Brisbane, Fri 20th Sept. 2019. Nina and Leki joining 350,000 Australians protesting for Climate Action.
Last month, Leki and I joined 350,000 Australians nation-wide – and millions of people in over 150 countries worldwide – who hit the streets to rally for #ClimateAction. In Australia, there were mass rallies in 8 capital cities as well as 104 other centres. This day of action is known as ‘the student strikes for climate action’ and is led by Swedish Teenage climate activist Greta Thunberg.
8-year old Luca, who I had the pleasure of working with recently on a project, also went to the Climate Rally. I asked her if she could a guest blog post about what the event was like – and luckily she said yes. So here it is!
Thanks so much to Luca for putting this together!
Here is a few photos I took from the rally. See Luca’s review below.
Image: @courtwhip
Luca’s review of the Climate Action Rally (Brisbane).
On the weekend I went to the Climate Strike with my family.
We all made posters and marched in the city to fight climate change.
While we were marching we did lots of chants about global warming and saw some great posters that others had made.
My favourite said “It’s getting hot in here so take off all your coals”.
At the march I saw lots of people of all different ages. There were many kids there as well as adults.
At the beginning of the march we listened to talking and started a chant.
Then we started walking through the city. There were about 30,000 people at the protest.
I found the protest fun and exciting but my favourite part was marching around Brisbane.
As regular readers of this blog know, I am undertaking my bicycle PhD with Griffith University, School of Professional Studies. I am using Feminist New Materialisms (FNM) to explore how bicycles enable or constrain rural African girls’ access to education. I need to better understand FNM (which is essentially Quantum Physics applied to Social Science/Education). To do this, I want to read, talk, process and write about FNM with others who know what the heck I’m on about as a way to bounce ideas around and learn more.
We
meet once a month and the time came around pretty quick for our September
meeting.
I
was delighted!
2nd Feminist New Materialisms Special interest Group (FNM SIG) Meeting
In keeping with the ethical intent of fNM, Sherilyn and I intend using our forum as a way of flattening power hierarchies within and across the Academy. (We are currently co-authoring a publication on this exact topic).
This means that, as our meetings progress, we will be showcasing research from experienced (academics) and emerging researchers (candidates). So we invite all the participants to let us know if they would like to present their research ideas/dilemmas to the group for some open and honest feedback, or as a way to process and work through areas of research ‘stickiness’.
At
this FNM SIG meeting, we have a guest presentation by Prof Simone Fullagar and
Dr Wendy O’Brien (and Dr Adele Pavlidis who unfortunately could not make it) whose
book, Feminism
and a Vital Politics of Depression and Recovery, has just been published.
See more about the book at the end of the post.
Congratulations!
Image: Palgrave
After their presentation, we had open question/discussion time before moving into a group activity in order to collate some key terms that have emerged thus far.
The stimulus materials (see 2 attachments) for this meeting were provided by Prof Fullagar. The materials are an extract from their new book (Introduction) and an article that is structured around an interview with Karen Barad – a much quicker way of accessing her ideas than reading Meeting the Universe Halfway.
In their informal presentation, Prof. Fullagar and Dr O’Brien shared insights about what it was like to conduct the research, how the process impacted them and some ‘moments of rupture’ they experienced.
The discussion was super interesting as different people were triggered by different aspects of what was shared. I am very keen to hear more about how people are actually applying FNM approaches in practice. This is one of the first opportunities I have had to read FNM work (readings) and then directly question the researchers who have undertaken a full-scale FNM framing. Insightful and inspiring!
We
all felt the time went too quickly – we could have talked another 2 hours at
least!
It
is an aim of mine as co-convenor of the SIG to have an activity that collaborately
produces some sort of output for each meeting. For this session it was a Wordle – Word Cloud.
We
wanted to capture some of the key terms or concepts that the participants are
aware of – or that came out of the readings. Here is what we created:
GU GIER: FNM SIG 2nd Meeting. Wordle
It was a very moving, inspirational and generative session.
