During the past year, like many, I have certainly had more time on my hands, I’ve started a plethora of hobbies (some more successful than others) but a constant past time for me has been reading. In the past I’ve sporadically read a few classic fiction books but this year that I’ve been focusing on nonfiction literature.
This book focuses mainly on the American police force in a historical and contemporary context. The book tackles some of the big topics in current policing such as the school to prison pipeline, the war on drugs, prostitution and mental health. In each chapter, the author critiques current policing strategy and gives recommendations towards effective reform.
Of course, it is important to note that this book comments on American policing strategies and discusses social issues from a western, North American perspective. However, the book at times, does become relevant to UK topics. Comments about the war on drugs, the criminalisation of the homeless, immigrants and prostitutes and political policing are some examples.
“Tactical equipment with semi-automatic weapons”Vitale, A., 2018. The end of policing. Verso Books, p.65.
There was one main part in the book that stuck out to me. In the School to Prison Pipeline chapter, the author gives a quote from an annual convention held for police officers based on school sites (known as Resource Officers). The book says it mainly consists of military contractors selling security systems to schools, a keynote speaker, specialising in anti-terrorism describes American schools as all containing ‘the next Columbine’, that every officer must be a ‘one-man fighting force’ and that police officers in schools must always wear full ‘tactical equipment with semi-automatic weapons’.
The author used this example in an extremely effective way, commenting on how the very nature of policing must change. It was written that currently, the police force is inherently a force and that the ethos of policing along with the ‘warrior mentality’ is part of the reason that policing in America is not as effective and beneficial as it could be to its citizens and communities.
With the continuation of social and racial unrest in America, the topics raised in the book could not be more relevant. The most interesting thing about this book was that it presented concepts and opinions I had never thought of before, and whether or not I was in agreement with the points raised, it became an extremely thought provoking read.
I guess that if escapism is more of your reasoning for reading this, perhaps, isn’t the book for you. The author speaks about the harsh reality that certain communities face when it comes to American policing and society.
Some Main Takeaways
Since beginning to take a greater interest in nonfiction books, I’ve realised how beneficial it is to to take note of differing opinions. The beauty in any social science is that one topic can have many opinions attached to it and often, opinions that differ from your own can be the most interesting and thought provoking ones. On the whole, the author presented quite a lot of concepts that I agree with, which made for a passionate read and the opinions I did not agree with, opened up opportunity to research and further understand.
This book has called into question some of my own opinions and thoughts around police reform. Perhaps more police training, more funding and education within the police force cannot fix an institution that was formed to essentially supress and control some of the most marginalised and disadvantaged groups of people.
Last December I watched the final entry of Small Axe entitled ‘Education‘, the best entry in my opinion and thus I delivered a blog on the film too. The finale articulated the history behind the schools for the ‘Educationally Subnormal’ [ESN] or ‘special schools’, and it took me back to when I was a nine year-old boy being treated as if I was intellectually inferior or incapable, by my White teachers in comparison to the White children. It turns out I was dyspraxic. The story of Maisie Barrett, however, in the recent documentary Subnormal: A British Scandal resonated. My schooling experience differs from most Black children in Britain today (since I was at private, not state) but the story of Maisie Barrett resonates because she was dyslexic (word blindness in the 1960s/1970s) and simply, like my teachers with my dyspraxia, they did not know how to teach her or me. She was placed in one of those ‘special schools’ really because she happened to be Black and her dyslexia translated as “difficult” to the teachers of the time.
In the 1960s and 1970s, hundreds of Black children in Britain were caught in an education scandal where many were sent to schools designed for the ‘educationally subnormal’. Some children were labelled as “subnormal” by the state, as they were seen to have low intelligence and not fit for the mainstream school system. A decision by the state that would see many (if not all) of these children to grow into adults traumatised by their experience with that childhood trauma impacting their adult lives. What happened in the 1960s and 1970s disproportionately to Black British children of Caribbean descent has an enduring legacy today, where battles are still being fought in the name of race and racism, from Early Years all the way up to higher education [HE] in universities. In the 1944 Education Act, the term “educationally subnormal” entered British lexicon to describe children that the state deemed intellectually deficient.
The people that we now know in the colloquial sense as the Windrush Generation (Caribbeans that came here between 1948-1970), came here to work. This scandal impacted their children and is really an aftershock of the hostility to Caribbean arrival in 1948. My own great-grandparents themselves came to this country from the Caribbean in the late 1950s, early 1960s with some of their children (including my grandmother) coming on her parents’ passports. And I know my maternal great-grandparents were factory workers when they first came. I’m told they went to work at Long and Hambly, a Northamptonshire-based plastics manufacturer. However, these ESN schools should not be relegated to history as the education sector continues to fail Black and Brown students at every level. Whilst back then the state called them ‘special schools’, now we have Pupil Referral Units [PRU] where Black students in schools continue to be placed when they become “too difficult” for the mainstream system of education.
