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Leading with Integrity: Standing Firm Against the Echo Chamber
Sallek Yaks Musa
Truth hurts. Few appreciate it, and even fewer defend it when it threatens comfort or convention. My understanding of this reality came through personal experience, an early lesson in leadership that continues to shape how I view authority and the dangerous allure of sycophancy.
Two decades ago, my journey into education began in an unusual way. For five years, my father had spoken passionately about his dream to establish a nursery, primary, and secondary school that would help transform the state of education in our city. In 2004, we finally decided to bring that dream to life. What followed was both the beginning of my passion for education and my first encounter with the complexity of leading people and institutions.
The process of establishing the school was neither smooth nor simple. I remember every detail – the struggle to develop infrastructure that met required standards and equip it, the endless paperwork, the defence of proposals before career bureaucrats, and the scrutiny of regulatory inspections. Each stage tested our patience and resolve, yet the experience became invaluable. It offered me lessons no textbook could teach and laid the solid foundation of my leadership philosophy.
By the time we received approval to open in September 2005, I led over a hundred interviews to staff the school. That period sharpened my ability to read people and situations intuitively, a skill I have trusted ever since. The school went on to succeed beyond expectation: self-sustaining, thriving, and impacting tens of thousands of young lives. Yet, behind this success lay one central principle – truth.
My commitment to truth shaped the school’s ethos. Every decision, from recruitment to remuneration, from board meetings to relationships with parents and staff, was guided by sincerity. My academic training would later frame this conviction in philosophical terms. With leadership, I align with Auguste Comte’s positivist epistemology, rooted in the belief that truth is objective, concrete, and independent of social interpretation. This, I discovered, is easier preached than practised.
In practice, truth is disruptive. It offends vanity, challenges comfort, and exposes deception. My insistence on it often placed me in direct opposition to others on the Board, including my father. He later confided that while my defiance was difficult to bear, it forced him to confront realities he had overlooked. I further learned that the defender of truth often stands alone. My father eventually recognised what I had resisted all along: the quiet but corrosive power of flattery.
Sycophancy, though rarely discussed openly, remains one of the greatest dangers to leadership. It thrives where authority is unquestioned, and dissent discouraged. Flattery seduces leaders into believing they are infallible. It builds an echo chamber that filters information, reinforcing biases and creating an illusion of competence. Over time, this isolation from reality becomes costly as decisions are made on false premises, honest critics are sidelined, and mediocrity is rewarded over merit. But this is not a modern affliction.
The 16th-century political theorist Niccolò Machiavelli, in The Prince, warned rulers of this very danger. He cautioned that the wise Prince must deliberately surround himself with people courageous enough to speak the truth, for flatterers ‘take away the liberty of judgment.’ Centuries later, the philosopher Hannah Arendt would echo this concern, arguing that the loss of truth in public life leads to moral decay and political collapse. The persistence of these warnings shows how deeply entrenched sycophancy remains in systems of power.
The psychology behind flattery is deceptively simple. It feeds the ego, providing comfort that masquerades as respect and support. Leaders, craving affirmation, often mistake it for loyalty. But as Daniel Kahneman and other cognitive theorists have shown, human judgment is easily distorted by bias and praise. Flattery, therefore, becomes not merely a social nicety but a psychological trap, one that blinds decision-makers to inconvenient truths.
For those newly stepping into student’s course representative roles, these lessons carry special relevance. Academic leadership is often less about authority and more about stewardship, the quiet work of creating conditions where ideas can flourish, student’s voices are heard, and students can contribute honestly. Resist the temptation to surround yourself with agreeable voices. Encourage critique, invite dissent, and create a culture where questioning is not perceived as confrontation but as commitment to excellence. The strength of representation lies not in the leader’s popularity but in their willingness to confront complexity, admit limits, and make decisions grounded in truth rather than convenience.
As the once “baby school” turned twenty this year, its anniversary passed in my absence. My father’s message of appreciation reached me nonetheless, and his words reminded me why truth, though often costly, remains indispensable to authentic leadership. He wrote:
Remember, son, true leadership lies in listening attentively, sieving facts from noise, embracing unpopular voices, acting on truth, and valuing others above yourself.
That reflection closed a circle that began two decades ago. It reminded me that leadership rooted in truth is not about being right but about being realistic. It is about creating space where honesty thrives, even when it unsettles.
