‘Childhood is measured out by sounds and sights and smells,before the dark of reason grows’: children’s geographies at 12

This Keynote essay argues for a supplement to existing studies in children’s geographies, one that explores the potential of a non-child-centric children’s geography alert to the work done by the figure of ‘the child’ in all manner of worldly situations. Taking a cue from the poetry of John Betjeman, notably his 1960 Betjeman, J. 1960. Summoned by Bells. London: John Murray. [Google Scholar] Summoned by Bells, the essay considers both the intimate spaces of childhood – ones gauged by the immediacies of ‘sounds and sights and smells’ – and the challenges posed by a wider world raddled by adult preoccupations and abuses, those characterised by Betjeman as stemming from ‘the dark of reason’. The essay builds from this foundation to address the ‘darkness’ in two sets of Nazi children’s wartime geographies, as well as engaging with the complexities of Theodor Adorno and Max Horkheimer’s claims, in the horizon of WWII, about the ‘dialectic of enlightenment’. Within the latter – and also, notably, in Adorno’s later writing – the figure of ‘the child’ surfaces as one miniscule crumb of hope, of experiencing and knowing the world otherwise, set against the face of adult Enlightenment’s seemingly inevitable decay. At the close, Adorno’s own brief dalliance with imagining a small slice of children’s geographies allows the essay to arc back towards its original claims, and to a renewed sense of why childhood ‘sounds and sights and smells’ continue to matter far beyond just the domain of geographers researching children.     

Engaging with place: artists,site-specificity and the Hebden Bridge Sculpture Trail

This paper traces the creative processes employed by artists participating in the 2004 Hebden Bridge Sculpture Trail and examines relationships between place, art and site-specificity. The Trail is a popular, temporary annual local arts event that invites international artists, students and community art groups to create and exhibit site-sensitive sculpture within Hardcastle Crags in Yorkshire, England. We consider some of the multiple ways in which artists mediate relationships between ‘site’ and artwork. We connect geographical concepts of place that highlight location, locale and sense of place, with mobile understandings of site as porous and flowing. The paper positions geographical research of art, opening out art and site in a non-urban environment through comparative discussion of concepts of ‘place’ and three ‘paradigms’ in site-specific art (phenomenological, social/institutional and discursive, Kwon 2002 Kwon, M. 2002. One Place After Another: Site-specific Art and Locational Identity, Cambridge MA: MIT Press. [Crossref] , [Google Scholar]). Three elements of site-specificity – histories, natures, interactions – are then explored through fourteen artists' creative practices and our documentation of the installation of their artwork in the Trail. We highlight the juxtaposition of ‘sites’ within the Trail, the over-lapping of ‘paradigms’ within individual artworks, and transitory aspects of ‘site’ to suggest that ‘time’ holds great significance in understanding site-specificity, place and art outdoors.     

Children with mind–body differences: performing disability in primary school classrooms

There has been a significant geographical shift in the primary school education of children with mind–body differences in England. Emphasis is increasingly placed upon the ‘inclusive’ education of ‘disabled’ children in mainstream schools (DfES, 2001 Department for Education and Skills (2001a) Special Needs and Disability Act London: HMSO  [Google Scholar]a, 2001 Department for Education and Skills (2001b) Special Educational Needs, Code of Practice London: DFES  [Google Scholar]b), and children with a range of mind–body abilities are currently educated within mainstream primary school classrooms. This paper prioritises children's experiences in examining how (dis)ability is reproduced heterogeneously through everyday practices in ‘inclusive’ classrooms. The discourses of disability which circulate through classroom spaces are influenced by wider societal representations of disability and childhood, albeit often interpreted in specific ways within the context of the education institution. This demonstrates that classroom micro‐spaces are porous, specific institutional spaces.     

Further Thoughts on Imperial Absent-Mindedness

When my The Absent-Minded Imperialists was published in 20041 [1]. Oxford University Press added a by-line to the dust-jacket of The Absent-Minded Imperialists which read, in place of the formal sub-title, ‘What the British really thought about empire’. That was without my sanction. I would not have been so assertive. it stimulated – or provoked – a great deal of discussion. Among those most provoked were Antoinette Burton, who dismissed the book as not ‘worth arguing either with or about’,2 [2]. I understand that this review has attained a kind of celebrity for its virulence. and John MacKenzie: ‘some reviewers may be taken in by this, but I am not’.3 [3]. I tried to persuade OUP to include that with all their ‘puffs’ on the back cover of the paperback edition, in order to warn potential readers that it was controversial, but they declined. Other reviews, of course, were more positive. This paper is partly a reply to some of the more critical ones, but also seeks to place the general debate on the domestic impact of British imperialism in context, and will finish with a suggestion for moving it forward in a new way.     

