• ANNOUNCEMENTS (INCLUDES QUOTE OF THE WEEK AND NEWS STORY OF THE WEEK)
  • THE EASY (COLOUR-CODED) GUIDE TO HOW TO REFERENCE A BOOK OR AN INTERNET SITE
  • COURSE INFORMATION
    • COURSE INFORMATION - ACADEMIC SUPPORT
    • COURSE INFORMATION - LEARNING OUTCOMES
    • COURSE INFORMATION - BLOOM'S TAXONOMY OF KNOWLEDGE
    • COURSE INFORMATION - BA1 HISTORICAL AND THEORETICAL STUDIES
    • COURSE INFORMATION - BA2 HISTORICAL AND THEORETICAL STUDIES
    • COURSE INFORMATION - BA3 HISTORICAL AND THEORETICAL STUDIES
  • PROJECT BRIEFS, INFORMATION AND SUBMISSION DATES
    • BA2 PROJECT BRIEFS AND SUBMISSION DATES
    • BA3 PROJECT BRIEFS AND SUBMISSION DATES
    • PROJECT BRIEF - RESEARCH FILE
    • PROJECT BRIEF - CRITICAL RESEARCH REPORT
    • PROJECT INFORMATION - CRITICAL RESEARCH REPORT STRUCTURE GUIDELINES
    • PROJECT BRIEF - REFLECTIVE JOURNAL
    • PROJECT BRIEF - ANNOTATED BIBLIOGRAPHY - NON-ASSESSED
    • PROJECT BRIEF - RESEARCH PROPOSAL needs doing...
    • PROJECT BRIEF - LITERATURE REVIEW - NON-ASSESSED
    • PROJECT BRIEF - GROUP SEMINAR PRESENTATION AND RESEARCH PRESENTATIONS 1, 2 AND 3 >
      • PROJECT BRIEF - GROUP SEMINAR PRESENTATION - NON-ASSESSED
      • PROJECT BRIEF - RESEARCH PRESENTATION 1 - ANNOTATED BIBLIOGRAPHY AND RESEARCH PROPOSAL needs visuals
      • PROJECT BRIEF - RESEARCH PRESENTATION 2 - INTRODUCTION, LITERATURE REVIEW, METHODOLOGY
      • PROJECT BRIEF - RESEARCH PRESENTATION 3 - DISCUSSION AND EVALUATION
  • REFERENCING - HARVARD PLEASE!
    • REFERENCING - WHAT IS REFERENCING?
    • REFERENCING (HARVARD) - USING CITATIONS AND QUOTATIONS
    • REFERENCING (HARVARD) - REFERENCE LIST/BIBLIOGRAPHY
    • REFERENCING (HARVARD) - HOW TO REFERENCE ANYTHING
  • BA1 CLASS READINGS AND VISUALS
    • BA1 CLASS READINGS - INTRODUCTION TO FASHION THEORY GROUP SEMINAR PRESENTATIONS >
      • BA1 CLASS READING - INTRODUCTION TO FASHION THEORY - CONSPICUOUS CONSUMPTION (THE REGULATION OF FASHION) GROUP SEMINAR PRESENTATION (THE HISTORICAL ONE)
      • BA1 CLASS READING - INTRODUCTION TO FASHION THEORY - CONSUMER CULTURE (BEAU BRUMMELL) GROUP SEMINAR PRESENTATION (THE PERSONAL ONE)
      • BA1 CLASS READING - INTRODUCTION TO FASHION THEORY - TRICKLE-DOWN/BUBBLE-(TRICKLE)-UP (JEANS) GROUP SEMINAR PRESENTATION (THE EASY ONE)
      • BA1 CLASS READING - INTRODUCTION TO FASHION THEORY - GENDER AND SEXUALITY (STILETTOS) GROUP SEMINAR PRESENTATION (THE SEXY ONE)
      • BA1 CLASS READING INTRODUCTION TO FASHION THEORY - SEMIOTICS (TIES) GROUP SEMINAR PRESENTATION (THE DIFFICULT ONE)
    • BA1 CLASS VISUALS - INTRODUCTION TO FASHION THEORY >
      • BA1 CLASS VISUALS - INTRODUCTION TO FASHION THEORY - CONSPICUOUS CONSUMPTION (THE REGULATION OF FASHION)
      • BA1 CLASS VISUALS - INTRODUCTION TO FASHION THEORY - CONSUMER CULTURE (BEAU BRUMMELL)
      • BA1 CLASS VISUALS - INTRODUCTION TO FASHION THEORY - TRICKLE-DOWN/BUBBLE-(TRICKLE)-UP (JEANS)
      • BA1 CLASS VISUALS - INTRODUCTION TO FASHION THEORY - SEMIOTICS (STILETTOS)
      • BA1 CLASS VISUALS - INTRODUCTION TO FASHION THEORY - SEMIOTICS (TIES)
    • BA1 CLASS READINGS - INTRODUCTION TO TEXTILES AND CULTURE GROUP SEMINAR PRESENTATIONS >
      • BA1 CLASS READING - INTRODUCTION TO TEXTILES AND CULTURE - THE FABRIC OF EXISTENCE (TEXTILES IN HUMAN CONSCIOUSNESS) GROUP SEMINAR PRESENTATION
      • BA1 CLASS READING - INTRODUCTION TO TEXTILES AND CULTURE - THE TIES THAT BIND (SOCIAL MEANINGS) GROUP SEMINAR PRESENTATION
      • BA1 CLASS READING - INTRODUCTION TO TEXTILES AND CULTURE - CLOTH AND TEMPORAL POWER (MONEY, TRADE, STATUS AND CONTROL) GROUP SEMINAR PRESENTATION
      • BA1 CLASS READING - INTRODUCTION TO TEXTILES AND CULTURE - CLOTH AS COMMUNICATION (MEANING, MESSAGES AND BEAUTY) GROUP SEMINAR PRESENTATION
      • BA1 CLASS READING - INTRODUCTION TO TEXTILES AND CULTURE - TEXTILES AND THE SPIRIT (SACRED, SPIRITUAL AND HEALING SIGNIFICANCE) GROUP SEMINAR PRESENTATION
  • BA2 CLASS READINGS AND VISUALS
    • BA2 CLASS READINGS - FASHION IN SOCIETY GROUP SEMINAR PRESENTATIONS >
      • BA2 CLASS READING - FASHION IN SOCIETY - VEILING GROUP SEMINAR PRESENTATION
      • BA2 CLASS READING - FASHION IN SOCIETY - THE SECOND HAND MARKET GROUP SEMINAR PRESENTATION
      • BA2 CLASS READING - FASHION IN SOCIETY - FEMINISM AND FASHION GROUP SEMINAR PRESENTATION
      • BA2 CLASS READING - FASHION IN SOCIETY - HOMOSEXUAL FASHION GROUP SEMINAR PRESENTATION
      • BA2 CLASS READING - FASHION IN SOCIETY - JAPANESE STREET FASHION GROUP SEMINAR PRESENTATION
      • BA2 CLASS READING - FASHION IN SOCIETY - FASHION IN INDIA GROUP SEMINAR PRESENTATION
