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Black History Month 2024
We have entered Black History Month (BHM), and whilst to some it is clear that Black history isn’t and shouldn’t be confined to one month a year, it would be unwise not to take advantage of this month to educate, raise awareness and celebrate Blackness, Black culture.
This year the Criminology department is planning a few events designed to be fun, informative and interesting.
One event the department will hold is a BHM quiz, designed to be fun and test your knowledge. Work individually or in groups, the choice is yours. The quiz will be held on the 17th October in The Hide (4th floor) in the Learning Hub from 4.30-6pm.
The second event will draw on the theme of this year’s BHM which is all about reclaiming narratives. In the exhibition area (ground floor of the Learning Hub) we will be presenting a number of visual narratives. I will be displaying a series of identity trees from Black women that I interviewed as part of my PhD research on Black women in English prisons. With a focus on race and gender, these identity trees represent a snapshot of the lives and lived experiences of these women prior to imprisonment. The trees also highlight the hopes and resilience of these women. This event will be held on the 31st October between 4.30-6pm. Please do walk through and have a look at the trees and ask questions. The event is designed for you to spend as little or as much time as you would like, whether it is a brief look or a longer discussion your presence is much welcomed!
If you would like to be part of this event, whether that is sharing your own research (staff and students), or if you would like to use the space to share your own narrative as a Black individual please get in contact by the 21st October by emailing angela.charles@northampton.ac.uk or criminology@northampton.ac.uk
Lastly, I would like to put a spotlight on a few academics to maybe read up on this month and beyond:
A few suggestions for important discussions on Black feminism and intersectionality:
A few academics with powerful and interesting research that proved very important in my PhD research:
- Maria Adams
- Angela Davis
- Beth Richie
- Corretta Phillips
- Ruth Chigwada-Bailey
- Jason Warr
- Julia Chinyere-Oparah (previously Julia Sudbury)
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Labour’s Winter Fuel Allowance Cut: Austerity 2.0 and the need for De-commodification?
Last week, the Government voted as an overwhelming majority to scrap the winter fuel allowance. This has been met with fierce backlash from critics, particularly Labour MP Zara Sultana who stated her removal of taking part in ‘Austerity 2.0’. Meanwhile, in Prime Minister Questions, Kier Starmer defended the decision by referring to the ’22-billion-pound black hole’ that was left by the former Conservative Government (See Amos, 2024). This policy decision will mean that pensioners and vulnerable social groups across the UK will face a loss of financial support to pay for the ever-rising energy costs, particularly over the coming winter months. The health implications and fears onto those who will be affected were reported widely by critics. For example, Labour MP Rosie Duffield represented her constituents, some of whom were cancer patients who were severely worried about keeping warm this coming winter and relied on the winter fuel allowance as a reliable source of financial support (Lavelle, 2024).
This latest move initiated by Starmer’s Labour Government is primarily justified through the need for temporary acts of austerity, to balance the books and reduce the national debt and deficit which according to Starmer’s speech at the latest Prime Minister’s Questions now sits at over twenty billion.
A fundamental question here is not of the need for action to reduce the national deficit…. rather the question is- who should foot the bill? Latest figures show that within the same time as when the country scraps the winter fuel allowance, According to Race and Jack (2024), major energy companies such as British Gas announced its profits for 2023 has increased ten-fold to £750 million with the profits forecast to soar higher at the end of this year. There are calls by some politicians, including Zara Sultana to introduce a windfall tax that will put a cap on the gross profits gained by energy companies and large-scale businesses, through which these taxes can be put into public infrastructure, services, and spending. A common counterargument here however is how these businesses and corporations will remove themselves from the UK and situate themselves in alternative global markets, that through globalisation and free-market economy principles has become easier.
The scrapping of the winter fuel allowance demonstrates how under economic crisis, it is communities who foot the bill and suffer the consequences of government failure to protect public infrastructure and avoid generating a deficit and national debt. This policy also represents a balancing act between keeping corporations and businesses active players in the free-market economy versus protecting the countries most vulnerable and providing sufficient public infrastructure and utilities. Perhaps there is an alternative way between preserving the markets and re-orienting their purpose back to a public good…
Capitalist markets are led by profiteering… however, through the process of de-commodification, these markets are brought back under state(s) control and are re-oriented to serve a greater public good and social need (Soron & Laxer, 2006; Hilary, 2013). De-commodification turns the modes of production and consumption towards serving a greater public need. Whilst there is profit opportunities for those on the supply side, this is met with serving a greater public need. Essentially, de-commodification removes acts of disempowerment and the dependency of people from the markets and restores the power, much of which is placed back into state control. Perhaps, the model of de-commodification might not work in all contexts, particularly when one considers the intensification of globalisation and geopolitical insecurity, however there should be discussions on de-commodification…. As otherwise, the markets will continue to over-rule the state and communities will continue to pay the price…
References
Amos, O (2024) Starmer and Sunak clash on winter fuel payments at PMQs. BBC News. 11th September. Available at https://www.bbc.co.uk/news/live/c303gm7qz3pt {Accessed 13th September 2024}.
