Halloween Prison Tourism
Haley Read is an Associate Lecturer teaching modules in the first and third years.
Yes, that spooky time of the year is upon us! Excited at the prospect of being free to do something at Halloween but deterred by the considerable amount of effort required to create an average-looking carved pumpkin face, I Google, ‘Things to do for Halloween in the Midlands’.
I find that ‘prison (and cell) ghost tours’ are being advertised for tourists who can spend the night where (in)famous offenders once resided and the ‘condemned souls’ of unusual and dangerous inmates still ‘haunt’ the prison walls today. I do a bit more searching and find that more reputable prison museums are also advertising similar events, which promise a ‘fun’ and ‘action packed’ family days out where gift shops and restaurants are available for all to enjoy.
Of course, the lives of inmates who suffered from harsh and brutal prison regimes are commodified in all prison museums, and not just at Halloween related events. What appears concerning is that these commercial and profit-based events seem to attract visitors through promotional techniques which promise to entertain, reinforce common sensical, and at times fabricated (see Barton and Brown, 2015 for examples) understandings of history, crime and punishment. These also present sensationalistic a-political accounts of the past in order to appeal to popular fascinations with prison-related gore and horror; all of which aim to attract customers.
The fascination with attending places of punishment is nothing new. Barton and Brown (2015) illustrates this with historical accounts of visitors engaging in the theatrics of public executions and of others who would visit punishment-based institutions out of curiosity or to amuse themselves. And I suppose modern commercial prison tourism could be viewed as an updated way to satisfy morbid curiosities surrounding punishment and the prison.
The reason that this concerns me is that despite having the potential to educate others and challenge prison stereotypes that are reinforced through the media and True Crime books, commercialised prison events aim to entertain as well as inform. This then has the danger of cementing popular and at times fictional views on the prison that could be seen as being historically inaccurate. Barton and Brown (2015) exemplify this idea by noting that prison museums present inmates as being unusual, harsh historical punishments as being necessary and the contemporary prison system as being progressive and less punitive. However, opposing views suggest that offenders are more ordinary than unusual, that historical punishments are brutal rather than necessary and that many contemporary prisons are viewed as being newer versions of punitive discipline rather than progressive.
Perhaps it could be that presenting a simplified, uncritical and stereotyped version of the past as entertainment prevents prison tourists from understanding the true pains experienced by those who have been incarcerated within the prison (see Barton and Brown, 2015, Sim, 2009). Truer prison museum promotions could inform visitors of staff corruption, the detrimental social and psychological effects of the prison, and that inmates (throughout history) are more likely to be those who are poor, disempowered, previously victimised and at risk of violence and self-harm upon entering prison. But perhaps this would attract less visitors/profit…And so for another year I will stick to carving pumpkins.
Photo by Markus Spiske temporausch.com on Pexels.com
Barton, A and Brown, A. (2015) Show me the Prison! The Development of Prison Tourism in the UK. Crime Media and Culture. 11(3), pp.237-258. Doi: 10.1177/1741659015592455.
Sim, J. (2009) Punishment and Prisons: Power and the Carceral State. London: Sage.
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Findings on the ‘traditional lecture’ format – perfect timing!
I seem to be reading more and more reports on the need to retain lectures as a form of teaching, as it is claimed to ensure students are more engaged and committed to their studies when this method is used. Well, these findings have come to my attention just as I am testing online technologies to replace the ‘traditional’ lecture, via Collaborate on the new Waterside campus. Collaborate is a tool in Blackboard which opens an online classroom for students to join, listen to the lecture and see slides or other media, while also being able to pose questions via a chat function.
On the face of it, not so different, just the physical world replicated in the real world, right? Well, I will reserve judgement as I am still coming to grips with what this technology can do, I am aware younger generations of students may embrace this, and the reality is, it is the only forum I have to offer teaching to large numbers of students. I suspect student experiences are mixed, I know some really like it, some are not so keen, so again, not so different to lectures? The article in the times suggests that students are less likely to drop out if they are taught via lectures and have perceptions of good one-to-one contact with staff. Some more interesting issues were raised from replies in the tweet about the story, raising questions about the need to focus on quality, not method, that many universities are playing catch up with new teaching technologies and that this needs to be better understood from social and cultural perspectives. I think it is also worth picking up on perceptions of students, along with their expectations of higher education and remember, they must develop as independent learners. The setting in this respect would not seem to matter, it is the delivery, the level of effort put in to engage students and reinforcing the message that their learning is as much their responsibility as ours.
