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Fifty Pounds Per Child Per Year

Usually I consume my news through the BBC app, although occasionally I enjoy getting the run down of political affairs from the horses mouth, so to speak. Often I watch the Prime Ministers Questions, getting riled up at the majority of topics raised. However, yesterday (9/06/21), I found myself getting particularly outraged and passionate at a certain issue that has also been highly reported in the news.

Earlier last week, the Prime Minister outlined his Covid recovery package for schools, he pledged £1.4bn to enable students to catch up on the work, education and socialisation that has been missed. The controversy appears when comparing this figure to £13.5bn, originally suggested by Education Policy Institute (Education Policy Institute, 2021). To put it into perspective, £1.4bn equates to about £50 per child, per year- apparently you certainly can put a price on children’s education. Even with Johnson’s additional £1bn funding that will stretch across the next three years, the ‘recovery’ package is frankly laughable, it was a move that saw the education recovery commissioner, Kevan Collins, resign in protest.

Putting funding and economics aside, I think that this was a prime example of how the importance of education is once again, being forgotten. The potential power of the education system is not being utilised by any means. Politicians are still not realising that education reform doesn’t have to mean tougher discipline and it doesn’t have to mean more Ofsted checks and it certainly doesn’t have to mean more stressful, ‘rigorous testing’ of students, something which former education secretary Michael Gove pushed for in 2013 (Adams, 2013).

“Simply making exams harder does not guarantee higher standards nor mean that students will be prepared for a job.”

~ Brian Lightman (Adams, 2013)

Forcing misbehaved children out of school through punitive disciplinary actions, suspensions and exclusions simply puts them on the road to loosing faith in the education system and increases their likely hood of antisocial behaviour, which can lead to criminal careers later in life. The importance of creating an educational environment that students actually want to be a part of cannot be understated.

Furthermore, the importance of altering the current curriculum is completely overlooked. School has the potential to give children and teenagers the ability to have more autonomy over so many aspects of their later life; adequate lessons about political ideology, history and the voting system, done in an accessible way, has the potential to raise more politically aware, inclined individuals that feel equipped to engage and participate in the democratic process on a local and national scale.

Appropriate finance and law classes could eventually go on to raise a higher number of adults who feel able to handle their money situations in a better, healthier way; they could also begin to understand their rights and the court processes better. Finally, focusing on the decolonisation of the curriculum could allow ethnic minorities and other marginalised demographics to learn about their ancestors, history and culture in a more mainstream, impartial way. The impacts of restructuring the standard and the content of the schooling curriculum could have an abundance of benefits, not only to individuals but to society itself.

However, with no clear moves for the education secretary to explore theses benefits further and implement any changes, along with the promised £50 per pupil, per year, it is evident that the potential power of the education system has once again been understated and that, education is, indeed, not a priority for the current government.

Adams, R., 2013. GCSEs to become more demanding and rigorous, says Michael Gove. [online] The Guardian. Available at: <https://www.theguardian.com/education/2013/jun/11/gcse-demanding-rigorous-michael-gove&gt;

Education Policy Institute. 2021. EPI responds to the government’s new education recovery package – Education Policy Institute. [online] Available at: <https://epi.org.uk/comments/epi-responds-to-the-governments-new-education-recovery-package/&gt;

A link for the Prime Minister’s Questions episode: https://m.youtube.com/watch?v=zQkiEAZ2oh0&feature=youtu.be
A link for the Prime Minister’s Question with BSL: https://youtu.be/ZgcnQqbChZs

#ReadingForCriminologists: The End Of Policing- Alex S.Vitale

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.

My Thoughts

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.

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