Flattery may offer short-term peace, but truth builds long-term strength and relationships. The leader who welcomes honesty, however uncomfortable, not only guards against failure but also nurtures a culture of integrity that outlives their term.
Twenty years after that first bold step into education, leading teams and managing academic programmes in education, I remain convinced that truth is not a luxury in leadership – it is its lifeline. Legacies are not defined by applause or position, but by the integrity to lead with sincerity, listen without fear, and act with unwavering commitment to what is right. People are ultimately remembered not for simply opposing flattery, but for the truth they championed and the courage they demonstrated to stand firm in their convictions when it mattered most.
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Technology: one step forward and two steps back
I read my colleague @paulaabowles’s blog last week with amusement. Whilst the blog focussed on AI and notions of human efficiency, it resonated with me on so many different levels. Nightmarish memories of the three E’s (economy, effectiveness and efficiency) under the banner of New Public Management (NPM) from the latter end of the last century came flooding back, juxtaposed with the introduction of so-called time saving technology from around the same time. It seems we are destined to relive the same problems and issues time and time again both in our private and personal lives, although the two seem to increasingly morph into one, as technology companies come up with new ways of integration and seamless working and organisations continuously strive to become more efficient with little regard to the human cost.
Paula’s point though was about being human and what that means in a learning environment and elsewhere when technology encroaches on how we do things and more importantly why we do them. I, like a number of like-minded people are frustrated by the need to rush into using the new shiny technology with little consideration of the consequences. Let me share a few examples, drawn from observation and experience, to illustrate what I mean.
I went into a well-known coffee shop the other day; in fact, I go into the coffee shop quite often. I ordered my usual coffee and my wife’s coffee, a black Americano, three quarters full. Perhaps a little pedantic or odd but the three quarters full makes the Americano a little stronger and has the added advantage of avoiding spillage (usually by me as I carry the tray). Served by one of the staff, I listened in bemusement as she had a conversation with a colleague and spoke to a customer in the drive through on her headset, all whilst taking my order. Three conversations at once. One full, not three quarters full, black Americano later coupled with ‘a what else was it you ordered’, tended to suggest that my order was not given the full concentration it deserved. So, whilst speaking to three people at once might seem efficient, it turns out not to be. It might save on staff, and it might save money, but it makes for poor service. I’m not blaming the young lady that served me, after all, she has no choice in how technology is used. I do feel sorry for her as she must have a very jumbled head at the end of the day.
On the same day, I got on a bus and attempted to pay the fare with my phone. It is supposed to be easy, but no, I held up the queue for some minutes getting increasingly frustrated with a phone that kept freezing. The bus driver said lots of people were having trouble, something to do with the heat. But to be honest, my experience of tap and go, is tap and tap and tap again as various bits of technology fail to work. The phone won’t open, it won’t recognise my fingerprint, it won’t talk to the reader, the reader won’t talk to it. The only talking is me cursing the damn thing. The return journey was a lot easier, the bus driver let everyone on without payment because his machine had stopped working. Wasn’t cash so much easier?
I remember the introduction of computers (PCs) into the office environment. It was supposed to make everything easier, make everyone more efficient. All it seemed to do was tie everyone to the desk and result in redundancies as the professionals, took over the administrative tasks. After all, why have a typing pool when everyone can type their own reports and letters (letters were replaced by endless, meaningless far from efficient, emails). Efficient, well not really when you consider how much money a professional person is being paid to spend a significant part of their time doing administrative tasks. Effective, no, I’m not spending the time I should be on the role I was employed to do. Economic, well on paper, fewer wages and a balance sheet provided by external consultants that show savings. New technology, different era, different organisations but the same experiences are repeated everywhere. In my old job, they set up a bureaucracy task force to solve the problem of too much time spent on administrative tasks, but rather than look at technology, the task force suggested more technology. Technology to solve a technologically induced problem, bonkers.
But most concerning is not how technology fails us quite often, nor how it is less efficient than it was promised to be, but how it is shaping our ability to recall things, to do the mundane but important things and how it stunts our ability to learn, how it impacts on us being human. We should be concerned that technology provides the answers to many questions, not always the right answers mind you, but in doing so it takes away our ability to enquire, critique and reason as we simply take the easy route to a ready-made solution. I can ask AI to provide me with a story, and it will make one up for me, but where is the human element? Where is my imagination, where do I draw on my experiences and my emotions? In fact, why do I exist? I wonder whether in human endeavour, as we allow technology to encroach into our lives more and more, we are not actually progressing at all as humans, but rather going backwards both emotionally and intellectually. Won’t be long now before some android somewhere asks the question, why do humans exist?
