Criminology: in the business of creating misery?
I’ve been thinking about Criminology a great deal this summer! Nothing new you might say, given that my career revolves around the discipline. However, my thoughts and reading have focused on the term ‘criminology’ rather than individual studies around crime, criminals, criminal justice and victims. The history of the word itself, is complex, with attempts to identify etymology and attribute ownership, contested (cf. Wilson, 2015). This challenge, however, pales into insignificance, once you wander into the debates about what Criminology is and, by default, what criminology isn’t (cf. Cohen, 1988, Bosworth and Hoyle, 2011, Carlen, 2011, Daly, 2011).
Foucault (1977) infamously described criminology as the embodiment of utilitarianism, suggesting that the discipline both enabled and perpetuated discipline and punishment. That, rather than critical and empathetic, criminology was only ever concerned with finding increasingly sophisticated ways of recording transgression and creating more efficient mechanisms for punishment and control. For a long time, I have resisted and tried to dismiss this description, from my understanding of criminology, perpetually searching for alternative and disruptive narratives, showing that the discipline can be far greater in its search for knowledge, than Foucault (1977) claimed.
However, it is becoming increasingly evident that Foucault (1977) was right; which begs the question how do we move away from this fixation with discipline and punishment? As a consequence, we could then focus on what criminology could be? From my perspective, criminology should be outspoken around what appears to be a culture of misery and suspicion. Instead of focusing on improving fraud detection for peddlers of misery (see the recent collapse of Wonga), or creating ever increasing bureaucracy to enable border control to jostle British citizens from the UK (see the recent Windrush scandal), or ways in which to excuse barbaric and violent processes against passive resistance (see case of Assistant Professor Duff), criminology should demand and inspire something far more profound. A discipline with social justice, civil liberties and human rights at its heart, would see these injustices for what they are, the creation of misery. It would identify, the increasing disproportionality of wealth in the UK and elsewhere and would see food banks, period poverty and homelessness as clearly criminal in intent and symptomatic of an unjust society.
Unless we can move past these law and order narratives and seek a criminology that is focused on making the world a better place, Foucault’s (1977) criticism must stand.
References
Bosworth, May and Hoyle, Carolyn, (2010), ‘What is Criminology? An Introduction’ in Mary Bosworth and Carolyn Hoyle, (2011), (eds), What is Criminology?, (Oxford: Oxford University Press): 1-12
Carlen, Pat, (2011), ‘Against Evangelism in Academic Criminology: For Criminology as a Scientific Art’ in Mary Bosworth and Carolyn Hoyle, (eds), What is Criminology?, (Oxford: Oxford University Press): 95-110
Cohen, Stanley, (1988), Against Criminology, (Oxford: Transaction Books)
Daly, Kathleen, (2011), ‘Shake It Up Baby: Practising Rock ‘n’ Roll Criminology’ in Mary Bosworth and Carolyn Hoyle, (eds), What is Criminology?, (Oxford: Oxford University Press): 111-24
Foucault, Michel, (1977), Discipline and Punish: The Birth of the Prison, tr. from the French by Alan Sheridan, (London: Penguin Books)
Wilson, Jeffrey R., (2015), ‘The Word Criminology: A Philology and a Definition,’ Criminology, Criminal Justice Law, & Society, 16, 3: 61-82
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The Criminology Toolbox
Whilst sitting at my desk at work recently I realised just how much I took away with me in my toolbox from my time studying Criminology. I wanted this blog to be about exactly how this discipline has helped me in my personal and working life and the transferable skills I acquired without even realising I was using them.
In 2011 I came to University an 18 year old with a very closed and one sided mind set and this is something I will openly admit to! A memory that I feel will stick with me forever is from a Crime and Society seminar in the first year with @manosdaskalou. I remember openly saying to him that I felt prisoners should not be allowed to have televisions whilst in prison and that they were there to do their sentence and not watch this week’s Hollyoaks (@manosdaskalou you may remember that sour faced girl sat in front of you, although the sour face is still very much there!). I am sure those of you reading will be cursing BUT my self-righteous opinions did change and the more I attended various lectures and seminars, the more I became open to listening to and respecting the opinions of my peers and became further educated about the impact rehabilitation and second chances have on lives.