Like many other who attended, I went back to my desk and made
copious notes about what had bubbled up for me and what aspects has resonance with
my own bicycle PhD research project.
Here is more info about their book: Drawing upon insights from feminist new materialism the book traces the complex material-discursive processes through which women’s recovery from depression is enacted within a gendered biopolitics. Within the biomedical assemblage that connects mental health policy, service provision, research and everyday life, the gendered context of recovery remains little understood despite the recurrence and pervasiveness of depression.
Rather than reducing experience to discrete biological, psychological or sociological categories, feminist thinking moves with the biopsychosocialities implicated in both distress and lively modes of becoming well. Using a post-qualitative approach, the book creatively re-presents how women ‘do’ recovery within and beyond the normalising imperatives of biomedical and psychotherapeutic practices.
By pursuing the affective movement of self through depression this inquiry goes beyond individualised models to explore the enactment of multiple self-world relations. Reconfiguring depression and recovery as bodymind matters opens up a relational ontology concerned with the entanglement of gender inequities and mental (ill) health.
My abstract for the upcoming Pedagogies in the Wild Conference has been accepted!
This is great news because I already have an abstract accepted for the international 2019 New Materialist Reconfigurations of Higher Education Conference(Dec 2-4th 2019) and this conference follows straight after (4-6th December) and is at the same place – the University of the Western Cape (Cape Town, South Africa).
I am working towards a research trifecta: 2 conferences and fieldwork in the one trip.
This conference is being affectionately referred to ‘the D & G conference’.
That is because it focuses on integrating the work of two highly influential scholars whose work is transdisciplinary and has had ‘epic consequence’ in many fields – Deleuze and Guattari. Gilles Deleuze is a philosopher and Felix Guattari is a psychoanalyst. Some their most influential works are: Anti-Oedipus, What Is Philosophy? and A Thousand Plateaus. They have written extensively together on an array of topics. In particular for my project, their work has been foundational in extending New Materialists understandings.
The Pedagogies in the Wild Conference 2019 is being run for the third time and is solely focused on unpacking, exploring and apply Deleuze-Guattarian thinking and approaches.
As many regular readers of this blog know, my research is complexified by interrogating various aspects of power relations – such as gender in/justice, post-colonialism, and what/who are academic/research/educational ‘experts’.
The session I will be presenting is based on a publication I currently writing with my amazingly brave PhD Supervisor Dr Sherilyn Lennon.
Title: Cycling-with-through-and-on the edge of the PhD supervisor-candidate relationship: A post-humanist bike ride to a different place.
Abstract: Traditionally, the PhD supervision relationship is predicated on a supervisor as expert – supervisee as learner/novice model of knowledge transmission. Most of the supervisory work is performed either on the university campus or via digital channels that allow the ‘expert’ to direct the conversation and establish the performance expectations for both candidate and supervisor. But what might be possible if the formalities and associated materialities of this power structure were to be disrupted and reframed?
This session presents insights that emerged when a PhD candidate and her Supervisor shared a bayside bicycle ride in Brisbane, Australia, to see what would happen. While the candidate was an expert
bike rider, her Supervisor was far less experienced and somewhat anxious about
her (st)ability. The bicycle ride was viewed as a
way of deliberately disrupting and displacing traditional notions around
academic performances, spaces of learning and who gets to navigate.
What emerged was surprising,
revealing and uncomfortable.
The bicycle ride enabled
encounters with/in the world/self that worked to queer the way in which both
Supervisor and candidate understood their relationship. We contend that the
candidate/supervisor relationship is an iterative and dynamic entanglement of
forces wherein subjectivities, bodily performances, past experiences, fears,
technologies, planned and unplanned encounters are forever and always
entangled.
Influenced by Baradian philosophy,
this session focuses on the material-discursive-affective phenomena that
emerged as the experience of riding-with the candidate/supervisor. In this way “systems of entrapment that manifest power relations in the academy” and “instigate codes of conduct and…exclusionary practices that can limit how academic knowledges…are produced” (Charteris et al., 2019, p. 2) are able to be troubled, re-thought and re-balanced.
