The colour of my skin
In recent weeks one politician, let’s call him “Doug” questioned the colour of another politician, let’s call her “Karen”. According to Doug, Karen decided to change the colour of her skin from brown to black. The way the colour change took place was presented as capricious and confusing. This little discussion took place in an event organised by the National Association of Black Journalists and it raised some very negative reactions namely on Doug’s audacity to interfere with the right of another person, in this case Karen, to self-identify and chose her own racial identity.
Perhaps these comments will be remembered or forgotten, but regardless they resonate with me because racial profiling and race identification is still a highly contested term in judicial processes namely law enforcement. It is even more controversial when considering the origins of these racial profiling and attribution. One word: colonialism! I appreciate that this is something that we converse about when we are talking about historical events, on empire expansion and exploitation, that led to genocide and slavery, but this is when I actually think that is partially the picture. Maybe because the roots on colonialism live with us and they still influence our social reality.
Colonialism turned skin colour into a commodity. It became part of the empire’s structure and all European and European influenced empires (i.e. USA or Australia) stand accused of their influence in criminalising skin and racial features. This influence is long lasting and its indelibly connected with the glorious past of all empires. Colourism and racial profiling were exploited to justify some of the most heinous crimes in human history.
To explain; colonialism sounds like an act that happened and eventually ended in time of British abolition of slavery and in US the Emancipation proclamation. After that, the world fought against it and all forms of it internationally entering article 4 of the UN convention. All is well! On the contrary! My point is that colonialism is far more insidious and deceitful. People presume that skin colour is a description of attributes and for millennia it was; the intensity of imperial exploitation of people used the colour of the skin as an obvious demarcation of racial separation. That allowed the imperial powers to keep different populations under control. Colour became the vehicle of oppression and subjugation. Empires thrived in dividing the population, utilising race and colour as a wedge that will make it difficult to understand their connected history of repression, making it difficult for people to rise against the tyranny of imperialism.
Consider the following. A fourth or fifth child of a Scottish labourer back in the early 19th century. Barely educated in reading and writing in a village in the highlands from a family that is hardly making ends meet. At age 17 he will join the British red coats or scarlet tunics, to be sent anywhere in the empire. This young man with hardly any life experience will be travelling across the world, using the privilege of his uniform to take, steal and do whatever he wants with impunity.[1] Years after he will return back to the village he came from with wealth and loot. His contemporaries will hail him as a success. In a garage sale today, a delightful old lady is holding a precious tea cup left by her beloved great-grandfather.
She holds it in her trembling hands as if the tea cup is talking to her, giving her meaning. Who can dare to tell this lovely old lady the history of this cup; the blood and pain that it contained long before it travelled across continents? This is why colonialism is so insidious because it’s subversive making people of the present and the future, custodians of that past, even unbeknown to them.
Of course, in the original instance between Doug and Karen, what is left out is the biggest and most challenging facet. That purity of race is a great read for those studying ethnology in the early 20th century, but we now know that people’s colours and races are a mixture of transgenerational journeys. People who identify as mixed race, a constituency of people, largely ignored by colonialism because it did not fit into their absurd sense of race classification, is rising.
Empire with its tales of heroism and greatness makes people yearn for a past that never existed, from a partial perspective that benefited the oppressors, minimising the impact it had on those who they oppressed. People, their cultures and most importantly their physiology become the casualties of said greatness. Years and years ago, in conversation with a dear Persian friend I realised that Alexander was Great for me but for Darius, my friend, he was Alexander the Accursed. If we can see beyond the “greatness” of our own past, perhaps we can read human history more accurately, where human attributes are just that and the colour of the skin should bear no consequences on people’s life or death.
[1] Similarly to the actions of a Scottish nobleman who stripped off the sculptures of a national monument; something akin to a sport of plunder among the European empires.
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Everyone loves a man in uniform: The Rise and Fall of Nick Adderley
Some of our local readers will be familiar with the case of former Chief Constable Nick Adderley who was recently dismissed from Northamptonshire Police. The full Regulation 43 report can be found here and it provides an interesting, and at times, comical, narrative of the life and times of the now disgraced police officer.
The Regulation 43 report describes Adderley’s creation of a “false legend” of military service, whereby this supposed naval man fought bravely to protect the Falkland Islands (despite only being 15 when the conflict ended), rescued helicopters and ships in the height of battle, commanded men, was a military negotiator during the Anti-Duvalier protest movement in Haiti. In short, an all round real-life Naval action man! It’s pity for Adderley, that the Regulation 43 panel found none of this was true, instead a ‘Walter Mitty‘ like trail of lies were revealed throughout the investigation.
