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When I was young, 2020 seemed like the stuff of science fiction. Programmes like Tomorrow’s World held the promise of a future full of leisure, with technology taking the strain in all aspects of human life. Now we’re in 2020 it appears we have plenty of technology, but whether it adds or subtracts from the lived human experience, is still very much up for discussion. Certainly, it is increasingly difficult to separate work from leisure with the liquidity technology brings.
As is traditional for this time of year, the mind turns to reflection on the year gone by. This year is no different, after all it, like many others, has been packed with both good and bad experiences. Personally, 2019 was challenging in a number of different arenas, my patience, temerity and resilience have been tested in many novel ways. Events have caused me to reflect upon my own values and philosophies and my moral and ethical compass has been and continues to be tested. I don’t intend to go into lots of detail here, but it feels to me as if violence is increasingly impinging on all aspects of life. The first few days of 2020 suggests this perception is likely to continue with Trump’s decision to assassinate ‘Iran’s top general and second most powerful official, Qassem Suleimani’.
In December, 2019 we saw yet another general election. Whatever your particular persuasion, it is difficult to view British politics as anything other than increasingly personalised and aggressive. Individuals such as David Lammy MP, Diane Abbott MP, Caroline Dinenage MP, as well as campaigners such as Gina Miller and Greta Thunberg are regularly attacked on twitter and through over media. However, it is not all one sided, as Drillminster showed us in 2018 with his artistic triumph Political Drillin. It is clear that these verbal attacks are beginning to become part and parcel of political life. Such behaviour is dangerous, on many levels, political discourse is a necessity in a mature democracy and shutting up discordant voices cannot lead to unity in the UK.
In November, we were shocked and horrified by the terrorist attack at Fishmonger’s Hall. This attack on colleagues involved in prison education, raised questions around individual and collective decisions to engage with criminology with convicted criminals. Nevertheless, despite such horrific violence, the principles and practice of prison higher education remain undaunted and potentially, strengthened.
October, saw the publication of Grenfell Phase 1. This document identifies some of the issues central to the horrific fire at Grenfell Tower in 2017. Whether this and later publications can ever really make sense of such complexity, offer the victims and survivors comfort and go some way to ensuring justice for all those involved, remains to be seen. Those who have studied CRI3003 Violence with me are likely to be cynical but it is early days.
For much of September, the focus was on the prorogation of parliament and the subsequent court case. As with December, there were many complaints about the violence of language used both inside and outside parliament. Particularly, notable was the attack on MP Jess Phillips’ constituency office and arguments around the inflammatory language used by PM Boris Johnson.
In August, the media published video footage of Prince Andrew with his friend, the convicted sex offender Jeffrey Epstein. This story rumbles to the end of the year, with more allegations made toward the prince, culminating in an infamous interview which threatens to continue unabated.
July saw the end of a trial into modern slavery, leading to prison sentences for 8 of those involved. The judge concluded that slavery was still thriving in the UK, often ‘hiding in plain sight’. What support is available to those subjected to this violence, is not clear, but prison sentences are unlikely to make any material benefit to their lives.
In June, shocking footage emerged of MP Mark Field forcibly removing a female protester. Strikingly his colleague, MP Johnny Mercer tweeted ‘if you think this is “serious violence” you may need to recalibrate your sensitivities’. After some years teaching around violence, I have no idea what Mr Mercer feels qualifies as violence, but putting your hands on another’s throat would seem to a reasonable starting point.
May saw attention drawn to the media, with the racism of Danny Baker and inherent cruelty of the Jeremy Kyle Show. Arguments which followed suggest that, for many, neither were not seen as problematic and could be dismissed as so-called “entertainment”.
April saw the collapse of the first trial of David Duckenfield, police commander at the 1989 Hillsborough disaster. Although put on trial again, later in the year, he was found not guilty on the 28 November, 2019. The chair of the Hillsborough Family Support Group, Margaret Aspinall perhaps spoke for everyone involved when she asked ‘When 96 people – they say 95, we say 96 – are unlawfully killed and yet not one person is accountable. The question I’d like to ask all of you and people within the system is: who put 96 people in their graves? Who is accountable?’ After 30 years, it seems justice is still a long way away for the victims, survivors and their families.
After years of growth in life expectancy, in March the Institute and Faculty of Actuaries published data suggested that this was no longer the case in the UK. Although they offered no conclusions as to why this was the case, evidence indicating that the ideology of austerity costs lives, cannot be discounted.