    • BA2 CLASS VISUALS - FASHION IN SOCIETY >
      • BA2 CLASS VISUALS - FASHION IN SOCIETY - THE SECONDHAND MARKET
      • BA2 CLASS VISUALS - FASHION IN SOCIETY - JAPANESE STREET FASHION
      • BA2 CLASS VISUALS - FASHION IN SOCIETY - INDIAN FASHION
    • BA2 CLASS READINGS - TEXTILES IN SOCIETY GROUP SEMINAR PRESENTATIONS >
      • BA2 CLASS READING - TEXTILES IN SOCIETY - WEAVING AS POLITICAL SYMBOL (YOU ARE GOING TO LOVE THIS ONE) GROUP SEMINAR PRESENTATION
      • BA2 CLASS READING - TEXTILES IN SOCIETY - THE SUBVERSIVE STITCH GROUP SEMNAR PRESENTATION
      • BA2 CLASS READING - TEXTILES IN SOCIETY - GANDHI AND KHADI CLOTH GROUP SEMINAR PRESENTATION
      • BA2 CLASS READING - TEXTILES IN SOCIETY - THE FEMALE TRADITION OF TEXTILES GROUP SEMINAR PRESENTATION
      • BA2 CLASS READING - TEXTILES IN SOCIETY - KNITTING AS ART GROUP SEMINAR PRESENTATION
    • BA2 CLASS VISUALS - TEXTILES IN SOCIETY >
      • BA2 CLASS VISUALS - TEXTILES IN SOCIETY - WEAVING AS POLITICAL SYMBOL
      • BA2 CLASS VISUALS - TEXTILES IN SOCIETY - THE FEMALE TRADITION OF TEXTILES
      • BA2 CLASS VISUALS - TEXTILES IN SOCIETY - THE SUBVERSIVE STITCH
  • BA3 CLASS READINGS
    • BA3 CLASS READING - THE FIVE STAGES OF REFLECTIVE WRITING
  • THEORY READINGS AND VISUALS (GENERAL REFERENCE TO SUPPORT YOUR RESEARCH)
    • THEORY READING - WHY STUDY FASHION?
    • THEORY READING - WHAT IS A THEORY?
    • THEORY READING - INTRODUCTION TO BA1 FASHION THEORY
    • THEORY READING - FASHION CYCLES (CONSPICUOUS CONSUMPTION, TRICKLE-DOWN/UP/ACROSS)
    • THEORY READING CLASS VISUALS - FASHION CYCYES (CONSPICUOUS CONSUMPTION, TRICKLE-DOWN/UP/ACROSS)
    • THEORY READING - KEY TERMS IN FASHION THEORY
    • THEORY READING - TEXTILE METAPHORS
  • FICTION READINGS (FOR WHEN YOU ARE BORED)
    • FICTION READING - ELIZABETH JANE HOWARD'S 'THE BEAUTIFUL VISIT'
    • FICTION READING - ANITA BROOKNER'S 'PROVIDENCE'
    • FICTION READING - RUMER GODDEN'S 'BLACK NARCISSUS'
    • FICTION READING - THE BROTHERS GRIMMS' 'HOW SOME CHILDREN PLAYED AT SLAUGHTERING'
    • FICTION READING - THOMAS HARDY'S 'JUDE THE OBSCURE' - THE PIG SLAUGHTERING (NOT FOR VEGETARIANS OR THE FAINTHEARTED)
    • FICTION READING - THE BROTHERS GRIMMS' 'RUMPELSTILTSKIN'
    • FICTION READING - GREEK MYTHOLOGY'S 'THESEUS AND THE MINOTAUR'
    • FICTION READING - GREEK MYTHOLOGY'S 'PROKNE AND PHILOMELA'
    • FICTION READING - DAWN FRENCH'S 'A TINY BIT MARVELLOUS'
  • MATHS READINGS (FOR WHEN YOU ARE REALLY BORED)
    • MATHS READING - PI (FOR GEEKS)
    • MATHS READING - ON LABOUR'S PROPOSAL TO MAKE MATHS COMPULSORY POST-16 (HE'S GOT A POINT)
    • MATHS READING - WHY WE NEED PYTHAGORAS (WHAT DOES LILY ALLEN KNOW?) ​
    • MATHS READING - FORMULA FOR WORKING OUT AGATHA CHRISTIE WHODUNNIT (I THOUGHT THIS WAS AN APRIL FOOL)
    • MATHS READING - ORDER AND PATTERN AS THE BASIS OF EVERYTHING (ARTY) ​
    • MATHS READING - WRITER SHIRLEY CONRAN'S MATHS EBOOK FOR GIRLS (I FAILED MATHS TWICE)
    • MATHS READING - RELATIVITY VERSUS QUANTUM MECHANICS (I ACTUALLY UNDERSTOOD SOME OF THIS)
    • MATHS READING - WHY WE SHOULD ALL LEARN COMPUTER CODING (VERY LONG... IF YOU MANAGE TO GET TO THE END OF IT I WILL BUY YOU A DRINK)
    • MATHS READING - DO WE REALLY NEED MATHS? (SAYS IT ALL)
    • MATHS READING - THE 'BEAUTY' OF EINSTEIN (I LOST THE WILL TO LIVE)
  • MY RESEARCH BLOGS AND RESEARCH PINTEREST
  • MY REFLECTIVE JOURNAL
  • DYSLEXIA (INCLUDES THE BRITISH DYSLEXIA ASSOCIATION ADULT CHECKLIST)
  • ARE YOU STRESSED?
    • ARE YOU STRESSED? - WRITERS' BLOCK
    • ARE YOU STRESSED? - MANAGING STRESS
    • ARE YOU STRESSED? - PINTEREST FOR STRESS
  • TO DO
  • REFERENCES
  • BA2 BUSINESS STUDIES - GLOBAL AND ENVIRONMENTAL
    • BA2 BUSINESS STUDIES PROGRAMME - GLOBAL AND ENVIRONMENTAL
    • BA2 BUSINESS STUDIES PROJECT BRIEF - GLOBAL FASHION AND TEXTILE MANUFACTURING REPORT 2014-15
    • BA2 BUSINESS STUDIES CLASS - GLOBAL AND ENVIRONMENTAL - INTRODUCTION TO CORPORATE SOCIAL RESPONSIBILITY
    • BA2 BUSINESS STUDIES CLASS - THE ALTERNATIVE PROJECT BRIEF
    • BA2 BUSINESS STUDIES CLASS - GLOBAL AND ENVIRONMENTAL - PEST AND CSR
    • BA2 BUSINESS STUDIES CLASS - GLOBAL AND ENVIRONMENTAL - ETHICS AND DISSERTATION
    • BA2 BUSINESS STUDIES CLASS READING - GLOBAL AND ENVIRONMENTAL - GLOBALIZATION ​
    • BA2 BUSINESS STUDIES CLASS READING - GLOBAL AND ENVIRONMENTAL - ENVIRONMENTAL
    • BA2 BUSINESS STUDIES CLASS READING - GLOBAL AND ENVIRONMENTAL - ETHICAL
  • THE REFERENCING TEST
  BCOT BA Textiles for Fashion
Historical and Theoretical Studies theory classes and readings.