Watching Subnormal, it struck me that whilst it claims this scandal started in the 1960s with the arrival of the Windrush Generation and whilst I earlier claimed it as an aftershock of 1948, I would take this back further. Why were / are Black students being treated as if they were / are less intelligent? In the documentary, Prof. Gus John states “there were many academics who were equating race with lack of intellectual ability [with] the reason for Black underachievement as those children were Black” … academics like Professor Hans Eysenck, a key figure in discourses around race and intelligence in the 1970s. He believed genetics played a role in influenceing intelligence and that “entire racial groups might be genetically condemned to lower intelligence” (Subnormal). These ideas lead to beliefs that Black children were not as capable of academic success as White children. With people like Prof. Eysenck leading on this, it made ESNs not really a national scandal but justifiable … essentially justifying racism with “science.”
Yet, going back to the 18th and 19th centuries we also know that similar ‘race science’ was used to used to justify colonialisms and also enslavement as well as the subjugation of Black people in the Caribbean and the African continent. In her book Superior, Angela Saini traces the origins of race really showing the racial hierachies that existed in that era with White European people at the top and Black people of African descent at the bottom and “what Europeans saw as cultural shortcomings in other populations in the early nineteenth century soon become conflated with how they looked” (p11). So-called ‘race scientists’ drew on physical differences to emphasise us and them and I believe the ideas perpetuated by the Government in constructing the ESNs do not sound too far from the pseudoscientific racial theories that underpinned colonial racial thinking of the 18th and 19th century. Very much followed by the Nazis themselves, inspired by UK-US eugenics creating policies also discriminating based on disabilities, that would have included neurodivergent conditions like dyslexia (or as they called it in the 1970s … word blindness).
Black people being seen as intellectually inferior is a stereotype that goes back to the days of White masters and Black enslaved people. The justifications made for the ESNs were simply an afterthought of the “academic reasonings” made to subjugate Black people on slave plantations. Simply, the UK government were standing on the shoulders of old stereotypes created in the slave polity. When you link this with the hostility to Caribbean arrival, we can then see that the conditions of anti-Blackness have been in Britain since the 16th century. In watching the film, what we saw is ‘race science’ playing out in a contemporary context, as well as eugenics, which was also pioneered by men like Winston Churchill, who the British public saw fit to vote as the Best Briton in 2002, and then have on the £5-note in 2016.
In British schools and universities, we continue to see these same stereotypes playing out (the return of race science, to put it bluntly) but more importantly, this is White supremacy in action. Whilst I enjoyed (if that’s the term), the documentary as it had lots to take away, I felt it was not critical enough. Much alike lots of the documentaries we have received from especially the BBC since the George Floyd killing, they go as far as to say ‘racism is bad and we need to talk about it’ but fall short in naming White supremacy as a social and political system (Mills, 2004). Further to the fact of how institutional Whiteness (White Spaces) allows our structures to continue to centre and frame the emotions of White people in dealing with racist incidents. The scandal that culminated in Bernard Coard’s book How the West Indian Child is Made Educationally Sub-normal in the British School System, was well articulated by the BBC as well as showing the role of Black parents, community leaders and activists, but falls short at showing the overarching system leading us to believe this as an isolated tragedy and not part of complex system that was orchestrated from dot.
We had lots of testimony from the victims as well as parents, community leaders, activists and the like but much akin to so much of the trauma narratives of late, the people that helped facilitate these crimes are nowhere to be seen … we have a victim-focussed narrative with no analysis on the mechanics of the oppression itself. 50 years on, more awareness for sure … but no accountability. The BBC is the establishment broadcaster and it shows. Babylon, for true!
Coard, B. (1971) How the West Indian Child is Made Educationally Subnormal in the British School System. In: Richardson, B. Tell it like it is: How our schools fail Black children. Stoke-on-Trent: Trentham Books.
Mills, C (2004) Racial Exploitation and the Wages of Whiteness. In: Yancy, G (ed). What White Looks Like: African American Philosophers on the Whiteness Question. Abingdon: Routledge.
Saini, Angela (2019) Superior: The Return of Race Science. London: 4th Estate.
Ventour, T (2021) The Alternative History Behind the Windrush Scandal. Medium [online]
White Spaces. Institutional Witnesses. White Spaces [online].
In June 2020, the Thoughts from the Criminology Team blog took part in an initiative started by @blackandembodied and @jessicawilson.msrd over on Instagram. For one week, we only posted/reshared blog entries from Black writers to reiterate our commitment to do better in the fight against White supremacy, racist ideology, as well as individual, institutional, and structural violences.
With the first-year anniversary of George Floyd’s murder fast approaching (25 May), we want to run the same initiative, with entries which focus on aspects of this heinous crime. We recognise that whilst the world was shocked by George Floyd’s racist murder, for many of our friends, families and communities, his death represented generational trauma. For this reason, we have not requested new entries (although they are always welcome) and instead want our readers to have another opportunity to (re-)engage with some excellent and thoughtful entries from our talented writers.