There is certainly a lot to grapple with, and for me, just starting out with this new technology, I myself feel there is much to learn and I am keeping an open mind. I do feel there are aspects of traditional teaching which must be retained and this can be done via group seminars, with smaller numbers and an opportunity for discussion, debate and student-led learning. If we see the lecture as the foundation for learning, then perhaps its method of delivery is less important. Given the online provision I must use for lectures, during seminars, I step away from the powerpoint and use the time I have with students in a more interactive way. For those modules where I don’t use online lectures, not much has changed on the new campus, but I am always keen to see how online teaching methods could be adopted – and I am prepared to use them if I genuinely can see their value.
It would be easy to offer only critique of this technology, and I think it is also important not to see it as an answer to the perennial problems with lack of engagement and focus many lecturers experience from mid term onwards. Perhaps online provision can at least overcome barriers to attendance for commuting students, those who feel intimidated in large lecture halls, and those who simply find they don’t engage with the material in this setting. At a time when some courses attract high numbers of students, and the reality of having lectures with 150+ students in a room means potential for noise disruption, lack of focus and interaction then maybe online provision can offer a meaningful alternative. There is provision for some interaction, time can be set aside for this, students can join in without worrying about disruption or not being able to hear the lecturer and it removes the need for lecturers to discipline disruptive behaviour. It does require some level of ‘policing’ and monitoring, but the settings can enable this. Having done lectures with 100 plus students, it is not something I miss – I’ve always preferred smaller seminar group teaching and so I can see how online provision can be a better support for this.
Currently, I use the online session as a form of recap and review, with some additional content for students. This is in part due the timing of the session and I am sure it can work equally as well as preparation for seminars. Students can then use the time to clarify anything they don’t understand and it reinforces themes and issues covered in seminars as well as introducing news ways to examine various topics. As with any innovation, this needs more research from across the board of disciplines and research approaches. In order to move such innovation on from ‘trial and error’ and simply hoping for the best, as with any policy we need to know what works, when it works and why. Therefore, along with my colleagues, I will persist and keep a watchful eye on the work of pedagogic experts out there who are examining this. There have been the inevitable issues with wifi not supporting connectivity – I can’t believe I just used this sentence about my teaching, but there it is. I am optimistic these issues will be overcome, and in the meantime, I always have a plan B – relying on technology is never a good plan (hence the featured image for this blog), but this is perhaps something to reflect on for another day.
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San Francisco: A City of Contrast
Haley Read is an Associate Lecturer teaching modules in the first and third years.
Often when I visit different cities around the world, I notice that huge contrasts in the standards of life experienced by others are ‘plain for the eye to see’ within such small spaces.
What seems interesting is that inequality between the rich and poor are striking within western countries that are often perceived as being quite wealthy, ‘forward thinking’ and technologically advanced. This brings me to my recent trip to San Francisco, a city partly characterised by the beautiful red Golden Gate bridge which is situated near a beach where sun kissed, athletic and healthy-looking San Francisco residents seem to spend their free time socialising, sailing on boats, walking their pedigree dogs and playing sports. Of course, the view of the isolative Alcatraz prison to the East of the bridge dampens the illusion that San Francisco is a city which has historically upheld progressive and rehabilitative ideas. Whilst today, within this very same space, and more evidently, within a few blocks walk from this location, residents experience life in a very different manner. Many individuals are homeless, have significant physical and mental problems, the occasional prostitute hangs around attracting business and drugs are taken and offered out to passers-by. And on that very same red bridge many individuals attempt to and/or take their own lives out of desperation. So, for me, San Francisco exemplifies a city that is steeped in inequality.
In fact, a recent United Nations (2017) report points to high housing prices, the lack of social, educational and healthcare services for poorer Californian populations and tough responses to issues of homelessness and petty crime as being key to the increasing and continued levels of inequality within cities such a San Francisco. Last week in seminar sessions [CRI1007] we discussed the Universal Declaration of Human Rights (1948). What appears interesting here is that despite an international agreement that every individual should have a Right to Life, domestically, San Francisco’s approach to the provision of social and medical care for individuals results in the lesser quality and length of life for poorer populations. As in San Francisco the Right to Life is limited, as the city does not seem to be obliged to protect individuals who may die due to ill mental or physical health, the lack of medical insurance or the numerous experiences of poverty.