In February, the Office for National Statistics announced homicidal knife crime was at the highest level for over 70 years. Despite harsher sentences for those carrying knifes, evidence from the College of Policing indicates that such penalties exacerbate rather than improve the situation.
The new year began with squabbling about Brexit and the expected impact on Northern Ireland. On the 20 January 2019 a bomb detonates in Londonderry, fortunately with no injuries. For those of us old enough to remember “The Troubles”, footage of the incident brings back many horrific memories. Nevertheless, discussions around Northern Ireland and Brexit continue throughout 2019 and into 2020, with little regard for the violence which has ensued in the past.
Many events have happened in 2019, as with every other year and what stays in the mind is an individual matter. I feel that my world has become more violent, or maybe I have just become more attuned to the violence around me. I make no apology for my adherence to pacifist ideology, but this perspective has been and no doubt, will continue to be challenged. I must consider whether there comes a time when ideology, values, philosophy, temerity and resilience, are little more than good old-fashioned stubbornness. Until that point of no return comes, I will stand my ground and for every violent action that occurs, I will try my best to work toward a better world, once in which equality, peace and social justice reign supreme.
This time last week, @manosdaskalou and I were in San Francisco at the American Society of Criminology’s conference. This four-day meeting takes place once a year and encompasses a huge range of talkers and subjects, demonstrating the diversity of the discipline. Each day there are multiple sessions scheduled, making it incredibly difficult to choose which ones you want to attend.
Fortunately, this year both of our two papers were presented on the first day of the conference, which took some of the pressure off. We were then able to concentrate on other presenters’ work. Throughout discussions around teaching in prison, gun violence and many other matters of criminological importance, there was a sense of camaraderie, a shared passion to understand and in turn, change the world for the better. All of these discussions took place in a grand hotel, with cafes, bars and restaurants, to enable the conversation to continue long after the scheduled sessions had finished.
Outside of the hotel, there is plenty to see. San Francisco is an interesting city, famous for its Golden Gate Bridge, the cable cars which run up and down extraordinarily steep roads and of course, criminologically speaking, Alcatraz prison. In addition, it is renowned for its expensive designer shops, restaurants, bars and hotels. But as @haleysread has noted before, this is a city where you do not have to look far to find real deprivation.
I was last in San Francisco in 2014. At that point cannabis had been declassified from a misdemeanour to an infraction, making the use of the drug similar to a traffic offence. In 2016, cannabis was completely decriminalised for recreational use. For many criminologists, such decriminalisation is a positive step, marking a change from viewing drug use as a criminal justice problem, to one of public health. Certainly, it’s a position that I would generally subscribe to, not least as part of a process necessary to prison abolition. However, what do we really know about the effects of cannabis? I am sure my colleague @michellejolleynorthamptonacuk could offer some insight into the latest research around cannabis use.
When a substance is illegal, it is exceedingly challenging to research either its harms or its benefits. What we know, in the main, is based upon problematic drug use, those individuals who come to the attention of either the CJS or the NHS. Those with the means to sustain a drug habit need not buy their supplies openly on the street, where the risk of being caught is far higher. Thus our research population are selected by bad luck, either they are caught or they suffer ill-effects either with their physical or mental health.
The smell of cannabis in San Francisco is a constant, but there is also another aroma, which wasn’t present five years ago. That smell is urine. Furthermore, it has been well documented, that not only are the streets and highways of San Francisco becoming public urinals, there are also many reports that public defecation is an increasing issue for the city. Now I don’t want to be so bold as to say that the decriminalisation of cannabis is the cause of this public effluence, however, San Francisco does raise some questions.
- Does cannabis cause or exacerbate mental health problems?
- Does cannabis lead to a loss of inhibition, so much so that the social conventions around urination and defecation are abandoned?
- Does cannabis lead to an increase in homelessness?
- Does cannabis increase the likelihood of social problems?
- Does the decriminalisation of cannabis, lead to less tolerance of social problems?
I don’t have any of the answers, but it is extremely difficult to ignore these problems. The juxtaposition of expensive shops such as Rolex and Tiffany just round the corner from large groups of confused, homeless people, make it impossible to avoid seeing the social problems confronted by this city. Of course, poor mental health and homelessness are not unique to San Francisco or even the USA, we have similar issues in our own town, regardless of the legal status of cannabis. Certainly the issue of access to bathroom facilities is pressing; should access to public toilets be a right or a privilege? This, also appears to be a public health, rather than CJS problem, although those observing or policing such behaviour, may argue differently.