Hilary, J (2013) The Poverty of Capitalism: Economic Meltdown and the struggle for what comes next. London: Pluto Press.
Lavelle, D (2024) Winter fuel pay decision ‘brutal’ and could lead to deaths, says Labour MP. The Guardian, 7th September. Available at https://www.theguardian.com/politics/article/2024/sep/07/winter-fuel-pay-decision-brutal-labour-mp-rosie-duffield {Accessed 13th September 2024}.
Race, M., and Jack, S (2024) British Gas sees profits increase ten-fold. BBC News. 15th February. Available at https://www.bbc.co.uk/news/business-68303647#:~:text=British%20Gas%20has%20announced%20its,of%20Russia’s%20invasion%20of%20Ukraine {Accessed 13th September 2024}.
Soron, D., and Laxer, G (2006) De-commodifying Public Life. Peterborough: Broadview Press.
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The power of collaboration in Higher Education
In today’s rapidly evolving landscape of higher education, interdepartmental collaboration and knowledge sharing are becoming increasingly vital. By rapid evolution, I mean the pressing challenges we face, including rising costs and finances, issues in student engagement and attendance, digital transformation and rise of new technologies, growing concerns about student wellbeing, and most importantly, the critical need to ensure a strong, positive student experience in the face of these challenges. While the idea of interdepartmental collaboration and knowledge sharing isn’t entirely new, its importance in addressing these complex issues cannot be overemphasised.
At my university, our faculty, the Faculty of Business and Law recently celebrated its ‘Faculty Best Practice Day’ on Wednesday, September 4th. This event, led by our deanery, was an opportunity for departments within the faculty to showcase their hard work, innovations, and fresh ideas across various areas – from teaching and research to employability and beyond. Personally, I view this day as an opportunity to connect with colleagues from different departments – not just ‘catch-up’ but to gain insight into their current activities, exchange updates and share ideas on developments within our sector and disciplines.
This event is particularly intriguing to me for three distinct reasons. Firstly, the ability for department representatives to present their activities to faculty members is invaluable. Departmental reps showcase their growth strategies, techniques for strengthening student engagement, and the support they provide for students after graduating. Some present their research and future directions for the faculty. Others present their external partnership growth, evidence-based teaching pedagogy, and other innovative approaches for enhancing student experiences. Also, these presentations often highlight advancements in technology integration and initiatives aimed at encouraging diversity and inclusion within the HE. All these presentations are not just impressive – they’re incredibly informative and inspiring. Secondly, the event regularly reinforces the need for collaboration between departments – a cornerstone of academia. After all, no single person or department is an island of knowledge. So the ability to collaborate with other faculty members is crucial as it provides opportunities for synergy and innovation, showcases our strengths. Thirdly, and on a personal level, the event fosters the need to learn best practices from others, and this is an aspect that has been tremendously helpful for my career. Such interactions provide opportunity for stronger collegiality, including insights into different approaches and methods that I can adapt and apply in my own work in ways that I can contribute to my professional growth and effectiveness.
In the most recent event, I attended a session on cultural literacy and awareness. Despite my years in higher education, I was particularly surprised to learn new things about cultural awareness that pertain not only to international students but to home students as well. This was an excellent session that also offered the opportunity to connect with colleagues from other departments whom you only know through email exchanges, but rarely see in person.
In sum, I strongly encourage everyone in academia to attend such events or create one if you can. Contribute to and engage with these events – for they equip us to break down traditional barriers between disciplines and provides us with an opportunity to learn from each other with an open mind. This is something I will continue to advocate for because fostering interdepartmental collaboration isn’t just beneficial – it’s essential. It is through these collaborative efforts that we can truly innovate, improve, and excel in our mission to educate and inspire the next generation.
