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If you go to Freshers’, you will probably think this is for White people. But you’ve got to occupy your space. Better get used to occupying your space now because you’ll have to fight wherever you go, university or otherwise. Don’t let that deter you from your goals but more vitally, don’t let anybody make you feel bad about yourself. Don’t be silent in the discussions on slavery or the prison system. Use your voice, a sonicboom in the seminar. Don’t be mute to appease the White fragility of your peers, or even your lecturers and personal academic tutors.
You worked hard to get here, so occupy your space. Fill these spaces with jollof rice and jerk chicken and calypso and steel drums – the guts, determination and sheer willpower your parents and grandparents had when they arrived all those years ago. Don’t ever feel that you have to dilute your opinions for White consumption, or tell bitesize histories for the masses. In that Business class, talk loud about the Cheshire and Lancashire cotton mills written in the blood of African-American slaves.
Students, you might get lecturers that call you angry, who will have a hard time coming to terms with their own prejudice and White privilege. You will see that within a few weeks of studying. But keep your head down and think about graduation. Come and speak to me at the Students’ Union if you have any worries or just want to vent. Sometimes it’s just about finding solace in someone that gets it. Cry into that cheeky Nando’s. Buy that weave. Write a damn good assignment and prove all the naysayers wrong.
You will also find lecturers that are willing to listen to your experiences of racism and prejudice. They will implore you to write a dissertation that’s personal to you. You will find lecturers that give a shit, and will stand by you to the very end – who will say it’s absolutely fine to lace your dissertation with personal history – roots, rocks, and rebellion – academic staff that are activists in their own right (but will never openly admit it!)
Write about the politics of Black hair. Write about the Windrush Scandal or the legacy of colonialism on the Black body, or even Black men and mental health. Write every assignment for your aunties, who live in headwraps, talking in Twi and give you sound advice. Write in ruthless rebellion to the White Eurocentric reading of your degree, break the colour bar in style!
You will likely not relate to your course content. You will find it reflects the experiences of White people. No Afropean stories. No love for Sarah Forbes on History, or the Slave Trade cases of the 1700s on Law – the cases that helped forge the legal profession into what it is today. Or even the racial theories of the 18th and 19th century that we living in the remnants of – not Edward Long’s History of Jamaica nor the Black writers that top bestsellers lists. Write about a decolonised curriculum and inclusive course content.
When your lecturers make no allusion to American Slavery when you study the Industrial Revolution, give them the evilest evils you can muster. And challenge them on it. Leave them shook. Educate your “woke” White friends on why this is important. And when it comes to race, don’t feel you need to talk about race just because you’re the only non-White person in the class.
When you come to university, you will feel the urge to be someone that you are not just to fit in. BE YOU. You will try studenty things. JUST DO YOU. You’ll go out drinking, even if you don’t normally drink. You will join every society at Union Day and your emails will be chocka block. You’ll change your accent and “be friends” with people you dislike to conform to social norms. You will then admit you hate going out out and prefer a good book, or one of my poetry nights or just a chat with good people in your halls.
Tell yourself “Black is beautiful.” You know it, I know it. But there are people out there that’ll try to make you feel bad about your culture, as is life. Come back to campus in January with that Angela Davis afro, or be a dreadlock rastaman. Play cricket, like Jofra Archer or play football like Raheem Sterling. And, your hair is not an exotic specimen to gawked at and touched like a museum exhibit. Remember, say no. No means no. Always.
Black students, walk with pride. YOU DO YOU. Be united. You’ll see quickly that there are forces that are waiting for you to make a mistake. To fail. To point the finger. You’ll see quickly that failure is racialised and that failure in a White person is not as bad. You’ll see that we live in a society that doesn’t include you in its definition of beauty standards. So girls, when someone says “You’re pretty for a dark-skinned girl,” pay them no mind. Find beauty in your melanin. Find your tribe. Sisterhood is paramount.