Ultimately, as @haleysread found, San Francisco remains a City of Contrast, where the very rich and the very poor rub shoulders. Unless, society begins to think a little more about people and a little less about business, it seems inevitable that individuals will continue to live, eat, urinate and defection and ultimately, die upon the streets. It is not enough to discuss empathy in a conference, no matter how important that might be, if we don’t also empathise with people whose lives are in tatters.
*Turner, Alex, (2006), Fake Tales of San Francisco, [CD]. Recorded by Arctic Monkeys in Whatever People Say I Am, That’s What I’m Not, The Chapel: Domino Records
Stephanie graduated in 2015 having read BA (Hons) Criminology (with Education Studies
Since January 2018, I have worked part time as a Co-op Member Pioneer, for the area of Yardley Wood in Birmingham. In my role, I do charity work, support the local causes, aid the community and local people, run a litter pickers’ forum, build and establish local networks, do work with the council and the police. Throughout my time doing this role, I have loved every challenge thrown at me, and have increasingly done more work supporting the police.
When I first met with some of the PCSOs [Police Community Support Officers] last year, I began doing more work supporting them, and helping the community with crime-related issues. I had been informed by one of the PCSOs that the Billseley Police (whom cover Yardley Wood) are the smallest police team in the country, made up of 7 staff (the Sergeant, 4 PCSOs and 2 police officers, soon to become 3 as one of the PCSOs is training to be a full officer).
In June 2018 and 2019, during the Co-op Fortnight, I hosted a ‘Meet your Member Pioneer’ event in store, where the local community could anonymously write down something to make the local community better. I received a huge number of crime related issues, such as people knowing where drug dealers and addicts were, issues of people speeding and parking dangerously outside schools, issues of knife crime, anti-social behaviour, and people wanting there to be more police on the streets for safety and protection.
On both occasions, after getting all the crime-related notes out, I emailed the police department everything that had been written down, helping the police get more information from the public on different issues that were all dealt with. Being a community pioneer in non-police uniform, it made it easier for the public to privately disclose and offload their crime-related concerns, knowing that it would be taken seriously, and forwarded on. In an effort to further support the police with extending the reach to the local community, I advertise their events on my social media sites, saving them time and resources, and encourage people to attend, or message me any concerns they would like me to take forward.
After being introduced to staff, from Livingstone House (an organisation that helps recovering addicts), SIFA Fireside (that deals with homelessness and social exclusion), the Moseley Exchange (a business enterprise group that runs various community projects), I’m helping build community networks that the police can rely on to help people from different demographics, as well as aid them in their understanding of how to help addicts, beggars, the homeless, and many others. This has enabled the police to have access to a range of resources and information and contacts whom they can rely on and get advice from.
More recently, after getting in touch with David Jamieson, the Police and Crime Commissioner, I am helping the police set up a knife bank near the station. I’ve also gotten in touch with and organisation called Activating Creative Talent that does knife crime awareness training in schools, and am working with one of the PCSOs on delivering knife awareness education in schools and in the community. It’ll be a big, ongoing community project that is soon to take off!
In the role, I love all that I do supporting the police. I never imagined that as a community pioneer, I would aid and support the police in the capacity that I have.
My name is Francine Bitalo, I am 21 years old and a Criminology undergraduate at the University of Northampton. Coming from a black African background I have always had a strong interest in the Criminal Justice System and its treatment towards different groups in society.
My dissertation was based on the impact of police practices such as stop and search on young black men and their families. Whilst statistics present the alarming racial disproportionately which exist in many areas in the criminal justice system, it fails to portray the long-lasting effects it has had on Black families. For example, the daily harassment and differential treatment subjected to young Black men has forced black families to reinvent themselves to conform to institutional racism. Coming from a Black family myself and having male family member, the findings in my dissertation quickly became personal to me, as I could constantly relate them to the structuring of my own family. For example, the fact that it would take my father longer to find a job due to institutional racism, making my mother the breadwinner, or when my mother is preparing my brothers for police harassment and discrimination, but not me and sisters.
While conducting my research I was quick to learn that what literature may describe as a phenomenon, for many of us is a reality. If I am honest the writing stage of my dissertation was difficult for me because it was a passionate topic. I experienced a lot of self-doubt regarding my positionality for example, being a Black woman and facing my own forms of discrimination and now having to talk about the experiences of young Black men. I think my dissertation tutor would agree with me on this as I remember emailing her after I submitted my work expressing how I felt like I didn’t effectively capture the effects and the voices of the young Black men I interviewed, despite that being my main goal. I mean who would blame me, as a student, if I am honest I felt like literature really let me down for instance, when writing my literature review I found that literature neglected the subject of racism solely from the perspectives of young Black men, despite statistics showing them to being the largest group to experience institutional racism. At this point I had to laugh at the criminal justice system and its propositions to improving police relations as well as re offending.
