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Reflecting on my viva experience

April 26, 2024 12:39 / Leave a comment

I reflect one week after one of the most important examinations in academia, the viva. Like any examination you never know what is going to come up and therefore you have to be prepared for anything. This makes preparation tricky, uncertain and at times perplexing. There were areas I thought might come up, and in those cases I had a response ready.

On the day, despite all the preparation there were questions that required pause, thought, navigation and discussion. Upon reflection, there were times where I would have liked to provide a more polished and articulate answer, but I am not a robot and therefore my answers are human, with stutters and pauses, passion and dedication; they are unpolished and there is a beauty to that.

What made the difference was having two very supportive examiners that were approachable, interested in my research and wanting me to fulfil my potential. Their additional years in the field/academia over mine were not used to demonstrate their superiority, but instead to guide me in the final process of completing my thesis.

The process acted as a reminder to me that how you approach a situation is so important. In academia, whilst we may be trying to highlight the flaws in a potential project or correcting errors or misconceptions in student’s writing so they can improve, we also ought to put the effort into seeing the good in someone’s work where possible. Think about whether your approach is constructive, how can that individual be supported to the finish line. It pays to maybe think back to the time when your work was being dissected, analysed, with the outcome affecting your academic career in front of you, what type of examiner would you have wanted, maybe that is the one you need to strive to be to others.

I passed with minor corrections that they stressed would only take a few days work. I hope this is acts a testament to what is possible. As a first-generation Black woman that tentatively stepped into academia, achieved a first-class honours degree, navigated a masters at Oxford University, was successful in achieving a funded PhD to then pass with minor corrections, challenge yourself and dare to dream!

Teaching, Learning, and Some Grey Areas: A Personal Reflection

April 19, 2024 17:22 / Leave a comment

Sallek Yaks Musa

Trigger warning: sections of this blog may contain text edited/generated by machine learning AI.

Growing up in a farming community, I gained extensive knowledge of agricultural practices and actively participated in farming processes. However, this expertise did not translate into my performance in Agricultural Science during senior high school. Despite excelling in other subjects and consistently ranking among the top 3 students in my class, I struggled with Agricultural Science exams, much to the surprise of my parents.

I remembered my difficulties with Agricultural Science while reflecting on the UK Professional Standards Framework (UKPSF) for teaching and supporting learning in higher education. This reflection occurred shortly after a student asked me about the minimum qualifications needed to become a lecturer in higher education (HE). Unlike in lower educational levels, a specific teaching certification is not typically required in HE. However, most lecturing positions require a postgraduate certification or higher as a standard. Additionally, professional memberships are crucial and widely recognized as necessary to ensure lecturers are endorsed, guided, and certified by reputable professional bodies.

Reputable professional organizations typically establish entry criteria, often through summative tests or exams, to assess the suitability and competency of potential members. In the UK, Advanced HE stands as one of the widely acknowledged professional bodies.

Advanced HE offers four levels of professional recognition: associate, fellow, senior, and principal fellows. Applicants must evidence proficiency and comprehension across three pivotal competency areas: areas of activity, core knowledge, and professional values, as outlined in the UKPSF Dimensions of the Framework. Among others, these competency areas emphasize the importance of prioritising the enhancement of the quality of education, evaluating assessment strategies, and recognizing and supporting diverse learners throughout their educational journey.

It was not until the third term of my first year in senior high school that I began to understand why I struggled with Agricultural Science. Conversations with classmates who consistently excelled in the subject shed light on our collective challenge, which I realized extended beyond just myself to include our teacher. With this teacher, there was little room for innovation, self-expression, or independent thinking. Instead, success seemed contingent upon memorization of the teacher’s exact notes/words and regurgitating them verbatim. Unfortunately, cramming and memorization were skills I lacked, no matter how hard I tried. Hence, I could not meet the teachers’ marking standard.

The truth of this became glaringly apparent when our teacher went on honeymoon leave after marrying the love of his life just weeks before our exams. The junior class Agricultural Science teacher took over, and for the first time, I found success in the subject, achieving a strong merit. Unsurprising, even the school principal acknowledged this achievement this time around when I was called for my handshake in recognition of my top 3 performance.