Nevertheless, not content with his brave military career, our intrepid hero decided he would take his considerable (in his estimation at least) skills into policing. First applying to Greater Manchester Police [GMP] (who turned him down on the grounds that there were ‘better candidates’) and then Cheshire Police. From Cheshire Police, he went to GMP and then to Staffordshire Police, finally arriving in Northamptonshire in the summer of 2018. Despite all of these different forces, all of the different application and promotion forms that our brave hero completed, not one person bothered to check that he was telling the truth. To check that this man, responsible for upholding law and order, was a fit candidate for the role. instead, I suspect, like so many it seems, we are so in love with our military and all its trappings, that we lose any sense of criticality when it comes to uniforms. After all who would dare to question a Chief Constable, whether a police officer, civilian worker or member of the public? Easier to keep parroting the mantra of “our brave boys”, than to think critically about institutions and their members, as the cartoon below demonstrates all too well.
At this point Adderley has been dismissed from Northamptonshire Police and banned from policing. In 2024 the Angiolini Inquiry published its report, which in part focused on police vetting and there is no doubt, post-Adderley the police as an institution, will undertake more soul searching. Additionally, some commentators have begun a campaign to have Adderley’s police pension reduced/removed. These matters will continue to rumble along for some time. But, in short, Adderley has been punished and publicly outed as a liar, but that does not begin to undo the immense harm his behaviour has inflicted on the community.
During his time at Chief Constable of Northamptonshire, Adderley called upon his supposed military history and experience to support his arguments and the decisions he made. For instance, the 2019 arming of Northamptonshire’s police with tasers or the 2020 launch of eight interceptors, described by Adderley as “a new fleet of crime-busting cars” or the 2021 purchase of “eight Yamaha WR450F enduro bikes“. To me, all of these developments scream the militarisation of policing. Since the very foundation of the Metropolitan Police in 1829, serving officers and the public have continually been opposed to arming the police, yet Adderley, with his military service, seemingly knew best. But what use is a taser, fast car or motorbike in everyday community policing, how do they help when responding to domestic abuse, sexual violence, or the very many mental health crises to which officers are regularly called? How do these expensive military “toys” ensure that all members of society feel protected and not just some communities? How can we ensure that tasers don’t do lasting harm to those subjected to their violence? Instead all of these developments scream a fantasy of both military and policing, one in which the hero is always on the side of the righteous, devoting his life to taking down the “baddies” by whatever means necessary.
Ultimately for the people of Northamptonshire we have to decide, can we view Adderley’s police leadership as the best use of taxpayers’ money, a response to evidence based policing or just a military fantasy of the man who lied? More importantly, the county and its police force will struggle to untangle Adderley’s web of lies and the harm inflicted on the people of Northamptonshire, making it likely that this entirely unevidenced push to militarise the police will continue unchecked.
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Zemiological Perspective: Educational Experiences of Black Students at the University of Northampton
As a young Black female who has faced many challenges within the education system, particularly related to behavioral issues, I noticed how the system can unintentionally harm black students. I observed that Black children’s experiences in the education system are not always viewed from a deviant perspective, because they are not inherently deviant. The institutional harm faced by Black students is not always a ‘crime’ nor is it illegal, yet it is profoundly damaging.
This realisation prompted me to adopt a zemiological perspective, drawing upon the work of Hillyard et al. (2004) to highlight the subtle yet impactful harms faced by Black students in the educational system. My primary objective was to uncover the challenges these students face, as outlined in my initial research question: ‘To what extent can the experiences of Black students in higher education be understood as a form of social harm?’ To achieve this, I analysed the educational experiences of Black students at the University of Northampton. This involved reviewing the university’s access and participation plans, which detail the performance, access, and progression of various demographics within the institution, with a particular focus on BAME students.
Critical race theory (CRT) was the guiding theoretical framework for this research study. CRT recognises the multifaceted nature of racism, encompassing both blatant acts of racial discrimination and subtler, systemic forms of oppression that negatively impact minority ethnic groups (Gillborn, 2006). This theoretical approach is directly correlated to my research and was strongly relevant. This allowed me to gain insight into the underlying reasons behind the disparities faced by Black students in higher education. As well as enabling me to unpack the complexities of racism and discrimination, providing a comprehensive understanding of how these issues manifest and persist within the educational landscape.
Through conducting content analysis on the UON Access and Participation Plan document and comparing it to sector averages in higher education, four major findings came to light:
Access and Recruitment: The University of Northampton has made impressive progress in improving access and recruitment for BAME students, fostering diversity and inclusivity in higher education, and surpassing sector standards. Yet, while advancements are apparent, there remains a need for more comprehensive approaches to tackle systemic barriers and facilitate academic success across the broader sector.