With that being said the information I did come across I couldn’t help but sense the notion of white privilege lingering in the perspective of some scholars. I understand this is a strong claim to make however I say this because not only did literature provide little of the work of Black scholars regarding the topic, yet it was evident that most white scholars did not see the issue with stop and search and its discriminate use. Arguments for this were discussed in my dissertation for example, some argued that the process of racial socialisation in Black households were ineffective to police relations and the functioning of their services, which creates the notion that the Black community should submit to discrimination and harassment in favour of procedures and compliance during police encounter. Some tried to justify the disproportionality in stop and search by claiming that young Black men should be harassed because they tend to be out more especially in certain urban areas or the disproportionate targeting of Black minors is due to parental criminality. I felt there was a lack of accountability from white scholar thus, little understanding in the issue of race which is natural because their experiences do not allow them to understand. Yet this led me to ask questions such as why shouldn’t Black mothers have the right to prepare their sons for police discrimination, does it matter what time and area should a person of colour be around for them to be targeted at?
After completing my dissertation and getting a First Class I felt extremely proud of myself, the fact that I did not shy away from the research topic despite it being limited in literature. As a result, it was satisfying to know that I was able to articulate the experiences of others to a First Class standard. I hope this can encourage others to trust in their abilities and put aside any doubts especially when choosing a research topic. As a student writing a dissertation or even an assignment, I believe we should explore the unexplored, open the unopened and always be willing to discover and learn. Do not be afraid of researching something that is limited or has never been done. Lastly as my dissertation was extremely passionate to me I have decided to turn it into a personal project and continue researching the topic
Today is Good Friday (in the UK at least) a day full of meaning for those of the Christian faith. For others, more secularly minded, today is the beginning of a long weekend. For Blur (1994), these special days manifest in a brief escape from work:
Bank holiday comes six times a year
Days of enjoyment to which everyone cheers
Bank holiday comes with six-pack of beer
Then it’s back to work A-G-A-I-N
(James et al., 1994).
However, you choose to spend your long weekend (that is, if you are lucky enough to have one), Easter is a time to pause and mark the occasion (however, you might choose). This occasion appears annually on the UK calendar alongside a number other dates identified as special or meaningful; Bandi Chhorh Divas, Christmas, Diwali, Eid al-Adha, Father’s Day, Guys Fawkes’ Night, Hallowe’en, Hanukkah, Hogmanay, Holi, Mothering Sunday, Navaratri, Shrove Tuesday, Ramadan, Yule and so on. Alongside these are more personal occasions; birthdays, first days at school/college/university, work, graduations, marriages and bereavements. When marked, each of these days is surrounded by ritual, some more elaborate than others. Although many of these special days have a religious connection, it is not uncommon (in the UK at least) to mark them with non-religious ritual. For example; putting a decorated tree in your house, eating chocolate eggs or going trick or treating. Nevertheless, many of these special dates have been marked for centuries and whatever meanings you apply individually, there is an acknowledgement that each of these has a place in many people’s lives.
Alongside these permanent fixtures in the year, other commemorations occur, and it is here where I want to focus my attention. Who decides what will be commemorated and who decides how it will be commemorated? For example; Armistice Day which in 2018 marked 100 years since the end of World War I. This commemoration is modern, in comparison with the celebrations I discuss above, yet it has a set of rituals which are fiercely protected (Tweedy, 2015). Prior to 11.11.18 I raised the issue of the appropriateness of displaying RBL poppies on a multi-cultural campus in the twenty-first century, but to no avail. This commemoration is marked on behalf of individuals who are no longing living. More importantly, there is no living person alive who survived the carnage of WWI, to engage with the rituals. Whilst the sheer horror of WWI, not to mention WWII, which began a mere 21 years later, makes commemoration important to many, given the long-standing impact both had (and continue to have). Likewise, last year the centenary of (some) women and men gaining suffrage in the UK was deemed worthy of commemoration. This, as with WWI and WWII, was life-changing and had profound impact on society, yet is not an annual commemoration. Nevertheless, these commemoration offer the prospect of learning from history and making sure that as a society, we do much better.