Take some time to read, think and reflect on everything we have learned from George Floyd’s murder. In our discipline, we often strive for objectivity and run the risk of losing sight of our own humanity. So, do not forget to also look after yourself and those around you, whether physically or virtually. And most importantly listen to each other.
There’s a pile of garbage I pass every day on the way to work. It stinks, and often I see folks hurling a bag of crap into the overflowing dumpster. Which usually rolls off and spills onto the walkway. It sucks! It’s one of the reasons we were wearing masks here long before Covit. Yet, I see this scene, and also see, the old women who make their rounds on bicycles throughout the day, going from dumpster to dumpster, separating and gathering the recyclables, re-usables, up-cyclables, and genuinely turning this trash into an income stream. To protect from the sun and elements, they wear coverings from head-to-toe: masks, gloves and those cone-shaped, bamboo/palm-leaf hats traditionally worn on farms.
Tucked in the corner about six meters away, I pass a woman who has a tea stand under a large umbrella, under a giant tree. Hanoi is full of such vibrant trees; at least three people can comfortably sit across the diameter. I am in awe each time I pass. Like the other ladies dotted around our lake, she sells snacks, cigarettes, and small glass cups of ice-cold green ice tea. You can see piles of used tea leaves on her end of the dumpster. I’ve noticed that mostly motorcycle taxi drivers take refuge there, monitoring the App for a nearby ping.
Later that night, I can hear and see a garbage truck come by and hoist the dumpster up and empty it into its bowels. Hanoi has many narrow streets and alleyways – narrower than these trucks – so luckily collection is often done at night. This certainly helps keep the traffic flow during busier times. Worse still, if not for these dumpsters folks would burn even more rubbish along the streets than is already customarily tolerated. In addition to these toxic fumes, consider the ritual imitation money that many local families burn twice monthly as an offering to their ancestors. Toxic fumes are another reason many ‘stay’ wearing a mask in Hanoi. I look at all the plastic dumped in the dumpster, and am relieved that it won’t be burned here. I see all this, too, as I walk by each day.
What’s more, I’ve been out late nights and seen plenty of these trucks totally teamed by women. This overflowing heap of hot, disgusting mess reminds me that I am in a society where women participate in everyday ways I hadn’t even ever dreamed. This heap will be gone soon, and replenished for all these women and their work. This makes me smile as I pass the heap. Using mindfulness, I can no longer smell the stench, it smells like flowers. Today, roses.
Late-night rubbish collection in Hanoi. All female team.
This month, during the brief lull between the teaching and marking season, I had allocated myself a bit more free-time than usual. I have not been able to indulge in my hobby of travelling for a while, so instead of this, I have been watching travel related-television programmes with the hope that these will provide me with some kind of joy.
This attempt has been a partial success; an influx of comedy travel shows have worked wonders to uplift my spirits whilst simultaneously reminding me about the beauty of nature; animals, plants, sea, land…(and even humans).
Covid has taken over travel related news at the moment, but in ‘usual’ times it does not require much effort to come across travel documentaries or news reports that seem to encourage prejudice by depicting other countries and travelling as being strange or dangerous. I do worry that this type of coverage might discourage people from wanting to explore the world.
It is difficult to assess the extent to which the television influences our opinions, but when I was a bit younger and discussing my travel plans with others, sometimes I would be met with the following comments:
Response: I would love to travel but I can’t
Me: Why can’t you?
Response: It is dangerous!
Me: How do you know this?
Response: …It said so on the television
There are many genuine reasons that prevent people from travelling, such as, money, responsibilities, health, conflict, misogyny and racism etc. But I find the above reason to be such a shame.
I have encountered many myths over the years which seem to have been gained from watching the television. Here are some of my favorites:
Myth 1: If you see a [insert wild animal here], it will eat you alive
My experience: Take crocodiles for example, these are not as bad as they seem. Yes, arguably crocodiles are death machines but I have seen many in the wild and I am still alive.
Myth 2: The local ‘criminals’ are dangerous
My experience: On very rare occasions I have witnessed crime being committed whilst abroad. I once sat on a coach full of people who were attempting to smuggle cocaine to Brazil. I have also stumbled upon situations which the media described as ‘riots’ and I have also witnessed a few thefts. In these situations, the locals were not a danger to myself, but crime seemed to be a way of being able to afford to live or the result of the occasional angry outburst amongst crowds of protesters, motivated by frustrations with the state.
Myth 3: If you accept the hospitality of strangers you will be murdered in your sleep
My experience: The chances of this happening are very slim. Travelling tends to restore my faith in humanity, the people that I meet whilst travelling can be incredibly kind and helpful.
I found that whilst I was a student, I was able to travel to many places on relatively limited over-draft funds. I hope that the students that I teach are able to do the same, as travel really can broaden the mind. Although, maybe I am wrong for encouraging others to travel, as travelling also makes you very aware of the damage that has been caused to the world, and my own part with in it.