Non-Continuation: Alarmingly, non-continuation rates among BAME students at the University of Northampton have surpassed the sector average, indicating persistent systemic obstacles within the education system. High non-continuation rates perpetuate cycles of disadvantage and limit opportunities for personal and professional growth.
Attainment Gap: Disparities in academic attainment between White and BAME students have persisted and continue to persist, reflecting systemic inequalities and biases within the academic landscape. UON is significantly behind the sector average when it comes to attainment gaps between BAME students and their white counterparts. Addressing the attainment gap requires comprehensive approaches that tackle systemic difficulties and provide targeted support to BAME students.
Progression to Employment or Further Study: UON is also behind the sector average in BAME students progression in education or further study. BAME students face substantial disparities in progression to employment or further study, highlighting the need for collaborative efforts to promote diversity and inclusivity within industries and professions. Addressing entrenched biases in recruitment processes is essential to fostering equitable opportunities for BAME students.
Contributions to Research: This research deepens understanding of obstacles within the educational system, highlighting the effectiveness of a zemiological perspective in studying social inequalities in education. By applying Critical Race Theory, the study offers insights that can inform policies aimed at fostering equity and inclusion for Black students.
The findings hold practical implications for policy and practice, informing the development of interventions to address disparities and create a more supportive educational environment. This research significantly contributes to our understanding of the experiences of Black students in higher education and provides valuable guidance for future research and practice in the field.
Aside from other limitations in my dissertation, the main limitation was the frequent use of the term ‘BAME.’ This term is problematic as it fails to recognise the distinct experiences, challenges, and identities of individual ethnic communities, leading to generalisation and overlooking specific issues faced by Black students (Milner and Jumbe, 2020). While ‘BAME’ is used for its wide recognition in delineating systemic marginalisation (UUK 2016 cited in McDuff et al., 2018), it may conceal the unique challenges Black students face when grouped with other minority ethnic groups. The term was only used throughout this dissertation as the document being analysed also used the term ‘BAME’.
This dissertation was a very challenging but interesting experience for me, engaging with literature was honestly challenging but the content in said literature did keep me intrigued. Moving forward, i would love Black students experiences to continue to be brought to light and i would love necessary policies, institutional practises and research to allow change for these students. I do wish i was more critical of the education system as the harm does more so stem from institutional practices. I also wish i used necessary literature to highlight how covid-19 has impacted the experiences of black students, which was also feedback highlighted by my supervisor Dr Paula Bowles.
I am proud of myself and my work, and i do hope it can also be used to pave the way for action to be taken by universities and across the education system. Drawing upon the works of scholars like Coard, Gillborn, Arday and many others i am happy to have contributed to this field of research pertaining to black students experiences in academia. Collective efforts can pave the way for a more promising and fairer future for Black students in education.
References
Gillborn, D. (2006). Critical Race Theory and Education: Racism and anti-racism in educational theory and praxis. Discourse: Studies in the Cultural Politics of Education, 27 (1), 11–32. [Accessed 21 April 2024]
Hillyard, P., Pantazis, C., Tombs, S. and Gordon, D., (Eds), (2004). Beyond Criminology: Taking Harm Seriously, London: Pluto Press.
Milner, A. and Jumbe, S., (2020). Using the right words to address racial disparities in COVID-19. The Lancet Public Health, 5(8), pp. e419-e420
Mcduff, N., Tatam, J., Beacock, O. and Ross, F., (2018). Closing the attainment gap for students from Black and minority ethnic backgrounds through institutional change. Widening Participation and Lifelong Learning, 20(1), pp.79-101.
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HE and the curse of generative AI
A good part of the last academic year was spent debating the use of AI in Higher Education. Well, that’s what it felt like in our department. It became clear early on that some of our students had taken to using AI to generate their essays. Whilst we, as academics, debated its use, a number of issues became apparent. First and foremost was that of detecting its use in summative work. Despite the university guidelines about using AI and the need to reference its use, indicating where and how it had been used, students were producing work and passing it off as their own. Some of my colleagues were bothered about how its use could be detected, whereas others promoted its use and advocated teaching students how to use it. The arguments abound about how it might be used, not just to generate ideas but also to help improve grammar, for example. There are arguments about how it can help provide a literature review, saving time and effort. There are arguments about how it can help with essay structure and can help with that writer’s block, so many of us suffer from.