Other examples less clear-cut include the sinking of RMS Titanic on 15 April 1912 (1,503 dead). An annual commemoration was held at Belfast’s City Hall and paying guests to the Titanic Museum could watch A Night to Remember. This year’s anniversary was further marked by the announcement that plans are afoot to exhume the dead, to try and identify the unknown victims. Far less interest is paid in her sister ship; RMS Lusitania (sank 1915, 1,198 dead). It is difficult to understand the hold this event (horrific as it was) still has and why attention is still raised on an annual basis. Of course, for the families affected by both disasters, commemoration may have meaning, but that does not explain why only one ship’s sinking is worthy of comment. Certainly it is unclear what lessons are to be learnt from this disaster.
Earlier this week, @anfieldbhoy discussed the importance of commemorating the 30th anniversary of the Hillsborough Disaster. This year also marks 30 years since the publication of MacPherson (1999) and Monday marks the 26th anniversary of Stephen Lawrence’s murder. In less than two months it will two years since the horror of Grenfell Tower. All of these events and many others (the murder of James Bulger, the shootings of Jean Charles de Menezes and Mark Duggan, the Dunblane and Hungerford massacres, to name but a few) are familiar and deemed important criminologically. But what sets these cases apart? What is it we want to remember? In the cases of Hillsborough, Lawrence and Grenfell, I would argue this is unfinished business and these horrible events remind us that, until there is justice, there can be no end.
However, what about Arthur Clatworthy? This is a name unknown to many and forgotten by most. Mr Clatworthy was a 20-year-old borstal boy, who died in Wormwood Scrubs in 1945. Prior to his death he had told his mother that he had been assaulted by prison officers. In the Houses of Parliament, the MP for Shoreditch, Mr Thurtle told a tale, familiar to twenty-first century criminologists, of institutional violence. If commemoration was about just learning from the past, we would all be familiar with the death of Mr Clatworthy. His case would be held up as a shining example of how we do things differently today, how such horrific events could never happen again. Unfortunately, that is not the case and Mr Clatworthy’s death remains unremarked and unremarkable. So again, I ask the question: who decides what it is worthy of commemoration?
James, Alexander, Rowntree, David, Albarn, Damon and Coxon, Graham, (1994), Bank Holiday, [CD], Recorded by Blur in Parklife, Food SBK, [RAK Studios]
Every student has a different experience in their studies, be it through what they have studied, who they studied with or even where they studied. “Team Cops and Robbers” studied the same degree, the same modules at UON, yet we had different experiences. However what we share (and are all very fond of) is how positive the experience was, tackling the stresses (and joys) of the degree as a trio. We each offer a brief overview of our experience as a member of “Team Cops and Robbers”, who graduated in 2015 and still remain very involved in each other’s lives…
Jes: I was a late comer to Team Cops and Robbers, as Emma and Leona had already bonded without me (rude I know!). We were thrown together in Drew’s 2nd year History module, where there were only a few Crim students – so they didn’t get much of a choice with regards to me joining, the then, duo. And the rest as they say is history! What stemmed from there is quite remarkable; we all had own our strengths when it came to Crim. My recollection is Emma knew everything about everything, Leona kept us all motivated and on top of our seminar preparation and I kept us glued to the library and bossed us around -especially with group work (my car Geoffrey was an unofficial member of the gang taking us to and from Park campus). Although we took the same modules, due to our differing interests, we all did different assignment questions and had very different ways of writing and tackling assessments. In my third year, I distinctly remember Emma and Leona reminding me to take time to myself and to not live 24/7 in the library; and had they not been there to encourage me to breathe, it is likely I would have burned out! They were not afraid to question my views, or understanding, or challenge my bossy attitude when it came to group work, for which I am very grateful! And still today, even though we are no longer studying together, they keep me motivated with the MSc, sending me motivational gifts as a reminder that even though they are not studying with me, I am not alone! My academic journey would have been very different had it not been for our trio, and likely would not have been as successful.
Leona: Sometimes being in class with friends can be detrimental as you end up spending so much time having fun, you end up forgetting the work side of uni. However when you meet friends who are so determined to do well and hard-working, it can really motivate you to push yourself. Myself, Jes and Emma became a power trio; encouraging each other, motivating each other and always making sure we were working together for group projects. We are all completely different when it comes to learning but I think these differences really helped us. Learning from them really helped me to improve my own standard of work, and having the girls’ input and guidance throughout, really encouraged me and helped me gain confidence in my own voice. Plus it made doing all the studying we did much more bearable. I’m sure sometimes it took us longer to get through everything as we would be half working, half chatting, but as a trio it meant we could help each other if we got stuck or go for coffee breaks if we were bored or unmotivated. Having Jes and Emma there with me meant there was always someone there to go through notes with, always someone to explain something in a different way if I didn’t fully understand something, always someone to motivate me when I was exhausted and didn’t feel like working any more. It meant that my viewpoint expanded as I learned from their experiences and that once we had all finished writing our essays we could share them with each other to check, critique and make suggestions for improvement. But more than all that, it meant there was always someone there to help you balance the workload, someone to tell you when to take a break, and to “day drink” in the SU, explore winter wonderland, or have a Disney film day. During my time at uni these girls inspired me to work harder, and to really challenge myself to improve on everything I was doing. Without them there to encourage me and spur me on, I don’t think I would have come out with the grade I did, and I am certain that my uni experience wouldn’t have been half as memorable.
