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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.
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Let us not forget
Yesterday marked the 80th anniversary of the D Day landings and it has seen significant coverage from the media as veterans, families, dignitaries, and others converge on the beaches and nearby towns in France. If you have watched the news coverage during the week, you will have seen interviews with the veterans involved in those landings. What struck me about those interviews was the humbleness of those involved, they don’t consider themselves heroes but reserve that word for those that died. For most of us, war is something that happens elsewhere, and we can only glimpse the horrors of war in our imaginations. For some though, it is only too real, and for some, it is a reality now.
I was struck by some of the conversations. Imagine being on ship, sailing across the English Channel and looking back at the white cliffs of Dover and being told by someone in charge, ‘have a good look because a lot of you will never see them again’. If knowing that you are going to war was not bad enough, that was a stark reminder that war means a high chance of death. And most of those men going over to France were young, to put it in perspective, the age of our university students. If you watched the news, you will have seen the war cemeteries with rows upon rows, upon rows of headstones, each a grave of someone whose life was cut short. Of course, that only represents a small number of the combatants that died in the war, there are too many graveyards to mention, too many people that died. Too many people both military and civilian that suffered.
The commemoration of the D Day landings and many other such commemorations serve as a reminder of the horrors of war when we have the opportunity to hear the stories of those involved. But as their numbers dwindle, so too does the narrative of the reality, only to be replaced with some romantic notion about glory and death. There is no glory in war, only death, suffering and destruction.
The repeated, ‘never again’ after the first and second world war seems to have been a utopian dream. Whilst we may have been spared the horrors of a world war to this point, we should not forget the conflicts across the world, too numerous to list here. Often, the reasons behind them are difficult to comprehend given the inevitable outcomes. As one veteran on the news pointed out though ‘war is a nonsense, but sometimes it’s necessary’.
The second part of that is a difficult sentiment to swallow but then, if your country faces invasion, your people face being driven from their homes or into slavery or worse, then choices become very stark. We should be grateful to those people that fought for our freedoms that we enjoy now. We should remember that there are people doing the same across the world for their own freedoms and perhaps vicariously ours. And perhaps, we should look to ourselves and think about our tolerance for others. Let us not forget, war is a nonsense, and there is no glory in it, only death and destruction.
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A response to the Government’s plans to address ‘Mickey-mouse degrees’.
The Government’s latest plans to scrap university courses that are being considered as ‘under-achieving’ through poor graduate outcomes and progression should deeply concern all of us who work in and who have a passion for the Social Sciences, Arts and Humanities across Higher Education. It is no secret that Rishi Sunak and his Government have traditionally favoured apprentices in replacement of graduates. It is a truth that university and higher education is not for everyone, so whilst the value of undertaking an apprentice should be unequivocally un-challenged, this moment of rupture and insecurity for the Higher Education Sector should provoke us to think about how the culture of Higher Education has changed, and why people come to university in the first place. Engaging in these perspectives will put us in a stronger position to contribute to these debates occurring across the chambers of Parliament and at dinner tables across the country. So too should we as academics be actively challenging these attacks on the disciplines that we have passion for.
Before the awakening of neoliberalism, higher education was a vocation and a pursuit for those seeking to climb the ladder of ‘social mobility’. It is without question, that UK universities, particularly in the inter-war and the early post-war period were filled with young people with pre-existing economic fortune and privilege. Universities were not spaces for the working classes, nor for individuals achieving low grades outcomes. However, we can acknowledge that the class-based, gender and racial barriers into Higher Education have improved, yet we still have progress to make moving forward. Since the 2008 Global Financial Crash and the series of events that have followed, the motivations for coming to university have largely changed. Seemingly, it is predicated on a mode of response to economic re-structuring, particularly when the opportunities in the labour markets erode and become increasingly competitive, university seems for some as a suitable option to both buy time and up-skill to ‘stand out’. A sad truth remains however that these gravitations to university have contributed to degree inflation that has changed the way we see and value a degree. These changes have partially allowed the Government to play loose and fast with degrees that they consider ‘worthless’. However, those of us who actively teach and research in the social sciences will know that these degrees are invaluable…. Invaluable through teaching students to critically think about the seemingly ‘normal world’ around them- to question the logic of everyday practices, attitudes, norms and values that are engrained into our social fabric. To work with communities and organisations to identify and respond to issues of criminal and social injustice…. Be that austerity, homelessness, poverty, miscarriages of justice, and inequality. With this in mind, as educators in the social sciences, arts and humanities, we have a duty to show-case the momentous impact of our disciplines. To show-case movements of activism, government lobbying and social change. This emphasises the importance of research, knowledge exchange and adopting pedagogies enabling students to develop these works. Only then, can we put forward cases for impacts that at a government level could challenge these narratives. So too can we utilise these cases to infuse a passion for the discipline that with luck would enable a student to make a choice of coming to university that is right for them.
As a sector, we have numerous challenges facing us…. we need to think like and be activists…. We need to embody what we teach and speak out against those who reduce our work as a ‘worthless’ or ‘Mickey-Mouse’ degree. We may not change the Government’s approach but at least if departments do get shut down…. We went with a fight.
