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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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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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Black History Month: A Final Thought
As we come to the end of Black History Month it is important to shine a light on the Black Lives Matters Movement and highlight the historical significance to the problematic discourse of racialisation.
Black history month is an opportunity for people from the various pockets of the Black community to learn about our own history and educate those who are not from the Black community, in order to decolonise our institutions and our society. As Black people we have our own history formed by systemic oppressions and great triumphs. While it is easy (and lazy) for institutions to use terms such as BAME and People of Colour (POC) these problematic uses of language oppress blackness. We are not a monolith of coloured people. Different racialised groups have and will experience, and uphold difference, harms and achievements within society. Furthermore, it would be naïve to ignore the narrative of anti-blackness that people from racialised groups uphold. Therefore, it is important for us and people that look like us, to continue to have the space to talk about our history and our experiences.
For many people in the UK and indeed around the world BLM became a mainstream topic for discussion and debate following the murder of George Floyd. While the term BLACK LIVES MATTER is provocative and creates a need for debate, it signifies the historical ideology that black lives haven’t mattered in historical and in many ways, contemporary terms.
While it is easy to fall into the trap of describing the Black experience as an experience of victimhood, Black history months allows us to look deep at all our history and understand why and where we are as a society.
The UK is one of the most diverse places in the world, yet we continue to fall prey to the Eurocentric ideology of history. And while it is important to always remember our history, the negativity of only understanding black history from the perspective of enslavement needs to be questioned. Furthermore, the history of enslavement is not just about the history of Black people, we need to acknowledge that this was the history of the most affluent within our society. Of course, to glaze over the triangle trade is problematic as it allows us to understand how and why our institutions are problematic, but it is redundant to only look at Black history from a place of oppression. There are many great Black historical figures that have contributed to the rich history of Britain, we should be introducing our youth to John Edmonstone, Stuart Hall, Mary Prince and Olive Morris (to name a few). We should also be celebrating prominent Black figures that still grace this earth to encourage the youth of today to embrace positive Black role models.
Black history for us, is not just about the 1st-31st of October. We are all here because of history we need to start integrating all our history into our institutions, to empower, educate and to essentially make sense of our society.
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“I can’t breathe”: Criminology, Science and Society
Sometimes the mind wanders; the associations it produces are random and odd, but somehow, they connect. In the book of Genesis, there is reference to the first murder. Cain murdered Abel with a stone making it the original murder weapon. After some questioning from God, who acted as an investigating officer, and following a kind-of admission, God then assumed the role of the judge and jury, sentencing him to wander the earth. This biblical tale is recounted by all three main monotheistic religions, a what to do in the case of murder. The murderer is morally fallen and criminally dealt by with a swift punishment.
There is no reason to explore the accuracy of the tale because that is not the point. Religion, in the absence of science, acted as a moral arbitrator, sentencing council and overall the conscience of society. In a society without science, the lack of reason allows morality to encroach on personal choices, using superstition as an investigative tool. As scientific discovery grew, the relevance of religion in investigation was reduced. The complexity of society required complex institutions that cared for people and their issues.
When the Normans landed in England, they brought with them a new way of dealing with disputes and conflict. Their system of arbitration, using the King as a divine representative, was following Roman tradition and theology but it soon became apparent that a roaming court may not be as efficient. The creation of the magistrates and the statutes on legal representation introduced the idea of bringing professionals into justice. The creation of new institutions fostered the age of the scholar, who uses evidence-based practice.
This new approach removed more religious practices, instead favouring the examination of facts, the investigation of testimony and the study of law. It was a long way away from the system we know now as the witch trials can attest to; a number of whom took place in East Anglia (including Northampton). In the end the only thing that has been left from the early religious trials is the oath witness take when they submit their testimony.*
The more we learn the better we become in understanding the world around us. The conviction that science can resolve our problems and alleviate social issues was growing and by the 19th century was firm. The age of discovery, industrialisation and new scientific reasoning introduced a new criminal justice system and new institutions (including the police). Scientific reasoning proposed changes in the penal code and social systems. Newly trained professionals, impervious to corruption and nepotism, were created to utilise a new know-how to investigate people and their crimes.
Training became part of skilling new mandarins in a system that reflected social stratification and professionalism. The training based on secular principles became focused on processes and procedures. The philosophy on the training was to provide a baseline of the skills required for any of the jobs in the system. Their focus on neutrality and impartiality, seemed to reflect the need for wider social participation, making systems more democratic. At least in principle that was the main idea. Over centuries of public conflict and social unrest the criminal justice system was moving onto what people considered as inclusive.
Since then the training was incorporated into education, with the new curriculum including some BTECs, diplomas, foundation studies and academic degrees that take on a variety of professions from investigative fields to law enforcement and beyond. This academic skilling, for some was evidence that the system was becoming fairer and their professionals more educated. Police officers with knowledge of the system, akin to lawyers to the probation service and so on. So far so good…but then how do we explain the killing of George Floyd? Four officers trained, skilled, educated and two of them experienced in the job.