In my second year I volunteered for an organisation focusing primarily on helping individuals who had been in the Criminal Justice System with gaining employment and education. As soon as I walked through those doors I saw first-hand the positive impact this organisation had on the lives of those using the service.
I had an opportunity to assist on a healthy living course for individuals recovering from drug and alcohol addictions. Some of those attending the course had never taken an exam before or even been in an educational setting and others struggled with reading. I quickly realised the privileged position I was in to be able to even be at University and do things I feel we all take for granted sometimes such as reading. I also provided some advice to a young female who completely freaked out at the idea of taking a multiple choice test. I gave her some tips before that I had acquired from my own experiences. She was so very thankful to me and I will always remember her.
In terms of the other skills I now have in my toolbox, the thought of standing up and presenting in front of my peers at University terrified me, however in doing that I can now confidently stand up in front of my colleagues and bosses to present information and contribute in meetings. I can also provide evidence in court thanks to learning about the criminal process.
Having the opportunity to debate certain issues within the criminological world and society has taught me to have a voice and provide my point in a professional manner whilst listening to others. From the assignments set, to working within a timetable, it has all enabled me to build upon my time management and organisational skills. Working to tight deadlines also does not daunt me especially when I now have work to them daily.
I think we can all be truthful here and say we did groan a little bit when we were given extra reading to do at home and to critically analyse various pieces of text for the next seminar (heaven forbid!). However, being able to analyse a piece of text is a skill I use every day in my job with Northamptonshire Police especially when building court files and reading the fibs and fairy tales that some of our customers can provide. Criminology taught me to be critical of everything around me, take on board criticism and ask questions. I now ensure I stick my head above the parapet and often put the police officers in their place, as they do need it sometimes!
On the whole, I am thankful for the transferable skills I acquired from studying Criminology despite using them daily and not realising until my desk epiphany! I graduated in 2014 with a toolbox of skills ready for the big wide world and I will cherish them always. Who knows, it may even help me with becoming a parent in November!
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New beginnings
This time of the year, it always feels a bit, well odd! I prepare for the new academic year, in terms of the administrative tasks but most importantly for the academic material. For many years now, I have been returning to the same space, sit on the same chair and talk to the same old people. I am aware that this may demystify the role of the academic, but this is only the obvious side. What I left out from this annual ritual is the most important part of the process; the time used to contemplate content, to reflect on the pedagogies used and to explore new ideas; this is a process whose gestation will commence at the end of the last year and will mature just before the new academic year begins.
This year things are going to be slightly different; the last academic year I was on the old campus and now we have moved to a brand-new campus. Admittedly, this is a very interesting experience so far. In a way, it feels like I have changed employment although I still see the same recognisable faces around. Getting used to the new buildings will take a bit of time, so for those reading this blog, and coming to the campus, please bear with me and of course, if you see me going the wrong direction point me to the right one. This is a year the myself and my colleagues and our students will be discovering the new campus together. This will be a shared experience to remember.
The move to the new campus is also aligned to the way we have developed our institutional pedagogies, although our subject has long been involved in those, either espousing the changemaker ethos or getting involved with local organisations and engaging with the community. We have already been thinking of ways of working with our students to become more civic minded which will help in connecting the academic experience, with a different kind of social learning.
This is a year like all other years, in terms of preparation and planning but at the same time this is a year like no other. It is a year all students and staff will remember beyond their educational experience. Years ago, I told a group of students that the place of study becomes such an important point of reference because as people we combine experiences together. The new campus will shelter the dreams and aspirations of many generations of students and transfigure them into the level of academic maturity that lead our graduates to professional success. The process is so simple and at the same time so incredibly vital. The students who come will progress through their studies, master the importance of becoming independent learners with confidence, who will return to their communities, to enhance them with their knowledge and ability. This is an incredibly satisfying academic process that encouraged myself and many other colleagues to join academia in the first instance.