In our school, the last day of each term was always eventful. An assembly brought together students and teachers to bid farewell to the term, recognize the top performers in each class with a handshake with the principal, and perhaps offer encouragement to those who struggled academically. This tradition took on a more solemn tone on the final day of the school year when the names of students unable to progress to the next class were announced to the entire assembly. This is a memory I hope I can revisit another day, with deeper reflection.

My pursuit of Advanced HE professional membership stirred memories of my struggles with Agricultural Science as a student, highlighting how our approach to teaching and assessment can profoundly impact learners. In my own experience, failure in Agricultural Science was not due to a lack of understanding but rather an inability to reproduce the teacher’s preferred wording, which was considered the sole measure of knowledge. Since then, I have been committed to self-evaluating my teaching and assessment practices, a journey that began when I started teaching in primary and secondary levels back in September 2005, and eventually progressed to HE.

A recent blog by Dr. Paul Famosaya, questioning whose standards we adhere to, served as a timely reminder of the importance of continuous reflection beyond just teaching and assessment. It further reinforced my commitment to adopting evidence-based standards, constantly refining them to be more inclusive, and customizing them to cater to the unique needs of my learners and their learning conditions.

The Advanced HE UKPSF offers educators a valuable resource for self-assessing their own teaching and assessment methods. Personally, I have found the fellowship assessment tasks at the University of Northampton particularly beneficial, as they provide a structured framework for reflection and self-assessment. I appreciate how they spur us as educators to acknowledge the impact of our actions on others when evaluating our teaching and assessment practices. Certainly, identifying areas for improvement while considering the diverse needs of learners is crucial. In my own self-evaluation process, I often find the following strategies helpful:

  • Aligning teaching and assessment with learning objectives: Here, I evaluate whether my teaching methods and assessment tasks align with the module’s intended learning outcomes. For example, when teaching Accounting in senior secondary school, I assess if the difficulty level of the assessment tasks matches or exceeds the examples I have covered in class. This approach has informed my teaching and assessment strategies across various modules, including research, statistics, data analysis, and currently research at my primary institution, as well as during my tenure as a visiting lecturer at another institution.
  • Relatability and approachability: An educator’s approachability and relatability play a significant role in students’ willingness to seek clarification on assessment tasks, request feedback on their work, and discuss their performance. This also extends to their engagement in class. When students feel comfortable approaching their educator with questions or concerns, they are more likely to perceive assessments as fair and supportive. Reflecting on how well you connect with students is essential, as it can enhance learning experiences, making them more engaging and meaningful. Students are more inclined to actively participate in class discussions, seek feedback, and engage with course materials when they view the educator as accessible and empathetic. If students leave a class, a one-on-one meeting, or a feedback session feeling worse off due to inappropriate word choices or communication style, word may spread, leading to fewer attendees in future sessions. Therefore, fostering an environment of approachability and understanding is crucial for promoting a positive and supportive learning atmosphere.
  • Enhancing student engagement: Prior to joining the UK HE system, I had not focused much on student engagement. In my previous teaching experiences elsewhere, learners were consistently active, and sessions were lively. However, upon encountering a different reality in the UK HE environment, I have become proactive in seeking out strategies, platforms, and illustrations that resonate with students. This proactive approach aims to enhance engagement and facilitate the learning process.
  • Technological integration: Incorporating technology into teaching and assessment greatly enhances the learning process. While various technologies present their unique challenges, the potential benefits and skills acquired from utilizing these tools are invaluable for employability. However, there is a concern regarding learners’ overreliance on technological aids such as AI, referencing managers, discussion boards, and other online tools, which may lead to the erosion of certain cognitive skills. It is essential to question whether technological skills are imperative for the modern workplace. Therefore, one must evaluate whether technology improves the learning experience, streamlines assessment processes, and fosters opportunities for innovation. If it does in the same way that the changing nature of work favours these new skills, then educators and universities must not shy away from preparing and equipping learners with this new reality lest learners are graduated unprepared due to an attempt to be the vanguard of the past.
  • Clarity of instruction and organisation: Evaluate whether students comprehend expectations and the clarity of instructions. Drawing from my experience in the not-for-profit sector, I have learned the effectiveness of setting objectives that are SMART (specific, measurable, achievable, relevant, and time-bound). Emphasizing SMART learning outcomes is crucial in teaching and learning. However, where learning outcomes are broad, ambiguous, or subject to individual interpretation, educators must ensure that assessment marking criteria are clearly articulated and made clear to learners. This clarification should be provided in assessment briefs, support sessions, and during class contacts. Reflecting on this ensures that students understand what is expected of them and prevents educators from inadvertently setting them up for failure. It becomes apparent that assessment criteria lacking validity and reliability hinder the accurate measurement of student understanding and skills, even if same has been consistently used over time. Therefore, continuous reflection and refinement are essential to improve the effectiveness of assessment practices. Afterall, reflection should be a mindset, and not just a technique, or curriculum element.
  • Feedback mechanisms: The effectiveness of feedback provided to students is always important. Reflecting on whether feedback is constructive and actionable could help to foster learning and improvement, irrespective of how short or lengthy the feedback comments are. Anyone who has passed through the rigour of research doctoral supervision would appreciate the role of feedback in all forms on learner progression or decision to drop out.
  • Inclusivity and diversity: In a diverse educational setting, it is imperative to engage in continuous reflection to ensure that teaching and assessment practices are inclusive and responsive to the varied backgrounds, learning peculiarities, and abilities of learners. Educators hold a significant position that can either facilitate or hinder the progress of certain learners. In cases where barriers are inadvertently created, unconscious bias and discrimination may arise. Therefore, ongoing reflection and proactive measures are essential to mitigate these risks and create an environment where all students can thrive.
  • Ethical considerations: Teaching and assessment practices carry ethical responsibilities. Fundamentally, educators must prioritize fairness, transparency, and integrity in all assessment procedures, setting aside personal biases and sentiments towards any individual, cohort, or group of students. It is equally important to consider how one’s position and instructional choices influence students’ well-being and academic growth. Striving for ethical conduct in teaching and assessment ensures a supportive and equitable learning environment for all students.