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The bitter-sweet sport of boxing
For over a decade, the sport of boxing had not witnessed an undisputed heavyweight championship. The last time the undisputed heavyweight title was held was by Lennox Lewis in 1999. However, on Saturday, the 18th of May, the boxing world witnessed a historic moment as a new king was crowned in the heavyweight division. The Ukrainian boxer, Oleksandr Usyk handed Tyson Fury his first career loss, becoming the first undisputed heavyweight champion and the only one to hold all the belts simultaneously.
Boxing is a sport that unites people from diverse backgrounds, where we celebrate the tactical movements and the sweet science of the sport. It is a discipline filled with emotions, deep concentration, and strategic movements. While the crowning of a new undisputed heavyweight champion is a momentous occasion and a historic achievement worth celebrating, it is also important to reflect on the inherent dangers of the sport. The tragic death of British boxer Sherif Lawal serves as a sobering reminder of the risks that these athletes face every time they step into the ring. Boxing, like many combat sports, carries the potential for serious and life-altering injuries, including traumatic brain injuries, concussions, facial injuries, and so forth.. The sport has witnessed several heartbreaking stories, such as the case of Muhammad Ali and Michael Watson, who suffered devastating injuries that forever changed the course of their lives. Thus, as we celebrate in the excitement of a new undisputed heavyweight champion, we must also acknowledge the sacrifices these warriors make and the commitment they have to their craft. It is a delicate balance – celebrating the sweet science of boxing while recognising the inherent dangers that come with it. By keeping these realities in mind, we can appreciate the greatness of the sport while advocating for the utmost safety measures and support for those who put their well-being on the line for our entertainment.
Rest easy Champ!! 🕊 🕊
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Birth Trauma
I recently passed through Rugby Motorway Services with my family and I was amazed by what was on offer. It consisted of a free internal and external play area and the most baby friendly changing rooms that I have ever encountered. This visit to the Rugby services made me think;
Isn’t it a shame that the same amount of family friendly consideration is not found elsewhere.
Even more so;
Isn’t it a shame that many babies, mothers and birthing parents are treated with such a common and serious violence during the birth
The Birth Trauma Inquiry has been published this week, I am sure that CRI3003 students would be able to critique this Inquiry but in terms of the responses from mothers who have experienced birth trauma it makes for an incredibly harrowing read.
In the words of one mother;
‘Animals were treated better than the way we were treated in hospital’ (p.26).
Yet, none of these accounts of violence are surprising; casual conversations with friends, family, relatives resemble many of the key themes highlighted within the inquiry. The inquiry includes accounts of mothers before, during and after birth being ‘humiliated’ (p.20) and bullied, experiencing extreme amounts of pain, financial ruin, life limiting physical and mental health problems, due to institutional issues raised such as: negligence, poor professional practice, mistakes, mix ups, lack of consent, inhumane treatment, lack of pain relief and compassion. With the most serious consequences being baby and or mother loss.
The report also makes reference to at least a couple of incidents involving mobile phone usage. This did remind me of a conversation that I was having with a fellow criminologist quite recently. Aside from issues that have existed for a long time, it seems that the use of phones may impact on our ability to work in a safe and compassionate manner. I am sure that some staff scroll on phones when victims of crime report to the police station, or scroll whilst ‘caring’ for someone who is either mentally or physically unwell. How such small technological devices seem to have such huge impact on human interaction amazes me.
A quote from the inquiry states: ‘the baby is the candy, the mum is the wrapper, and once the baby is out of the wrapper, we cast it aside’ (p.20), how awful is that?
All-Party Parliamentary Group. Listen to Mums: Ending the Postcode Lottery on Perinatal Care (2024). Available at: https://www.theo-clarke.org.uk/sites/www.theo-clarke.org.uk/files/2024-05/Birth%20Trauma%20Inquiry%20Report%20for%20Publication_May13_2024.pdf [Accessed 16/05/24].
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I want to study Criminology
This is the time of the year we meet a lot of prospective students who come to one of our discovery/open days telling us why they wish to join us! I have taken some of their ideas and put them into content reflecting on our curriculum and the programme(s) we offer at the UON
I have read something in my sociology textbook, it was talking about deviant behaviour, and I thought to myself; that is interesting! I was reading in a psychology textbook something about a doll that adults are hitting and the kids watching them emulate their behaviour and I thought, if that explains the behaviour in my school when the kids used to fight. I was going over my notes in religious education talking about ethics and morality and I wondered if we are born with an innate moral compass that tell us right from wrong. The starting point in all three examples is curiosity. We explore some ideas at school, we hear stories in the news, and we are intrigued. The name sounds interesting because at the end of deviance lies crime, in the explanation of doll hitting the behaviour is violence and at the end of the questions about morality, rests criminality. For some others the curiosity comes from a true crime book that describes how a monstrous killer was able to kill two schoolgirls whilst joining the town in their search: or after watching a documentary of this female serial killer who worked as a sex worker and occasionally killed her punters. Maybe it was that crime series about this seemingly nice, terminally ill schoolteacher who started making drugs and selling them to gangs.