Let’s have a great new academic year. One of many
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Racism in the work place
Growing up in a small town and having dealt with racism from a young age; I felt as if getting a degree would prove that I deserve to sit with the top dogs and that would be the end of me experiencing racism.
But I was sadly mistaken. I have experienced racism at 3 out of the 4 jobs I have had since graduating. I never dealt with it head on. I would just apply for other jobs and pray that the next job would be different. Thinking of reporting people for the comments they said was never an option for me as they were managers or supervisors.
Until I had the 3rd person who said a racist comment and I broke down. At this point I was done with running. I reporte d it and it was dealt with. But since then I have been dealing with covert racism. Being the only black person in a department of over 100 people has not been easy. I have not always received the same opportunities as my colleagues. But I never gave up. I might have my melt down for a few hours or days. But I knew I had to work twice as hard as a white person to even get recognition. I have a degree that relates to my occupation and have paid over a £1,000 for courses just to be recognised. Yet, my colleagues never had to pay for those courses.
The truth of the matter is, it has taken centuries for prejudicial thoughts to be embedded in people’s heads. And it will take the same amount of time to get rid of it. That does not excuse it or make it right. All, you can do is work hard and never give up. You should not have to accept being mistreated. Stand up for yourself, no matter what. Do not suffer in silence!
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Upskirting: A new criminal offence but will the legislation do the job?
Upskirting for anyone who has not come across the term is the act of taking unauthorised pictures under a skirt or kilt to capture images of the crotch area and sometimes genitalia. It tends to happen in crowded public places making it difficult to spot when it is happening. The resulting images are often distributed on the internet, usually interlinked with pornographic or fetish sites and present a multitude of moral and legal issues surrounding privacy, decency and consent. In some instances, the victim is identifiable from the image but in many they are not and are often unaware that such images even exist. This type of behaviour is not new but the development of technology, most notably camera phones has facilitated the practice as has the ability to share these images online. In England and Wales there is currently no specific legislation banning such action because voyeurism only covers private spaces and outraging public decency requires a witness. As such, when victims of upskirting come forward there is currently little scope for prosecution although some successful prosecutions have occurred under the offence of outraging public decency.
Gina Martin, a freelance writer and victim of upskirting launched a campaign to get upskirting recognised as a specific crime and punishable under the Sexual Offences Act. This campaign has gained considerable momentum both publicly and politically and in March 2018 the Voyeurism (Offence) Bill was presented to the House of Commons. The bill was blocked by the objections of one MP on the grounds that there had been a ‘lack of debate’ and thus a breach of parliamentary procedure. The backlash to this objection was interesting, rather than acknowledging that this is a serious issue worthy of parliamentary debate a humiliating and somewhat bullying approach was taken in the form of ‘pants bunting’ being hung outside of his Commons office. While I might not agree with some of the past actions of this MP his argument that new laws need to be debated if we (the UK) are to stand up for freedom and democracy is an important one. Upskirting is a serious breach of privacy and decency and therefore needs proper debate if the resulting legislation is going to be more than a knee-jerk reaction to public outrage. Such legislation often results in the need for multiple revisions in order for it to efficiency and effectively tackle such behaviour. For example, the proposed burden of proof in the original bill alongside the limited scope of the bill[1] would likely have limited prosecutions rather than facilitating them. Unfortunately, with just three months between the original bill and the revised Voyeurism (Offences) (No.2)) Bill, which was successfully introduced to the House of Commons in June 2018, the extent to which sufficient informed debate has occurred remains questionable.
