they will need to comply with the basic criteria for this tour ie will need to be called Stanley.

Will the participants be real people? In the real world there are people with the names of the people selected for this tour, with their own histories and characteristics. In real life it would be almost impossible for them to have even met, never mind go on a tour together. The six people to be taken on the imaginary tour are not these real people but are representations of what such people might be in some parallel universe. Beyond the name and some basic facts of biography there is no intended similarity between the real and imagined Stanleys. The adventures are absolutely fictitious. (This is a fine line to write around but it is clearly stated at the outset that there is no malice or praise of any kind intended towards the people who have/had a reality in the current world)

Will there be a report of the trip? Yes. The trip is expected to cover around thirty imaginary days. At the end of this stretch of time, once the characters have exhausted themselves they will be retired and a full report written.

Actual travels, in history, through the -stans

There is a Central Asian area made up of several countries whose names end in -stan. In the minds of ordinary residents of places such as Britain the naming of places in this part of the map is less familiar than for the surrounding areas of China, Russia, and the subcontinent of India/Pakistan/Bangladesh. It hasn’t, for them, had a presence as a unity in itself. Why might that be? The central set of countries has, throughout history, been subject to the comings and goings of various empires and conquerors. This has left behind a somewhat fragmented view of boundaries and areas, with smaller areas lost under the greater banners of Empires and Republics.

To many in the western world these parts of Asia may have seemed too distant, too remote, too different (and, to some, even too unimportant seeming) to worry about what they might be called. From a western perspective it has the feel of being a lost region.

At the same time the area had, for much of recorded history, been the main artery for trade between East and West and between North and South. It was an area that spanned a major part of the Silk Road. It contained the established routes that any traveller would take. It carried the materials, the stories, the inventions, the rumours and deceits, and the ceremonies and joys from land to land.

There are a number of well-established commercial companies that organise specific tours from the UK to Uzbekistan (because of the attraction of its heritage sites) and other places. There are also clearly visits of large numbers of UK citizens to Pakistan because of the shared populations and histories. More locally, in the -stans, there are agencies that will arrange trips throughout Turkestan, Kyrgystan, Kazakhstan, etc. Even today, travel across parts of the region is not simple. Some parts are considered too dangerous for independent travellers to journey into.

There are, however, various accounts of journeys across those regions. What follows is a small, and somewhat arbitrary, set of suggestions for further reading:

On Horseback Through Asia Minor – Frederick Burnaby

In the winter of 1876 Captain Frederick Burnaby rode a thousand miles from Constantinople/Istambul to explore what the situation was as war was about to break out between Russia and Turkey. With his servant, he spent five months riding across winter landscape before riding the thousand miles back for a ship home to England to write a best-seller. He had already published ‘A ride to Khiva’; was claimed to be the strongest man in the British Army at the time, able to carry a small pony under each arm; he had a 47 inch chest; he was fluent in a number of languages and wrote in an exciting style. (By one of those quirks of serendipity if I look out of the window of the place where this article is being written I see, in the nearby cathedral grounds in Birmingham, an obelisk memorial to Burnaby with ‘Khiva’ inscribed on one side and the man’s face looking back at me.)

More recent accounts (at the time of writing this) are:

Extremes along the Silk Road – Nick Middleton

A description that connects with the history and geography of the area (and which also describes travels in China, Tibet and Mongolia), describing the Silk Road not as one superhighway but as a network of connecting overland routes built up over time.

Shadow of the Silk Road – Colin Thubron

Over eight months this modern traveller used a variety of modes of transport to cover more than seven thousand miles from China, across central Asia, across to Turkey. This describes the events that occur on the trip, the scenery and people encountered , and how the ancient world is adapting to modern changes.

A carpet ride to Khiva – Christopher Aslan Alexander

The author travelled to Khiva, in Uzbekistan, as part of writing a guidebook but ended up staying to establish and run a carpet-making business with local residents. He lived there for seven years – long enough to be able to capture everyday life in detail, with all the contradictions and absurdities that can characterise many places.

There are many, many more for those who want to follow actual travels across the -stans.