Australian Indonesia-specialists and debates on West Papua: Implications for Australia-Indonesia relations1

This article explores the modes by which Australian scholars construct knowledge of Indonesia with particular reference to the debates on West Papua in the post-Suharto period. It examines their perceptions, beliefs and attitudes towards human rights issues with a view to analysing the underlying forces, motivations and implications of activism. This article casts doubt on a common, yet often unacknowledged, perception in Indonesia about Australian Indonesia-specialists who are categorised as: intellectuals who always see Indonesian government policies as ‘negative’.2 2. ‘Indonesia specialists’ refer to both scholars who have and who do not have formal Indonesian studies or training who get involved in the study of Indonesia and Indonesian society. Whenever I use ‘Indonesianists’, I refer to scholars who have formal Indonesia studies or training. By Australian scholars, I mean scholars who are Australian by ‘residence’. View all notes I demonstrate that the theorisation of Indonesian society has been diverse in Australia as exemplified by the West Papua debates. Australian scholars’ social positions and mobility, not government policy, shape their beliefs, attitudes and knowledge construction of Indonesia. Thus, considering Australian scholars from a monolithic perspective misses the reality that contemporary intellectual culture in Australia is no longer based on a traditional class.3 3. For an excellent discussion on contemporary intellectual culture, see Eyerman (1994 Eyerman, Ron. 1994. Between Culture and Politics: Intellectuals in Modern Society, Cambridge: Polity.  [Google Scholar]). View all notes I argue there are two major opposing groups in West Papua studies which I label as the ‘affirmative revisionist’ scholars who tend to be more optimistic towards resolution of conflicts in West Papua and the ‘sceptical reformist’ scholars who are dubious about any major changes in West Papua. This latter group believes the people of West Papua should be given the opportunity to remain integrated with Indonesia or to opt for selfdetermination. They tend to use the perceived failure of Indonesia in the protection of human rights in West Papua to attack the Indonesian government and Australian governmental agencies dealing with Indonesia. This article argues that this criticism may adversely impact on future Australia-Indonesia relations.     

Irish Republican Politics and Violence before the Peace Process, 1968–1994

Analyses of the Provisional IRA in Northern Ireland tend to underplay the influence of political strategy in the 1970s, preferring to emphasise militarism. Similarly, the persistence of militarism in the 1980s is often obscured by the attention paid to a ‘new’ republican political orientation. This article seeks to draw attention to the IRA's evolving attitude to the ‘problem’ of Ulster unionism, and republicanism's various estimations of the likely efficacy of violence throughout the period. Republicanism is best understood as a deeply rooted working-class ethno-nationalist movement interacting closely with the other agents of the Northern Ireland conflict: constitutional nationalism, unionism and the British government. ‘Armed struggle’ became a declining asset for republicanism as it came to be seen less as a form of ‘popular guerrilla warfare’ and more as ‘terrorism’. 1 [1] For valuable advice, thanks to Prof. Roy Foster. Opinions expressed are my own. View all notes     