Prior to visiting San Francisco, I was quite excited to revel in its famous music scene and its picturesque charm. Yet, despite it being a fantastic place to visit that is full of eccentricity and character, the sombre tone of the city was made blatantly clear. I did however, leave feeling incredibly grateful for non-government organisations and communities who often provide for those who are viewed as being ‘deviant’ and not worthy of help. Such as the Gubbio Project, which, with the help of volunteers and public donations, provides Church shelter and basic provisions for the homeless. However, it is clear that a greater amount of support is required for the poorer residents of San Francisco.
Photo by Life Of Pix on Pexels.com
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Productive Procrastination
There’s the saying ‘Find your passion and you’ll never work a day in your life,’ however I much prefer the updated version ‘Find your passion and you’ll work every day of your life’ BUT you’ll love it. Criminology and the law are everything to me and I enjoy my profession and my ability to work in a field that allows me to direct my interests. It is a very special position to be in and not something I take for granted. I am fortunate to be starting at The University of Northampton this coming semester as a criminology lecturer and I’m looking forward to meeting and getting to know all my colleagues and students.
As a student you may not always want to study, and it is also important to take time off. You may feel guilty if you’re not studying as there is always more reading or research to do for your assignment – it is a veritable rabbit hole. I highly recommend that you undertake ‘Productive Procrastination.’ Productive Procrastination is not working on the task you should be working on, but it is still related closely enough to your work that you don’t feel guilt. (Yes, maybe some mental gymnastics to get to this point!)
It is very important to stay up to date with the current news and research in criminology and criminal justice. To achieve this I use Twitter, read books, and listen to so many podcasts. Apart from being entertaining and educational, the best thing about listening and reading is it often gives your mind to think about what you’re learning differently.
Some of my top podcast recommendations are:
- Criminal
- My Favorite Murder
- Once Upon a Crime
- RedHanded
- Casefile
- Hidden Brain
- They Walk Among Us
- Death in Ice Valley
Some book recommendations from my reading over the last couple of months are:
- Memoirs of a Radical Lawyer – Michael Mansfield
- All that Remains: A life in Death – Sue Black
- Home Fire – Kamila Shamsie
- Outliers – Malcolm Gladwell
- Why I’m No Longer Talking to White People About Race – Reni Eddo-Lodge
- In Cold Blood – Truman Capote
- The Secret Barrister
- Women & Power: A Manifesto – Mary Beard
If you like any of these podcasts or books, please let me know as I can make a lot more recommendations. Alternatively, please provide me suggestions! Happy Productive Procrastination!
I have a personal blog Academic Traveller if you would like to read more about my experiences.
Reference:
Image is inspired by New Yorker Cartoon: Sipress, D. (2014). The New Yorker Daily Cartoon: Friday, December 5th [Online image]. Retrieved from <https://www.newyorker.com/cartoons/daily-cartoon/daily-cartoon-friday-december-5th?mbid=social_twitter> Image created by Glen Holman.
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Interview with a sex offender
Bethany Davies is an Associate Lecturer teaching modules in the first year.
“Was this your first arrest?”
“Yes I’ve been in trouble with the police before, but just like cautions, like some old man called the police because we played football on the grass near his house. That was literally only about a couple months before i got arrested… for rape.”
I had just turned 20 years old when I conducted my first interview with a sex offender. I was prepping for my dissertation in the summer before my final year, conducting research in a probation office I volunteered at. I was allowed to observe, teach and in the final week I would be able to interview 3 males I had been observing. I interviewed the first two males who both I had taught some very basic numeracy skills to, they were both as they were in my observations, very calm and just trying to get through each day without breaching their probation orders. My final interview was with a young male who I had been helping prepare to apply for a construction worker card, which would allow him to apply for building work. In my months of observing and teaching him I felt like he was no different to males I went to school with or anyone you would pass on the street. I did not want to know what his crime was, as a probation mentor that was never my focus, nor my business to know.