When someone asks “Where are you from?” – it’s fine to say London or Milton Keynes or any British town or city. You do not need to entertain them when they ask “Where are you really from?” You can be British and African. You can be British and Caribbean. You belong here. You can just be British. And that is also fine. Previously, you’d not have found events that represent Black people or felt inclusive. But my philosophy is “Black History Month is every month, 365 days a year.” October, November forever. See me!
Listen, you might be made to feel conscious of your otherness and not everyone will get your “I Am Proud of My Blackness” mentality. Not everyone will understand the nuanced politics of Blackness at Northampton. That even in inaction, the supposed “woke” White people are still complicit in racism. And remember it isn’t YOUR JOB to explain what is racist and what is not. Do not take on that emotional labour. You are not the mouthpiece for Black people, and you don’t have to be.
You will have days where you will say “I hate this town, I want to go home – there is no culture and nothing to do” but Northampton can work for you. There are other communities of African and Caribbean here where you will be welcomed with rice and stew. You will find family and community.
And you are not alone. There are a lot of us here. Build communities. Join the resident ACS (African-Caribbean Society). Empower yourselves. Come to see me, as your Student Union representative. Look after each other. Be good to yourselves and one another – and above all, enjoy it.
Vice President BME
Northampton Students’ Union
Image from January 2019: red white and blue curb stones demark this as a loyalist area in Belfast
Dr Helen Poole is Deputy Dean in the Faculty of Health and Society and Lead for University of Northampton’s Research Centre for the Reduction of Gun Crime, Trafficking and Terrorism
I recently had the privilege to join a Law Masters field trip to Northern Ireland. I had few pre-conceptions when I left, but I had come to understand the 1998 Belfast Agreement, often deemed to be under threat from BREXIT arrangements, was tenuous at best, regardless of the any deal or no deal situation with Europe. Indeed, our trip to Derry had to be cancelled due to a car bomb explosion a few days before, reported in some press to be motivated by BREXIT, but more likely designed to mark 100 years since the start of the Irish War of Independence.
What became clear after long discussions with representatives from the Police Service of Northern Ireland (PSNI), an ex-political prisoner, and a member of the suspended Legislative Assembly at Stormont, is that Northern Ireland has been far from peaceful in the last 20 years, but the nature of the threat has changed. Furthermore, the risks of returning to the days of political conflict are dependent not only on whatever BREXIT brings, but also on the fact that there has been no effective Assembly in Northern Ireland for over 2 years, increasing the chances of a return to direct rule from Westminster. Furthermore, the complexity of the situation is considerable, with multiple groups active within discreet areas of Belfast and elsewhere in Northern Ireland.
There is much being discussed at the moment regarding the crime-terror nexus, the idea that criminals and terrorists cooperate, co-exist or perhaps adopt one another’s tactics in order to further their respective causes: financial gain and ideology respectively. However, it is perhaps more accurate to say that terrorists in Northern Ireland moved from organised criminal activity to support their ideological plight, a sort of necessary evil, to becoming predominately organised criminals using ideology to legitimise their activities, which include drug dealing, prostitution, money laundering, extortion, and the trafficking of fuel, tobacco, alcohol, drugs, people and firearms.
This loose alignment of organised criminals to distinct groups who were active in the conflict provides them with a legitimacy in communities, which enables them to continue with their activities largely unchallenged. Coupled with this, years of distrust of the Royal Ulster Constabulary, now replaced with the PSNI, means that those masquerading as para-militaries, are often the communities first port of call when they are experiencing difficulties. These groups provide not only protection through a form of policing largely comprised of violence and intimidation, but also act as a pseudo-Citizen’s Advice Bureau, coaching individuals on maximising their benefit awards for example. It is well-known that these groups exert their own form of justice, such as pre-arranged shootings, which has led the Government to release a media campaign in an attempt to tackle this. We have thus reached a situation where organised criminal groups are running some communities by a form of consent as a result of a perceived lack of any other legitimate authority to represent them.