My PhD Supervisor Dr Sherilyn Lennon and I on our bike ride. Sat. 22nd June, 2019.
What is Pedagogies in the Wild Conference 2019?
Here is more about the conference: The recent #Rhodesmustfall and #feesmustfall protests have set South African higher education on a new course towards transformation, focusing on equitable access to higher education, Africanisation and decolonisation.
Similar movements have reverberated across the globe,
addressing issues of neoliberalism, for example in Canada, the UK, the
Netherlands and Chile; racism, as in Ghana and the US; and curfews on women
students in India.
This has raised important questions regarding knowledge
production; continuing structural racism, patriarchy, homophobia and
transphobia; the use and value of western theorists in research and curricula;
and who gains epistemological and physical access to higher education.
On the other hand, we have seen many productive junctures
between pedagogy, education studies and the philosophy of Deleuze and Guattari.
In particular, there has been a focus on cartography, schizoanalysis, corporeal
theorising, rhizomatic learning and nomadic thought in socially just
pedagogical praxis.
These junctures and innovative genealogies and
methodologies can both address these issues and be further improved and made
more precise by engagements with what it means to transform and reconfigure
pedagogies and practices in higher education.
Image: Pedagogies in the Wild 2019
My Conference Stream – Topic 2. Spaces, Spatiality and Unschooling
Topic 2. Spaces, Spatiality and Unschooling: Places of/and/un/Learning in Higher Education
How can we challenge assumptions
such as ‘knowledge belongs to experts’ in favour of
materialist/experimental/experiential collaborations in teaching and learning?
Expanded Conference Topic 2
Higher education spaces are usually considered in relation
to how they optimise student learning and, increasingly, how they optimise
marketing potential to attract new students.
In addition, meanings of ‘space’, ‘place’, ‘environment’ and
‘context’ are often elided, and it is taken for granted that learning happens
in classrooms, seminar rooms and lecture halls.
Such discourses take space for granted as a neutral background
on which human endeavour is located.
Unschooling (in a meta sense rather than the narrow sense of
homeschooling) resists this kind of pedagogy in favour of building real
communities and replacing dry, nationalist agendas with different kinds of training
programs, learning opportunities and methodologies, apprenticeships,
internships and mentorships.
Unschooling thus represents a material politics aimed at
genuine social freedom and enjoyable learning. Normative ways of understanding
space and schooling are challenged by Deleuze-Guattarian understandings which,
instead, conceptualise space as an entangled ‘constellation of human–nonhuman
agencies, forces and events’ (Taylor, 2013: 688) within which objects, bodies
and things do surprising and important if often unnoticed and mundane work as
material agents and actants.
Theoretically, such work draws on and takes forward the rich
traditions of feminist and postmodernist understandings of space developed by
Doreen Massey, Henri Lefebvre, and Deleuze and Guattari’s philosophy of space and
striation.
This theme therefore wishes to open up debates about higher
education spaces by considering questions such as:
What is the role of architecture, design and infrastructure in higher education?
How might the materialities of higher education spaces and places be conceptualised via inter-, multi- and post-disciplinary frameworks?
How can we take account of the importance of places of informal learning?
How does the iterative materialisation of space-time-matter come to matter in higher education spaces?
How is higher education being spatially reconfigured in relation to global flows of bodies?
Which/ whose bodies matter in higher education spaces?
What new spatial imaginaries are needed for higher education to thrive?
How can feminist new materialisms in its overlaps and divergences with Deleuze-Guattarian philosophy aid us to produce new understandings of space-place-matter entanglements in higher education?
How can we challenge assumptions such as ‘knowledge belongs to experts’ in favour of materialist/experimental/experiential collaborations in teaching and learning?
What kinds of material and affective potential does unschooling offer us for thinking about curriculum development in Higher Education.