Ethically speaking, I was challenged by the idea that I was conducting an interview and research with the consent of an individual who in my eyes did not understand the concept of consent. That may seem like a harmful way to view this man and the outlook of his time in probation as ultimately it was about reform and reintegration after his time in prison. I have progressed a lot since this day and I no longer view this person so hopelessly in my memory, then again, I am unsure of what he is doing now.
Each time I remember the interview and my experience there, I have different thoughts and different feelings, which I suppose is human nature. I also get annoyed at myself that I cannot seem to understand or rather pinpoint my own thoughts on it, I go between thinking what I did (teaching) was a good thing and it may have helped him, to thinking what I did was waste my time on someone who probably didn’t deserve it in many people’s eyes.
I had always felt I was very understanding of those labelled ‘ex-offenders’ and the cycle they can become trapped in. But before this experience, I had always worked with those whose crimes seemed relatively minor comparatively. Sexual violence is not something to me that is as simple to categorise or try to understand. I remember getting home a few hours later and sobbing for a victim I knew nothing about other than her perpetrator.
The experience has always stuck with me and made me appreciate the complexity of not only sexual offences but also the role of reform with sexual offences. It has led me to explore research around sexual violence and I have recently been exploring the work of Elizabeth Stanko and also revisiting my books by Susan Brownmiller. Both examine the role of the victim of sexual violence and raise questions about how historically sexual violence has been viewed.
This is a personal experience and not something I think everyone will relate to, but from experiences shared, there are lessons to be learnt.
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Policies for the ideal, reality for the rest.
Alpha Stock Images – http://alphastockimages.com/
This week saw the appointment of a new minister for suicide prevention announced on world mental health day (BBC), and an article in The Guardian observing that mental health resources are woefully underfunded.
My thoughts first turned to the fact that the appointment of a minister to address the problem was reminiscent of New Labour’s previous attempts to address issues with the appointment of various czars, none of which were very successful (BBC). Allied to the appointments were the inevitable plethora of new policies, many failing at the first hurdle. Nonetheless their longevity and to some extent durability lay in ministers’ and state agency managers’ egos, and inability to see beyond fantasy and media pleasing rhetoric. However, it would be disingenuous to fail to acknowledge that some policies and strategies are conceived and implemented with the best of intentions, both at the macro and micro.
The old saying that ‘no plan last[s] beyond the first encounter with the enemy’ (Hughes, 1993:14) probably explains why so many policies fail, not because the essence of the policy is wrong but because politicians and those in charge fail to take into account or to rationalise that at the very core of the policy intentions, lay people. People are unpredictable, people do not conform to ideals or preconceived ideas and, yet policies are formulated to address ideal situations and an ideal homogenous population. No one member of the public is the same, whether they are a victim of crime, an offender, a person in need of medical care or mental health services, a worker, a student or a user of a service. They can be one of these things or a combination of them, they are a product of so many differing socioeconomic influences that any one policy cannot ever hope to deal with the multitude of issues they bring. People are both complex and complicated. A plan or policy needs to be adapted and changed as it progresses, or it will inevitably fail.
That brings me very nicely to one of my favourite authors Michael Lipsky. Lipsky presents those working at the coal face of public services as street-level bureaucrats. Attempting to navigate policy and strategy implementation whilst dealing with predominately less than ideal clients. Lipsky observes that in doing so the street-level bureaucrats are faced with a number of different issues:
- Resources are chronically inadequate relative to the tasks workers are asked to perform.
- The demand for services tends to increase to meet the supply.
- Goal expectations for the agencies in which they work tend to be ambiguous, vague, or conflicting.
- Performance oriented goal achievement tends to be difficult if not impossible to measure.
- Clients are typically nonvoluntary; partly as a result, clients for the most part do not serve as primary bureaucratic reference groups.
(Lipsky 1983, 27:28)
Policies and strategies are difficult to implement, if they are formulated purely on ideals without ever having recourse to those, i.e. the street level bureaucrats, that are required to implement them, they will inevitably fail. If plans rarely survive the first contact, then they need to be adapted or ditched, those best placed to advise on changes are of course those at the coal face. Herein lies the rub, politicians and managers do not like to be told their policy is failing or that it will not work in the first place. They inevitably place the failure of policies, or reluctance to implement them, on those at the coal face with little or no knowledge of the issues that are encountered. The raising of such issues are simply seen as an excuse, laziness or a reluctance to change. More often than not, the opposite is true, street level bureaucrats want change, but for the better not for the sake of it or to be seen to be doing something.