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Everyone loves a man in uniform: The Rise and Fall of Nick Adderley
Some of our local readers will be familiar with the case of former Chief Constable Nick Adderley who was recently dismissed from Northamptonshire Police. The full Regulation 43 report can be found here and it provides an interesting, and at times, comical, narrative of the life and times of the now disgraced police officer.
The Regulation 43 report describes Adderley’s creation of a “false legend” of military service, whereby this supposed naval man fought bravely to protect the Falkland Islands (despite only being 15 when the conflict ended), rescued helicopters and ships in the height of battle, commanded men, was a military negotiator during the Anti-Duvalier protest movement in Haiti. In short, an all round real-life Naval action man! It’s pity for Adderley, that the Regulation 43 panel found none of this was true, instead a ‘Walter Mitty‘ like trail of lies were revealed throughout the investigation.
Nevertheless, not content with his brave military career, our intrepid hero decided he would take his considerable (in his estimation at least) skills into policing. First applying to Greater Manchester Police [GMP] (who turned him down on the grounds that there were ‘better candidates’) and then Cheshire Police. From Cheshire Police, he went to GMP and then to Staffordshire Police, finally arriving in Northamptonshire in the summer of 2018. Despite all of these different forces, all of the different application and promotion forms that our brave hero completed, not one person bothered to check that he was telling the truth. To check that this man, responsible for upholding law and order, was a fit candidate for the role. instead, I suspect, like so many it seems, we are so in love with our military and all its trappings, that we lose any sense of criticality when it comes to uniforms. After all who would dare to question a Chief Constable, whether a police officer, civilian worker or member of the public? Easier to keep parroting the mantra of “our brave boys”, than to think critically about institutions and their members, as the cartoon below demonstrates all too well.
At this point Adderley has been dismissed from Northamptonshire Police and banned from policing. In 2024 the Angiolini Inquiry published its report, which in part focused on police vetting and there is no doubt, post-Adderley the police as an institution, will undertake more soul searching. Additionally, some commentators have begun a campaign to have Adderley’s police pension reduced/removed. These matters will continue to rumble along for some time. But, in short, Adderley has been punished and publicly outed as a liar, but that does not begin to undo the immense harm his behaviour has inflicted on the community.
During his time at Chief Constable of Northamptonshire, Adderley called upon his supposed military history and experience to support his arguments and the decisions he made. For instance, the 2019 arming of Northamptonshire’s police with tasers or the 2020 launch of eight interceptors, described by Adderley as “a new fleet of crime-busting cars” or the 2021 purchase of “eight Yamaha WR450F enduro bikes“. To me, all of these developments scream the militarisation of policing. Since the very foundation of the Metropolitan Police in 1829, serving officers and the public have continually been opposed to arming the police, yet Adderley, with his military service, seemingly knew best. But what use is a taser, fast car or motorbike in everyday community policing, how do they help when responding to domestic abuse, sexual violence, or the very many mental health crises to which officers are regularly called? How do these expensive military “toys” ensure that all members of society feel protected and not just some communities? How can we ensure that tasers don’t do lasting harm to those subjected to their violence? Instead all of these developments scream a fantasy of both military and policing, one in which the hero is always on the side of the righteous, devoting his life to taking down the “baddies” by whatever means necessary.
Ultimately for the people of Northamptonshire we have to decide, can we view Adderley’s police leadership as the best use of taxpayers’ money, a response to evidence based policing or just a military fantasy of the man who lied? More importantly, the county and its police force will struggle to untangle Adderley’s web of lies and the harm inflicted on the people of Northamptonshire, making it likely that this entirely unevidenced push to militarise the police will continue unchecked.
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HE and the curse of generative AI
A good part of the last academic year was spent debating the use of AI in Higher Education. Well, that’s what it felt like in our department. It became clear early on that some of our students had taken to using AI to generate their essays. Whilst we, as academics, debated its use, a number of issues became apparent. First and foremost was that of detecting its use in summative work. Despite the university guidelines about using AI and the need to reference its use, indicating where and how it had been used, students were producing work and passing it off as their own. Some of my colleagues were bothered about how its use could be detected, whereas others promoted its use and advocated teaching students how to use it. The arguments abound about how it might be used, not just to generate ideas but also to help improve grammar, for example. There are arguments about how it can help provide a literature review, saving time and effort. There are arguments about how it can help with essay structure and can help with that writer’s block, so many of us suffer from.