In this post, we look at a recent publication by Mike Lloyd, entitled The non-looks of the mobile world: a video-based study of interactional adaptation in cycle-lanes.
Mike Lloyd is
an Senior Lecturer in Cultural Studies with Victoria University (Wellington,
NZ). His research interests include ethnomethodology, sociology of everyday
life, cycling and interaction and more recently video methodologies.
I initially contacted Mike after reading his article about
NZ MTB trail rage – which was an absolute delight.
Since then, this blog has previously hosted two of Mike’s
articles:
Mike is coming to Brisbane in November for the International Cycling Safety Conference. So we are hoping to go for a ride together! Woohoo!
Image: Mike Lloyd (2019)
Article: The non-looks of the mobile world
In this particular article, Mike examines how cyclists and pedestrians in cycle-lane
space adapt their interactions with each other, paying particular attention to
the role of looking and non- looking as it unfolds moment-by-moment.
Any bike rider will be able
to read and totally appreciate the happenings in this article.
It is very interesting exploring how differences between pedestrians ‘doing and being oblivious’ impact cyclists in bike lanes.
I also like the analytical focus of dissecting action and the absence of looking – or non-looks. Original, interesting and pertinent to all cyclists!
Other key concepts from
this article that stand out are: the gaze to shift another pedestrian, direction
of views, standing in bike lanes, people getting out of cars, pedestrians and
mobile phones, ‘observer’s maxim’ moving for public transport and my favourite:
glance, action, apology.
Creatively, Mike uses video still data from a bicycle Go-Pro to explain key theoretical concepts and outcomes.
His writing is well researched, interesting and entertaining.
This article is valuable contribution
to extend discussions of how bicycles and cycle-lane use feature within
mobility, space/infrastructure and situational interactions discourse.
This
empirical study uses video data to examine interactional adaptation between
cyclists and pedestrians in a relatively new cycle-lane. Existing research on
intersections shows order is achieved through the frequent use of a
look-recognition-acknowledgement sequence. Whereas this is found in the
cycle-lane interactions, there is also an important divergent technique which
on the surface seems less cooperative.
Others are
made to cede space based on ‘doing and being oblivious’, in short, forms of
non-looking force others to take evasive action and subtly alter their line of
travel. Here the dynamic nature of this obliviousness is shown through empirical
examples.
Even though it is not always easy to
distinguish between the two forms of non-looking, it is concluded that ‘doing
oblivious’, whilst possibly annoying for others, is most probably harmless, but
there are good reasons to be more concerned about ‘being oblivious’, for it may
lead to collisions between pedestrians and cyclists.
Aspects of
non-looking provide an important addition to knowledge of the mobile world,
suggesting we renew attention to specific sites where people concert their
movements in minutely detailed ways.
Nâm Arya is a first generation
Tibetan-America. In 2016, she spent a year undertaking an epic bike-packing and
speaking tour of the U.S called Bike
for Tibet.
Her goal was to spread the word about the impacts of climate change in Tibet and to seek climate justice for Tibetans.
I got excited to find out more about the trip online. I went to Nâm’s online journal, but there was not much content there. Bummer because the trip itself sounds awesome! Even so, this initiative is so worthwhile. I suppose you have to go to one of the talks in order to get all the details! Fair play!
What is Bike for Tibet?
It was a year-long bicycle tour of the U.S. for the purpose
of bringing Tibet and Tibetans into the global conversation on climate justice.
Along the way Nâm offered 60+ min presentations
to discuss and dissect climate change issues in Tibet.
During these discussions, she highlighted key concerns
including the displacement of nomads, the effects of dams along Tibetan rivers,
and mining.
Nâm also outlined root causes,
false solutions, issues of colonization, and how democracy features within the
context of exploited communities.
A central theme in all the presentations is inter-dependence. She also linked wider issues from other communities seeking environmental justice in the US and abroad.
Who is Bike for Tibet?
Nâm is an exiled Tibetan woman
who was
born in Mungod Resettlement Camp in southern India. As a youth, she attended Tibetan boarding school in the
northern India until she immigrated to the US in 1996 where she now lives.
