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“The classroom remains the most radical space of possibility in the academy”
bell hooks, Teaching to Transgress: Education as the Practice of Freedom.
Many of my students have never felt safe at school. I know because I ask. Early in my career, this thread of inquiry was prompted by students’ guardedness and/or surprise that I encourage dialogue, including debate and dissent. I insist that we all listen and endeavor to appreciate our distinct voices. I demonstrate that personal experience is as valuable as ‘book knowledge’ when both are subjected to criticality. This is distinct from the conventional objectiveness and alleged neutrality that we now know as universalising whiteness, maleness, bourgeois values (e.g. hooks, 1994: 16). If they hadn’t known, my students quickly learn what it means to bring the whole self into the classroom.
Many fellow educators have never known a classroom where teachers build a community of “mutual engagement,” through what bell hooks calls “radical openness” (1994: 205). I am frustrated that rather than transform, they opt to re-instantiate the dominance/subordination of conventional pedagogy. This dynamic “often creates a context where the student is present in the classroom to serve the will of the professor, meeting his or her needs, whether it be the need for an audience… or the need to assert dominance over subordinated students” (hooks, 2003: 91). This is intellectual sadomasochism (hooks, 2000: 165).
Unsurprisingly, that conventional banking’ model “where students are regarded merely as passive consumers” still receives credence in bureaucratic institutions worldwide (hooks, 1994: 40). Like abused children, many are eager to uphold that status quo due to “their cathected feelings for those adults” who were otherwise meant to care (hooks, 2000: 49).
Safe(r) in school
I have always liked school. From the memories I (now) select to represent the institution to me, it has always been a safe space of ‘radical openness’. The irony, of course, is that to love a place with integrity, one must know its opposite: I have experienced both love and terror within the classroom. I knew both by the time I was 6.
I continue to teach because I earnestly believe the classroom is the most radical space on the planet. It is the one space where there seems universal agreement that humans must grow. There is universal agreement that classrooms SHOULD be safe, though clearly there is no agreement on how that safety should be met. For example, I first realised I was gay inside a classroom, accepted it in another, and understood both its potential destructive and transformative implications in yet others.
In first grade, I had a crush on a guy named Freddie and a girl named Renée. In retrospect, I realised I wanted Freddie to like me the way that all the boys seemed to like Renée – the lightest-skinned black girl with the longest, bone-straight hair. Gay, right?
In 7th grade, when I was 12, I had two clear epiphanies during two separate chorus classes. First, an older classmate mocked my speech pattern as ‘gay’ to which I retorted: “Just because I talk proper doesn’t mean I’m gay.” He was one of the star basketballers on our school’s team; everyone looked up to him and laughed at his jokes. At that moment, it was hurtful and confusing. Crucially, however, that same classmate seamlessly continued to treat me like a little brother, and we grew even closer over the years. Teasing was his only means of discussing alternate masculinities. Typical jock, right?
Shortly thereafter, when our beloved chorus teacher went on maternity leave, her replacement was an effeminate Black man – what Brits call ‘camp’. Unlike our other teachers, he never said anything about his life outside the classroom – this was the Bible Belt in the 80’s. Yet, there was an immediate cathartic sense of identification that still warms me. I distinctly recall working out in my 12-year-old head that not only my school, but my state’s school system had to have approved of this individual. I was for the first time seeing someone like me ‘in the world’. Years later when I bumped into him at ‘the club’ I thanked him for his service. Representation matters!
That summer I participated in an enrichment program on the university campus where my parents and godparents all met one another. During one class, the guest speaker concluded his motivational talk by mocking an effeminate man who’d come to meet him after another talk. It was unclear why campiness had suddenly become the topic, so I asked a question to quickly change the subject. As the speaker began his response, another student muttered loudly “you’re talking to one right now”. No one came to my defense, including me. I couldn’t believe that a room full of kids and adults had allowed such a hateful slur. I felt terrified, yet held my tears for the bus ride home.