Bethany Davies is an Associate Lecturer teaching modules in the first year.
“Was this your first arrest?”
“Yes I’ve been in trouble with the police before, but just like cautions, like some old man called the police because we played football on the grass near his house. That was literally only about a couple months before i got arrested… for rape.”
I had just turned 20 years old when I conducted my first interview with a sex offender. I was prepping for my dissertation in the summer before my final year, conducting research in a probation office I volunteered at. I was allowed to observe, teach and in the final week I would be able to interview 3 males I had been observing. I interviewed the first two males who both I had taught some very basic numeracy skills to, they were both as they were in my observations, very calm and just trying to get through each day without breaching their probation orders. My final interview was with a young male who I had been helping prepare to apply for a construction worker card, which would allow him to apply for building work. In my months of observing and teaching him I felt like he was no different to males I went to school with or anyone you would pass on the street. I did not want to know what his crime was, as a probation mentor that was never my focus, nor my business to know.
Ethically speaking, I was challenged by the idea that I was conducting an interview and research with the consent of an individual who in my eyes did not understand the concept of consent. That may seem like a harmful way to view this man and the outlook of his time in probation as ultimately it was about reform and reintegration after his time in prison. I have progressed a lot since this day and I no longer view this person so hopelessly in my memory, then again, I am unsure of what he is doing now.
Each time I remember the interview and my experience there, I have different thoughts and different feelings, which I suppose is human nature. I also get annoyed at myself that I cannot seem to understand or rather pinpoint my own thoughts on it, I go between thinking what I did (teaching) was a good thing and it may have helped him, to thinking what I did was waste my time on someone who probably didn’t deserve it in many people’s eyes.
I had always felt I was very understanding of those labelled ‘ex-offenders’ and the cycle they can become trapped in. But before this experience, I had always worked with those whose crimes seemed relatively minor comparatively. Sexual violence is not something to me that is as simple to categorise or try to understand. I remember getting home a few hours later and sobbing for a victim I knew nothing about other than her perpetrator.
The experience has always stuck with me and made me appreciate the complexity of not only sexual offences but also the role of reform with sexual offences. It has led me to explore research around sexual violence and I have recently been exploring the work of Elizabeth Stanko and also revisiting my books by Susan Brownmiller. Both examine the role of the victim of sexual violence and raise questions about how historically sexual violence has been viewed.
This is a personal experience and not something I think everyone will relate to, but from experiences shared, there are lessons to be learnt.
Jessica is an Associate Lecturer teaching modules in the first year.
If memory serves me right, fingerprint technology was first introduced to me in secondary school, where rather than paying with cash in the school dinner hall, you placed money on to your fingerprint and used this to purchase your food. To 15 year old me, I was very indifferent to this method of paying for school lunches as it wasn’t something I had to use: pack-lunches all the way! And at 15, my focus and interests here not on wider issues of human rights and the ‘all seeing eye’ but more on GSCE results, A-levels and badminton. How times have changed… or have they?
Recently I ventured to Tenerife for a holiday experiencing the usual ‘joys’ of going abroad: early flights, fears about missing flights or transfers, panic about forgetting something essential and that passport control will not let me in as I look nothing like my passport photo: just the average anxieties to cement the beginning of a holiday. But what I had not prepared myself for, and what ultimately caught me by surprise was the requirement for my fingerprints when we landed in Tenerife as part of passport control.
I looked around stunned: everyone seemed quite happy to go through the electronic system which required finger prints, a scan of your face and then the match to your passport photo. I was not so eager or happy to consent: but ultimately what choice did I have? Why do they need my fingerprints? Is it not enough that they have my electronic passport scanned? What happens to my scanned fingerprints? Are they deleted or stored? If so when, how and where? So many unanswered questions but ultimately I ‘consent’: I am not sure my travel insurance would reimburse my holiday cost and unscheduled return flight (that is if I was able to get one) simply because I didn’t want my fingerprints taken.