Whilst I understand its uses and understand my own limitations in knowledge and understanding about its many uses, I cannot but help thinking that somehow those that advocate its use have been blinded by the allure of something shiny and new. They will say they are just keeping up with technology, in the meantime, the tech giants are making a fortune and leading us further and further into a toxic dependency on technology which they in turn generate to quench our insatiable appetite. For those of you that remember, what was wrong with ‘Word 6’?
My stance seems to be somewhat simplistic on the matter, that is my stance on using generative AI in Higher Education to produce summative work in our field. It seems to me that the use of generative AI to produce summative work, bypasses all that Higher Education seeks to achieve. The British Society of Criminology provides a comprehensive menu of knowledge and skills that a student studying criminology should be able to boast at the end of their degree programme. We do our best to provide the building blocks for that achievement and test, using a variety of methods, whether the students have that knowledge and skills to the requisite standard. At the end of their studies, the students receive a certificate and a classification which indicate the level of skills and knowledge.
How then can we say that a student has the requisite knowledge and skills if they are allowed to use generative AI to produce their work? If a key skill is the ability to analyse and synthesise, how does an AI generated literature review assist with that skill? How will an AI generated essay format help the student navigate the vagaries of report writing and formatting in the workplace (different formats according to audience and needs)? How does a grammar check help the student learn if the words produced by the AI tool are not understood by the student; they won’t even know if it’s the correct word or tense or grammar that has been used. Often the mistake made by those advocating the use of AI is that they forget about how we learn. Having something produced for you is not learning, nowhere near it.
Even if a student acknowledges the use of AI in their work, what does that bit of work demonstrate about the student? Would we credit a student that had simply copied a large chunk from a book, or would we say that they needed to demonstrate how they can summarise that work and combine it with other pieces of work? In other words, would we want the student to produce something that is theirs?
There are tools for detecting the use of AI, just as there are tools for detecting plagiarism, the problem is that the former are not that reliable and are likely to produce a significant number of false positives. The consequence of the worries around the use of AI by students is that some of my colleagues, both at the university and the wider community are advocating that we return to exams and the like. I think that would be a retrograde step. We need students to be able to read, explore, and write so that they can demonstrate some quite critical skills. Skills that employers want.
Whilst it seems right that we show students how to use AI, we need to be clear about its limitations. More importantly we need to be clear that its use can be debilitating as much as it is useful. Not everything that is shiny and new is what it purports to be, good honest graft has far more value. There are no shortcuts to learning. If graduates are unable to demonstrate the requisite skills for a job, then their degree holds little value. I fear that many will be cursing the day they ever discovered generative AI.
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Still holding Black women to European beauty standards
Many of you, like me will be enjoying the 2024 Olympic games in Paris: from the sheer amount of dedication, talent, and passion, to the ups and downs, the shocks and surprises and everything else in-between. However, it was something outside of the games that struck me. Simone Biles, the most decorated gymnast in history, received negative criticism online about her hair being unkempt on a video that she uploaded of herself and teammates on a bus. Simone then felt the need to address the comments and remind the public about overstepping the mark.
At first, Simone justified why her hair may have looked ‘messy’, explaining that it had been done prior to the bus journey, and that it was the heat and the long bus ride that had led to her hair falling out of place. She followed up these justifications with another post that reminded the public to kindly not mention a Black woman’s hair. This brought me back to discussions within my research where I highlight the European beauty standards that Black women are held to (Charles, 2024). Black women’s hair has for a long time been seen as unprofessional, messy and problematic. On the other spectrum, Black women’s natural hair has been marvelled at and touched without permission, causing Black women to feel hyper-visible and uncomfortable. Whichever encounter, it can lead to many Black women feeling the need to change their hair or mould it into something that looks more European (Charles, 2024; Patton, 2006). European beauty ideals and standards create further challenges and judgement that Black women face in society. Black women are scrutinised against racialised beauty ideals they cannot achieve, and they are perceived to be failing to measure up to the normative standard (Patton, 2006).
It should be a woman’s choice to style her hair how she wants, without external factors influencing or determining these choices. Additionally, Black hair needs to stop being compared to European hairstyles, in which such comparisons put European hairstyles on a pedestal. Speaking from experience, for many Black women, learning to love your hair for what it is rather than lament over what it is not can sometimes be a process. It can be a process of confusion, growth, trial and error, liberation, empowerment and pride. Moreover, it can be an important part of someone’s identity. I hope Simone Biles’ courage to challenge such comments can act as a springboard for others to do the same with power and resilience, and I hope we can start to normalise Black hair and hairstyles for future generations.