Firefighters in the UK and the US: Risk perception of local and organic foods

Abstract

Recent health scares such as BSE have contributed to the growth of local farmers' markets and consumption of organics sourced globally (Morgan et al., 2006 Morgan, K., Marsden, T. and Murdoch, J. 2006. Worlds of Food: Place, Power and Provenance in the Food Chain, Oxford: Oxford University Press.  [Google Scholar]). Yet a central question about alternative agro-food networks (AAFNs) is whether they supply undemocratic diets chiefly for elites (Goodman, 2004 Goodman, D. 2004. Rural Europe redux? Reflections on alternative agro-food networks and paradigm change. Sociologia Ruralis, 44(1): 3–16. [Crossref], [Web of Science ®] , [Google Scholar]). This is relevant to government campaigns such as ‘Generation Scotland’ and ‘5 A Day’ in the UK, and ‘Food Pyramids’ in the US, which promote better diets for their entire populations. Firefighting is risky work and because firefighters inhabit middle rungs on the socioeconomic ladder, and food is seen as key to morale and fitness, they are suitable consumers to query on food and risk. This firefighter survey presents evidence that alternative foods are gaining value in the UK and US study areas used here. Though Newcastle, UK, lags behind Seattle, US, on a continuum from conventional to alternative food systems, consumption of alternative foods by Newcastle firefighters is greater than that of workers surveyed in Edinburgh a decade before (Tregear, 1994 Tregear, A., Dent, J. B. and McGregor, M. J. 1994. The demand for organically-grown produce. British Food Journal, 96(4): 21–25. [Crossref] , [Google Scholar]), implying that northern UK diets could turn greener if availability and prices improve. Reasons why organic preference seems stronger among firefighters in northwestern US, than in northern UK where local preference appears stronger, are discussed, as well as theorisation of consumer response to a variety of risks over time.     

Post conflict identities: Affiliations and practices of Somali asylum seeker children

Following the 2005 terrorist attacks on London it emerged that two of the terrorists charged with the failed 21st July bombings had arrived in the UK as child asylum seekers from East Africa. In the ensuing debate the bombers were represented as children that turned to hate. In this discussion paper we draw on empirical work conducted in Sheffield, UK to explore the identities, affiliations and practices of Somali asylum seeker children, aged 11–18.1 ¹This ongoing research is being funded by the ESRC Identities and Social Action Programme (Award No: RES-148-025-0028) View all notes Specifically, we argue that the actions of the two bombers need to be framed within a broader understanding of the complex processes of social identification that take place as young people negotiate what it means to be a child in the context of different ‘age’, gender and racialised expectations and against a backdrop of discrimination and social exclusion in different relational geographical spaces. We begin by outlining the context of UK immigration policy, before reflecting on dominant constructions of both childhood and asylum seekers. We then discuss how these may shape young refugee and asylum seekers' own narratives of the self and the role that their mobility and specific sites of identity formation may play in this process. In doing so, we contribute to children's geographies by addressing a group – refugee and asylum seekers – that has been neglected within the sub-discipline.     

Generational differences in women's attitudes towards paid employment in a British city: the role of habitus

Most studies of women's work orientations are based on the attitudes and experiences of women with dependent children and conceptualise women's decision-making in terms of moral positions on the combination of paid work and motherhood. Thus, work orientations are understood within a ‘gender model’ (Dex 1988 Dex, S. 1998. Women's attitudes towards work, New York: St. Martin's Press.  [Google Scholar]), which assumes that women's family situation drives their attitudes towards paid work. This article draws on qualitative interview data collected from interviews with women in two age groups living in Oxford, UK, to explore generational differences in women's work orientations and labour market behaviour. Drawing on a Bourdieusian framework, it considers specifically how changing social, economic and moral geographies, incorporating expectations about women's economic and caring roles, have influenced the habitus of older and younger women. The results of the study suggest that whilst caring responsibilities clearly influence women's attitudes and employment patterns, paid work is more important to younger women's sense of themselves and ‘gender models’ of work orientations do not adequately describe their attitudes.     

Looking through the learning disability lens: inclusive education and the learning disability embodiment

Inclusion as an educational approach for students with disabilities is a widely debated topic. The concept of inclusion is often referred to as a philosophy that all pupils – regardless of ability and other differences – should be included within age-appropriate community schools [Stainback, S.B. and Stainback, W. eds., 1996. Inclusion: a guide for educators. Baltimore, MD: Paul H. Brookes Publishing, Artiles, A.J. and Kozleski, E.B., 2007. Beyond convictions: interrogating culture, history, and power in inclusive education. Language Arts, 84 (4), 357–365]. This educational approach has been scrutinized for its capacity to meet the needs of students with and without disabilities Lindsay, G., 2003. Inclusive education: a critical perspective. British journal of special education, 30 (1), 3–12; Kauffman, J.M. and Hallahan, D.P., 2005 Kauffman, J. M. and Hallahan, D. P. 2005. Special education: what it is and why we need it, Toronto, , Canada: Pearson.  [Google Scholar]. Special education: what it is and why we need it. Toronto, Canada: Pearson; McPhail, J.C. and Freeman, J.C., 2005. Beyond prejudice: thinking towards genuine inclusion. Learning disability research and practice, 20 (4), 254–267]. However, as Bodgan and Taylor [1990. Looking at the bright side: a positive approach to qualitative policy and evaluation research. Qualitative sociology, 13 (2), 183–192.] point out, the ‘does it work’ framework for analyzing inclusion programs for persons with disabilities is not beneficial to practitioners and researchers who believe that ‘integration into society is a moral question rather than an empirical one’ (p. 187). Instead of questioning whether inclusion ‘works’ or is ‘effective’ for students with learning disabilities (SLD), this study uses a critical geography perspective to examine from the SLDs' perspective how educational spaces are as socially and discursively constructed as places of inclusion and exclusion. This paper also examines interest in how these constructions of places are situated in relation to provincial and regional inclusive education policies.     