End.

Liberalism, Capitalism and Broken Promises

April 12, 2024 15:36 / Leave a comment

With international conflict rife, imperialism alive and well and global and domestic inequalities broadening, where are the benefits that the international liberal order promised?

As part of my masters, I am reading through an interesting textbook named Theories of International Relations (Burchill, 2013). Soon, I’ll have a lecture speaking about liberalism within the realm of international relations (IR). The textbook mentions liberal thought concerning the achievement of peace through processes of democracy and free trade, supposedly, through these mechanisms, humankind can reach a place of ‘perpetual peace’, as suggested by Kant.

Capitalism supposedly has the power to distribute scarce resources to citizens, while liberalist free trade should break down artificial barriers between nations, uniting them towards a common goal of sharing commodities and mitigating tensions by bringing states into the free trade ‘community’. With this, in theory, should bring universal and democratic peace, bought about by the presence of shared interest.

Liberal capitalism has had a long time to prove its worth, with the ideology being adopted by the majority of the west, and often imposed on countries in the global south through coercive trade deals, political interference and the establishment of dependant economies. Evidence of the positives of liberal capitalism, in my opinion are yet to be seen. In fact, the evidence points towards a global and local environment entirely contrary to the claims of liberal capitalism.

The international institutions, constructed to mitigate against the anarchic system we live under become increasingly fragile and powerless. The guarantee of global community and peace seems further and further away. The pledge that liberalism will result in the spread of resources, resulting in the ultimate equalisation is unrealised.

Despite all of this, the global liberal order seems to still be supported by the majority of the elite and by voters alike. Because with the outlined claims comes the promise that one day, with some persistence, patience and hard work, you too could reap the rewards of capitalism just like the few in society do.