It is difficult to see how the appointment of a new czar will make a difference to suicide rates without fundamental changes in the way that policies and strategies are conceived. Those thinking of writing policy whether at the macro or micro, would do well to get a hold of Lipsky’s book and to reimagine the ‘real’ world.
Lipsky, M (1983) Street-Level Bureaucracy: dilemmas of the individual in public services, New York: Russell Foundation.
Hughes, D (ed) (1993) Moltke on the Art of War: Selected Writings, Random House, (ebook)
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Are we facing an ‘arms race’ on the streets of the UK?
Dr Helen Poole is Deputy Dean in the Faculty of Health and Society and Lead for University of Northampton’s Research Centre for the Reduction of Gun Crime, Trafficking and Terrorism
As the Government’s Violent Crimes Bill passes through its second hearing, the emphasis is clearly on controlling corrosive substances and knives. This is entirely appropriate since the vast majority of armed crime resulting in death or injury in the UK currently involves one or the other. Other than proposing tighter controls on 0.5 calibre rifles and bump-stock devices, the Bill is virtually silent on firearms, although it is surprising that either of these devices are not more tightly regulated already.
However, what is of greater concern is that the UK and other EU jurisdictions are not taking stronger heed of the findings of the EU funded Project SAFTE, published by the Flemish Peace Institute in April 2018. SAFTE alludes to what it calls an ‘arms race’ based on the fact that there are more weapons entering the illicit market than are being seized. Thus, according to basic economic principles of supply and demand, firearms, and particularly military grade firearms, will become cheaper on the illicit market. Furthermore, as organised crime groups and gangs weaponise, there will be a greater need for their foes to be equally equipped.
The question of where these firearms and small arms and light weapons emanate from is key to understanding the potential problem this poses on the streets of the UK. The vast majority of firearms are produced legally, by states such as the UK and USA. However, the reason that there are so many illicit weapons in circulation, is that these firearms are often diverted into illicit hands, either through corruption or criminal activity. This diversion into what is commonly referred to as the ‘grey market’, contributes to more than 200,000 global firearms deaths every year, excluding conflict zones.
The firearms black-market, whereby weapons and ammunition are produced illegally, is of relative insignificance in the overall global picture of firearms related harm. Therefore, tackling the diversion of firearms from lawful production is more likely to have a positive impact on firearms related harm, and also combat the emerging arms race identified through Project SAFTE. Considering the scale of the grey market problem, it would appear that this is where resources should be directed if states and international organisations are serious about reducing the harm caused to societies by firearms. Indeed, the United Nations regard firearms as one of the obstacles to obtaining Sustainable Development Goal 16 on Peace Justice and Strong Institutions, particularly 16.4 which aims to ‘significantly reduce illicit financial and arms flows, strengthen the recovery and return of stolen assets and combat all forms of organized crime’ by 2030.
The international arms trade and its subsequent implications for state sponsored and criminal diversion it clearly a politically sensitive topic. However, it is at the core of addressing the tens of thousands of lives that are lost to firearms annually.
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Race Matters: A New Dialogue Between Criminology and Sociology
Authors: Rod Earle, Alpa Parmar, and Coretta Phillips
“I wish my department meeting looked more like this”
This rueful but heartfelt observation by Dr Patrick Williams captures many of our intentions in organising Race Matters: A New Dialogue Between Criminology and Sociology at the LSE at the end of August 2018. We wanted to create a gathering of black and minority ethnic scholars active in criminology and the sociology of race to focus on how race and ethnicity generate not only differential experiences of criminal justice but also of criminology. To achieve this we, as organisers, opted for an invitation-only format that would allow us to focus attention on key issues and speakers, create a small participative environment and manage the prevailing white majority structures and tendencies of British criminology – by reversing them: minority ethnic presence was deliberately majoritised, prompting Patrick’s remark as he prepared to present his…
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Questions, questions, questions…..
Over the last two weeks we have welcomed new and returning students to our brand-new campus. From the outside, this period of time appears frenetic, chaotic, and incredibly noisy. During this period, I feel as if I am constantly talking; explaining, indicating, signposting, answering questions and offering solutions. All of this is necessary, after all we’re all in a new place, the only difference is that some of us moved in before others. This part of my role has, on the surface, little to do with Criminology. However, once the housekeeping is out of the way we can move to more interesting criminological discussion.