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#UONCriminologyClub: Introduction to Criminology with Dr Manos Daskalou
In celebration of the 25 years of Criminology at UON, we have been hosting a number of events that demonstrate the diversity and reach criminology has as a discipline in different communities. In a spirit of opening a wider dialogue we have created a series of online classes for young home educated learners (10-15) to provide some taster sessions about criminology. This is a reflection of the very first one.
Setting up a session for young learners is not an easy feat! The introduction session was about to set the tone with the newly formed “Criminology Club” like the old Micky Mouse Club, only with more crime and less mice! The audience of our new crime-busters was ready to engage. The pre-session activity was set and the tone for what was to follow was clear. For an hour I would be conversing on crime. To get through the initial introductions with the group, we went over the activity. Top crimes and reasons for arranging them in that order. Our learners went into a whole range of criminalities and provided their own rationale for what they thought made them serious. There is a complex simplicity in this activity; regardless of age or experience, our understanding and most importantly justification of crime, tells us more about us, than the person committing it. Once we were done with the “pleasantries” we moved into the main part of the class.
Being an introductory session, it was important to set it right; telling a story and framing it into a conversation is important. What’s the best way to start the story of crime, but to tell a story we all know about when growing up; a fairy-tale. Going for a classic fairy-tale seemed to be the best way to go!
For this session the fairy tale chosen was Cinderella.
“I really enjoyed today’s session! I feel enlightened – Dr @manosdaskalou was great and I really loved the activities. I didn’t know the original story of Cinderella – it’s so horrifying. I didn’t think of crime in fairy-tales before but now I will be on the look out.” (Quinn age 12).
The original tale, like most fairy-tales has a fairly brutal twist that reinforces strongly the cautionary tale within the story. This was an audience participation narration and the help of the “crime-busters” was necessary every step of the way. Understanding the types of crimes being committed at every turn of the tale, while wondering if this was to be regarded appropriate behaviour now. Suddenly the fairy tale becomes an archive of social trends, beliefs and actions, captioned into the spin of the story. The hour was far too little time covering a simple fairy tale!
“I would like to thank Dr @manosdaskalou for today. I had an amazing time. The only thing I didn’t like was when it ended. I like stories so I enjoyed when we talked about Cinderella, I didn’t realise how gruesome the original one was!” (Paisley age 10).
There is something interesting running over a familiar tale and looking at it from a different perspective. The process of decoding messages and reviewing narratives. For a younger audience the terms may sound incomprehensible but it is amazing how much narrative analysis the new “crime-busters” did! Our social conventions are so complex yet despite that a child at the age of 10 can pick them up and put them in the right order. Seeing them confronting the different dilemmas, the story took them on so many different levels, was an interesting process. It is always a challenge to pitch any material at the right level but on this occasion, for this group, about this story in this instance, the “crime-busters” were introduced to Criminology!
“We had so much fun today in our first criminology lesson with Dr @manosdaskalou from UON. Time flew by so quickly, I was so interested in everything we were discussing and wanted to know more and more. In today’s session we pulled apart the fairytale Cinderella discussing what crimes the characters in it had committed and why. I thought this was a really great idea. I was having so much fun in the lesson that I didn’t realise how much I was actually learning but now that we have finished I realise I know much more about criminology and how to study a classic text with Criminology in mind. A big thank you to @manosdaskalou who made it an incredibly fun and engaging session. I’m sure I speak for most of us when I say I can’t wait to come back next time and learn more.” (Atty aged 14).
The end of the session left the group of “crime-busters” wanting more. Other colleagues will continue offering more sessions to an early generation of learners getting to know the basics about “Criminology” a discipline that many people think they know from true crime, little realising we spend so much time dispelling the myths! Who would imagine that the best way to do so, was to tell them a fairy tale.
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Concrete Jungle
The 6th February 2025 marked what would have been the 80th birthday of Bob Marley. Despite his passing at the age of 36, his iconic legacy remains through various means; from his music being played and passed down from generation to generation, to the work of his wife, children and grandchildren that work to keep his message and music alive.