Emma: Meeting Jes and Leona was one of the best things about university. Not just because they are now two very dear friends of mine, but because we were vital to each other’s sanity at uni. I met Leona first in welcome week with a very interesting exchange asking if I was at the right seminar and proceeding to tell her my name, that I was from the south west and that I liked reading about serial killers. Leona reciprocated with the main difference being that she was from the north and from there our friendship blossomed. Jes was some girl who sat with another group of people. It wasn’t until 2nd year that Jes really came into our friendship group and “Cops and Robbers” was formed. We all had strengths and weaknesses that helped us when it came to group work. Jes was always super, super organised, having her essays completed with weeks to go. Leona was always bubbly and would follow Jes with completing her essay with time to spare. Me… I would research and collect quotes and references and then write my essays with 48-24hrs to go, as I liked the time pressure. This changed in my 3rd year though as being around Leona and Jes, they moulded me and proof read my concepts and challenged me back on things. Any time we had group work, I knew we would do well because as a trio we kicked ass! We did not always have the same views in our seminars and would often debate but we would always leave as friends. Best advice for getting through university sane, is to find people who are fun, you get on with and drive you to be the best.
Hopefully what is clear from each of our perspectives is how important we were to keeping each other (relatively) sane! Your friendship groups during your studies are essential to keeping you happy, but also keeping you motivated! Whilst it is independent studies, and at the end of the day is YOUR degree; the input from friends and family will shape your own ability and attitude. If you find the right group, hopefully you will find that they push you, support you and challenge you!
A few weeks ago, Sir Cliff Richard won his high court case against the BBC over the coverage of a police raid on his home, the raid relating to an investigation into historical sex abuse. I remember watching the coverage on the BBC and thinking at the time that somehow it wasn’t right. It wasn’t necessarily that his house had been raided that pricked my conscience but the fact that the raid was being filmed for a live audience and sensationalised as the cameras in the overhead helicopter zoomed into various rooms. A few days later in the sauna at my gym I overheard a conversation that went along the lines of ‘I’m not surprised, I always thought he was odd; paedo just like Rolf Harris’. And so, the damage is done, let’s not let the facts get in the way of a good gossip and I dare say a narrative that was repeated up and down the country. But Sir Cliff was never charged nor even arrested, he is innocent.
The case reminded me of something similar in 2003 where another celebrity Matthew Kelly was accused of child sex abuse. He was arrested but never charged, his career effectively took a nose dive and never recovered. He too is innocent and yet is listed amongst many others on a website called the Creep Sheet. The name synonymous with being guilty of something unsavoury and sinister, despite a lack of evidence. The way some of the papers reported that no charges were to be brought, suggested he had ‘got away with it’.
The BBC unsuccessfully sought leave to appeal in the case of Sir Cliff Richard and is considering whether to take the matter to the appeal court. Their concern is the freedom of the press and the rights of the public, citing public interest. Commentary regarding the case suggested that the court judgement impacted victims coming forward in historical abuse cases. Allegations therefore need to be publicised to encourage victims to come forward. This of course helps the prosecution case as evidence of similar fact can be used or in the view of some, abused (Webster R 2002). But what of the accused, are they to be thrown to the wolves?
Balancing individual freedoms and the rights of others including the press is an almost impossible task. The focus within the criminal justice system has shifted and some would say not far enough in favour of victims. What has been forgotten though, is the accused is innocent until proven guilty and despite whatever despicable crimes they are accused of, this is a maxim that criminal justice has stood by for centuries. Whilst the maxim appears to be generally true in court processes, it does not appear to be so outside of court. Instead there has been a dramatic shift from the general acceptance of the maxim ‘innocent until proven guilty’ to a dangerous precedent, which suggests through the press, ‘there’s no smoke without fire’. It is easy to make allegations, not easy to prove them and even more difficult to disprove them. And so, a new maxim, ‘guilty by accusation’. The press cannot complain about their freedoms being curtailed, when they stomp all over everyone else’s.