[1] See the comments by Clare McGlynn (professor at Durham University) in Sabbagh and Ankel (2018) Call for upskirting bill to include ‘deepfake’ pornography ban. The Guardian [online] Available at: https://www.theguardian.com/world/2018/jun/21/call-for-upskirting-bill-to-include-deepfake-pornography-ban. [Accessed: 17 August 2018].
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The Other Side of Intelligence
After I graduated I had a bit of tunnel vision of what I wanted to do. I wanted to either work with young offenders or work with restorative justice. Many opportunities actually came up for me to do several different things, but nothing really worked out and nothing felt right.
I carried on working in retail till February 2018; I was honestly starting to lose hope that I would find something that I would enjoy. I started working for a security company that does many things; from employment vetting to gaining intelligence of various kinds. Although the role is not focused on the criminality side entirely, the theme is very much apparent. I find myself thinking about all the different concepts of criminology and how it ties in to what I am doing.
A big part of my role is intelligence and at first, I didn’t think I would enjoy it because I remember in third year in the module, Violence: Institutional Perspectives*; we looked at the inquiry Stockwell 1; an inquiry into the metropolitan police force following the death of Jean Charles de Menezes. Jean Charles was mistaken by intelligence officers for Hussain Osman, one of the terrorists responsible for the failed bomb attacks in London. This particular inquiry frustrated me a lot, because I just felt like, how is it possible for the police to mistake an individual for an innocent person. I just couldn’t accept when we were going through this case how trained officers were able to fail to identify the correct person, regardless of all the other factors that pointed to Jean Charles being the culprit. However, now being in a similar position I understand more how difficult it actually is to identify an individual and being 100% sure. There have been times in my line of work that I have had to question myself 2, 3, even 8 times if the person I found was really who I was looking for.
I do think I question it a lot more because I know how much my job can affect a person’s life and/or future. I do think criminology has been one of the best decisions I made. I know that I view things differently from other people I work with, even my family. Just little things that people tend not to notice I see myself. Thinking, but could it be because of this, or could it be because of that. Criminology really is part of everyday life, it is everywhere, and knowing everything I know today I wouldn’t have it any other way.
*Now CRI3003 – Violence: From Domestic To Institutional
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Funding Higher Education – consider the bigger picture
There have been plenty of blogs on this site and others promoting the value of knowledge, scientific endeavour, progressing our understanding, and more recently, finding ways to counteract the phenomenon of fake news and alternative facts. It seems we need to value education even more, so, when I see the headline ‘University chief wants to bring back maintenance grants’ (BBC News 2018) my initial thinking is, yes, absolutely we must. However, this is soon followed by a sense of despondency, knowing there will be plenty of people who will assume the country cannot afford it, taxpayers should not foot the bill and we should just muddle along and hope students just accept this is how the world works now. Well, I find this difficult to accept, in light of the wealth of evidence against this notion that funding higher education from the public purse is unthinkable. After all, we used to, and plenty of other countries do this. What is also clear, are the benefits this brings, that this is about investing in the future, ensuring a skills base for jobs which need this level of education and knowledge. To see this as an investment means valuing the fact that there are school pupils who have the opportunity, drive and ambition for a career which requires a degree, possibly postgraduate training and vocational training. This should not be hindered by their class, their parents’ occupation, and experiences of poverty and exclusion. We must also equally value those who want to build our houses, cars, offer vital services which require a very different form of ambition and aspiration. One must not be held as more value over the other, they both need to be supported, grants are part of this, but so are training bursaries, decent wages, secure jobs and valuing investment in the arts. Instead, what we have created is a climate of competitiveness, we see it in increased levels of social anxiety among young people, including students, and we see it in the rise of the gig economy. Grants would offer freedoms for students from a wider range of backgrounds to make choices based on their own ambitions, and not be held back by their circumstances. They would allow students of any background to choose to study from the arts, humanities, social sciences, science, medicine, law and business – without weighing this choice up in the context of which will guarantee a well paid job.