Such incidents at 12 years old convinced me of two things: 1) The classroom is the safest space for radical openness, and 2) I had to leave Kentucky, as George Michael sang in Flawless: “You know you’re wasted here, wasted here/And there ain’t no miracles happening any time soon.”
I am an exile, yet at home everywhere else in the world where there is a classroom. Students generally appreciate my honesty and willing openness about my life’s journey. As educators, we tend to forget that unless challenged, students somehow believe that we were born like this – as fully formed teachers. Share your journey; it allows them to map their own.
For more inFormation
– (1994) Teaching to Transgress: Education as the Practice of Freedom. New York: Routledge.
– (2000) All About Love: New Visions. New York: William Marrow and Co.
– (2003) Teaching Community: A Pedagogy of Hope. New York: Routledge.
The Office of National Statistics has admitted to some frailties in its data collection around migration. What a shock it must have been to discover that the manner in which it collected the data was somewhat flawed, so much so that they have now downgraded the data to ‘experimental’.
It might seem almost laughable that an organisation that prides itself in, and espouses data accuracy and has in the past criticised police recorded figures for being inaccurate (we know they are) has itself fallen foul of inaccuracies brought about by its own ill thought out data gathering attempts. The issue though is far greater than simple school boy errors, these figures have had a major impact on government policy for years around immigration with calls for greater control of our borders and the inevitable identification of the ‘other’.
The figures seem to be erroneous from somewhere between the mid-2000s and 2016, although it is unclear how accurate they are now. New analysis shows that European Union net migration was 16% higher in 2015-16 than first thought. Whilst the ONS admits that its estimation of net migration from non-EU countries is overestimated, it is not clear exactly by how much this might be.
Such a faux pas led to the story hitting the news; ‘EU migration to UK ‘underestimated’ by ONS’ (BBC, 2019) and ‘Office for National Statistics downgrades ‘not fully reliable’ official immigration data as experts claim figures have been ‘systematically under-estimating net migration from EU countries’ (Daily Mail, 2019).
So, there we are the ONS gets statistics wrong as well and the adjusted figures simply support what Brexiteers have been telling everyone all along. But why release the figures now? When were these errors identified? Surely if they have been inaccurate until 2016 then the mistake must have been found some short time after that. So why wait until the eleventh hour when ‘Brexit means Brexit’ is about to come to a calamitous conclusion? And why those headlines? Why not the headline ‘Big mistake: net migration from outside the EU vastly overestimated’?
I’m not one to subscribe to conspiracy theories but at times it is difficult to overlook the blindingly obvious. So called independent bodies may not be that independent, the puppet master pulls the strings and the puppets dance. Little value in headlining facts that do not support the right-wing rhetoric but great political value to be had in muddying the waters about the EU and open borders.
This discourse ignores the value of migration and simply plays on the fears of the populace, these are well rehearsed and now age-old arguments that I and many others have made*. The concern though is when ‘independent institutions’ subtly start to join in the furore and the moral compass starts to become distorted, subjugated to political ideals. I can’t help but wonder, what would Durkheim make of it?
* It is well worth watching Hollie McNish’s Mathematics on YouTube.
Amongst all the furore over Brexit, the European elections and the disintegration of the main political parties in the United Kingdom, a small but not insignificant news story crept into the news melee.
‘The number of physically disabled people affected by homelessness in England increased by three quarters during an almost 10- year period’ (BBC, 2019a, Ministry of Housing, Communities and Local Government, 2019). It is not merely coincidental that the ‘almost 10-year period’ aligns with the austerity measures introduced by the coalition government in 2010. Measures, continuously pursued by the Conservative Government until October 2018 when Theresa May, the soon to be former prime minister, declared at a Tory party conference that austerity was over adding, ‘the end is in sight’ and there are ‘better days ahead’ (Independent, 2018a). Give her her dues, with the demise of the Tory party, the latter part was an insightful prediction. Let’s not let the Liberal Democrats off the hook though, reluctant bedfellows they may have been in the coalition government, but bedfellows they were, and they had the power to vote down many of the Tory party dictats. They may have curried favour with the electorate during the European elections, but we should not forget their part in the austerity measures.