Civilian Suffering Beyond the Headlines

April 5, 2024 10:46 / Leave a comment

In the cacophony of war, amidst the geopolitical chess moves and strategic considerations, it’s all too easy to lose sight of the human faces caught in its relentless grip. The civilians, the innocents, the ordinary people whose lives are shattered by the violence they never asked for. Yet, as history often reminds us, their stories are the ones that linger long after the guns fall silent. In this exploration, we delve into the forgotten narratives of civilian suffering, from the tragic events of Bloody Sunday to the plight of refugees and aid workers in conflict zones like Palestine.

On January 30, 1972, the world watched in horror as British soldiers opened fire on unarmed civil rights demonstrators in Northern Ireland, in what would become known as Bloody Sunday. Fourteen innocent civilians lost their lives that day, and many more were injured physically and emotionally. Yet, as the decades passed, the memory of Bloody Sunday faded from public consciousness, overshadowed by other conflicts and crises. But for those who lost loved ones, the pain and trauma endure, a reminder of the human cost of political turmoil and sectarian strife.

Fast forward to the present day, and we find a world still grappling with the consequences of war and displacement. In the Middle East, millions of Palestinians endure the daily hardships of life under occupation, their voices drowned out by the rhetoric of politicians and the roar of military jets. Yet amid the rubble and despair, there are those who refuse to be silenced, who risk their lives to provide aid and assistance to those in need. These unsung heroes, whether they be doctors treating the wounded or volunteers distributing food and supplies, embody the spirit of solidarity and compassion that transcends borders and boundaries.

(World Aid Kitchen workers killed in Gaza)

But even as we celebrate their courage and resilience, we must also confront our own complicity in perpetuating the cycles of violence and injustice that afflict so many around the world. For every bomb that falls and every bullet that is fired, there are countless civilians who pay the price, their lives forever altered by forces beyond their control. And yet, all too often, their suffering is relegated to the footnotes of history, overshadowed by the grand narratives of power and politics.

So how do we break free from this cycle of forgetting? How do we ensure that the voices of the marginalized and the oppressed are heard, even in the midst of chaos and conflict? Perhaps the answer lies in bearing witness, in refusing to turn away from the harsh realities of war and its aftermath. It requires us to listen to the stories of those who have been silenced, to amplify their voices and demand justice on their behalf.

Moreover, it necessitates a revaluation of our own priorities and prejudices, a recognition that the struggle for peace and justice is not confined to distant shores but is woven into the fabric of our own communities. Whether it’s challenging the narratives of militarism and nationalism or supporting grassroots movements for social change, each of us has a role to play in building a more just and compassionate world.

The forgotten faces of war remind us of the urgent need to confront our collective amnesia and remember the human cost of conflict. From the victims of Bloody Sunday to the refugees fleeing violence and persecution, their stories demand to be heard and their suffering acknowledged. Only then can we hope to break free from the cycle of violence and build a future were peace and justice reigns supreme.

Witches, Broomsticks and Libraries

March 31, 2024 10:00 / Leave a comment

My son has been gifted and collected many delightful children’s books since his recent birth. A book which stands out to me on Women’s History Month is: Room on the Broom (2001) by writer Julia Donaldson and Illustrator Axel Scheffler.  

Aside from the fabulous use of words and illustrations, the main character of the story is a lovely witch who makes room on her broom for her cat, a dog, bird and frog. The latter part of the story consists of the broom snapping, presumably due to the extra weight of these passengers, then the witch risks being eaten by a dragon. But eventually all is well as the witch creates a new super broomstick with; 

seats for the witch 

and the cat and the dog, 

a nest for the bird and 

a shower for the frog. 

This book’s depiction of the witch as a morally good character is wonderful but this is not usual. In popular culture, such as fiction, television and film witches seem to have flawed character traits, are morally bad cackling devious women who fly about casting spells on poor and (un/)suspecting folk.  

The negative connotations of witches today reflect a long dreadful real-life history of outsiders being accused of being witches – with some being tortured and murdered due to this. The outsiders aka witches tended to be women, women who were providing a service for other women, such as support during childbirth or healing practices, or those that practice spiritualisms that differ to dominant religions. If re-born today some of these women may have been celebrated as midwifes and nurses, although their wages and workloads would still illustrate that predominantly women centered roles tend to be under appreciated.  