BA2 - HOMOSEXUAL FASHION GROUP SEMINAR PRESENTATION

28/11/2013

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QUOTE OF THE WEEK

http://quoteoftheweekblog.tumblr.com



NEWS STORY OF THE WEEK

http://newsstoryoftheweekblog.tumblr.com



AIMS


  1. To introduce my new puppy (which one should I choose?)
  2. Homosexual fashion group seminar presentation - Narmaya and Sophia?
  3. Research presentations.
  4. ARE YOU STRESSED? PAGES. 


Picture
Picture
Picture
How can I choose?!?

Puppies on YouTube


http://www.youtube.com/watch?v=coFJmUZt6o0


2. HOMOSEXUAL FASHION GROUP SEMINAR PRESENTATION


My quotes from this week's reading


For most homosexuals the 1930s through to the 1950s were characterized by the very real fear of exposure, blackmail and imprisonment. In both Britain and America the police were conducting a virtual witch-hunt of homosexuals (Weeks 1990; Marcus 1992; Loghery 1998; Berube 1990). In Britain this led to events like the Montague trials [Lord Montague and others were accused of indecent assault in 1953]. Gay men also had to contend with the threat of vigilante anti-gay violence and strove to remain invisible in public (Brighton Ourstory Project 1992: 37). (Cole in Welters and Lillethun, 2011. p.216).


In the light of society's and the law's attitudes toward gay men, they devised a variety of tactics that allowed them to move about more freely, to appropriate for themselves spaces that were not marked as gay, and to construct gay space in the midst of, yet invisible to, the dominant culture. 

(Cole in Welters and Lillethun, 2011. p.217).

3. RESEARCH PRESENTATIONS

5 December = Narmaya, Sophia, Amy, Lucy.

12 December =  Karen, Rosie, Karen.


4. ARE YOU STRESSED? PAGES

See above...


CONCLUSION

Hot of the press (literally at 6.40.am this morning) two contemporary gay news stories showing a changed attitude to homosexuality.


Christian hotel told that they are not allowed to ban gay couples

The Christian owners of a hotel in Cornwall who banned a gay couple from staying have lost their final battle in the British courts to win legal support for their selective guest policy.

The supreme court unanimously dismissed an appeal by Peter and Hazelmary Bull that their right to express their religious beliefs had been breached.

The Bulls operate a policy at their hotel, stated on their online booking form, that double bedrooms are available only to "heterosexual married couples".

The case was originally brought by Martyn Hall and Steven Preddy, a gay couple, whose booking was refused in September 2008.

The supreme court judges said that although the Bulls' rights under the European convention on human rights to manifest their religion were at issue it was justifiable and proportionate to limit them in order to protect the rights of others.

Delivering judgment, the deputy president of the supreme court, Lady Hale, said: "Sexual orientation is a core component of a person's identity which requires fulfilment through relationships with others of the same orientation."

Homosexuals, she added, "were long denied the possibility of fulfilling themselves through relationships with others … This was an affront to their dignity as human beings which our law has now (some would say belatedly) recognised.

"Homosexuals can enjoy the same freedom and the same relationships as any others. But we should not under-estimate the continuing legacy of those centuries of discrimination, persecution even,
which is still going on in many parts of the world." (Bowcott, 2013).


Fluid sexuality for women

she says, she has noticed a rise in the number of straight girls coming on to her in the past year. "It seems like the wild thing to do because it's more talked about." She thinks it's partly about "women allowing one another to be sexual beings rather than seeing other women as a threat". In some ways, this is one of the unexpected boons to have come  out of feminism. (Theobold, 2013).

WHAT HAVE YOU LEARNED?

WHAT HAVE I LEARNED?

Get a puppy

http://www.youtube.com/watch?v=sIgiMZce8e0

http://www.youtube.com/watch?v=6jJPzMgfbEc

http://www.youtube.com/watch?v=GizOlkCq7us


REFERENCES

Bowcott, O. (2013) 'Christian guesthouse owner loses appeal over right to bar gay couples', 27 Guardian [Online]. Available at: http://www.theguardian.com/world/2013/nov/27/christian-guesthouse-owners-appeal-gay-couples (Accessed 28 November 2013).



Cole, S. in Welters, L. and Lillethun, A. (eds.) (2011) The fashion reader. 2nd end. Oxford: Berg.

Theobold, S. (2013) 'Lesbianism: sexual fluidity is a fact of life for women', 26 Guardian [Online]. Available at: http://www.theguardian.com/lifeandstyle/2013/nov/26/lesbianism-women-sexual-fluidity-same-sex-experiences (Accessed 28 November 2013).


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BA1 AND BA2 SETTING THE RESEARCH PRESENTATION (BA2 FEMINISM AND FASHION GROUP SEMINAR PRESENTATION)

20/11/2013

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QUOTE OF THE WEEK
http://quoteoftheweekblog.tumblr.com


NEWS STORY OF THE WEEK
http://newsstoryoftheweekblog.tumblr.com


AIMS


  1. To debate via small group work.
  2. To set the research presentations.
  3. To discuss the project briefs and study skills.