She and her bike-riding-mad partner Jonni undertook the 12-month Bike for Tibet journey together.
Jonni is adventure bicyclist and Instagram celebrity under the moniker UltraRomance. If you have not seen Jonni’s IG before, check it out – he is hilarious!
What a brilliant idea for a bike project! Get out on the road with your favourite person, ride around living a simple life and promote a very important environmental and social issue at the same time– wicked!
How did Bike for Tibet get started?
Nâm says she was inspired by Drukpa Rinpoche’s Eco Pad Yatra and the enduring work of Tibet climate change organizations working to vision to bring stabilise the Himalaya Plateau.
She created Bike For Tibet to be a nexus for these projects, influences and practices – as well as something she loves best to do – biking!
The Bike for Tibet project builds on Nâm’s decade-long leadership and work within the environmental movement.
Nâm used crowd funding to get Bike for Tibet up and running. Although she is advocating for climate action, Bike for Tibet is independent and not affiliated with any one particular group.
Some parts of this post were taken from the Bike for Tibet website to ensure accuracy of facts. All images by Bike for Tibet or IG UltraRomance unless otherwise indicated.
It’s Australian Walking and Cycling Conference (AWCC) time again!
Hooray!
I really like this
conference.
The people are great, the program is always interesting – and it doesn’t cost and arm and a leg to get there. Perfecto!
In 2017, I presented an AWCC roundtable session entitled Bicycles Create Change: An
innovative guide to creating memorable and meaningful engagement in community
bike projects.
The session went very well
and it was great to share my work people outside of Griffith Uni and Queensland.
It was also a valuable opportunity to network and meet some incredible people. I came home from the last AWCC with a big smile and many new ideas and resources.
This year, AWCC is returning to Adelaide on October 24-25th 2019.
Image: @bykko_au
AWCC 2019 – Abstracts open!
The 2019 conference and related activities aim
to engage more directly with local issues of climate change mitigation and
adaption in relation to walking and cycling.
The 2019 AWCC theme is Active transport in a changing climate.
Abstracts for AWCC sessions are now open.
Session Formats
Learnshops: 20 min podium presentations with 10 mins Q & A.
Spin cycles: Short, fast-paced podium PPTs of 3.45 mins for 15 slides.
Roundtables: To a table of 10 – present for 10 with 15 mins group discussion
Key dates
Abstract submission opens: Monday 22 April
Abstract submission closes: Monday 22 July
Authors notified of outcome: Monday 19 August
Authors notified of program placement (date/time): Mon 26 Aug
Presenting author registration deadline: Monday 16 September
The simple acts of walking and cycling have
the potential to transform the places we live, our economies and how we engage
with our environment. The Australian Walking and Cycling conference explores
the potential for walking and cycling to not only provide for transport and
recreation but solutions to challenges of liveability, health, community
building, economic development and sustainability. As one of Australia’s
longest running, best regarded and most affordable active travel conferences,
we bring together practitioners and researchers from Australia and across the
world to share their work and engage with conference participants.
Conference theme: Active transport in a changing
climate
We aspire to promote work which creates a transport
mode shift away from cars towards walking and cycling, and using active means
to link with improved public transport in suburbs and rural towns. We want to
shift away from CO2 reliant mobility and keep people active as temperatures
rise, and extreme weather becomes more common.
What can a transport mode shift in our suburbs and
rural towns contribute to CO2 reduction nationally? What concomitant air
quality benefits are felt in suburban streets and towns as a result?
Acknowledging that climate change is occurring, what changes are to be made to
suburban and town environments so that walking and cycling are almost always
convenient, pleasurable, safe and life affirming even in the face of rising
temperatures? What does a small town or suburban neighbourhood retrofit look
like in the next ten or twenty years, so that people are out and about and
interacting? How do people of all ages and abilities avoid retreating to
air-conditioned ‘comfort’ – ‘comfort’ that is inactive, isolated and CO2
producing?