On International Women’s Day I finished reading Disobedient Bodies (2023) by Emma Dabiri. Disobedient Bodies reminds me about how in a white capitalist cis male world bodies categorised as female and women are constructed as deviant. Proof of being a witch was apparently not just found in practices but on the bodies of women. Emma Dabiri adds to the discussion on witches that I did not consider; that groups of women aka groups of deviant witches were considered to be the most threatening to witch hunters. For a long time women have been pitted against each other, the historical nature of women meeting in groups to support each other as a threat to patriarchal capitalist white systems has added to this.  

My son is very privileged to have so many book at the age of 1. Unfortunately I am writing during a time where there are threats to close 25 libraries in Birmingham. Notably, the libraries that me and my son frequent consist of mostly women staff (both paid and volunteers). In addition to the potential for job losses, if this happens there will be babies, children and adults without access to books, artistic classes, warm and safe spaces. To quote my friend and colleague, “soon there will be nothing left”. 

Doing the right thing

March 30, 2024 10:00 / Leave a comment

Source.1

It seems that very often, the problem with politics in this country is that it gets in the way of doing the right thing.  Despite the introduction of the The Seven Principles of Public Life known as the Nolan Principles, politicians (not all of them of course, but you will have seen ample examples) still seem to be hell bent on scoring political advantage, obfuscating on matters of principle and where possible avoiding real leadership when the country is crying out for it.  Instead, they look to find someone, anyone, else to blame for failures that can only be described as laying clearly at the door of government and at times the wider institution of parliament.

One example you may recall was the complete farce in parliament where the speaker, Sir Lyndsay Hoyle, was berated for political interference and breaking the rules of the house prior to a debate about a ceasefire in Gaza. It became quite obvious to anyone on the outside that various political parties, Conservatives, Labour and the Scottish National Party were all in it to score points. The upshot, rather than the headlines being about a demand for a ceasefire in Gaza, the headlines were about political nonsense, even suggesting that the very core of our democracy was at stake. Somehow, they all lost sight of what was important, the crises, and it really is still a crisis, in Gaza. Doing the right thing was clearly not on their minds, morals and principles were lost along the way in the thrust for the best political posturing.

And then we come to the latest saga involving political parties, the WASPI women (Women Against State Pension Inequality) campaign. The report from the Parliamentary and Health Service Ombudsman has ruled that the Department for Work and Pensions (DWP) “failed to provide accurate, adequate and timely information” about changes to pension ages for women. The report makes interesting reading.  In essence, it accuses the DWP of maladministration on several counts.

The Pensions Act 1995 changed the way in which women could draw their pensions in an effort to equalise the age with men. A timetable was drawn up raising the qualifying age for women from 60 to 65, with the change phased in between 2010 and 2020. However, under the Pensions Act 2011, the new qualifying age of 65 for women was brought forward to 2018.  The report acknowledges that the DWP carried out campaigns from 1995 onwards but in 2004 received results of research that a considerable number of affected women still believed that their retiring age was 60.  Unfortunately, through prevarication and for some quite inexplicable reasoning the women affected were not notified or were notified far too late.  There was a calculation carried out that suggested some women were not told until 18 months before their intended retirement date.  The matter was taken before the courts but the courts ruling did nothing to resolve the issue other than providing a ruling that the DWP were not required by law to notify the women.

You can read about the debacle anywhere on the Internet and the WASPI women have their own Facebook page. What seems astounding is that both the Government and the opposition have steadfastly avoided being drawn on the matter of compensation for these women.  I should add that the maladministration has had serious detrimental impacts on many of them.  Not even a sorry, we got it wrong.  Instead we see articles written by right wing Conservatives suggesting the women had been provided with ample warning.  If you read the report, it makes it clear that provisions under the Civil Service Code were not complied with.  It is maladministration and it took place under a number of different governments.   

Not getting it right in the first instance was compounded by not getting it right several times over later on.  It seems that given the likely cost to the taxpayer, this maladministration is likely, like so many other cock ups by government and its agencies, to be kicked into the long grass. Doing the right thing is a very long, long way away in British politics. And lets not forget the Post Office scandal, the infected blood transfusion scandal and the Windrush scandal to name but a few.  So little accountability, such cost to those impacted.