1. SMALL GROUP WORK - THREE MORE QUOTES FROM DORIS LESSING ABOUT EDUCATION

She had done well at school, and went to an arts college where she became a graphic designer, which seemed an agreeable way of spending her time until she married. (Lessing, 1989, p.11).

He wasn't learning anything, but then plenty of children did not: they put in time at school, that was all. (Lessing, 1989, p.128).



As everyone knows, all these schools have a layer, like a sediment, of the uneducable, the unassimilable, the hopeless, who move up the school from class to class, waiting for the happy moment when they can leave.(Lessing, 1989, p.145).


FROM MY RESEARCH BLOG

http://bcottextilesforfashion.weebly.com/2/post/2013/11/society-scrapbook-medical-students-to-study-the-arts.html


2. RESEARCH PRESENTATIONS

Research presentations on 5 and 12 December.

See PROJECT BRIEF - RESEARCH PRESENTATION PAGE

Research file, research proposal and annotated bibliography to be submitted at the time of the research proposal.

You will be assessed on the research presentation and research file, but not on the research proposal and annotated bibliography....

3. STUDY SKILLS - WRITING A RESEARCH PROPOSAL AND ANNOTATED BIBLIOGRAPHY


See STUDY SKILLS - WRITING A RESEARCH PROPOSAL AND STUDY SKILLS - ANNOTATED BIBLIOGRAPHY PAGES

BA2 GROUP SEMINAR PRESENTATIONS


From last week - Veiling?


Feminism and Fashion - Lucy and Helen.


My quotes from this week's reading

Is fashionable dress part of the oppression of women, or is it a form of adult play? (Wilson, E. in Welters, L. and Lillethun, 2011, p.324).


This unresolved tension marks a number of feminists debates, for example the debate about heterosexual love, the controversies over pornography and romantic fiction, and the debate about dress and feminist attitudes to personal adornment ... (Wilson, E. in Welters, L. and Lillethun, 2011, p.324).


... the thesis is that fashion is oppressive, the antithesis that we find it pleasurable ... (Wilson, E. in Welters, L. and Lillethun, 2011, p.324).


REFERENCES

Lessing, D. (1989) The fifth child. London: Paladin.



Pugh, R. (2013) 'Art and literature could make doctors more competent and humane', Guardian 19 November [Online]. Available at: http://www.theguardian.com/society/2013/nov/19/studying-arts-literature-doctors-humane-competent-mid-staffs (Accessed 19 November 2013).



Wilson, E. in Welters, L. and Lillethun, A. (eds.) (2011) The fashion reader. 2nd end. Oxford: Berg.
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BA2 - VEILING GROUP SEMINAR (THE WHOLE CLASS)

14/11/2013

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QUOTE OF THE WEEK
http://quoteoftheweekblog.tumblr.com


NEWS STORY OF THE WEEK
http://newsstoryoftheweekblog.tumblr.com


AIMS

  1. To introduce the group seminar presentations.
  2. To introduce the individual research presentations.

1. GROUP SEMINAR PRESENTATIONS

ALL GROUPS SHOULD HAVE HAD A GO AT THIS WEEK'S READING ON VEILING



MY PINTEREST BOARD


http://www.pinterest.com/pcourtenay1/ba2-contemporary-issues-veiling/



MY QUOTE FROM READING

Although in Western literature the veil and veiling are often presented as a unified and static practice that has not changed for more than a thousand years, the veil has been varied and subject to changing fashion throughout past and present history. Moreover, like other articles of clothing, the veil may be worn for multiple reasons. it may be worn to beautify the wearer (Wikan 1982), much as Western women wear makeup; to demonstrate respect for conventional values (Hoodfar 1991; Abu-Lughod 1986); or to hide the wearer's identity (Fernea 1965). In recent times, the most frequent type of veiling in most cities is a long loosely fitted dress of any colour combination, worn with a scarf wrapped (in various fashions) on the head so as to cover all the hair. Nonetheless, the imaginary veil that comes to the minds of most westerners is an awkward black cloak that covers the whole body, including the face, and is designed to prevent women's mobility. Throughout history, however, apart from the elite, women's labour was necessary to the functioning of the household and the economy, and so they wore clothing that would not hamper their movement... (Hoodfar in Welters and Lillethun, 2011, pp.275-277).

NOTE THE REFERENCES 

Moreover, like other articles of clothing, the veil may be worn for multiple reasons. it may be worn to beautify the wearer (Wikan 1982), much as Western women wear makeup; to demonstrate respect for conventional values (Hoodfar 1991; Abu-Lughod 1986); or to hide the wearer's identity (Fernea 1965).


SEE ALSO FROM QUOTE OF THE WEEK

“None of these books agree with each other.” (Bradbury, 2008, p.52).

And I thought about books. And for the first time I realised that a man was behind each one of the books. A man had to think them up. A man had to take a long time to put them down on paper. (Bradbury, 2008, pp.68-69).

“Do you know that books smell like nutmeg or some spice from a foreign land? ” (Bradbury, 2008, p.106).

“Books can be beaten down with reason.” (Bradbury, 2008, pp.109-110).

'“What traitors books can be! You think they're backing you up, and they turn on you. Others can use them, too, and there you are, lost in the middle of the moor, in a great welter of nouns and verbs and adjectives.” (Bradbury, 2008, p.139).


2. INDIVIDUAL RESEARCH PRESENTATIONS


RESEARCH PRESENTATIONS (RESEARCH FILE AND REFLECTIVE BLOG) DUE IN DECEMBER


SEE PROJECT BRIEF - RESEARCH PRESENTATION PAGE



REFERENCES

Bradbury, R. (2008) Fahrenheit 451. London: Harper Collins.

Hoodfar, H. in Welters, L. and Lillethun, A. (eds) (2011) The fashion reader. 2nd end. Oxford: Berg.

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BA2 - APPROACHES TO THEORY

7/11/2013

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QUOTE OF THE WEEK
http://quoteoftheweekblog.tumblr.com



NEWS STORY OF THE WEEK
http://newsstoryoftheweekblog.tumblr.com


AIMS

  1. To introduce theory and critical debate.
  2. To introduce the groups seminar presentations.

1. THEORY AND CRITICAL DEBATE 

From the CLASS READING - APPROACHES TO THEORY


THE NEED FOR A SOCIAL SCIENTIFIC APPROACH TO STUDYING FASHION 

Students who research fashion/dress for the first time may think that it has nothing to do with social sciences. However, fashion/dress needs to be studied social scientifically … in order to earn enough respect in academia because we come across abundant nonacademic information about fashion in our everyday life. (Kawamura, 2011, p.18).