I myself was introduced to the music of Bob Marley at a young age by my father. My father played bass guitar in a band and music in our household was very important and a way in which we bonded. My father also had the pleasure to watch Bob Marley play live in the 1970s.
Whilst Bob Marley and Bob Marley and the Wailers have a massive catalogue in which I have many favourites, I wanted to share a personal favourite that may be slightly less known.
I’ve been getting first year students to choose songs and then getting them to try to apply criminological theories that link to the song. I think this would be a good way of getting them thinking and applying their knowledge.
Concrete Jungle by Bob Marley and the Wailers
I love this song for many reasons which I will mention briefly.
Firstly, the lyrics are emotive and powerful. The introductory lyrics state:
No sun will shine in my day today.
The high yellow moon won’t come out to play.
Darkness has covered my light
and has changed my day into night!
These initial lyrics highlight the plight of many individuals living in Kingston, Jamaica at the time. It alludes to the lack of resources, opportunities and hope.
The song continues in this vein
Must be somewhere (sweet life) to be found (out there somewhere for me)
Instead of a concrete jungle
Where the living is harder
Oh man, you’ve got to do your best, yeah (concrete jungle)
No chains around my feet but I’m not free.
I know I am bound here in captivity.
And I’ve never known happiness.
The lyrics are deep and meaningful and Bob Marley sings them with such unrivalled conviction, pain and emotion.
Another poignant lyric in the song is:
I’ve got to pick myself from off the ground, yeah
In this yah concrete jungle
These lyrics highlight two things to me, the bitter feeling of knowing no one is there to help but themselves and second, the sheer resilience of individuals in such situations that pick themselves up from the disadvantage, poverty, and discrimination they face.
Whilst Bob Marley’s voice is unmatched, a moment must be spared to discuss the background vocals, the bass guitar and the guitar solos. Peter Tosh and Bunny Wailer’s background vocals are just as important and the higher key provides a great contrast.
Additionally, the bass guitar in this song is an important constant throughout the song, there in the background but still a key element. The guitar solo also adds an extra element to the song and arguably moves this song beyond the genre of reggae to the realm of rock and perhaps a new audience. It’s no wonder rock bands at the time were influenced by reggae music and vice versa. A good example being The Clash’s version of ‘Police and Thieves’, originally sung by Junior Murvin.
So if you have time, listen to the song, maybe a few tunes as each time you may hear and appreciate different elements of the song. I particularly encourage you to watch the performance of Concrete Jungle on The Old Grey Whistle Test, which can be found on YouTube. The live performance shows the emotion in a new way!
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Britain’s new relationship with America…Some thoughts
Within the coming weeks, Keir Starmer is due to meet Donald Trump and in doing so has offered an interesting view into the complexities of managing diplomacy in the modern age. Whilst the UK and US work collaboratively through bi-lateral trade agreements, and national security collaborations, the change in power structures within the UK and USA marks significant ideological difference that can arguably present a myriad of implications for both countries and for those countries who are implicated by these relations between Britain and America. In this blog, I will outline some of the factors that ought to be considered as we fast-approach this new age of international relations.
It can be understood that Starmer meeting Trump, despite some ideological difference is rooted in a pragmatic diplomacy approach and for what some might say is for the greater good. In an age of continual risk and uncertainty, allyship across nations has seldom been more necessary nor consolidated. On addressing issues including climate change, national security, trade agreements within a post-Brexit adversity, the relationship between America and Britain I sense is being foregrounded by Starmer’s Labour Government.
Moreover, I consider that Starmer should tread carefully and not appear globally as though he is too strongly aligned with Trump’s policies, especially on foreign policy. This mistake was once made by Tony Blair, following the New Beginnings movement after 9/11. It is essential that whilst we maintain good relations with America, this does not come at a cost to our own sovereignty and influence on global issues. I see here an opportunity for Starmer to re-build Britain’s place on the global stage. Despite this as what some strategists might call a ‘bigger picture’, it goes without saying that Starmer may face backlash from his peers based on his willingness to enter a liaison with Trump’s Government. For many inside and outside of the Labour Party, the politics of Trump are considered dangerous, regressive, and ideologically dumbfounded. I happen to agree with much of these sentiments, and I think there is a risk for Starmer… that will later develop into a dilemma. This dilemma will be between appeasing the party majority and those who hold traditional Labour values in place of moving further into the clutches of the far right, emboldened by neoliberalism. It is no secret however that the Labour party has entered a dangerous liaison with neoliberalism and has alienated many traditional Labour voters and has offered no real political alternative.