The current Conservative government have been openly and proudly advocating for privatisation and placing the burden of the cost not on the tax payer, but on those accessing the service. This is a very attractive political promise – to pay less tax creates the perception that people have more of their own wages, and are not supplementing those who don’t work as hard. It also presents privatisation as placing the provision of services with corporations who are more efficient, innovative and can invest money back into the service. Yet, the Community Rehabilitation Companies at the heart of the Transforming Rehabilitation Agenda have been bailed out to the tune of £342m (and counting?) (see https://www.theguardian.com/society/2018/jan/17/private-probation-companies-face-huge-losses-despite-342m-bailout). Our NHS is under threat from providers such as Virgincare and US companies, and our rail services are constantly in the news for poor service and rising prices. All we need to do is look to our European neighbours to see how different it can be, if we just let go of this notion that paying more tax is a burden, especially as we face this burden in a different form – rising costs and stagnant wages, expensive travel costs compared to other countries, threats to job security, pensions and to our system of free healthcare.
The language used when fees for degrees were introduced by the then Chancellor George Osborne was that grants had become “unaffordable” and there was a “basic unfairness in asking taxpayers to fund grants for people who are likely to earn a lot more than them” (BBC News, 2018). There was plenty of criticism raised at the time, and concern about prospective students being put off. This was quelled by the promise to reduce debt, to have the country live within its means and that young people would simply have to accept debt as part of their future. Yet, as predicted, it has led to greater polarisation of students from lower classes accessing HE, especially among the Russell Group universities, as well as disparities in admittance from BAME groups, indicating once again a level of disadvantage which continues in this arena. It doesn’t seem altogether fair to place the responsibility on HE to widen access and increase diversity if the cost of attending is simply prohibitive and becomes an insurmountable barrier. There is only so much universities, just like schools, hospitals, police services and others can do within a system which creates and perpetuates inequality, and doesn’t support those who aspire to improve their circumstances.
It baffles me that so many people continue to accept this idea that low tax is a benefit, when it simply displaces the costs to citizens in other ways, and it also means governments can support corporations and individuals who seek to pay less and less tax, to increase profits for shareholders. There is something wrong also with an economic system which politicians themselves benefit from financially and, therefore, seek to maintain the status quo. The same can be said for privatisation and introduction of student fees – despite all the evidence which shows this is not a good idea, someone somewhere is getting rich, is influencing decision makers in parliament to maintain this policy, and neither of these parties is concerned about what is best for the country and its future.
Susie Atherton
Senior Lecturer in Criminology
BBC NEWS (2018) University chief wants to bring back maintenance grants, see https://www.bbc.co.uk/news/education-45079654.
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An Officer’s Perspective
Northampton University…. In 2011, I first moved up to Northampton to study criminology and sociology. At the time I had never moved away from home before and it was a somewhat daunting experience. However, now looking back at this, it was one of the best decisions I have made.
Before I set out to go to university I had always said to my family I wanted to join the police force. I chose to study criminology as I believed this was going to help me with joining the police and also provide me with an insight as to what I was potentially going to be letting myself in for.
From studying criminology for three years I learnt about various ideas surrounding police and their interactions with communities, portrayal within the media and about the history of the police and how it has developed into the service we have today.
I remember, in particular, being interested in the way in which the media portrayed the police and the impact this had on how young people, and whether this influenced their opinions on police, so much to the point I completed a dissertation on this topic. This interest came about from a module called YOUTH CRIME AND MEDIA. Ultimately, I found that young people, in particular those aged between 18-25, were influenced by the media and this helped them form their opinions of the police.
Whilst I was at Northampton University, I was a Special Constable for the Metropolitan Police having joined them in 2013, my third year at uni. This began to give me some experience into what the police dealt with on a day to day basis. Although I was only doing this for 16 hours per month, I would recommend this to anybody who is considering joining the police.