Fashion journalism

Picture
The reason fashion magazines have been excited over the M&S coat is because various high-end designers all made pink coats this season. Now, this kind of serendipitous synchronicity among designers does nothing to disabuse me of my belief that what we call "trends" are actually "evil plots cooked up by designers who scheme together ahead of time to make similar colours and clothes to convince the public that in order to look up to date we need to buy their wares." (Hadley-Freeman, 2013).

WHAT IS A THEORY?


A theory is a generalisation about a phenomenon, an explanation of how and why something happens. Therefore, theoretical perspectives are interrelated sets of assumptions, concepts, and propositions that constitute a view of the world. (Kawamura, 2011, p.20).


Fairy stories as theories

As explanations of the world, fairy stories tell us what science and philosophy cannot and need not. (Winterson, 2013).

See Hermione reading


http://www.youtube.com/watch?v=a7ydmTS6-Sw


Textiles in fairy stories


http://www.youtube.com/watch?v=N6UYITSXjfc


FASHION THEORY


Remember there is no right answer...


There is no one fashion theory per se that is universally accepted, and since fashion/dress studies requires various perspectives, approaches, and interpretations, there are multiple fashion theories that rely on major social theories. (Kawamura, 2011, p.22).


2. GROUP SEMINAR PRESENTATIONS

See the PROJECT BRIEF - GROUP SEMINAR PRESENTATION PAGE

See group work information from 17/10/13.

Proposed seminars:


  • The Veil in their Minds and on our Heads: Veiling Practices and Muslim Women. Hooma Hoodfar. 
  • Feminism and Fashion. Elizabeth Wilson.
  • Invisible Men.  Shaun Cole.
  • Japanese Street Fashion: The urge to be seen and to be heard. Yuniya Kawamura.
  • Fashion in India. Vandana Bhandari.
  • Secondhand Dresses and the Ragmarket. Angela McRobbie.

CONCLUSION

All have a go at the CLASS READING - VEILING GROUP SEMINAR PRESENTATION

WHAT HAVE LEARNED?


WHAT HAVE I LEARNED?


To do this quick.

REFERENCES


Freeman, H. (2013) 'Pink coats are in fashion - but is that reason enough to buy one?' Guardian 14 October [Online]. Available at: http://www.theguardian.com/fashion/2013/oct/14/pink-coat-fashion-buy-ask-hadley (Accessed 15 October 2013).

Kawamura, Y. (2011) Doing research in fashion and dress. Oxford: Berg.

Winterson, J. (2013) 'Why we need fairy tales: Jeanette Winterson on Oscar Wilde', Guardian 16 October [Online]. Available at: http://www.theguardian.com/books/2013/oct/16/jeanette-winterson-fairytales-oscar-wilde (Accessed 22 October 2013).

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BA2 - INTRODUCTION TO GROUP SEMINAR PRESENTATIONS (AWAY, STUDENTS TO LOOK AT THIS ONLINE)

17/10/2013

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QUOTE OF THE WEEK
http://quoteoftheweekblog.tumblr.com


NEWS STORY OF THE WEEK
http://newsstoryoftheweekblog.tumblr.com


AIMS

  1. To introduce the group seminar presentations.
  2. To encourage debate with the  news articles you chose from the past week from MY RESEARCH BLOG.
  3. To consider the role of group work.

1. GROUP SEMINAR PRESENTATIONS

See the PROJECT BRIEF - GROUP SEMINAR PRESENTATION PAGE

Group seminar presentations are not assessed but are intended to encourage learning through debate.



QUOTE OF THE WEEK suggests the need for privacy in writing.

(REFLECTIVE JOURNALS need to be online but you can always use the privacy settings to make them private.)

See also the following two quotes from this week's book:

They told us to depend on memory, because nothing written down could be relied on. The Spirit travels from mouth to mouth, not from thing to thing: books could be burnt, paper crumble away, computers could be destroyed. (Atwood, 2010, p.7).

By this time I had a diary - all the girls at school had them, it was a retro craze: people could hack your computer, but they couldn't hack a paper book. I wrote all of this down in my diary. It was like talking to someone. (Atwood, 2010, p.263).



What differing views do they express?

2. NEWS ARTICLES FROM MY RESEARCH BLOG

What did you choose?

This is what I chose:


Picture
Slut walk

Last week I got asked to speak at an event called Slut Night, at a new venture called The Other Club in central London. Organised by some bright young feminists, Slut Night sold out surprisingly fast, as it offered various female writers and performers talking explicitly about the joys of sluttishness. The fanny jokes ran as freely as the wine; it was a right laugh. But when I first heard the name of the event, my immediate reaction was, ugh. That word. Slut. No.

My immediate reaction should probably have been more specifically – ugh, slut is a grubby little insult and I want no part of it. Ugh, slut is used to pass judgment on women's desires, their social life, the tightness of fabric around their bum, and I'm not interested in trying to reclaim that degree of damage because language reclamation is a pseudo-alchemy and no abusive thing ever turned into a good thing because you sucked the poison out of the sting yourself. Also, ugh, sluttishness – if sexual promiscuity is as emancipatory as I used to think it was, then how come it could only ever emancipate me in cahoots with tequila, kebabs and a really uncomfortable feeling when anyone used highly stressful words such as "commitment" or "love"?

But no, my immediate reaction was: ugh, no to sluts – I'd much rather be a slag. You know where you are with the word slag. You are, in my mind, in the closing scene of the greatest film ever made, Rita, Sue and Bob Too, written by the brilliant Andrea Dunbar and filmed in 1980s Bradford.

This is a spoiler, so look away now if you haven't yet seen the greatest film ever made. It closes with the two teenagers, Rita and Sue, lying in Bob's bed. His wife has left him because he's been sneaking off and shagging these schoolgirls in his car. The girls' home lives have fallen apart, too, so one after the other, they've moved in with him. Yes, this is all very creepy, and nobody's saying it's a film that depicts a utopian model of living to which we should all aspire. It's grim. Still, after everything has gone really, horribly wrong, there is a moment of sheer joy when Bob finds them both in his bed and dives right into it. They all beam with happiness. The film ends there – on that dive – a moment of joy that we know can't and won't last. The pure joy of being a slag – as the other characters in the film have already labelled them – Bob, of course, being the biggest slag of them all.

Why I like slag so much is not because I want to cast aspersions on people's sexual shenanigans, but because it has now become a great all-round handy insult. If you're not convinced, look how skilfully the actor Danny Dyer once deployed the term to discuss terrorism. "Can't believe it's been nearly 11 years since them slags smashed into the twin towers," he tweeted on 11 September 2012. "It still freaks my nut out to this day."