Considering this, I sense an apprehension is in the air regarding Starmer’s relationship building with America and Donald Trump, that some might argue might be more counter-productive than good. Starmer must demonstrate political pragmatism and arguably the impact of this government and the governments to come will weigh on these relations… Albeit time will tell in determining how these future relations are mapped out.
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Zemiological Perspective: Educational Experiences of Black Students at the University of Northampton
As a young Black female who has faced many challenges within the education system, particularly related to behavioral issues, I noticed how the system can unintentionally harm black students. I observed that Black children’s experiences in the education system are not always viewed from a deviant perspective, because they are not inherently deviant. The institutional harm faced by Black students is not always a ‘crime’ nor is it illegal, yet it is profoundly damaging.
This realisation prompted me to adopt a zemiological perspective, drawing upon the work of Hillyard et al. (2004) to highlight the subtle yet impactful harms faced by Black students in the educational system. My primary objective was to uncover the challenges these students face, as outlined in my initial research question: ‘To what extent can the experiences of Black students in higher education be understood as a form of social harm?’ To achieve this, I analysed the educational experiences of Black students at the University of Northampton. This involved reviewing the university’s access and participation plans, which detail the performance, access, and progression of various demographics within the institution, with a particular focus on BAME students.
Critical race theory (CRT) was the guiding theoretical framework for this research study. CRT recognises the multifaceted nature of racism, encompassing both blatant acts of racial discrimination and subtler, systemic forms of oppression that negatively impact minority ethnic groups (Gillborn, 2006). This theoretical approach is directly correlated to my research and was strongly relevant. This allowed me to gain insight into the underlying reasons behind the disparities faced by Black students in higher education. As well as enabling me to unpack the complexities of racism and discrimination, providing a comprehensive understanding of how these issues manifest and persist within the educational landscape.
Through conducting content analysis on the UON Access and Participation Plan document and comparing it to sector averages in higher education, four major findings came to light:
Access and Recruitment: The University of Northampton has made impressive progress in improving access and recruitment for BAME students, fostering diversity and inclusivity in higher education, and surpassing sector standards. Yet, while advancements are apparent, there remains a need for more comprehensive approaches to tackle systemic barriers and facilitate academic success across the broader sector.
Non-Continuation: Alarmingly, non-continuation rates among BAME students at the University of Northampton have surpassed the sector average, indicating persistent systemic obstacles within the education system. High non-continuation rates perpetuate cycles of disadvantage and limit opportunities for personal and professional growth.
Attainment Gap: Disparities in academic attainment between White and BAME students have persisted and continue to persist, reflecting systemic inequalities and biases within the academic landscape. UON is significantly behind the sector average when it comes to attainment gaps between BAME students and their white counterparts. Addressing the attainment gap requires comprehensive approaches that tackle systemic difficulties and provide targeted support to BAME students.
Progression to Employment or Further Study: UON is also behind the sector average in BAME students progression in education or further study. BAME students face substantial disparities in progression to employment or further study, highlighting the need for collaborative efforts to promote diversity and inclusivity within industries and professions. Addressing entrenched biases in recruitment processes is essential to fostering equitable opportunities for BAME students.
Contributions to Research: This research deepens understanding of obstacles within the educational system, highlighting the effectiveness of a zemiological perspective in studying social inequalities in education. By applying Critical Race Theory, the study offers insights that can inform policies aimed at fostering equity and inclusion for Black students.
The findings hold practical implications for policy and practice, informing the development of interventions to address disparities and create a more supportive educational environment. This research significantly contributes to our understanding of the experiences of Black students in higher education and provides valuable guidance for future research and practice in the field.
Aside from other limitations in my dissertation, the main limitation was the frequent use of the term ‘BAME.’ This term is problematic as it fails to recognise the distinct experiences, challenges, and identities of individual ethnic communities, leading to generalisation and overlooking specific issues faced by Black students (Milner and Jumbe, 2020). While ‘BAME’ is used for its wide recognition in delineating systemic marginalisation (UUK 2016 cited in McDuff et al., 2018), it may conceal the unique challenges Black students face when grouped with other minority ethnic groups. The term was only used throughout this dissertation as the document being analysed also used the term ‘BAME’.