For me, this focuses on the posing of questions and working out ways in which answers can be sought. It’s a common maxim, that within academia, there is no such thing as a silly question and Criminology is no exception (although students are often very sceptical). When you are studying people, everything becomes complicated and complex and of course posing questions does not necessarily guarantee a straightforward answer. As many students/graduates over the years will attest, criminological questions are often followed by yet more criminological questions… At first, this is incredibly frustrating but once you get into the swing of things, it becomes incredibly empowering, allowing individual mental agility to navigate questions in their own unique way. Of course, criminologists, as with all other social scientists, are dependent upon the quality of the evidence they provide in support of their arguments. However, criminology’s inherent interdisciplinarity enables us to choose from a far wider range of materials than many of our colleagues.
So back to the questions…which can appear from anywhere and everywhere. Just to demonstrate there are no silly questions, here are some of those floating around my head currently:
- This week I watched a little video on Facebook, one of those cases of mindlessly scrolling, whilst waiting for something else to begin. It was all about a Dutch innovation, the Tovertafel (Magic Table) and I wondered why in the UK, discussions focus on struggling to feed and keep our elders warm, yet other countries are interested in improving quality of life for all?
- Why, when with every fibre of my being, I abhor violence, I am attracted to boxing?
3. Why in a supposedly wealthy country do we still have poverty?
4. Why do we think boys and girls need different toys?
5. Why does 50% of the world’s population have to spend more on day-to-day living simply because they menstruate?
6. Why as a society are we happy to have big houses with lots of empty rooms but struggle to house the homeless?
7. Why do female ballroom dancers wear so little and who decided that women would dance better in extremely high-heeled shoes?
This is just a sample and not in any particular order. On the surface, they are chaotic and disjointed, however, what they all demonstrate is my mind’s attempt to grapple with extremely serious issues such as inequality, social deprivation, violence, discrimination, vulnerability, to name just a few.
So, to answer the question posed last week by @manosdaskalou, ‘What are Universities for?’, I would proffer my seven questions. On their own, they do not provide an answer to his question, but together they suggest avenues to explore within a safe and supportive space where free, open and academic dialogue can take place. That description suggests, for me at least, exactly what a university should be for!
And if anyone has answers for my questions, please get in touch….
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Changes in Life
When I suggested writing for this blog to certain colleagues I was told that this topic would be of no interest and nobody would read it as it is not relevant. I consider the topic very relevant to me and to every woman. The term used is ‘women of a certain age’ (I hate the expression) to explain the menopause.
I am a 55-year-old woman who is going through the menopause and I make no apologies as there is nothing I can do about it. There is acceptance of women starting their periods and the advertisements for period poverty. There are extensive adverts, promotions, books all on pregnancy but very little about the menopause. At last, just this evening, I have seen an advert by Jenny Éclair on TV about a product for one symptom of the menopause. I fail to understand why this subject is not discussed more openly?
Having reached the menopause, I can honestly say this is the worst I have ever felt both emotionally and physically. The brain fog, not being able to put a sentence together sometimes, clumsiness, the lack of sleep, loss of confidence, weight gain; aching limbs. The list goes on. I know that each woman is different, and their body responds differently so I speak for me. I know that I am not alone though just by the conversations I have with other women and on the menopause chat room.
In accepting my situation and desperately trying to work through these symptoms I reflect on an incident where my mother was arrested for shoplifting. She would have been my age at the time. I was so angry at her as I was a serving police officer and I was so embarrassed. I never tried to understand why she did it. Did the menopause contribute to the theft of cushion covers she did not need? To this day we have never spoken about the incident and never will.
Also, my thoughts around this situation extends to the research I am conducting around the treatment of transgender people in prison. Researching the prison estate, I find that the prison population is getting older and the policies link to women in prison, catering for women and babies, addictions, mental health etc but there is no mention of older women going through the menopause?
I served in the police at a time when women were not equal to men and I would never have raised, and written this blog entry exposing ‘weaknesses’. To write this is progress for me and I can even see that the police are addressing the issues of the menopause through conversations, presentations and support groups. They have come a long way. All family, friends, colleagues and employers need to try and understand this debilitating change in life for us ‘women of a certain age’.
Thoughts from the criminology team 