These questions indicate the directions we hope to explore in the 2019 conference.
The joy of being a cycling mum. Image: Trek Cycles
Today is Mother’s Day.
The idea of Mother’s Day is to honour mothers for all they have done.
Traditionally, family members give flowers, cards and gifts, or make mums breakfast in bed or take them out for lunch. Or something that is similarly supportive and nice.
I went online to see what was being peddled specifically for ‘cycling mums’.
I expected to see the normal product-pushing commercial crap (which was all there of course), but then I saw an article I found very disturbing.
It was on BikeRoar, a website touted as being an independent product resource website devoted to helping cyclists #BuyLocal – fair enough.
Published last year under the section heading TECH TIPS, it was written by Australian cyclist Jayne Rutter and titled 11 Mother’s Day gifts for cycling mums.
The list of 11 gift ideas looked innocent enough.
The first item was a water bottle.
The second was a free massage.
The third was a book.
The fourth ‘a 2-hour leave pass from the kids’ to ride to a local café
The fifth was a Run Angel Personal Safety Device
…………..and it was the last one that stopped me.
Image: BikeRoar’s #5 top gift for Mothers Day
I didn’t read on.
There is so much wrong with this list.
First, the article is listed under ‘Tech Tips’. It has 11 items, but only one (#5 above) is actually a tech product. There is a Garmin mount (#6), but not the actual Garmin. Odd. I sincerely hope this is not because of some preconditioned, subtle, habitual, gender stereotype like women aren’t good at tech…. 1 out of 11?
But more than that, it was the actual product #5 itself I found unsettling.
I appreciate that this product comes from a place of concern.
But its very existence is a recognition that abuse of women is so widespread that no woman is safe – at any time.
Violence against women has become so commonplace that giving a personal safety alarm to our mothers is one of the top five gifts we can get her. Really? Top five. I find that so disturbing.
Have we become so accepting and desensitised that violence against women occurs so regularly that we are equipping our mothers with panic alarms – for when they ride their bikes in broad day light!
What the hell!!
Do you know any male cyclists who wear
panic alarms?
I find it disconcerting that most people would not see, or question how disempowering for women this seemingly harmless Mother’s Day list and the giving of a personal alarm is. And therein lies the issue.
Female bike riders are at risk
It can be hard to recognise and understand the
scale of abuse women experience.
Women face physical and sexual abuse all the time.
Women constantly get unwanted comments, looks, sniggers, honks and disparaging, offensive, sexualised remarks like ‘I’d hold a knife to that’ (said by two men walking past Laura Bates*). We live in a society where ‘I feel rapey’ t-shirts are now sold on Ebay.*
It can be challenging for the amazing men
in our lives to understand the extent and danger to physical safety that just being
a female is.
Just because you might not see it or experience
it yourself, does not mean it is not happening.
Women routinely feel unsafe. We live in a culture where women are culturally trained to fear men, being outside, being mobile, being in public and being alone.
Verbal attacks, sexual assault, rape and street harassment are commonplace. Just ask a female friend or family member about getting public transport after dark.
Aside from all these issues, the personal alarm is also problematic because it puts the responsibility of criminal behaviour on the (would-be) victims. Women. As Laura Kipnis points out “I can think of no better way to subjugate women than to convince us that assault is around every corner”.
We place the responsibility of persistent and immediate danger on women, who then restrict their movements, reduce activities and live in a perpetual state of anxiety. That’s control.
Yup, the epitome of a modern, free, independent
woman.
Another issue is that the personal alarm suggests that women are unsafe only when out of the house – like when riding a bike – and that attacks are only perpetrated on the street by strangers. Yes, this happens a lot, but it is not the full picture.
The idea that women are only unsafe in public is a fallacy.
A Personal Safety Survey conducted in 2012 by the Australian Bureau of Statistics indicated that most instances of violence against women were perpetrated by someone known to them: around 74% of women who had experienced violence in the last 12 months, and 87% of women who had experienced violence since the age of 15, reported that the perpetrator was someone they know.[8]
Image: Lyndsay Williams. The Toronto Star.