This dissertation was a very challenging but interesting experience for me, engaging with literature was honestly challenging but the content in said literature did keep me intrigued. Moving forward, i would love Black students experiences to continue to be brought to light and i would love necessary policies, institutional practises and research to allow change for these students. I do wish i was more critical of the education system as the harm does more so stem from institutional practices. I also wish i used necessary literature to highlight how covid-19 has impacted the experiences of black students, which was also feedback highlighted by my supervisor Dr Paula Bowles.
I am proud of myself and my work, and i do hope it can also be used to pave the way for action to be taken by universities and across the education system. Drawing upon the works of scholars like Coard, Gillborn, Arday and many others i am happy to have contributed to this field of research pertaining to black students experiences in academia. Collective efforts can pave the way for a more promising and fairer future for Black students in education.
References
Gillborn, D. (2006). Critical Race Theory and Education: Racism and anti-racism in educational theory and praxis. Discourse: Studies in the Cultural Politics of Education, 27 (1), 11–32. [Accessed 21 April 2024]
Hillyard, P., Pantazis, C., Tombs, S. and Gordon, D., (Eds), (2004). Beyond Criminology: Taking Harm Seriously, London: Pluto Press.
Milner, A. and Jumbe, S., (2020). Using the right words to address racial disparities in COVID-19. The Lancet Public Health, 5(8), pp. e419-e420
Mcduff, N., Tatam, J., Beacock, O. and Ross, F., (2018). Closing the attainment gap for students from Black and minority ethnic backgrounds through institutional change. Widening Participation and Lifelong Learning, 20(1), pp.79-101.
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By whose standards?
This blog post takes inspiration from the recent work of Jason Warr, titled ‘Whitening Black Men: Narrative Labour and the Scriptural Economics of Risk and Rehabilitation,’ published in September 2023. In this article, Warr sheds light on the experiences of young Black men incarcerated in prisons and their navigation through the criminal justice system’s agencies. He makes a compelling argument that the evaluation and judgment of these young Black individuals are filtered through a lens of “Whiteness,” and an unfair system that perceives Black ideations as somewhat negative.
In his careful analysis, Warr contends that Black men in prisons are expected to conform to rules and norms that he characterises as representing a ‘White space.’ This expectation of adherence to predominantly White cultural standards not only impacts the effectiveness of rehabilitation programmes but also fails to consider the distinct cultural nuances of Blackness. With eloquence, Warr (2023, p. 1094) reminds us that ‘there is an inherent ‘whiteness’ in behavioural expectations interwoven with conceptions of rehabilitation built into ‘treatment programmes’ delivered in prisons in the West’.
Of course, the expectation of adhering to predominantly White cultural norms transcends the prison system and permeates numerous other societal institutions. I recall a former colleague who conducted doctoral research in social care, asserting that Black parents are often expected to raise and discipline their children through a ‘White’ lens that fails to resonate with their lived experiences. Similarly, in the realm of music, prior to the mainstream acceptance of hip-hop, Black rappers frequently voiced their struggles for recognition and validation within the industry due similar reasons. This phenomenon extends to award ceremonies for Black actors and entertainers as well. In fact, the enduring attainment gap among Black students is a manifestation of this issue, where some students find themselves unfairly judged for not innately meeting standards set by a select few individuals. Consequently, the significant contributions of Black communities across various domains – including fashion, science and technology, workplaces, education, arts, etc – are sometimes dismissed as substandard or lacking in quality.
The standards I’m questioning in this blog are not solely those shaped by a ‘White’ cultural lens but also those determined by small groups within society. Across various spheres of life, whether in broader society or professional settings, we frequently encounter phrases like “industry best practices,” “societal norms,” or “professional standards” used to dictate how things should be done.
However, it’s crucial to pause and ask:
By whose standards are these determined?
And are they truly representative of the most inclusive and equitable practices?
This is not to say we should discard all concepts of cultural traditions or ‘best practices’. But we need to critically examine the forces that establish standards that we are sometimes forced to follow. Not only do we need to examine them, we must also be willing to evolve them when necessary to be more equitable and inclusive of our full societal diversity.