Whilst I understand its uses and understand my own limitations in knowledge and understanding about its many uses, I cannot but help thinking that somehow those that advocate its use have been blinded by the allure of something shiny and new. They will say they are just keeping up with technology, in the meantime, the tech giants are making a fortune and leading us further and further into a toxic dependency on technology which they in turn generate to quench our insatiable appetite. For those of you that remember, what was wrong with ‘Word 6’?
My stance seems to be somewhat simplistic on the matter, that is my stance on using generative AI in Higher Education to produce summative work in our field. It seems to me that the use of generative AI to produce summative work, bypasses all that Higher Education seeks to achieve. The British Society of Criminology provides a comprehensive menu of knowledge and skills that a student studying criminology should be able to boast at the end of their degree programme. We do our best to provide the building blocks for that achievement and test, using a variety of methods, whether the students have that knowledge and skills to the requisite standard. At the end of their studies, the students receive a certificate and a classification which indicate the level of skills and knowledge.
How then can we say that a student has the requisite knowledge and skills if they are allowed to use generative AI to produce their work? If a key skill is the ability to analyse and synthesise, how does an AI generated literature review assist with that skill? How will an AI generated essay format help the student navigate the vagaries of report writing and formatting in the workplace (different formats according to audience and needs)? How does a grammar check help the student learn if the words produced by the AI tool are not understood by the student; they won’t even know if it’s the correct word or tense or grammar that has been used. Often the mistake made by those advocating the use of AI is that they forget about how we learn. Having something produced for you is not learning, nowhere near it.
Even if a student acknowledges the use of AI in their work, what does that bit of work demonstrate about the student? Would we credit a student that had simply copied a large chunk from a book, or would we say that they needed to demonstrate how they can summarise that work and combine it with other pieces of work? In other words, would we want the student to produce something that is theirs?
There are tools for detecting the use of AI, just as there are tools for detecting plagiarism, the problem is that the former are not that reliable and are likely to produce a significant number of false positives. The consequence of the worries around the use of AI by students is that some of my colleagues, both at the university and the wider community are advocating that we return to exams and the like. I think that would be a retrograde step. We need students to be able to read, explore, and write so that they can demonstrate some quite critical skills. Skills that employers want.
Whilst it seems right that we show students how to use AI, we need to be clear about its limitations. More importantly we need to be clear that its use can be debilitating as much as it is useful. Not everything that is shiny and new is what it purports to be, good honest graft has far more value. There are no shortcuts to learning. If graduates are unable to demonstrate the requisite skills for a job, then their degree holds little value. I fear that many will be cursing the day they ever discovered generative AI.
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Still holding Black women to European beauty standards
Many of you, like me will be enjoying the 2024 Olympic games in Paris: from the sheer amount of dedication, talent, and passion, to the ups and downs, the shocks and surprises and everything else in-between. However, it was something outside of the games that struck me. Simone Biles, the most decorated gymnast in history, received negative criticism online about her hair being unkempt on a video that she uploaded of herself and teammates on a bus. Simone then felt the need to address the comments and remind the public about overstepping the mark.
At first, Simone justified why her hair may have looked ‘messy’, explaining that it had been done prior to the bus journey, and that it was the heat and the long bus ride that had led to her hair falling out of place. She followed up these justifications with another post that reminded the public to kindly not mention a Black woman’s hair. This brought me back to discussions within my research where I highlight the European beauty standards that Black women are held to (Charles, 2024). Black women’s hair has for a long time been seen as unprofessional, messy and problematic. On the other spectrum, Black women’s natural hair has been marvelled at and touched without permission, causing Black women to feel hyper-visible and uncomfortable. Whichever encounter, it can lead to many Black women feeling the need to change their hair or mould it into something that looks more European (Charles, 2024; Patton, 2006). European beauty ideals and standards create further challenges and judgement that Black women face in society. Black women are scrutinised against racialised beauty ideals they cannot achieve, and they are perceived to be failing to measure up to the normative standard (Patton, 2006).
It should be a woman’s choice to style her hair how she wants, without external factors influencing or determining these choices. Additionally, Black hair needs to stop being compared to European hairstyles, in which such comparisons put European hairstyles on a pedestal. Speaking from experience, for many Black women, learning to love your hair for what it is rather than lament over what it is not can sometimes be a process. It can be a process of confusion, growth, trial and error, liberation, empowerment and pride. Moreover, it can be an important part of someone’s identity. I hope Simone Biles’ courage to challenge such comments can act as a springboard for others to do the same with power and resilience, and I hope we can start to normalise Black hair and hairstyles for future generations.