Since graduating from Northampton University, I joined the Metropolitan Police as a PC and I have been with the Met now for 2 years. I can honestly say that, when people say this is a job like no other, they are all correct. I go to work not knowing what I am going to encounter from one call to the next. The one thing which has really stood out for me since joining as a PC, and having graduated from university, is how misunderstood the role of police appears to have become. When I was growing up I remember thinking that the role of police was to chase criminals and drive fast cars. However, this nowadays is a small proportion of the work we do and the role of police officers is a lot more diverse and changing daily. We have a lot of interactions with people who are suffering a mental health crisis who may need our assistance because they are feeling suicidal, investigate the disappearance of missing people and even attend calls where someone is suffering a cardiac arrest and a defibrillator is required, as police officers now carry these in their vehicles.
However. I feel the biggest thing that my criminology degree has assisted me with in relation to my job is how I analyse situations. Criminology was largely centred around different theories and analysing these perspectives. On a day to day basis I regularly find myself analysing information provided to me and trying to understand different accounts people provide me with and trying to use these accounts to decide what action needs to be taken. Overall criminology has allowed me to take a step back from somewhat stressful situations and analyse what has happened. This has given me the confidence to present different viewpoints to people and also challenge people at times on controversial topics or viewpoints they may have.
I do think that I took the right path to becoming a police officer; criminology did equip me with various different skills that I utilise in my day-to-day role. I wouldn’t change the path I took. I enjoyed every bit of my degree, and the lecturers were always supportive.
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“Στον πατέρα μου χρωστώ το ζην, στον δάσκαλό μου το ευ ζειν” To my father I owe living, to my teacher I owe my wellbeing (Alexander the Great)
I remember this phrase from school, among with other ones about the importance of education in life. Since then there have been several years but education is something that we carry with us and as such we take little memories of knowledge like pieces of a gigantic jigsaw that is our lives and put them together. Experience is that glue that makes each piece of knowledge to stick at the right time whenever you want to find the words or feelings to express the world around us. Education plays such an immense part in this process because it give us these words that explain our world a little more clearly, precisely, deeply
This phrase had great resonance with me as I have never known my father and therefore I had no obvious person to relate this to or to have a way to express gratitude for living to anyone (obviously from my paternal family branch). So for a very long time, I immerse myself in education. Teachers in and out of the classroom, living or dead, have left a trail of knowledge with me that defined me, shaped my thoughts and forge some intense memories that is now is my turn to share with my students.
Education has been my refuge, my friend and a place of great discovery. Knowledge has that power to subvert injustice and challenge ignorance. Arguably education comes in different guises and a formal school curriculum sometimes restricts the student into normatives of performance that relegates knowledge into bitesize information, easily digestible and reproduced. The question, of a fellow student of mine who asked, “sir, why do I need algebra?” could have only be met from the bemused teacher’s response…”for your education”! Maybe I am romanticizing my own education and potentially forget that formal compulsory education is always challenging and challenged because of the purpose it is called to play.
Maybe this is why, what I consider of value in education, I have always attributed to my own journey, things that I read without being in any curriculum, or discussions I had with my teachers that took us away from the strict requirements of a lesson plan. The greatest journey in education can start with one of the most basic of observations, situations, words that lead to an entire discussion on many complex ideas, theories and perspectives. These journeys were and are the most rewarding because you realise that behind a question is the accumulated human curiosity spanning the entire history of life.
One of the greatest places for anyone to quench this thirst for learning is the University. In and out of the classroom knowledge is there, ready to become part of a learners’ experience. It is not bestowed in the latest gadget or the most recent software and other gimmicky apparatus but in the willingness to dwell into knowledge, whether it is reading late in the library or having a conversation with fellow students or a tutor (under a tree as one of my students, once professed). Perhaps my trust in education is hyperbolic even obstinate but as I see it, those of us who have the choice, can choose to live or to live well. For the first, we can carry on existing, but for the latter the journey of knowledge is neither a short one nor one that comes easy but at least it will be rewarding.
Thoughts from the criminology team 