  1. The quotation in the image is often wrongly misattributed to C. S. Lewis. ↩︎

Feminism, Security and Conflict

March 29, 2024 10:57 / Leave a comment

Content warning: this blog post mentions feminist theory in relation to issues of rape, genocide and war.

Recently I had the opportunity to do a deep dive into feminist contributions to the field of international relations, a discipline which of course has many parallels and connections to criminology. Feminism as a broad concept often is viewed from a human rights perspective, which makes sense as this is probably the area that is most visible to most people through progressions in the field of political participation, reproductive and sexual rights and working rights. A lesser known contribution is feminist theory to international relations (IR), specifically, its practical and theoretical contribution to security and conflict. This blog post will give a whistle stop tour through the exploration I conducted concerning the themes of security, conflict and feminism. Hopefully I can write this in a way everyone finds interesting as it’s a fairly heavy topic at times!

Security

Within IR, security has usually been defined on a more state-centric level. If a state can defend itself and its sovereign borders and has adequate (or more than adequate) military power, it is seen to be in a condition of security according to realist theory (think Hobbes and Machiavelli). Realism has taken centre stage in IR, suggesting that the state is the most important unit of analysis therefore meaning security has generally taken a state-centric definition.

Feminism has offered a radical rejuvenation of not only security studies, but also the ontological principles of IR itself. While the state is preoccupied with providing military security, often pooling resources towards this sector during times of international fragility, welfare sectors are usually plunged into a state of underfunding- even more so than they usually are. This means that individuals who depend on such sectors are often left in a state of financial and/or social insecurity. Feminism focuses on this issue, suggesting women are often the recipients of various welfare based services. The impact of wartime fiscal policy would not have been uncovered without feminism paying attention to the women typically side-lined and ignored in international politics. So while the state is experiencing a sense of security, its citizens (quite often women) are in a feeling of insecurity.

This individualisation of security also challenges the merit of using such a narrow, state-centric definition of security, ultimately questioning the validity of the dominant, state-focused theory of realism which in IR, is pretty ground-breaking.

Conflict

I’d say that in nearly all social science disciplines, including politics, economics, sociology, IR and criminology, conflict and war is something that is conceptualised as inherently ‘masculine’. Feminist theory was one of the first schools to document this and problematise it through scholarship which interrogated hegemonic masculinity, ‘masculine’ institutions and the manifestations of these things in war zones.

Wartime/ genocidal rape is unfortunately not a rare behaviour to come across in the global arena. The aftermath of the Yugoslav wars and the Rwandan genocide is probably some of the most reported cases in academic literature, and this is thanks to feminist theory shining a light on the phenomena. Feminism articulates wartime/ genocidal rape as constitutive of the dangerous aspects of culturally imbedded conceptions of masculinity being underscored by power and domination and being legitimised by the institutions which champion dangerous elements of masculinity.

Practically, this new perspective provided by feminism has altered the way sexual violence is viewed by the mainstream; once a firmly domestic problem, sexual violence has been brought into foreign policy and recognised as a tactic of war. This articulation by feminist theory is absolutely ground breaking in the social science world as it shifts the onto-epistemological focus that other more conventional schools have been unable to look past.

‘A de-construction of the term ‘Cost of Living Crisis’ in recognition of globalism’

March 22, 2024 15:25 / Leave a comment

Source

The term ‘Cost of Living Crisis’ gets thrown around a lot within everyday discussion, often with little reference to what it means to live under a Cost-of-Living Crisis and how such a crisis is constituted and compares with crises globally. In this blog, I will unpack these questions.