Alongside the issues of homelessness, we see the use of foodbanks has increased phenomenally (Independent, 2018b), fuel poverty affects over 10% of English households (Independent, 2018c) and social care is collapsing (BBC, 2019b; Guardian, 2018). To put it as simply as possible, the common denominator is the austerity measures introduced by government that directly impact on the most vulnerable in our so-called civilised society. This and previous governments can point to the budget deficit, the ineptitude of the previous government and the economic downturn caused by the banking crisis (The Economist, 2013), but how do they justify the impact of their policies on the disadvantaged and those who can least afford any cuts? Bizarrely, the least vulnerable have seen little or no impact on their standard of living other than perhaps for the middle classes there is the monotonous moan about access to doctors or dentists in a timely manner (the rich don’t even have to worry about this).
In my visits around schools I discuss what we mean by the term crime. Reiner (2007:21) states that ‘[t]he term ‘crime’ is usually tossed about as if it has a clear and unambiguous meaning’, but nothing of course is further from the truth. One of the key ideas I posit is that of harm caused. This of course has its own problems in terms of definition and scope, but it does allow one to focus on what is important. If harm done is a measure of crime, or crime is defined by the harm done then we begin to see the world, actions by government, institutions and individuals in a different light. With this notion in mind, we can start to ask when and how do we bring the greedy and those that abuse their power either intentionally or recklessly to book? Maybe, just as Boris Johnson might well be prosecuted for misconduct in a public office over the alleged lies, he made relating to Brexit (BBC, 2019c), we might see ministers held to account for decisions they make that have catastrophic consequences for thousands of the most vulnerable in society.
BBC (2019a) Homeless and disabled: ‘I’m at my wits’ end’, [online] Available at www.bbc.co.uk/news/av/disability-48433225/homeless-and-disabled-i-m-at-my-wits-end [accessed 29 May 2019].
BBC (2019b) English ‘short-changed on care funding’ [online] Available at http://www.bbc.co.uk/news/health-48438132 [accessed 30 May 2019].
BBC (2019c) Brexit: Boris Johnson ordered to appear in court over £350m claim, [online] Available at http://www.bbc.co.uk/news/uk-politics-48445430 [accessed 29 May 2019].
Independent (2018a) Theresa May declares ‘austerity is over’ after eight years of cuts and tax increases, (3 Oct. 2018), [online] Available at www.independent.co.uk/news/uk/politics/theresa-may-austerity-end-over-speech-conservative-conference-tory-labour-a8566526.html [accessed 30 May 2019].
Independent (2018b) Food bank use in UK reaches highest rate on record as benefits fail to cover basic costs (24 April 2018) [online] Available at www.independent.co.uk/news/uk/home-news/food-bank-uk-benefits-trussell-trust-cost-of-living-highest-rate-a8317001.html [accessed 30 May 2019].
Independent (2018) More than one in 10 households living in fuel poverty, figures show (26 June 2018) [online] Available at www.independent.co.uk/news/uk/home-news/fuel-poverty-uk-figures-poor-bills-cost-households-a8417426.html, [accessed 30 May 2019].
Ministry of Housing, Communities and Local Government (2019) Live tables on homelessness [online] Available at http://www.gov.uk/government/statistical-data-sets/live-tables-on-homelessness , [accessed 30 May 2019].
Reiner, R. (2007) Law and Order: An Honest Citizen’s Guide to Crime and Crime Control, Cambridge: Polity.
The Economist (2013) The origins of the financial crisis: Crash course [online] Available at www.economist.com/schools-brief/2013/09/07/crash-course [accessed 30 May 2019].
The Guardian (2018) The social care system is collapsing. So why the government inaction? (3 Oct. 2019) [online] Available at www.theguardian.com/commentisfree/2018/oct/03/social-care-collapsing-government-inaction [accessed 30 May 2019].