Whilst sitting at my desk at work recently I realised just how much I took away with me in my toolbox from my time studying Criminology. I wanted this blog to be about exactly how this discipline has helped me in my personal and working life and the transferable skills I acquired without even realising I was using them.
In 2011 I came to University an 18 year old with a very closed and one sided mind set and this is something I will openly admit to! A memory that I feel will stick with me forever is from a Crime and Society seminar in the first year with @manosdaskalou. I remember openly saying to him that I felt prisoners should not be allowed to have televisions whilst in prison and that they were there to do their sentence and not watch this week’s Hollyoaks (@manosdaskalou you may remember that sour faced girl sat in front of you, although the sour face is still very much there!). I am sure those of you reading will be cursing BUT my self-righteous opinions did change and the more I attended various lectures and seminars, the more I became open to listening to and respecting the opinions of my peers and became further educated about the impact rehabilitation and second chances have on lives.
In my second year I volunteered for an organisation focusing primarily on helping individuals who had been in the Criminal Justice System with gaining employment and education. As soon as I walked through those doors I saw first-hand the positive impact this organisation had on the lives of those using the service.
I had an opportunity to assist on a healthy living course for individuals recovering from drug and alcohol addictions. Some of those attending the course had never taken an exam before or even been in an educational setting and others struggled with reading. I quickly realised the privileged position I was in to be able to even be at University and do things I feel we all take for granted sometimes such as reading. I also provided some advice to a young female who completely freaked out at the idea of taking a multiple choice test. I gave her some tips before that I had acquired from my own experiences. She was so very thankful to me and I will always remember her.
In terms of the other skills I now have in my toolbox, the thought of standing up and presenting in front of my peers at University terrified me, however in doing that I can now confidently stand up in front of my colleagues and bosses to present information and contribute in meetings. I can also provide evidence in court thanks to learning about the criminal process.
Having the opportunity to debate certain issues within the criminological world and society has taught me to have a voice and provide my point in a professional manner whilst listening to others. From the assignments set, to working within a timetable, it has all enabled me to build upon my time management and organisational skills. Working to tight deadlines also does not daunt me especially when I now have work to them daily.
I think we can all be truthful here and say we did groan a little bit when we were given extra reading to do at home and to critically analyse various pieces of text for the next seminar (heaven forbid!). However, being able to analyse a piece of text is a skill I use every day in my job with Northamptonshire Police especially when building court files and reading the fibs and fairy tales that some of our customers can provide. Criminology taught me to be critical of everything around me, take on board criticism and ask questions. I now ensure I stick my head above the parapet and often put the police officers in their place, as they do need it sometimes!
On the whole, I am thankful for the transferable skills I acquired from studying Criminology despite using them daily and not realising until my desk epiphany! I graduated in 2014 with a toolbox of skills ready for the big wide world and I will cherish them always. Who knows, it may even help me with becoming a parent in November!
I attended the BSC conference last week, presenting a paper from my PhD research, doing the usual rounds of seeing familiar faces, meeting some new faces and hoping nobody uttered the words ‘well its more of an observation than a question’. There was one session which particularly inspired me and so is the focus of this blog. The key theme was that as criminologists and educators, we need to review the quality of methods of teaching to keep students engaged, but crucially, not to lose sight of the importance of the content. We must continue to introduce students to more challenging ideas and shift their thinking from accepted wisdom of how to ‘do justice’ and ‘why people commit crime’.
The session attended was on ‘Public Criminology’, which included papers on the experiences of LGBTQ communities in Turkey, with regards to police response to victimisation, another on the use of social media and other forms of broadcast used by academics on criminology programmes, the impact of the 2011 riots on social capital in the UK and the need to re-introduce political issues in teaching criminology. As with many sessions at large conferences, you never quite know what will emerge from the range of papers, and you hope there are some common themes for the panel and delegate to engage with in discussions. This certainly happened here, in what seems to be a diverse range of topics, we generated interesting discussions about how we understand crime and justice, how the public understand this, what responsibilities we have in teaching the next generation and how important it is to retain our critical focus. The paper that really resonated with me was delivered by Marc Jacobs from the University of Portsmouth on ‘The Myopia of Public Criminology and the need for a (re) Politicised Criminology Education’. Marc was an engaging speaker and made a clear point about the need to continue our focus on the work of activist criminologists, who emerged during the 1970s, asking important questions about class, race and gender issues. He cited scholars such as Jock Young, Stuart Hall, Frances Heidensohn as pioneers in shining a light on the need to understand crime and justice from these diverse perspectives.