Abuse of female cyclists occurs every day
Women know this abuse happens, but sadly, most men are unaware of the extent and impact gender and sexual harassment have on females and female cyclists.
A few recent news pieces have tried to
highlight the issue:
I am angry that the happiness and warmth that should be the focus for Mother’s Day is undermined by seemingly ‘nice and thoughtful’ gifts which are actually unchecked, unspoken and unseen consequences of the misogynistic control and abuse of women.
Perhaps a more apt sentiment for today is Happy Fearful Mother’s Day Cycling Mums!
I have hope though.
There are many amazing women and men who call out any behaviour that would make a mother, any woman, or any person, feel uncomfortable.
I salute these people.
I hope our cycling community shows it’s strength, voice and action to make sure ALL riders, including women, are made to feel welcomed, safe and respected every time they ride.
Perhaps then, we’ll have no need of panic alarms for female cyclists.
Here’s to hoping.
Have a safe Mother’s Day all.
Resources:
*Bates, L. (2018). Misogynation: The True Scale of Sexism. London, UK: Simon and Schuster.
We all
know that bicycles have a direct positive impact on quality of life.
There are umpteen ways bicycles improve our lives: health, fitness, environmental, friendships, mental health, transport, employment opportunities, leisure, competition, and travel are just a few.
Bicycles
can also play a key role in education and intellectual development.
Bicycles are increasingly being used in teaching and learning. For young learners, bicycles are familiar, yet have a complex technical component that makes their design, engineering and physics unique – also also perfect for math-related learning!
Previously, we have looked at how bicycles are used in higher education:
But it is also good to see bicycles being integrated into primary school math classes. Online, a number of proactive and innovative teachers have created and freely share their bicycle-related math lessons.
There are so many ways to improve numeracy and problem-solving skills using bicycles.
It is impressive to see how bicycles can be used to learn key math principles like patterns and algebra, fractions, decimals and percentages, angles, units of measurement, place value, operations, location and transformation, problem-solving, chance, shape, graphs and data, mathematics investigations and numbers skills – especailly at hte primary levels.
Image: Math puzzles and Brian teasers
Designing a bicycle Helmet – 4thgrade
One of the more novel bicycle math resources I saw was for 4th graders to learn about bike helmet design. I like this lesson, becuase it was not just about counting bicycle icons, but actually using different aspects of bicycle riding to explore a range of math concepts with early learners.
For this piece of work, students gain experience of the engineering principles needed to design safety gear. Students are introduced to the biomechanical characteristics of helmets, and are challenged to incorporate them into designs for helmets used for various applications. By doing this, they come to understand the role of engineering associated with safety products. To do this effectively, helmets must have some sort of crushable material to absorb the collision forces and a strap system to make sure the protection stays in place. The exact design of a helmet depends on the needs and specifications of the user.
This
comprehensive resource also includes info on Engineering principles, learning
objectives, educational standards justification, materials and a whole heap of
worksheets exploring different aspects of helmet design.
Image: Making the Connection, Women in Engineering Programs and Advocates Network (WEPAN)
Bicycle math in primary schools
There are also heaps of worksheets and online quizzes that can be used in class or for homework to reinforce and practice key math skills like multiplication, addition, fractions and calculating speeds, distances and other measurements.
Below are some examples of how bicycles are being used for primary school math. What a great way to promote bicycles and learn math!
I certainly would have been more engaged in my early math classes if we applied what we were learning to ‘real world’ scenarios with something as familiar, fun and useful as bicycles.
I’d love to see more bicycles being used in school curriculum!
Alexander Csoma de Koros was a Hungarian traveller/explorer who traveled to Tibet in 1820 where he learnt the language and culture.
Csoma ended up being a cross-cultural pioneer for both countries and forged a long-standing language, cultural and learning exchange between the two nations which still endures today.