Minority groups (by minority groups here, I include minorities in race, class, and gender) face unreasonably high barriers to success and recognition – where standards are determined only by a small group – inevitably representing their own identity, beliefs and values.
So in my opinion, rather than defaulting to de facto norms and standards set by a privileged few, we should proactively construct standards that blend the best wisdom from all groups and uplift underrepresented voices – and I mean standards that truly work for everyone.
References
Warr, J. (2023). Whitening Black Men: Narrative Labour and the Scriptural Economics of Risk and Rehabilitation, The British Journal of Criminology, Volume 63, Issue 5, Pages 1091–1107, https://doi.org/10.1093/bjc/azac066
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Headlines and Happiness: Balancing News Consumption and Wellbeing
As part of my reflective diary assessment for my third-year module ‘Critiquing Criminalistics’, I reflected on the importance of being up to date with world events to be able to apply criminological knowledge to them. I also reflected on the fact that I have avoided much of the news and media to manage my despair at the current state of the world. However, in order to further my academic knowledge and its application, I decided I just needed a safe way to keep on top of these things, so I compiled some tips and reminders for myself, and I’d like to share them with you.
Choose wisely: Choose reputable news sources, academic reports or reviews from trusted organisations, some will be better balanced, and much less sensationalised than others.
Practice media literacy: Be critical of the information you find; don’t believe everything you see and hear. Verify news stories from multiple sources before accepting them and remember what the media is designed to do. Plus, social media is full of misinformation and sensationalism and largely speaking, not a good resource!
Need to know basis: Consider which topics are most important for you to stay informed about, and limit exposure to news that is not relevant to your wellbeing or interests. It’s very easy to fall down the rabbit hole!
Limit your consumption: Put some boundaries in place that work for you, whether that’s setting an allotted time frame to catch up like to only listen to the radio on your drive into campus, taking a break from social media, or making sure those notifications are turned off so you’re not ambushed by breaking news.
Managing Traumatic Topics: If you are avoiding any particular topic, it might be helpful to have a trusted person read/watch for you first. Additionally, for any recommended films or series, try finding them on ‘Does the Dog Die?’ https://www.doesthedogdie.com/ to check for triggering content.
Find the happy stuff too: There is so much good happening in the world as well as all the bad, make sure you feed your brain some of that too, whether that’s in the news, or on social media.
Here are some other sources:
Look after yourself: Further to those things, take a break every once in a while, prioritise whatever it is that makes you see your world positively and seek support if you need it, that might be support from a professional, or talk to a trusted person, colleague, or staff member to air out those thoughts – go and ‘talk to a criminologist!’ If you’re particularly prone or you are a chronic catastrophiser (guilty!) – a perspective from someone else can be a useful tool.
Lastly, there is a quote I heard years ago, and while over time, there are some thoughts and applications of it that are less than favourable, I occasionally find it comforting; Fred Rogers passed along a message from his mother who said ‘Look for the helpers. You will always find people who are helping.’
If you are able to manage the discomfort, sometimes it is good to find what makes you feel, and listen to it, let it fire you up! Perhaps you’ll become the helper.
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The 7 Year Itch
Back in 2017, as a team we started talking of developing a forum where we can write about ideas, which we had run out of time to discuss in class or wanted to raise in addition to what we do. The first of our entries was called “Reflections from a Pilot” and it was all about the prison module we were running. Since then, all colleagues, many students, graduates and esteemed fellows have contributed to our blog, bringing a variety of perspectives and opinions. The bulk of the reflections are mostly focused on the discipline of Criminology but there are several others that explore wider educational issues, social situations, and cultural commentary. This alone demonstrates the variety and extent that our discipline can go into inspiring people who have been given the criminological gaze.
700 blog posts later and we are still going strong. As a team we have seen, Brexit, the relocation to a new campus, a global pandemic, war in Europe, environmental issues and many more. We have commented on crimes and criminalities, cultural conventions, and wider social issues. Our students and graduates brought in their reflections from the challenges on studying to presenting their own research and criminological interests. One of our esteemed colleagues Dr Steve O’Brien blogged about the Hillsborough disaster drawing the connections between sports, policing, and criminology. An interesting juxtaposition, but not unique when it comes to criminology.