References
Charles, A. (2024) Black Women in Prison: Exploring the Intersection of Race and Gender in Experiences of Imprisonment. Unpublished PhD Thesis. Milton Keynes: The Open University.
Patton, T. O. (2006) ‘Hey Girl, Am I More than My Hair?: African American Women and Their Struggles with Beauty, Body Image, and Hair’, NWSA Journal, 18(2), pp. 24-51. Available at: http://www.jstor.org/stable/4317206
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Embracing Technology in Education: Prof. Ejikeme’s Enduring Influence
Sallek Yaks Musa, PhD, FHEA
When I heard about the sudden demise of one of my professors, I was once again reminded of the briefness and vanity of life —a topic the professor would often highlight during his lectures. Last Saturday, Prof. Gray Goziem Ejikeme was laid to rest amidst tributes, sadness, and gratitude for his life and impact. He was not only an academic and scholar but also a father and leader whose work profoundly influenced many.
I have read numerous tributes to Prof. Ejikeme, each recognizing his passion, dedication, and relentless pursuit of excellence, exemplified by his progression in academia. From lecturer to numerous administrative roles, including Head of Department, Faculty Dean, Deputy Vice Chancellor, and Acting Vice Chancellor, his career was marked by significant achievements. This blog is a personal reflection on Prof. Ejikeme’s life and my encounters with him, first as his student and later as an academic colleague when I joined the University of Jos as a lecturer.
Across social media, in our graduating class group, and on other platforms, I have seen many tributes recognizing Prof. Ejikeme as a professional lecturer who motivated and encouraged students. During my undergraduate studies, in a context where students had limited voice compared to the ‘West,’ I once received a ‘D’ grade in a social psychology module led by Prof. Dissatisfied, I mustered the courage to meet him and discuss my case. The complaint was treated fairly, and the error rectified, reflecting his willingness to support students even when it wasn’t the norm. Although the grade didn’t change to what I initially hoped for, it improved significantly, teaching me the importance of listening to and supporting learners.
Prof. Ejikeme’s classes were always engaging and encouraging. His feedback and responses to students were exemplary, a sentiment echoed in numerous tributes from his students. One tribute by Salamat Abu stood out to me: “Rest well, Sir. My supervisor extraordinaire. His comment on my first draft of chapter one boosts my morale whenever I feel inadequate.”
My interaction with Prof. Ejikeme significantly shaped my teaching philosophy to be student-centered and supportive. Reflecting on his demise, I reaffirmed my commitment to being the kind of lecturer and supervisor who is approachable and supportive, both within and beyond the classroom and university environment.
Prof. Ejikeme made teaching enjoyable and was never shy about embracing technology in learning. At a time when smartphones were becoming more prevalent, he encouraged students to invest in laptops and the internet for educational purposes. Unlike other lecturers who found laptop use during lectures distracting, he actively promoted it, believing in its potential to enhance learning. His forward-thinking approach greatly benefited me and many others.
Building on Prof. Ejikeme’s vision, today’s educators can leverage advancements in technology, particularly Artificial Intelligence (AI), to further enhance educational experiences. AI can personalize learning by adapting to each student’s pace and style, providing tailored feedback and resources. It can also automate administrative tasks, allowing educators to focus more on teaching and student interaction. For instance, AI-driven tools can analyse student performance data to identify learning gaps, recommend personalized learning paths, and predict future performance, helping educators intervene proactively.
Moreover, AI can support academics in research by automating data analysis, generating insights from large datasets, and even assisting in literature reviews by quickly identifying relevant papers. By embracing AI, academics can not only improve their teaching practices but also enhance their research capabilities, ultimately contributing to a more efficient and effective educational environment.
Prof. Ejikeme’s willingness to embrace new technologies was ahead of his time, and it set a precedent for leveraging innovative tools to support and improve learning outcomes. His legacy continues as we incorporate AI and other advanced technologies into education, following his example of using technology to create a more engaging and supportive learning experience.
Over the past six months, I have dedicated significant time to reflecting on my teaching practices, positionality, and the influence of my role as an academic on learners. Prof. Ejikeme introduced me to several behavioural theories in social psychology, including role theory. I find role theory particularly crucial in developing into a supportive academic. To succeed, one must balance and ensure compatible role performance. For me, the golden rule is to ensure that our personal skills, privileges, dispositions, experiences from previous roles, motivations, and external factors do not undermine or negatively impact our role or overshadow our decisions.
So long, Professor GG Ejikeme. Your legacy lives on in the countless lives you touched.
