The public discourse around youth violence is heavily focused on the imagery of weapons/knives and death and this has had an impact on strategic policy and policing practices. How do you want to disrupt this focus and instead create a craftivist art installation which focuses instead on the lost childhoods of young people who are involved in youth violence?
How can academic researchers and community partner organisations explore multiple creative methodologies to overcome the barriers to seeking therapeutic intervention for victims of FC/FGM?
What interventions can be developed to reduce stigma towards people who use drugs and OST? How can a story-sharing workshop shed light on drug stigma and the necessary policy to prevent it?
What do accessible, safe, and enjoyable accommodation provision in the homelessness/supported housing sector look like for autistic people? How can artistic visualization and participatory methods help uncover the needs of precariously housed autistic people?
How can researchers, community organizations, and local artists/creatives come together to explore the best methods of employing cultural and organisational assets to promote culturally-coordinated understanding and to improve wellbeing, child development, as well as community connectedness and inclusion?
How does the past influence the stories we tell about queer life in the present? What are the effects and by-products of living through and/or living in the aftermath of a moment of restriction and repression on sexual identity?
What research can be done into the practice of how to ethically decolonise rock and mineral collections? And how can we bring curatorial practice, poetry, academic thinking and art into the development of decolonising processes?
In what ways can the creative methods of craftivism support interdisciplinary climate change education in secondary schools? How might the creative methods of craftivism help young people to share, recognise and respond to climate change related emotion and anxiety? And how might involvement in craftivism improve secondary student voice and agency in responses to climate change?
How can we form a network of practitioners, artists and academics to talk about boys, men and masculinity? What impact could this have on male based violence?
How can we ensure that walking is accessible to all? Can experimenting with different forms of walking change our view of society, health, and history?
What is lived experience of “financial resilience”? How can we create community-led and – centered services to support them on that journey?
How can previous research and engagement with local communities through participatory methods be implemented in designing policy around community-assets and community-led economic development initiatives?
What is the perceived value of developing a set of guidelines for co-production co-designed by a group of disparate communities coming together to seek racial justice?
How have people experienced access to the cities’ streets, thoroughfares, and green spaces during the pandemic? What’s different between Bristol and Bordeaux? What commonalities are there? And how do people experience different forms of lockdown?
How can teachers be enabled to collaborate together at scale as researchers? What barriers and opportunities exist for teachers and academics in the South-West/Wales to collaboratively develop a methodology for teachers to collect data on climate change within their schools?
How are these young people experiencing education now? How has expulsion impacted their mental health, social connectedness, and emotional wellbeing? What are excluded pupils’ educational and wellbeing needs now we’re returning to face-to-face learning?
How can artists and researchers come together to create visualisations of injustice and resistance in contemporary food systems with the goal to explore disparities, inequalities, and the social/environmental problems inherent in industrialised food systems?
How can we create an effective discourse on legal protections and responsibilities in self-protective religious minorities?
To what extent can visual representations of living spaces offer an insight into the lived experiences and mental well-being of people in the HIV/AIDS community in the UK?
How can we explore the creative processes behind our different voices? Can the popular media of podcasts and short films assist the political process of constitution-making? How can we tell the history of Chile’s social movements from the perspective of the objects that shaped them?
How can the positive environmental actions of the community be properly recognized and learned from to enact future climate policy? How can this help address inequalities in post-pandemic climate and nature emergency responses?
How can we talk about trans lives by examining the life of a gender non-conforming woman from the past? How can researcher explore the life of Jenny Moore from the early twentieth century, and focus on how living outside the law shaped their identity and experience?
Can a collaborative filmmaking process provide an empowering space for refugees and asylum seekers? Can filmmaking be used as a critical tool in examining the current immigration system?
What are the forces that shape the structure our cities? How do pollution and slums impact urban development in the long run?
How can you source and generate content from languages and stories underserved by the wider publishing industry?
How can the NGO PHASE update its central 'Theory of Change' to respond to the developments of the organisation and the communities they assist?
What can life stories of Ken Pryce's sociological study teach us about living well in older age, living well with the past and living well with difference? How do they relate to the contemporary experience of young African Caribbean people and others racialised as black?
How do communities define, measure and experience wellbeing and resilience? How do community-owned spaces contribute to these characteristics? How can community-led regeneration thrive without being co-opted by commercial interests?
What can be gained from an international and interdisciplinary network, focusing on identifying communicative expertise in supervision meetings between children’s social workers and their managers?
How do families separated by UK Immigration Laws cope with uncertainty? How can they be supported? This research project seeks to experiment with new ways to provide support for those affected.
What kinds of collective care practices can nourish and replenish us emotionally and politically?
How did Brexit exasperate new and old anxieties about immigration, racism, class, and the so-called 'left-behind'? How can the academic community and city partners collaborate to undo the damage this caused?
How can a creative event on the untold stories of disabled activism provoke discussion, exploration and creative responses to both the intersections and tensions of activism in Bristol and the South West of England?
How can we design a peer support service for people receiving a diagnosis of dementia?
How can an awareness of local history improve our understanding of our community?
How can we draw together expertise from patients and their families, health service staff, Citizens Advice workers, academics and civil society organisations to develop an innovative scheme for providing a Citizens Advice Service within a District General Hospital?
Why aren’t children from Hartcliffe ‘on the buses’? Prompted by the experiences of children in Hareclive, this project uses arts-led methods to explore this important question, understanding the effects of “bus immobility” on the children of Room 13. It provides evidence to assess and challenge bus and transport policy in Bristol and beyond.
How might Bristol productively acknowledge its ongoing colonial legacy and contribute to the work of truth and reconciliation with Canada’s First Nations, Inuit and Metis people? What is the potential role of arts practice within this process? How might contemporary enactments, ceremonies, and rituals devised in response to the archival and material records of this history make visible Bristol’s role in north American colonisation?
What can we learn from the collective care practices of the Women’s Liberation Movement (WLM) to create a care toolkit relevant to contemporary contexts?
How can a database of information of events and movements that brought together Asians and Africans across national borders in the 1950s and 1960s be represented in an innovative visual way?
What methods can be used to reveal under-explored stories and create interactive digital maps of the social networks of Chile’s most prominent indigenous political activists in the early 20th century?
How can researchers to use new digital tools and community-led practices to develop and reveal hidden gems within the Feminist Archive South?
How can a Bristol Disability Human Rights Network be established by linking academics in Law to members of the Disabled community?
How can researchers come together with community members to create accountable systems to tackle the dangers of dog fouling?
How can augmented reality, creative practices and immersive technologies be applied to problems identified by architects, councils and community groups around engaging a broader range of people with local planning?
How can researchers expand the multifaceted issue of slavery and the facets of enslaved people's lives to a wider number of disciplines?
Digital Storytelling for Anyone’s Child brings together a historian with a creative technologist and a charitable thinktank to experiment with new interfaces for cross-continental digital storytelling about the human costs of the global drugs war in Mexico.
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