We produced several posts that followed the academic year, from welcome week to exams and graduation, whilst we simultaneously posed questions about content and material that we thought our students and readers outside of our campus will find interesting. Our objective was to instigate conversations, to inform and to motivate. We have received emails, comments and we have started conversations based on the topics we introduced. Our blog entries have reflected on the life changes colleagues and students have gone through, with the most notable the pandemic, when we tried to make sense of it and keep our spirits up for the team and the people around us. Teams in academia change, form, reform, group, regroup but regardless of that we continue “to keep calm and carry on”. That is the nature of academia! The continued strive for improvement is one of those traits that are so underrated.
Overall, the initial concept of sharing ideas was surpassed by the variety of use we have for the blog. We have found many different creative ways, including posts from our book club, reflections on movies, whilst we also managing to attract guest authors who provide some excellent insight like our travelling blogger Diepiriye or our social commentator Tré who brought in some cultural paradigms to the blog. The blog became a collective noticeboard of ideas that demonstrated the diversity and reach of the discipline of Criminology. In an ever-changing world we feel proud that we raise the flag for issues regarding social justice, equality, education. We took our personal experiences and expertise and put them in a context for our wider academic community but also for anyone who is interested in what we have to say. We would like to thank all those who took the time to read our blogs. Some of you are avid readers and we thank you; to our contributors past and present for your insight and to the people who shared our stories our gratitude for increasing the extent of our readership. From a few people at the beginning, we have become a blog with a readership of over 10K. We are delighted and we raise our virtual glass to all! 7 years went through so quickly, so here’s for the next 7 years and beyond! -Spoiler alert- Next year the team will be celebrating our Silver Jubilee so keep reading as more interesting blogs are to come!
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It’s all about me: when did I become invisible?
I wander around on the pavement, earbuds neatly fitted, mobile phone conveniently held in front of me so I can see the person I’m talking to. You can all listen to my conversation whilst attempting to navigate around me, oops, someone bumped into me, a small boy left sprawling, I laugh, not at the small boy, but the joke my mate has just relayed, it’s funny right. People weave left and right but me, I don’t worry, I walk straight on, embroiled in my conversation, it’s not about them, it’s about me.
There’s my friend and his family, let’s stop here, in the middle of the pavement and let’s talk. What, people are having to walk in the road to get past, I’m discussing weighty matters here, can’t you see, it’s not about you, it’s about me.
I hop on the bus, earbuds, I’m not sure where they are. Now where’s that YouTube video my mate told me about, oh yeah, here it is. Now that’s hilarious, can’t hear it because of all the hub bub around me, turn it up and enjoy, I’m having a gas. Didn’t want to listen to that? It’s not about you, it’s about me.
And now at work, I take up the laptop and watch some TED talk video, I need to go somewhere so with laptop open, speaker on full, I wander across the office and out through the door held open for me. I don’t acknowledge your politeness, I don’t see you, it’s not about you, it’s about me.
I sit waiting for a colleague to join me in an open area, people around using laptops, having conversations, I turn the volume up, this video is good, I need to hear it, it’s not about the rest of you, it’s about me.
I go to the work restaurant with my friend, it’s a bit busy, never mind we can sit here. I push my chair back banging into another chair, catching the knuckles of someone that happens to be leaning on the chair. I don’t see it, I don’t see you, I want to sit here right, it’s not about you, it’s about me.
And when I learn to drive, I’m going to speed even if it is dangerous because I will need to get to where I am going quickly, it’s not about the rest of you, it’s about me. And I will be the one that overtakes all the cars in the queue, only to push in at the last moment. My indicator tells you to give me room, it’s not about you, it’s about me.
And when I have kids, I will park right outside the school, never mind if I obstruct the road, I need to pick up my little darlings, it’s not about you, it’s about me.
And in my real world, when I have to constantly move out of the way of people on phones, have to listen to videos and conversations I have no interest in, hold doors open without even a glance from the person that has walked through, have my knuckles scraped with the back of a chair, without even an acknowledgement that something has happened, despite my yelp from the pain, when I sit watching the idiots overtaking and have to brake to avoid a collision as they push into the queue, when I sit and wait in the road whilst someone strolls along, little one in tow and straps them in the back seat before having a quick chat with another parent, I inwardly shout to myself; WHEN WAS IT THAT I BECAME INVISIBLE? I’s not just about you, it’s also about me.
Thoughts from the criminology team 