Any of the above sound exciting, interesting to enroll in at a university of your choice. In fact, every year hundreds of UK students will choose to study criminology in one of the different available ways to study it across the country. The curiosity and interest materialise and in recent years criminology has overtaken several cognate disciplines in terms of student numbers. Universities have invested in teams delivering renditions of criminology across the country. Our version of criminology is focused on multidisciplinary perspectives exploring different theoretical conventions and helping our students to grow in confidence in an area that is both fascinating and complex. Firstly we dispel the mythology on criminology from the reality and the scientific explorations of the discipline. We provide the relevant examples to see the evolution of thought and the development of perspectives. Then we work with our students to acquire the skills to seek out the information that will become their knowledge base. We encourage the development of independence, creativity and critical analysis.
In a recent session with finalists, one student commented that she found criminology challenging. It is a discipline that looks at crime and its aftermath but also considers that as a phenomenon crime is a social construct. In other words, of course its complex; we are talking about harm and the effects/causes it has on individuals and the wider society; but understanding how crime is generated, the impact it has and the ways we can address the “problem of crime” is an insightful educational experience. Like going up a mountain, you may feel the strain and pain of doing it whilst at the base camp or halfway but once you reach the peak, you get views of something else. For those who wish to join us; be open to new perspectives and be prepared to have your mind blown!
To find out more, please visit:
BA (Hons) Criminology with Psychology
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It’s all about perspective…
Within criminology, and other social science disciplines, the understanding that knowledge is socially constructed and meaning is given to things from people and their interactions is particularly pertinent: especially for researchers involved with people. And ‘perspective’ can be challenging to navigate, challenging to be critical of and challenging to recognise within and outside of a research context. Thinking about the public, the understanding of the nature of knowledge is often taken at face value and not viewed critically; perhaps a skill or requirement which should be part of mainstream education, then again maybe not. Consider the below example, your thoughts and attitudes towards the actors, actions and outcomes… consider your perspective.
A boy begins testing boundaries with his father, he deliberately disobeys him around where he can go and what he can do. He even encourages a friend to join him on his adventures: ducking away from the adult eyes that are watching over them. The boy is told off for putting himself and friend in a dangerous situation, and he appears sincere for his mistakes. Alas, he finds himself in trouble again; this time with dire consequences. The boy’s father dies trying to get him out of trouble. The boy runs away to a place where his past is unknown, and joins a group of outcasts. He grows up into a young man on the fringes of society. He is persuaded to return home, whereby he is involved in a violent fight, which almost results in his death. Luckily, he overcomes his opposition; finding himself with a only a few cuts and bruises. His opponent is forced to flee. He is triumphant, but at what cost?
This is one perspective and overview: from an outsider looking in. There are other ways to describe the example below (which we will come on to), but firstly: what are your thoughts on the young boy and his behaviour? What outcomes are required, if any, and at what stages of this boy’s life? Is this something which requires support, love and care or surveillance, control and discipline?
Another way of looking at the above scenario is to watch the Lion King (1994).1 The young boy in question is Simba. Maybe you already spotted that, maybe you aren’t familiar with the story or perspectives the film is told by. Perspectives matter….
- For those less familiar with Disney animations, the themes are also apparent within Shakespeare’s Hamlet (c. 1600). ↩︎
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Reflecting on my viva experience
I reflect one week after one of the most important examinations in academia, the viva. Like any examination you never know what is going to come up and therefore you have to be prepared for anything. This makes preparation tricky, uncertain and at times perplexing. There were areas I thought might come up, and in those cases I had a response ready.
On the day, despite all the preparation there were questions that required pause, thought, navigation and discussion. Upon reflection, there were times where I would have liked to provide a more polished and articulate answer, but I am not a robot and therefore my answers are human, with stutters and pauses, passion and dedication; they are unpolished and there is a beauty to that.
What made the difference was having two very supportive examiners that were approachable, interested in my research and wanting me to fulfil my potential. Their additional years in the field/academia over mine were not used to demonstrate their superiority, but instead to guide me in the final process of completing my thesis.
The process acted as a reminder to me that how you approach a situation is so important. In academia, whilst we may be trying to highlight the flaws in a potential project or correcting errors or misconceptions in student’s writing so they can improve, we also ought to put the effort into seeing the good in someone’s work where possible. Think about whether your approach is constructive, how can that individual be supported to the finish line. It pays to maybe think back to the time when your work was being dissected, analysed, with the outcome affecting your academic career in front of you, what type of examiner would you have wanted, maybe that is the one you need to strive to be to others.
I passed with minor corrections that they stressed would only take a few days work. I hope this is acts a testament to what is possible. As a first-generation Black woman that tentatively stepped into academia, achieved a first-class honours degree, navigated a masters at Oxford University, was successful in achieving a funded PhD to then pass with minor corrections, challenge yourself and dare to dream!
Thoughts from the criminology team 