References
Charles, A. (2024) Black Women in Prison: Exploring the Intersection of Race and Gender in Experiences of Imprisonment. Unpublished PhD Thesis. Milton Keynes: The Open University.
Patton, T. O. (2006) ‘Hey Girl, Am I More than My Hair?: African American Women and Their Struggles with Beauty, Body Image, and Hair’, NWSA Journal, 18(2), pp. 24-51. Available at: http://www.jstor.org/stable/4317206
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Embracing Technology in Education: Prof. Ejikeme’s Enduring Influence
Sallek Yaks Musa, PhD, FHEA
When I heard about the sudden demise of one of my professors, I was once again reminded of the briefness and vanity of life —a topic the professor would often highlight during his lectures. Last Saturday, Prof. Gray Goziem Ejikeme was laid to rest amidst tributes, sadness, and gratitude for his life and impact. He was not only an academic and scholar but also a father and leader whose work profoundly influenced many.
I have read numerous tributes to Prof. Ejikeme, each recognizing his passion, dedication, and relentless pursuit of excellence, exemplified by his progression in academia. From lecturer to numerous administrative roles, including Head of Department, Faculty Dean, Deputy Vice Chancellor, and Acting Vice Chancellor, his career was marked by significant achievements. This blog is a personal reflection on Prof. Ejikeme’s life and my encounters with him, first as his student and later as an academic colleague when I joined the University of Jos as a lecturer.
Across social media, in our graduating class group, and on other platforms, I have seen many tributes recognizing Prof. Ejikeme as a professional lecturer who motivated and encouraged students. During my undergraduate studies, in a context where students had limited voice compared to the ‘West,’ I once received a ‘D’ grade in a social psychology module led by Prof. Dissatisfied, I mustered the courage to meet him and discuss my case. The complaint was treated fairly, and the error rectified, reflecting his willingness to support students even when it wasn’t the norm. Although the grade didn’t change to what I initially hoped for, it improved significantly, teaching me the importance of listening to and supporting learners.
Prof. Ejikeme’s classes were always engaging and encouraging. His feedback and responses to students were exemplary, a sentiment echoed in numerous tributes from his students. One tribute by Salamat Abu stood out to me: “Rest well, Sir. My supervisor extraordinaire. His comment on my first draft of chapter one boosts my morale whenever I feel inadequate.”
My interaction with Prof. Ejikeme significantly shaped my teaching philosophy to be student-centered and supportive. Reflecting on his demise, I reaffirmed my commitment to being the kind of lecturer and supervisor who is approachable and supportive, both within and beyond the classroom and university environment.
Prof. Ejikeme made teaching enjoyable and was never shy about embracing technology in learning. At a time when smartphones were becoming more prevalent, he encouraged students to invest in laptops and the internet for educational purposes. Unlike other lecturers who found laptop use during lectures distracting, he actively promoted it, believing in its potential to enhance learning. His forward-thinking approach greatly benefited me and many others.
Building on Prof. Ejikeme’s vision, today’s educators can leverage advancements in technology, particularly Artificial Intelligence (AI), to further enhance educational experiences. AI can personalize learning by adapting to each student’s pace and style, providing tailored feedback and resources. It can also automate administrative tasks, allowing educators to focus more on teaching and student interaction. For instance, AI-driven tools can analyse student performance data to identify learning gaps, recommend personalized learning paths, and predict future performance, helping educators intervene proactively.
Moreover, AI can support academics in research by automating data analysis, generating insights from large datasets, and even assisting in literature reviews by quickly identifying relevant papers. By embracing AI, academics can not only improve their teaching practices but also enhance their research capabilities, ultimately contributing to a more efficient and effective educational environment.
Prof. Ejikeme’s willingness to embrace new technologies was ahead of his time, and it set a precedent for leveraging innovative tools to support and improve learning outcomes. His legacy continues as we incorporate AI and other advanced technologies into education, following his example of using technology to create a more engaging and supportive learning experience.
Over the past six months, I have dedicated significant time to reflecting on my teaching practices, positionality, and the influence of my role as an academic on learners. Prof. Ejikeme introduced me to several behavioural theories in social psychology, including role theory. I find role theory particularly crucial in developing into a supportive academic. To succeed, one must balance and ensure compatible role performance. For me, the golden rule is to ensure that our personal skills, privileges, dispositions, experiences from previous roles, motivations, and external factors do not undermine or negatively impact our role or overshadow our decisions.
So long, Professor GG Ejikeme. Your legacy lives on in the countless lives you touched.
Disclaimer: AI may have been used in this blog.
Thoughts from the criminology team 
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