Alice's Unrepresentative Council: Cause for Intervention?

The troubles of Alice Springs have been widely discussed in the Australian media since The Weekend Australian published Nicolas Rothwell's (2011) feature article ‘Destroyed in Alice’ in February. Discussion has covered many things: violence, drugs, alcohol, sex, town camps, property crime, Aboriginal people coming in from outlying communities and the idea of another Commonwealth intervention. One topic that has not been mentioned is Alice's highly unrepresentative town council, built on a little-known electoral system used in Northern Territory local government called ‘exhaustive preferential’. This paper explains and critiques this electoral system and suggests that it is causing significant problems for both Alice Springs Town Council and other local governments in the Territory.1 ¹A version of this article was published in April 2011 in the Canberra Times monthly supplement The Public Sector Informant. Their by-line for the article was ‘A town like Alice needs an intervention’. View all notes It notes that the Northern Territory government is currently reviewing the system and is possibly moving slowly towards change. If change is not effected soon, it asks: is this electoral system cause for another Commonwealth intervention?     

The Consuming Visions of Late Nineteenth- and Early Twentieth-century Anarchists: Actualising Political Violence Transnationally

Pre-First World War anarchists blamed industrial society for denying its working class the share of the good life that was its due. Their critiques of their contemporary ‘regime of consumption’ were more than marginal to their views of a society they saw as upholding distributive injustice with the means of state violence. They conceived of a bourgeois system that had to be consumed and attacked with its own weapons: political violence. Hence the tactics of ‘propaganda by deed’ and ‘direct action’, the power of dynamite and later on syndicalist organisation appeared as appropriate means to overcome state-centred capitalist society and to usher in alternative ‘regimes of consumption’ based on cooperative or communist models allowing the producers to enjoy the fruits of their labour. Two of the most prominent German adherents of such visions, Johann Most and Wilhelm Hasselmann, were prompted to adopt the transnational propaganda of anarchist terrorism by their experience of state repression, exile and a series of terrorist events they associated themselves with. Siegfried Nacht, whose attitudes were heavily influenced by French syndicalism, sought to transfer older traditions of violent class struggle to the realm of economic terrorism. All their attempts at actualising political violence transnationally were marked by a desire to overcome weakness and the gap that separated visions of revolutionary acts and future societies from the starkly contrasting reality of their increasingly isolated and marginal political positions. The intellectual nexus between ‘political economy from below’ and contemporary practices of violence is crucial for understanding anarchist terrorism. Enemy images of parasitic consumers based on dichotomies between justified producer-consumers and criminal exploiter-consumers were part and parcel of its ideological currency.

In countries with revolutionary trade union tactics the boycott is given emphasis and rendered more effective by the boycotting crowd threatening and damaging the goods, stockrooms and factories owned by those being boycotted, by smashing windows, by throwing stink bombs into department stores, which will chase away the clientele, sometimes even by smashing up and setting fire to the stockrooms. (Siegfried Nacht, Die direkte Aktion, 19071 ?[1] Roller Roller, Arnold [Siegfried Nacht]. [1907]. Die direkte Aktion, revolutionäre Gewerkschaftstaktik, New York: Freiheit Publishing Association. without year [Google Scholar] [Siegfried Nacht], Die direkte Aktion, 39–40. My translation. This work is sometimes attributed to 1903, but in various library catalogues I have found no evidence supporting this claim. The two copies I consulted both listed publications from 1906 in the bibliography. View all notes)     

The difference that place makes to methodology: uncovering the ‘lived space’ of young people's spatial practices