Still, I should admit here that my fondness for the word slag doesn't always end well for me. I still shudder with guilt when I think of the time I tweeted a friend and told her to bring another friend, "that slag", with her to my house. As a joke. It's a word we use between ourselves, fondly. Only, when I tagged the slag friend, I got her Twitter name slightly wrong and accidentally directed the message to a total stranger with a similar name – who turned out to be a 15-year-old girl in a coma. Whose Twitter account was being run by her loving dad to raise awareness of his daughter's condition. All he could see was that London journalists were insulting his sick child – it took quite a lot of explanation to dig my way out of that one and apologise. Possibly not helped by my friend tweeting him and saying: "No, you don't understand, it was definitely meant for me and not your daughter, because I really am a massive, massive slag."

I recently met a media studies lecturer who told me he uses #slaggate as an example for his students of how not to use Twitter. Oh God.

Still, slut feels like a very American word – even if British grandmothers did use it to describe a messy woman who left things on her bedroom floor, not a woman who left her knickers on other people's bedroom floors. Slut is now a word for online porn ads, popping up all over your screen saying that horny sluts with breasts like balloons and buttocks like boiled eggs would like to live-chat with you now.

Indeed, it turned out that the Slut Night I went to was not about praising the word at all. As the organiser Amelia Abraham explained: "The goal isn't to reclaim the word 'slut'; it's to completely undermine it."

Slutwalks, organised in cities across the world in defence of women dressing how they want without fear of assault, received criticism from some feminists who felt the word was wrong. I realise they were named after the exact words of a Canadian policeman, but still – I'd probably have gone if they were called slagwalks instead. Let's not put the word slag on the linguistic slagheap. (Heawood, 2013).



Would you rather be called a slag or a slut?

3. ROLE OF GROUP WORK


Why?

Students often report that they learn more from working on a project with other people than they do from individual assignments. (Hartley and Dawson, 2012, p.3-4).
But

Many problems faced by groups are a result of poor (or complete lack of) communication ...

Often groups run into difficulties because they have not organised sufficiently to have a grip on who is supposed to be doing what and by when. (Hartley and Dawson, 2012, p.10).



Therefore see Belbin's team roles:

Belbin’s team roles


Implementer = gets things done and focuses on practical issues

  • Coordinator = orgnises the task and other group members

  • Shaper = inspires and leads the group

  • Plant = generates ideas and being creative

  • Resource investigator =  identifies useful resources

  • Monitor/evaluator =  evaluates ideas and proposals and identifies problems

  • Team worker = gets team members to cooperate

  • Completer/finisher = works to deadlines and gets jobs done

  • Specialist = provides specialist technical expertise (Hartley and Dawson, 2012, p.53-54).

CONCLUSION

If that was too much reading here is some more from this week's QUOTE OF THE WEEK book:


Toby took up macrame, hoping it would cure her of her daydreaming and fruitless desires, and increase her focus on the moment. (Atwood, 2010, p.229).


Watch: 

http://www.pinterest.com/pcourtenay1/needlework-crafts/




WHAT HAVE YOU LEARNED?


WHAT HAVE I LEARNED?


The benefits of our work being online is that I still have to be organised and have this ready, even though I am not seeing you today...

REFERENCES

Atwood, M. (2010) The year of the flood. London: Virago.



Hartley, P. and Dawson, M. (2010) Success in groupwork. Basingstoke: Palgrave Macmillan.

Heawood, S. (2013) 'I'd much rather be a slag than a slut', Guardian 6 October [Online]. Available at: http://www.theguardian.com/commentisfree/2013/oct/06/rather-be-slag-than-slut (Accessed 7 October 2013).


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BA1, 2 and 3 - LEARNING OUTCOMES AND PROJECT BRIEFS/STUDY SKILLS

2/10/2013

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QUOTE OF THE WEEK
http://quoteoftheweekblog.tumblr.com


NEWS STORY OF THE WEEK
http://newsstoryoftheweekblog.tumblr.com


AIMS


  1. To introduce course outcomes.
  2. To follow up last week's introduction to fashion and critical debate.
  3. To introduce the project briefs/study skills.


1. COURSE OUTCOMES

See COURSE INFORMATION - LEARNING OUTCOMES PAGE.


Learning outcomes the same for each year except:

BA1 To show analysis of research. 

BA2 To show analysis and synthesis of research.  

BA3 To show analysis, synthesis and evaluation of research. 



This heirarchy of knowledge relates to Bloom's Taxonomy.


See COURSE INFORMATION - BLOOM'S TAXONOMY PAGE.

This course has been re-validated and the learning outcomes have been rewritten. 

This is a previous learning outcome which has been omitted:


Have demonstrated knowledge of and engagement with the environmental and ethical issues surrounding all stages of the development and production of fashion and textiles.

It has been omitted because we are assuming that we all now know to be aware of environmental and ethical issues.



Picture


However Psycho ward costume controversy from last week's Guardian:

The costume had the word "Committed" printed on the back, while the accompanying description on the website exhorted people: "Dress up as the most thrilling psycho killer character of all time in this Psycho Ward costume, consisting of a bright orange, long-sleeved boiler suit  with zip fastener to front, 'Psycho Ward' printed on the chest. The same words [are] printed on the back in larger letters with a prominent 'Committed' stamp just below."

In a statement, Tesco said: "We are really sorry for any offence this has caused and we are removing this product from sale."
(Smithers and Jones, 2013).



Those defending these costumes say they are a bit of fun and we should lighten up. They are not a bit of fun. They are offensive. They commercialise prejudice and stereotype and they reinforce stigma. (Campbell, 2013).


2. FOLLOW UP TO LAST WEEK'S DISCUSSION ON MUSLIM VEIL


More imagery of veil from news stories not to do with veiling.


How positive or negative (ethical) are these stories and this imagery?



Picture
Economic development of women


Saudi Arabia tops the list of countries for laws that limit women's economic potential (Reuters, 2013a).

Picture


Muslim child abuse

This month a new voice was added to the ongoing debate on child sexual exploitation: Asian and Muslim young women who have endured months and sometimes years of sexual violence and who have not been afforded the protection or attention that their treatment warranted. The cases outlined in the report Unheard Voices, published by the Muslim Women's Network UK, paint a damning picture of the sexual abuse of children. (Firmin, 2013).