Bitter and weird start to the holiday; I know what to expect if I go abroad again, but the ‘madness’, because to me the reliance and over use of fingerprints as a form of casual identification is best described this way, did not stop there. I purchased tickets to a Zoo and a Water park whilst there (would highly recommend to anyone visiting Tenerife), but as this ticket was a ‘twin ticket’ I had to hand the ticket in on the first visit (the Zoo) and in order to receive the second ticket (Water Park) I had to give my right forefinger print over! WHY?! I have clearly purchased the twin ticket, as that is what it says on the ticket, so can’t I just hand over the new ticket without fingerprint confirmation to enter the next attraction? Apparently not.
Surveillance is not something I usually think about, however Foucault’s writing around discipline and power within the prison and our current over-reliance and use of fingerprints makes me shudder at what power is out there with this type of surveillance. Who has access to it and why do they need it? And what choice do we really have with regards to consent: I could have not given them at the airport: but would I been allowed in? I could have not given them over at the Zoo; but would I have lost the money I had paid? Maybe I am over-reacting, maybe I am not: but this casual usage of fingerprinting is not something I am comfortable with, and I don’t think we should be!
“Education is the most powerful weapon which we can use to change the world” (Nelson Mandela)
My name is Stephanie, and I was a Criminology (with Education Studies) student at Northampton from 2012-2015. After graduating, I proceeded with my masters in International Criminal Law and Security at Northampton still. I graduated with my Masters in February 2018. This blog post is a dedication to how one lecture and one seminar, from 2 different modules at different points in my university ignited a fire in me, which is still in me today.
Education opens our minds to new things; we see things differently and can use it as a force to make the world a better place and we can better understand the world around us. It can empower us to make change, teach and impart our knowledge to others.
During the 1st year of my undergrad, in a lecture in Crime and Society focussing on sexual crime, my heart sank. I thought back to when I was 13 years old, I was sexually assaulted at school. I didn’t realise it at that time, until that session on sexual crime.
I reminisced of the horrible occasion, telling the boy who assaulted me to stop and pushed his hands away. Despite any efforts to stop him, he still invaded my personal space and touched me without my consent, leaving deep emotional scars, my body feeling utterly violated, physically sick and was uncomfortable in my own skin (of which hung with me for a number of years after).
In the session on sexual crime, anger and distress bubbled in my stomach, as I tried to ignore the memories that were resurfacing. It was not until my final year in a Crime and Punishment seminar, where a role play of a rape victim reporting to the police demonstrated in class was done that a fire of inspiration was ignited. A fierce passion burned inside me, and I deeply felt that I had to do something.
This was inspiration behind my petition on making it compulsory to teach consent in schools: https://www.change.org/p/rt-hon-justine-greening-mp-to-make-it-compulsory-to-teach-consent-within-secondary-school-pshe-sex-education-classes
That seminar left me feeling a mixture of things; firstly, I was (and still am) appalled by the rape myths that are riddled in our society and justice system, and the lack of compassion shown to rape victims. I felt angry and somewhat distressed, because of my own experience of sexual assault.
It most importantly, started a fire of wanting to make change to better inform people in society of these rape myths, and to understand consent. To all who have read this, please sign, share and encourage others to do the same for this petition.
On another note, you are also more than welcome to follow my personal blog here at: https://wordpress.com/stats/day/flowervioletblog.wordpress.com
This weekend @manosdaskalou and I flew from London to the USA and thus had the opportunity of experiencing two different airports. Travelling is always an insightful – if sometimes physically draining – experience and even more so when crossing continents. It is striking that one of the very first things that you confront upon arriving at your destination (no matter whether home or abroad) is generally a very long queue. There are queues to check in, queues to drop bags, queues for security, queues to get on the plane and to get off the other end. These are followed by yet more queues to enter the country and a wait to collect your bags. All of this is par for the course and perhaps to be expected given the volume of people travelling. What is perhaps more unexpected is the overall patience demonstrated by those in the seemingly endless queues.