The 2008 Global Financial Crash served as a moment of rupture caused and exacerbated by a series of mini events that unfolded on the world stage…. This partly led to the rise in an annual deficit impacting national growth and debt recovery. Then we entered 2010 when the Coalition Government led by David Cameron and Nick Clegg in the Conservative and Liberal Democrat parties implemented a Big Society Agenda, underpinned by an anti-statist ideology and Austerity politics. The legacies of austerity have extensively been highlighted in my own research as communities faced severed cutbacks to social infrastructure and resources, many of whom utilised these resources as a lifeline. Moving forward to the present day in 2024, austerity continues to be alive and well and the national debt has continued to rise…. Events including the Corona Virus Pandemic that started in 2019, Brexit and Russia’s invasion of Ukraine have amongst other events served as precipitators to an already existing economic downturn. The rise of interest rates and inflation have been partly led by disruptions to global supply chains, particularly essential and often taken for granted food resources such as wheat and grains. So too has political instability hindering opportunities to invest and grow the local economy contributed towards this economic downturn.

As inflation and interest rates rose, so too did the average cost of living in terms of expenditure and disposable income for both the Working and Middle-Classes. At this point, one can begin to see the emergence of the cost-of-living crisis as being constituted as an issue affecting social class.

The cost-of-living crisis is inherently a term deployed by the Middle Classes as some faced an increase of interest rates on their mortgages in addition to rising costs in the supermarkets. These are valid concerns and the reality and hardship produced under these conditions is not being contested. However, we must not lose sight of the fact that economic downturn and the reality of poverty is nothing new for many working-class communities, who have suffered from disinvestment and austerity, long before the term Cost of Living Crisis came into being.

Equally, we can understand the Cost-of-Living Crisis as being a construction led by Western states, as part of a wider Global North. The separation between the Global North and Global South is bound by geography, but economic growth and its globally recognised position as an emerged or emerging economy. Note that such constructions within themselves are applied by the Global North. Similarly, the Cost-of-Living Crisis is nothing new for these states. The reality of living below a breadline is faced by many of these countries in the Global South and should be understood as a wider systemic and global issue that members of the International Community have a moral obligation to address.

So, when applying terms such as the Cost-of-Living Crisis under every-day discussion, it is necessary to contemplate the historicisms behind such an experience and how life under poverty and hardship is experienced globally and indeed across our own communities. This will enable us to think more critically about this term Cost of Living Crisis, which as it is widely used, faces threat of oversight as to the prevalence and effects of global and local inequalities.

Ain’t Nobody Never Muted No Gadget BEFORE No Class!

March 17, 2024 20:37 / Leave a comment

The cyber-lure and lull in class.

The solutions are simple, though the problem is grand and manifests in many micro ways; it’s so common that it’s difficult to see. Digital distraction looms over classrooms like a heavy fog.

You see them ensnared by invisible threads, blocking hallways and doorways, halted as they stand, transfixed and feverishly glued to their phones. Many arrive with restless fingers tapping away on these small screens. Others make a beeline for the nearest socket upon entering the classroom, clutching chargers and cables like lifelines. Some arrive engrossed in video calls – often on speakers – their faces illuminated by the glow of their screens. Still, others refuse to dislodge and stash their earbuds; perhaps they are simply unaware or incapable? Few arrive untethered from the grasp of cyberspace, their connection to reality tenuous at best. Throughout the session, the anxious behaviours rarely subside, as I witness them struggling to break free from the digital embrace clearly holding them captive.

Upon arrival, most students sit and place their phone right on the desk in front of them, ready to escape into cyberspace at a moment’s notice. Then, come the laptops and tablets. Most have two gadgets or more – including smartwatches – anything to shield them from being here, and anchor them there in cyberspace. A larger part of the educator’s role now is to reach: S T R E T C H into cyberspace and teach students how to anchor themselves here IRL.

Ain’t nobody never muted no gadget BEFORE no class!

Arriving in class, they are poised and prepped by social media for distraction, and entertainingly so. Through hours of rehearsal, they get to pay attention to whatever they want with a mere swipe. This applies to messaging, social media and news, dating family and group chats, spam emails and university announcements. The F2F classroom environment is competing with all this lure of the cyberworld.  In spite of this daily evidence, folks still feel we’re in charge of the focus of our own attention, according to psychologist Prof Sherry Turkle. Worse, all this constant craving and distraction is diminishing our capacity for empathy.

Once distracted, UNESCO reports that “it can take students up to 20 minutes to refocus on what they were learning” according to one study. Subsequent studies have confirmed the attention lull, as have bans on phones in schools. A 2018 study found “More frequent use of digital media may be associated with development of ADHD symptoms.”  When students arrive at university classrooms, it’s a blur. 