While it has been argued that conventional methodological resources are incapable of effectively representing ‘everyday social practice’ (see Latham 2003 Latham, A. 2003. Research, performance, and doing human geography: Some reflections on the diary-photograph, diary-interview method. Environment and Planning A, 35: 1993–2017. [Crossref], [Web of Science ®] [Google Scholar], Environment and Planning A, 35, 1993), this paper posits that a consideration of the ‘where’ of methodology can go some way to taking social practices seriously. Drawing on research into young people's spatial practices, conventional interview techniques were adopted in a range of different sites: a classroom, a school store-cupboard, and in teenage ‘hang outs’. Through discussion of these emplaced techniques, the paper demonstrates the difference the where of method makes to research. It will argue that, if harnessed appropriately, emplaced methodology can enhance social science's capacity to access the range of intelligences that constitute everyday social practice.     

The Scope and Definitions of Heritage: From Tangible to Intangible

Since the adoption of the Venice Charter in 1964, there have been many conservation guidelines in the form of charters, recommendations and resolutions that have been introduced and adopted by international organisations such as UNESCO and ICOMOS. This article focuses on the scope and definition of heritage as promulgated by the various charters across the globe. The term ‘historic monument’ used in the Venice Charter 1964 was reinterpreted by ICOMOS in 1965 ICOMOS. 21–22 June 1965. Report on the Constitutive Assembly 21–22 June, Warsaw, , Poland [Google Scholar] as ‘monument’ and ‘site’; and by UNESCO in 1968 UNESCO. 1968. Recommendation Concerning the Preservation of Cultural Property Endangered by Public or Private Works. 15th Session of the General Conference. 1968, Paris.  [Google Scholar] as ‘cultural property’ to include both movable and immovable. The different terminology between the UNESCO and ICOMOS was reconciled at the World Heritage Convention 1972. At national and regional levels the scope of heritage was broadened to include gardens, landscape and environment, and later reinterpreted and defined quite differently in Europe, Australia, New Zealand, Canada and China. Although the scope of heritage, in general, is now agreed internationally to include ‘tangible’ and ‘intangible’ as well as ‘environments’, the finer terminology of ‘heritage’ has not been streamlined or standardised, and thus no uniformity exists between countries.     

Are Methodologies for Children keeping them in their Place?

As participatory methodologies gain popularity and are increasingly adapted to carry out research with ‘children’, I return to the methodological question: is doing research with children different from doing research with adults? (Punch, 2000 Punch, S. 2000. Research with children the same or different from research with adults?. Childhood, 9(3): 321–341. [Web of Science ®] [Google Scholar]). As a participatory researcher, I raise concerns around methods designed for ‘children’ that stamp a ‘how-to-research’ label upon a diverse group of individuals prior to entering the research space. Rather than continue the well-worn debate around the incompetent/competent/powerless child versus the competent all-powerful adult, I attempt a different approach that aims to dissolve this dichotomy. I draw on hybrid theories of identities (Benhabib, 1992 Benhabib, S. 1992. Situating the Self, New York: Routledge.  [Google Scholar]; Butler, 1990 Butler, J. 1990. Gender Trouble: Feminism and the Subversion of Identity, London: Routledge.  [Google Scholar]; Adams, 2006 Adams, M. 2006. Hybridising habitus and reflexivity: towards an understanding of contemporary identity?. Sociology, 40(3): 511–528. [Crossref] [Google Scholar]), that recognise identities as multiple and fluid, and present social identities as unhelpful guides in designing participatory methods, principally the mythical notion of the competent all-powerful adult (Lee, 2001 Lee, N. 2001. Childhood and Society: Growing Up in an Age of Uncertainty, Milton Keynes: OUP.  [Google Scholar]). I present the case that pre-labelling participants contradicts the bottom-up approach of participatory methodologies, particularly when Participation is understood as spatial practice (Kesby, 1999 Kesby, M. 1999. Beyond the Representational Impasse? Retheorising Power, Empowerment and Spatiality, mimeo [Google Scholar]; Cornwall, 2000), and participants are invited into a research space, where identities are performed (Thrift, 2000) and are, therefore, something we ‘do’ not ‘have’ (Butler, 1990 Butler, J. 1990. Gender Trouble: Feminism and the Subversion of Identity, London: Routledge.  [Google Scholar]).     