I find the airport an interesting no-man’s land where individuals appear to become simply part of a giant machine. Once inside the airport you become subject to the whims and vagaries of the machinery. “Take off your shoes”, “take off your coats, jackets, scarves”, “laptops here”, “bags there’ ,”show your clear plastic bag containing approved liquids”, the list goes on and that’s before you’ve even let the country. If we want to fly we accept these rituals as a price worth paying. However, it is worth considering if many would tolerate such rituals away from this setting?
All of these processes are predicated on an ethos of security and the protection of life and limb. However, we do not insist on such protocols when we use other forms of transport; buses, trains, trams or the tube where similar conditions prevail (i.e.lots of people, baggage etc. moving from place to place. The tactics used in the airport are far more reminiscent of the police station or the prison than they are of travel yet we simply grit our teeth and bear the incongruity and indignity of the situation.
Whilst not suggesting that security is unimportant, it is worth considering that we focus far greater attention on flying than we do on other modes of transport. Of course, for those who fly infrequently this can be absorbed as a part of their travelling experience as predictable as a trip to the duty free shop. On a daily basis, as part of the 9-5 commute, such tactics would bring the world to a grinding halt…
The more eagle-eyed amongst you may have spotted that @manosdaskalou and I are due to present during ‘I Heart Consent’ Week (still plenty of time to book a space!). The topic – ‘Consent in the Classroom’ is one that is close to our hearts and something we have discussed in different environments with different people. In this week’s entry I want to consider why the subject of consent is particularly important for criminologists.
An obvious area to start is research; ethics are fundamental to all of the projects we do from undergraduate all the way through to seasoned academic. Discussions around ensuring participants are able to fully engage in the process of gaining informed consent are imperative. At times this may be viewed as procedural; simply going through the motions but given the sensitivity of much criminological research it has a primacy and an urgency necessary to avoid harm.
The last few weeks have seen a flurry of accusations directed at Hollywood’s “finest” (cf. Harvey Weinstein, Kevin Spacey, Ed Westwick et al.) and government ministers and MPs (cf. Michael Fallon, Stephen Crabb, Kelvin Hopkins et al.). These often, light on factual evidence and heavy on prurient judgement, throw the spotlight once more on the issue of sexual consent. These cases are concerning on many levels and it is apparent from much of the discussion which often ensues whether on television, radio, in the newspapers or on social media, that many people are confused around the very nature of consent. Attempts have been made to counteract these lack of knowledge, often in creative ways; for example ‘Consent: It’s as simple as tea’ but looking at many of the comments, there is still a great deal of work to do. There are also wider issues in relation to consent; the absence of the victims’ consent to have their information paraded to feed the public’s desire for detail Likewise, the nature of summary justice being dispensed (e.g. expulsion from organisations, cancellation of contracts and resignations) deprives suspects of their right to defend themselves in court; there is no option for those suspected to opt for a trial by media.
Notwithstanding, the imperative to understand sexual consent, for Criminology, there is a further complication. When much, if not all crime, criminality and criminal justice, is predicated on the absence of consent, the issue becomes even more tenacious. If we consider that victims don’t consent, offenders may not consent to what ensues; certainly the criminal justice system’s [CJS] apparatus deliberately and meticulously removes consent throughout the process. Even when it comes to the professionals who work within the CJS, they may not consent, rather they are obeying guidance/policy/instructions/orders (delete as appropriate). After all, it cannot be consent if derived at the barrel of a gun, or in a police interview suite or a prison cell or when the economic situation is so bleak you are terrified of losing your job. When there is no room for manoeuvre, there can be no consent. Institutions and individuals may decide that this is a necessary price to pay in respect of crime and punishment, but that decision should never be taken without reflection.
All of the above shows the importance of consent, not only between the sheets, but in all aspects of criminology. Whatever side of criminal justice you might find yourself on, an understanding of consent is essential.