This is certainly what I remember from studying criminology as a post-graduate, and they have informed my teaching, especially criminological theories – I have always had a closer personal affinity with sociological perspectives, compared to biological and psychological explanations of crime. It also reminded me of a running theme of complaint from some students – political issues are not as interesting as say, examining the motivations of serial killers, neither are those lectures which link class, race and gender to crime, and which highlight how discrimination in society is reflected in who commits crime, why they do it, and why we respond the way we do. There is no doubt presenting students with the broader social, political and cultural contexts means they need to see the problem of crime as a reflection of these contexts, that is does not happen as a rare event which we can always predict and solve. It happens every day, is not always reported, let alone detected and solved, meaning that many people can experience crime, but may not experience justice.
As tempting as it might be to focus teaching and engage students through examining the motivation for serious crimes to reinforce students’ expectations of criminology being about offender profiling and CSI techniques which solve cases and allow us all to sleep safely, I’m afraid this means neglecting something which will affect their lives when they do look up from the fascinating case files. I am not advocating the exclusion of any knowledge, far from it, but we need to ensure that we continue to inform students about the foundations of our discipline, and that it is the every day events and the lack of access to justice which they also need to know about. They reflect the broader inequalities which feed into the incidences of crime, the discriminatory policies and practice in the CJS, and the acceptance of this by the public. Rawls (1971) presented justice as a ‘stabilising force’, a premise picked up by New Labour in their active citizenship and neighbourhood renewal agenda. There was an attempt to shift justice away from punitive and retributive responses, to make use of approaches which were more effective, more humane and less discriminatory. The probation services and courts were an important focus, using restorative and problem-solving approaches to genuinely implement Tony Blair’s manifesto promise to be tough on the causes of crime. However, he also continued the rhetoric of being tough on crime, and so there was sense of using community sentencing and community justice in a tokenistic way, and not tackling the broader inequalities and problems sufficiently to allow the CJS to have a more transformative and socially meaningful effect on crime (Donoghue, 2014; Ward, 2014). Since then, the punitive responses to crime have returned, accepted by the public, press and politicians, as anything else is simply too difficult a problem to solve, and requires meaningful and sustained investment. This has been a feature of community justice, half hearted attempts to innovate and adopt different approaches, all too easily overtaken by the need for a day in court and a custodial sentence. It shows what happens when the public accept this as justice and the function of the CJS, even though they are not effective, put the public at risk, and mean entrenched biases continue to occur.
This all emphasises the need to remember the foundations of our discipline as a critical examination of criminal justice and of society. In my own department, we have the debates about where we place theory as part of these foundations. These discussions occur in the context of how to engage students and maintain our focus on this, and it remains an important part of higher education to review practice, content and adapt to broader changes. Moving to a new campus means we have to re-think these issues in the context of the delivery of teaching, and I am all for innovations in teaching to engage students, making use of new technologies, but I firmly believe we need to retain our focus on the content which will challenge students. This is the point of higher education, to advance knowledge, to raise students’ expectations of their own potential and ask them to rethink what they know. The focus on ‘public criminology’ has justified using different forms of broadcast, from TV, tabloid press and social networking to disseminate knowledge and, hopefully, better inform the public, as a counter measure to biased reporting. I don’t think it is desirable to TV producers to replace ‘I am a Killer’ on the Crime and Investigation network with ‘Adventures of a Problem-Solving Court’ or ‘Restorative Justice: The Facts’. Writing for the tabloid press seems to me an act of futility, as they have editorial control, they can easily misrepresent findings, and are not really interested in anything which shifts the notion of justice as needing to have a deterrent effect and to be a retributive act. Perhaps social networking can overcome this bias, but in an age of claims of fake news and echo chambers, this surely also has a limited affect. So, our focus must remain on our students, to those who will work within the CJS, social policy departments as practitioners, researchers and future academics. They need to continue to raise the debates about crime and justice which affect the marginalised, which highlight prejudice, discrimination and which ensure we continue to ask questions about these thorny, difficult and controversial issues. That, I think, is the responsibility we need to grasp, and it should form a core function of learning about criminology and criminal justice at University.
Senior Lecturer in Criminology
This entry was re-blogged by the British Society of Criminology blog on 17 July 2018
DONOGHUE, J. (2014) Transforming Criminal Justice? Problem-solving and court specialisation. London: Routledge.
RAWLS, J. (1971) A Theory of Justice. Cambridge, MA: Harvard University Press.
WARD, J. (2014) Are problem-solving courts the way forward for justice? London: Howard League for Penal Reform.
“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