Picture
Saudi Arabia and women drivers


In an interview published on Friday on the website sabq.org, Sheikh Saleh bin Saad al-Lohaidan, a judicial adviser to an association of Gulf psychologists, said women aiming to overturn the ban on driving should put "reason ahead of their hearts, emotions and passions".

Lohaidan's strong endorsement of the ban demonstrates how entrenched the opposition is to women driving among some conservative Saudis. (Reuters, 2013b).



3. PROJECT BRIEFS/STUDY SKILLS

BA1

Independent research is an important part of Historical and Theoretical Studies assessment.

For this week you were asked to look at the Quote of the Week and News Story of the Week blog and also to read a Vogue article from my Weebly research blog.

These are my ongoing research blogs.

They are time-consuming but always useful for these classes and have already been used today.

See PROJECT BRIEF - RESEARCH FILE and PROJECT BRIEF - REFLECTIVE JOURNAL PAGE.



RESEARCH FILE = paper, but can also include a blog and/or Pinterest.


REFLECTIVE JOURNAL = online blog.

See BA1 CLASS READING FOR 3/10/13 - HOW DO YOU DECIDE WHAT TO WEAR?


Dad fashion from this week's Guardian: 

The older you get, the more important fashion gets because it is the only thing that will stop you looking like a total wreck. You cannot afford bad clothes any more. You can only afford good clothes. (Lott, 2013).


Picture
http://chicquero.com/2011/08/14/fathers-day-in-brazil/


Cool Dads


BA2

Independent research is an important part of Historical and Theoretical Studies assessment.

See STUDY SKILLS - WRITING A RESEARCH PROPOSAL and STUDY SKILLS - ANNOTATED BIBLIOGRAPHY PAGES.


See BA2 CLASS READING FOR 3/10/13 - CHRISOPHER KANE'S FLOWERS

This collection was about flowers. "But when I say flowers – I'm not going to do, you know, roses, done to death, blah blah blah." Instead, it was "the sexual undertones of flowers", of anatomy and deflowering, which formed the starting point for the clothes. A visit to his Scottish high school brought back memories of art classes spent dissecting, examining and drawing buttercups and carnations. "I started thinking about how much we take flowers for granted, and how incredible they are, and how the female sexual organs have so much in common with the internal structure of a flower. When I was growing up, my mum always used 'flower' as her word for vagina – it's a Scottish thing. I prefer sex to be an undertone in my clothes, rather than too obvious, so I was interested in how flowers are graphic but concealed and suggestive at the same time." . (Cartner-Morley, 2013).

It is all about sex...

Shunga from this week's Guardian:


Although shunga, meaning "spring picture" or "pillow picture", was a mainstream artistic genre for several centuries, enjoyed by ordinary townspeople as well as aristocrats, it was suppressed in the 20th century when Japan opened up to the west and the country went through an accelerated "modernisation".

At that point, instead of being regarded as a part of the texture of everyday life, presented to brides upon their marriages for instruction, arousal or amusement, shunga "was treated like pornography",
 (Higgins, 2013).


Picture
http://commons.wikimedia.org/wiki/File:Shunga_-_Vulvae.jpg

Japanese vulva prints. 



BA3


See STUDY SKILLS - 7 STRUCTURAL MODELS FOR WRITING and STUDY SKILLS - ORIGINAL RESEARCH REPORT STRUCTURE PAGES.

Remember the importance of referencing:

Lohaidan's strong endorsement of the ban demonstrates how entrenched the opposition is to women driving among some conservative Saudis.

"If a woman drives a car, not out of pure necessity, that could have negative physiological impacts as functional and physiological medical studies show that it automatically affects the ovaries and pushes the pelvis upwards," he told Sabq. "That is why we find those who regularly drive have children with clinical problems of varying degrees."


He did not cite specific medical studies to support his arguments.
(Reuters, 2013b).


Remember the importance of developing your own ideas.

David Bowie booklist from this week's Guardian:

As the Guardian's Alexis Petridis pointed out at the time, the Bowie story is so well-known that "unless it's content to retell a very hackneyed story indeed, David Bowie Is has to find a way of casting new light on some of the most over-analysed and discussed music in rock history." (Bury, 2013).

CONCLUSION

Quote of the Week

He often found, when he concentrated really hard on what someone was saying, that nothing much went in. (Hollinghurst, 2011, p.263).

WHAT HAVE YOU LEARNED?

WHAT HAVE I LEARNED?



I would rather be in Venice. 


Bon voyage BA2.

REFERENCES


Bury, L. (2013b) 'David Bowie's must-read books revealed', Guardian 1 October [Online] http://www.theguardian.com/books/2013/oct/01/david-bowie-books-kerouac-milligan (Accessed 2 October 2013).

Cartner-Morley, J. (2013) 'Christopher Kane revels in the "sexual undertones of flowers" for fashion week', Guardian 17 September [Online]. Available at: http://www.theguardian.com/fashion/2013/sep/16/christopher-kane-london-fashion-week-flowers (Accessed 17 September).



Campbell, A. (2013) ' "Mental patient" fancy dress shows how deeply offensive stereotypes go in society', Guardian 26 September [Online]. Available at: http://www.theguardian.com/commentisfree/2013/sep/26/mental-patient-fancy-dress-mental-health-stigma (Accessed 27 September 2013).

Firmin, C. (2013) 'Myths about victims of sexual abuse can deny young people a voice', Guardian 24 September [Online]. Available at: http://www.theguardian.com/society/2013/sep/24/myths-victims-sexual-abuse-deny-voice (Accessed 25 September 2013).



Higgins, C. (2013) 'British Museum dares to bare with adults-only art display', Guardian 1 October [Online]. Available at: http://www.theguardian.com/artanddesign/2013/oct/01/british-museum-shunga-explicit (Accessed 2 October 2013).



Hollinghurst, A. (2011) The stranger’s child. London: Picador.


Lott, T. (2013c) 'Dad fashion and why it matters', Guardian 28 September [Online]. Available at: http://www.theguardian.com/lifeandstyle/2013/sep/27/dad-fashion-matters-tim-lott (Accessed 1 October 2013).

Reuters (2013a) 'Women have come a long way, but still have far to go, says report', Guardian 24 September [Online]. Available at: http://www.theguardian.com/lifeandstyle/2013/sep/24/womens-rights-progress-world-bank-report (Accessed 25 September 2013).


Reuters (2013b) 'Saudi Arabian cleric says female drivers risk damaging ovaries', Guardian 29 September [Online]. Available at: http://www.theguardian.com/world/2013/sep/29/saudi-arabia-women-drivers-ovaries (Accessed 1 October 2013).