Where dogs,ghosts and lions roam: learning from mobile ethnographies on the journey from school

This paper draws on mobility research conducted with children in three countries: Ghana, Malawi and South Africa. It has two interlinked aims: to highlight the potential that mobile interviews can offer in research with young people, especially in research contexts where the main focus is on mobility and its impacts, and to contribute empirical evidence regarding the significance of everyday mobility to young people's lives and future life chances in sub-Saharan Africa. During the pilot phase of our research project on children, transport and mobility, the authors undertook walks home from school with teenage children1 We use the terms children and ‘young people’ interchangeably in this paper. When we asked young people aged ca. 12–18 years from the three countries at our Malawi inception workshop about terminology, they expressed no concern about the use of the term ‘child’ for people in their teens. View all notes in four different research sites: three remote rural, one peri-urban. As the children walked (usually over a distance of around 5 km) their stories of home, of school and of the environment in-between, gradually unfolded. The lived experiences narrated during these journeys offer considerable insights into the daily lives, fears and hopes of the young people concerned, and present a range of issues for further research as our study extends into its main phase.     

Inaccessible childhoods: evaluating accessibility in homes,schools and neighbourhoods with disabled children

Accessible built environments are a critical component of Canada’s commitment to disabled children’s ‘right to enjoy full and decent lives’ [United Nations Convention on the Rights of the Child. 1989 United Nations Convention on the Rights of the Child. 1989. Convention on the Rights of the Child. New York. [Google Scholar]. Convention on the Rights of the Child. New York.] . Although valid, reliable research data about the accessibility of built environments are key to developing related policies, these data currently do not exist. To begin to redress this gap, we conducted a case study series followed by a survey to determine the accessibility of schools, homes and neighbourhoods directly from disabled children (The ScHaN Project). To present a concise summary of the findings that can inform equitable, evidence-based policies, we developed a scoring system for their homes, schools and neighbourhoods. Although our findings illustrate that eliciting and interpreting data from these children were complex undertakings, it is clear that none of these central environments met Canada’s obligation to enhance equity by enabling their access, inclusion and participation.     

Girls' friendships, ‘distinctive individuality’ and socio‐spatial practices of (dis)identification

This paper investigates girls' friendships (aged 14–15) at Hilltop school in England. Through the use of multi‐locational participant observation this paper identifies the significance of schoolgirl friendship in the production and contestation of femininity and compulsory heterosexuality. This paper focuses on one friendship group known as the ‘alternative’ girls. This paper illustrates how these young women invoke a discourse of ‘distinctive individuality’ (Muggleton, 2000 Muggleton D (2000) Inside Subculture: The Postmodern Meaning of Style Oxford: Berg  [Google Scholar]) in order to produce inclusionary and exclusionary boundaries of friendship. Central to an understanding of these friendships are the complex spatialities of young women's processes of (dis)identification (Skeggs, 1997 Skeggs B (1997) Formations of Class and Gender: Becoming Respectable London: Sage  [Google Scholar]).     

A l'attac. Globalisation and Ideological Renewal on the French Left

The question of globalisation has become a focus of intense debate on the French Left with growing attempts to redefine the nature and forms of leftist opposition. More than any other grouping Attac, created in 1998, has been at the centre of a movement of opposition that contests the terms of neo-liberal globalisation and posits an alternative vision of social and political change. This article focuses on Attac's role in constructing a new discourse of opposition in relation to a global economic order. Whilst Attac seems to offer the possibility for ideological renewal on the Left, it has so far been unable to mobilise widespread support behind its political project. For some observers, Attac has failed to make explicit the connections between particular social problems and grievances in France and a universal context of change at international level. It tends to treat globalisation as an abstract ‘scientific’ problem, a distant and reified phenomenon rather than a social reality affecting millions of French citizens in their everyday lives.

Comment cela s'appelle-t-il, ce moment o[ugrave] un autre monde devient possible? Cela a un très beau nom, camarades. Cela s'appelle l'aurore.1 ?[1] Ramonet, I. (2002 Ramonet, I. 2002. “Cela s'appelle l'aurore”. In Attac au Zénith, 13–25. Paris: Mille et Une Nuits.  [Google Scholar]) ‘Cela s'appelle l'aurore’, in Attac au Zénith, Attac, Mille et Une Nuits, Paris, p. 21. The slogan un autre monde est possible was first devised by Attac and has since become the main symbolic reference for the French anti-globalisation movement.