Disclaimer: AI may have been used in this blog.
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Taking a short break….back soon
The academic year 23/24 will shortly come to an end with the last assessments submitted and graded. Here at the Thoughts From the Criminology Team we’re going to take a little break before we jump back into planning for the new academic year. Don’t worry, we’ll be back with lots of interesting entries from August and after all, ‘absence makes the heart grow fonder’.
In the meantime, there’s plenty on the site to explore.
Enjoy your July whatever you are up to!
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Gypsy Roma Traveller History Month: A Romany Museum
In April I visited the Gordon Boswell Romany Museum, museums in this country tend to operate under the guise of whiteness, but this one is different – it seems to be unapologetically and traditionally Romany.
The museum has an off grid feel to it, it appears after driving miles amongst countryside fields and if you would like to contact the museum staff, apparently telephone is best, not social media or email. This museum is also situated within what seems to be a Romany family home area and working scrapyard business. So even before entering the building, the culture of close family ties for building home and business that is outside of mainstream culture, are there.
Inside the museum there are a variety of traditional Romany artefacts, which includes wagon, trailers, horse related items and handmade gifts, as well as other wagons curated by the owners and close contacts themselves. You will be pressed to find any written signage here, as in-line with tradition Romany history is passed on through verbal story telling. So if you want to know more about something you will need to ask those running the place, who are keen to have a chat with you.
I was surprised to see that the museum had a decent amount of visitors considering that this was a weekday and located in a lowly populated area in Spalding. The museum seems to be aimed at celebrating and illustrating traditions, instead of being motivated by profit. The visitors that were there also seemed to be touched by their visit, perhaps it is the attempt at preserving a traditional culture that has been under constant pressure, that makes this so meaningful. Or the memories of the past which the museum seems to hold onto.
Upon exiting the museum, seemingly Romany people pull up with a horse and cart near-by. A reminder of a slower paced yet hard working traditional life, where the outside world and mainstream culture does not matter so much as long as there is food on the table and supportive family near by. Although, I was left with more questions after the visit, such as where are the museums/spaces for other groups, such as Traveller culture? Where are the celebrations for more contemporary lives lived by Gypsy Roma and Traveller people?
This year the month in which I celebrated Romany culture the most was in April with a visit to The Gordon Boswell Romany Museum and I really did enjoy the visit. I have not done much to celebrate this month as I wonder – how do you to celebrate these specific History Month in a way that is meaningful and not performative?
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The Problem with True Crime
There has been a huge spike in interest in true crime in recent years. The introduction to some of the most notorious crimes have been presented on Netflix and other streaming platforms, that has further reinforced the human interest in the gore of violent crimes.
Recently I went to the theatre to watch a show title the Serial Killer Next Door, which highlights some of the most notorious crimes to sweep the nation. From the Toy Box Killer (David Ray-Parker) and his most brutal violence against women to Ed Kemper and the continuous failing by the FBI to bring one of the most violent and prolific killers to justice. While I was horrified by the description both verbal and photographic of the crimes committed, by the serial killers. I was even more shocked at the reaction of the audience and how the cases were presented. The show attempted to sympathise with the victims but this fell short as the entertainment value of the audience was paramount and thus, the presenter honed in on the ‘comedic’ factor of the criminal and the crimes committed. Graphic pictures of the naked bodies of men, women and children brutalised at the hands of the most sadistic monsters were put on screens for speculation and entertainment. Audience members enjoyed popcorn and crisps while lapping up the horror displayed.
I did not stay for the full show…..
The level of distaste was too much for me but from what I did watch made me reflect deeply and led me to the age-old topic among criminologists and victimologists that question where the victims are and why do they continue to be dehumanised. Victims of these heinous crimes are rarely remembered and depicted in a way that moves them away from being viewed as human and instead commodities and after thoughts of crime.
The true crime community on YouTube has been criticized for the sensationalist approach crime. With niche story telling while applying one’s makeup and relaying the most brutal aspects of true crime cases to audiences. I ask the question when and how did we get to this point in society where entertainment trumps victims and their families. Later, this year I will be bringing this topic to a true crime panel to further explore the damage that this type of entertainment has on both the consumer and the victim’s legacy. The dehumanisation of victims and desensitisation of consumers for entertainment tells us something about the society we live in that should be addressed…..I am sure there will be other parts to this post that will explore the issues with true crime and its problematic and exploitative nature.
Thoughts from the criminology team 
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