By fostering long-lasting individual and communal connections can you elicit care for and engagement with the River Avon? Against a backdrop of catastrophic river health in Britain, this project seeks to enrich, deepen and transform Bristolians’ perceptions of their local river, with the aim of recentring the river’s place in the public imagination.
How does a qualitative, embodied approach to understanding/knowing water can be explored alongside the quantitative environmental data? How can we imagine and (re)-story water / rivers? What would a caring policy towards water look like? Is there a new space for policy within this affective domain between bodies and rivers?
How have different disciplines and creative practices approached the multiple temporalities of the Anthropocene? What creative techniques can we use to engage students and publics with the challenges of planetary environmental change?
How can researchers explore Caribbean storytelling and folklore as a social act of human self-possession, a means of sharing experiences, and a mode of affirming values? How have these storytellings been captured in archives and how are they told today?
Could rocks and samples held in geological collections, their associated histories and related indigenous worldviews help us all begin to understand more fully our relationships with the land and our planet, our past and global future, our cultural and natural heritage?
What can be learned from the way that Caribbean people tell stories and how this practice has evolved? How might we preserve these stories for wider audiences? And what is the most effective way to re-tell these stories in alternative formats for digital, potentially younger, audiences?
How does the concept of Peasant Popular Feminism influence socio-political roles within regional peasant organisations? How does it support women farmers in agroecological transitions? And how does it connect to peace-building?
How can people living in Britain today be supported to relearn interdependence with land? What is the role of humans as keystone species in landscapes? What does ‘indigeneity’ mean to different communities with different histories of relationship with land? And how do we ‘relearn’ practices of dwelling in and with land?
How will the Global North's net-zero 2050 transformations negatively affect communities in the global south? How can an international research group be established to begin exploration of this imminent issue?
What is possible in relation to living well with our clothing and environment? How can underground (and often marginalised) networks and communities offer knowledge and examples of sustainable washing practices?
How can we co-create knowledge with plants? How can academic researchers and art practitioners collaborate to consider practice-based approaches to studying plants?
How does a perspective on the body as a living archive of intergenerational memories inform approaches to migration and memory? How can an embodied and creative approach to ‘memory work’ help uncover, archive, and work through such memories? And how can this type of ‘memory work’ help migrants themselves redefine a sense of identity to live a better life?
What kind of future ethics will we have for living well with plants? How can technologically mediated encounters with plants be done ethically and sustainably? Will the future of space exploration require us to learn to live well with plants in novel ways?
What are women’s concerns and questions when contemplating motherhood in the climate crisis? What methods are effective in facilitating non-judgemental dialogue between women who have made different reproduction choices?
What are young peoples views on the constructions of gender within the school environment? How do these manifest themselves in everyday interactions with teachers and peers?
How do creative processes support mathematics teachers in becoming curriculum-makers in relation to issues of climate justice? In what ways do mathematics teachers reimagine their own classrooms in relation to issues of climate justice? What curriculum materials and resources do mathematics teachers make based on these imaginings?
How can space be made for meaningful interaction between the participants on how to optimise human-seal relations?
How can community creativity centering on communal gardening in St Pauls contribute to unmooring “traditional” Environmentalism from its white supremacist origins and on-going entrapping?
What are the final steps required to conduct a comparative analysis of the relationship between memory work and political protest in twenty-first century Latin America?
Can we imagine a time when we take responsibility for the health of our water systems? What might an arts practice look like as a result of this speculative dialogue?
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