Smithers, R. and Jones, S. (2013) 'Tesco removes "Psycho Ward" boiler suit costume after consumer anger',Guardian 26 September [Online]. Available at: http://www.theguardian.com/uk-news/2013/sep/26/tesco-withdraws-psycho-ward-costume-complaints (Accessed 27 September 2013).

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BA1 and 2 INTRODUCTION TO COURSE PROGRAMME

25/9/2013

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AIMS

  1. To introduce Weebly site.
  2. To introduce the importance of fashion and critical debate (current Muslim veil news story).
  3. To introduce course programme.

1. WEEBLY SITE

Weekly announcements on the home/announcements page.

Course information, project briefs, study skills pages.

Quote of the Week/News Story of the Week as a quick guide to referencing.

My reflective journal and research blog.

Theory classes blog.

2. THE IMPORTANCE OF FASHION (MUSLIM VEIL)

News stories from research blog all showing different perspectives on the muslim veil in court debate.


Picture









Muslim dress allowed in court


The woman's barrister, Susan Meek, said she was entitled to wear the niqab under the section of the European convention on human rights relating to religious beliefs.

"She is entitled to wear it in private and in public," Meek said. "That right to wear the niqab also extends to the courtroom. There is no legislation in the UK in respect of the wearing of the niqab. There is no law in this country banning it." 
(Walker, 2013).



Picture
Minister calls for veil debate


Browne said he was "instinctively uneasy" about restricting religious freedoms, but said there may be a case to act to protect girls who were too young to decide for themselves whether they wished to wear the veil or not. (Press Association, 2013b).


Picture
There are more important things than the veil


It is worth noting Muslims make up only around 4.8% of the UK population – and it has been estimated that only a tiny percentage of that population veils their face. (Cochran, K. 2013).


Is the European response to the veil 'medieval'? 

In contemporary debates, the full-face veil is frequently presented as a medieval practice. And yet, in a supreme irony, the contemporary European response to the full-face veil can itself be seen as "medieval".(Malik, 2013).

It is a woman's choice to wear a veil

"I think it's for women to make a choice about what clothes they wish to wear, if they wish to wear a veil that is for a woman to make a choice." (May in the Press Association, 2013c).


Picture




Niqab wearers art not mainstream


This is an incredibly niche issue: the number of women who wear the niqab at all are "pretty few and far between", said Shahin Ashraf, the Muslim chaplain at the University of Birmingham. The number of niqabis who are required to give evidence in court (pace the landmark ruling this week that witnesses had to remove the veil to give evidence) is minuscule; ditto, the number of doctors who wear a veil and won't ever remove it. (Williams, 2013c).


3. COURSE PROGRAMME

BA1

Term 1 is an introduction to key names and movements in western fashion history. Famous names and general ideas are presented in order to highlight the importance of historical and technical knowledge as a start to learning.


Term 2 develops a more thematic approach. Concepts relevant to contemporary fashion are presented in order to highlight the importance of social and theoretical knowledge as a development to learning.


Picture
http://en.wikipedia.org/wiki/Paul_Poiret


Paul Poiret and Orientalism


Picture
http://en.wikipedia.org/wiki/Denim


Skinny jeans and fashion and identity


BA2

BA2 Historical and Theoretical Studies will consider current issues for debate within contemporary fashion and textiles.  Students will work in small groups to present group seminars.



Picture









Fashion and society


Dolce & Gabbana's Sunday afternoon show in Milan was the first since the designers were convicted of tax evasion. And far from shying away from their legal predicament, the designers took the opportunity to turn money troubles into clothes.

Coins appeared as a motif throughout the collection, which had an ancient world theme. They were on prints on bell-sleeved dresses, in a centurion-style shift dress and on sandals, earrings and belts – all set to sell by the bucketload to women who love such luxury trinkets.
(Cochrane, 2013).



CONCLUSION

You are expected to be beginning your own independent research now!

But don't worry no work is due in until December...

Advice for new students from Freshers' Week


http://bcottextilesforfashion.weebly.com/2/post/2013/09/society-scrapbook-adavice-for-students-on-how-to-concentrate.html


WHAT HAVE YOU LEARNED?

WHAT HAVE I LEARNED?

Don't work too hard. 

I have lost my job in London and plan to go swimming and do yoga instead...

http://bcottextilesforfashion.weebly.com/2/post/2013/09/fashion-scrapbook-get-swimming.html



REFERENCES

Burkeman, O. (2013) 'Advice for students: how to concentrate',Guardian 23 September [Online]. Available at: http://www.theguardian.com/education/2013/sep/23/advice-students-how-to-concentrate (Accessed 24 September 2013).

Cochrane, K. (2013) 'The niqab debate: "Is the veil the biggest issue we face in the UK?" ', Guardian 16 September [Online]. Available at: http://www.theguardian.com/world/2013/sep/16/veil-biggest-issue-uk-niqab-debate (Accessed 17 September 2013).

Cochrane, L. (2013) 'Dolce & Gabbana turn tax evasion into fashion inspiration', Guardian 22 September [Online]. Available at: http://www.theguardian.com/lifeandstyle/2013/sep/22/dolce-gabbana-tax-evasion-inspiration (Accessed 23 September 2013).

Malik, M. (2013) "Full-face veils aren't barbaric - but our response can be',Guardian 17 September [Online]. Available at: http://www.theguardian.com/commentisfree/2013/sep/17/full-face-veil-not-barbaric-debate-muslim-women (Accessed 18 September 2013).

May in the Press Association (2013) 'Wearing veil should be the woman's choice, says Theresa May', Guardian 17 September [Online]. Available at: http://www.theguardian.com/world/2013/sep/17/veil-womans-choice-theresa-may (Accessed 18 September 2013).

Smith in Fox, I. (2013) 'Great lengths: 10 fashionistas share their swimming routines', Guardian 20 September [Online]. Available at: http://www.theguardian.com/fashion/2013/sep/20/fashionistas-swimming-routines (Accessed 21 September 2013).

Walker, P. (2013) 'Judge allows Muslim woman to wear niqab in court', Guardian 12 September [Online]. Available at: http://www.theguardian.com/world/2013/sep/12/judge-allows-muslim-woman-wear-niqab (Accessed 13 September 2013).

Williams, Z. (2013) 'Lifting the veil: do we all have to dance to UKip's tune?' Guardian 20 September [Online]. Available at: http://www.theguardian.com/theguardian/2013/sep/20/zoe-williams-veil-niqab-personal-choice (Accessed 21 September 2013).

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