Despite our initial hopes, the pull of the wholistic virtual environment has ultimately pushed away F2F dialogue. What’s more, the passive attention paid to social media creates a deficit in our conversation skills. We easily get caught up in the loop of reporting and responding to ‘what google said.’  In Teaching Critical Thinking, bell hooks says smashingly: “we are living in a culture in which many people lack the basic skills of communication because they spend most of their time being passive consumers of information” (44). Like a group of friends out for a night using google reviews to dictate every step, too often conversation in the classroom is reduced to trading ‘what google said’. Little attention is given to who said what and, why. Or, less so, what one thinks.

A low tech class. 

While there are endless Apps, and gadgets to get students involved in learning, the few hours spent in any face-to-face session can be a respite from such hyper-cyber-immersion.

By whose standards?

March 15, 2024 00:30 / Leave a comment

This blog post takes inspiration from the recent work of Jason Warr, titled ‘Whitening Black Men: Narrative Labour and the Scriptural Economics of Risk and Rehabilitation,’ published in September 2023. In this article, Warr sheds light on the experiences of young Black men incarcerated in prisons and their navigation through the criminal justice system’s agencies. He makes a compelling argument that the evaluation and judgment of these young Black individuals are filtered through a lens of “Whiteness,” and an unfair system that perceives Black ideations as somewhat negative.

In his careful analysis, Warr contends that Black men in prisons are expected to conform to rules and norms that he characterises as representing a ‘White space.’ This expectation of adherence to predominantly White cultural standards not only impacts the effectiveness of rehabilitation programmes but also fails to consider the distinct cultural nuances of Blackness. With eloquence, Warr (2023, p. 1094) reminds us that ‘there is an inherent ‘whiteness’ in behavioural expectations interwoven with conceptions of rehabilitation built into ‘treatment programmes’ delivered in prisons in the West’.

Of course, the expectation of adhering to predominantly White cultural norms transcends the prison system and permeates numerous other societal institutions. I recall a former colleague who conducted doctoral research in social care, asserting that Black parents are often expected to raise and discipline their children through a ‘White’ lens that fails to resonate with their lived experiences. Similarly, in the realm of music, prior to the mainstream acceptance of hip-hop, Black rappers frequently voiced their struggles for recognition and validation within the industry due similar reasons. This phenomenon extends to award ceremonies for Black actors and entertainers as well. In fact, the enduring attainment gap among Black students is a manifestation of this issue, where some students find themselves unfairly judged for not innately meeting standards set by a select few individuals. Consequently, the significant contributions of Black communities across various domains – including fashion, science and technology, workplaces, education, arts, etc – are sometimes dismissed as substandard or lacking in quality.

The standards I’m questioning in this blog are not solely those shaped by a ‘White’ cultural lens but also those determined by small groups within society. Across various spheres of life, whether in broader society or professional settings, we frequently encounter phrases like “industry best practices,” “societal norms,” or “professional standards” used to dictate how things should be done.

However, it’s crucial to pause and ask:

By whose standards are these determined?

And are they truly representative of the most inclusive and equitable  practices?

This is not to say we should discard all concepts of cultural traditions or ‘best practices’. But we need to critically examine the forces that establish standards that we are sometimes forced to follow. Not only do we need to examine them, we must also be willing to evolve them when necessary to be more equitable and inclusive of our full societal diversity.

Minority groups (by minority groups here, I include minorities in race, class, and gender) face unreasonably high barriers to success and recognition – where standards are determined only by a small group – inevitably representing their own identity, beliefs and values.

So in my opinion, rather than defaulting to de facto norms and standards set by a privileged few, we should proactively construct standards that blend the best wisdom from all groups and uplift underrepresented voices – and I mean standards that truly work for everyone.

References

Warr, J. (2023). Whitening Black Men: Narrative Labour and the Scriptural Economics of Risk and Rehabilitation, The British Journal of Criminology, Volume 63, Issue 5, Pages 1091–1107, https://doi.org/10.1093/bjc/azac066

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