To commemorate Csoma’s spirit of cultural support and exchange, Hungarian conceptual tech lab Kitchen Budapest has created a low-tech kinetic image projector called Csoma’s Wheel.
Csoma’s Wheel is a bicycle-based installation that uses traditional Tibetan prayer wheel design as the base structure to create an electronic art/image projector.
The LED flashing prayer-wheel is made from
two bicycle wheels, bike and other parts, LEDs and a concrete block. When the
wheel is rotated by hand, the spinning generates enough electricity to power a
strip of LEDs that shine light through a perforated screen or drum. From these
LEDs, a basic animated image is projected onto the concrete block.
The homes and schools are all completely solar-powered.
This NGO uses sustainable local materials
(adobe bricks), revives and utilises traditional construction and handicraft skills,
supports local economic and labour/skill (income-generating) opportunities,
builds more schools and homes and provides solar power.
In
keeping with Alexander’s spirit, there is a strong emphasis on promoting local
heritage and using local Zanglar skills, practices and materials to reduce
reliance on high tech, resource-dependant, imported materials.
The bicycle prayer-wheel projector was installed to complement the recent completion of major construction to Csoma’s Sanctuary, which is visited by many international visitors each year.
This is certainly one of the more unique and innovative ways to use bicycles!
For many years, World Bicycle Relief (WBR) has supplied bicycles to some of the world’s most vulnerable people to help increase access to education, healthcare and income-generation opportunities. WBR has a number of corporate sponsors and partnerships. This story details a unique collaboration between WBR, ING Bank and World Vision, called the Orange Bicycle Project. This story comes courtesy of WBR and serves as a reminder that bicycles really do create change. Enjoy! NG.
Dutch financial institution ING has built their corporate purpose around “empowering people to stay a step ahead, in life and in business.” While ING remains committed to this purpose in their day-to-day banking work, they also wanted to integrate it into their corporate giving efforts.
And if they could find a way to honor their Dutch bicycling heritage at the same time, even better! The organization did just that by developing a sustainable transportation relief program: the Orange Bike Project.
Image: World Bicycle Relief
ING collaborated with World Bicycle Relief (WBR) and World Vision Philippines to bring bicycles to children living in remote locations in the Philippines, Indonesia, and Thailand.
The project is modeled after WBR’s Bicycles for Educational Empowerment Program (BEEP) and aspires to raise enough funds over five years to build and distribute 5,000 bicycles to students who must walk long distances to school every day.
WBR’s educational programs in Africa have demonstrated that reducing students’ travel time to school helps improve attendance and performance.
Bicycle-riding students are more likely to stay in school, improving their career prospects and future income potential as well. As Mark Newman, CEO of ING Asia, says, “We hope that the ING Orange Bike project will be able to create a lasting impact that empowers the students, their families and the community to keep moving forward in life.”
The project’s orange ING-branded Buffalo Bicycle is specially designed for rough, rural terrain and can carry loads up to 100 kg – making it useful for the student’s family to transport crops and goods to the market when school is not in session.
As of December 2016, 3,200 bicycles have been distributed through the Orange Bike Project. The program’s impact is carefully monitored by a local implementing agency, and the results have been spectacular!
In several beneficiary schools in the Philippines, attendance has increased by at least 33% and grades by at least 51%. The bicycles have also helped recipient families bring more goods to market, increasing their income.
ING has plans to raise $200,000 annually to continue the program through 2018. Employee fundraising groups like the ING Orange Bike Cycling Challenge have helped ING reach its goal by raising $75,000 in 2016. The program has benefited from the enthusiastic support of ING employees and friends who all share the organization’s commitment to empowering individuals.
Shayne Prashan, ING employee and team leader for the ING Orange Bike Cycling Challenge, was motivated to fundraise for the project because of the emotional enlightenment it offered him. “It’s about the only superpower that makes us human: empathy.”
Shayne says. “It invites us on one of the greatest and most courageous adventures of our lives: to step into someone else’s shoes to understand their struggles and to help them walk through life with confidence and faith.”