If this was a one, two three, four, -offs then the “bad apple” defence seems to be the most logical extrapolation on what went wrong. If, however this is not the case, if entire communities are frightened of those who allegedly serve and protect them, then there is “something rotten in the state of Denmark”. Whilst this case is American, it was interesting to read on social media how much it resonated, in communities across the globe of those who felt that this was nothing more than their own everyday experience with law enforcement. For them, police is merely a mechanism of repression.
Since the murder I have read a number of analyses on the matter and maybe it worth going a bit further than them. In one of them the author questioned the validity of education, given than two of the officers in the Floyd case hold a criminal justice and a sociology degree respectively. There is a vein of truth there; educators have some responsibility to forge and promote professional conduct and ethical practice among their alumnus. There are however some other issues that have not been considered and it is time for these to be brought to the surface.
Education or training alone is not adequate to address the complexities of our society. Social awareness, cultural acceptance and the opportunity to reflect on the rules using problem solving and insight are equally important. Foucault has long argued that the justice system is inherently unfair because it preserves privileges and blocks anyone outside from challenging it. Reflecting on that, all major constitutional changes took place after a revolution or a war, indicating the truism in his observation.
If we are to continue to train people on procedures and processes the “bad apples” are likely to strike again. The complexity of social situations requires an education that ought to be more rounded, critical and evaluative. If a doctor takes an oath to do no harm, then so should every other professional who works in their community. If the title of the office is more appealing than the servitude, then the officer is not fulfilling their role. If we do not recognise equality among all people, then no training will allow us to be fair. Suddenly it becomes quite clear; we need more education than less, we need knowledge instead of information and we need more criminology for those who wish to serve the system.
*Even that can now be given as an affirmation
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“Things you need to know about criminology”: A student perspective – Mary Adams, recent Graduate and mature student.
We are all living in very strange times, not sure when life will return to normal...but if you're thinking about studying criminology, here is some advice from those best placed to know!
The most important module to my understanding of criminology is: I would have to say they are all equally important for understanding different aspects of Criminology. In first year I loved The Science of Crime which showed how things have evolved over time, and that what we now see as funny was actually cutting edge in its day. True Crime also makes you look beyond the sensational headlines and separate fact from fiction. In second year Crime & Justice gave a brilliant grounding in the inner workings, and failings, of the criminal justice system. And in third year, the Violence module explores personal and institutional violence, which is especially relevant in current times
The academic criminology book you must read: Becker’s Outsiders and Cohen’s Folk Devils and Moral Panics are a must. I also found Hopkins-Burke’s An Introduction to Criminological Theory and Newburn’s Criminology essential reading for first year as well as Finch & Fafinski’s Criminological Skills. For second year I recommend Davies, Croall & Tyrer’s Criminal Justice. If you choose the Violence module in third year you will be grateful for Curtin & Litke’s Institutional Violence. And don’t forget Foucault’s Discipline & Punish!
The academic journal article you must read:
There are so many excellent journal articles out there, it’s difficult to choose! Some of my favourites have been:
'Alphonse Bertillon & the measure of man' by Farebrother & Champkin;
'Bad Boys, Good Mothers & the ‘’Miracle’’ of Ritalin by Ilina Singh';
'Detainee Abuse & the Ethics of Psychology' by Kathryn French;
'Attachment, Masculinity & Self-control' by Hayslett-McCall & Bernard;
'Grenfell, Austerity & Institutional Violence' by Cooper & Whyte;
'The Phenomenology of Paid Killing' by Laurie Calhoun;
'A Utilitarian Argument Against Torture Interrogation of Terrorists' by J. Arrigo.
The criminology documentary you must watch:
Without a doubt, a must-see is the Panorama documentary London Tower Fire: Britain’s Shame. I would also highly recommend the movie The Stanford Prison Experiment
The most important criminologist you must read:
Of course you must read Lombroso, Beccaria & Bentham. I also enjoyed reading work by feminist criminologists like Pat Carlen, Carol Smart & Sandra Walklate. And of course, Angela Davis is a must!
Something criminological that fascinates me:
What fascinates me is how the powers that be, and a good proportion of the public, cannot seem to realise that social injustice is one of the major factors behind why people commit crime. And the fact that putting more & more people in prison is seen as a ‘good’ thing is mind-boggling!
The most surprising thing I know about criminology is:
The fact that it is such a diverse subject & incorporates so many other disciplines
The most important thing I've learnt from studying criminology is:
Question everything! Don’t take anything at face-value. Try to look beyond the attention grabbing headlines to find out the real story. Read, read, read!
The most pressing criminological problem facing society is:
Unfortunately I think there are many pressing problems facing society today, the main ones being social injustice & inequality, systemic racism, institutional violence, and mass incarceration
When family and friends ask, I tell them criminology is:
Some people joke that I’m learning how to be a criminal! Others think it’s all about locking people up! I tell them it’s all about looking at the mechanisms in-built in our society that disadvantage & discriminate against whole groups of people, and that, unless we are part of the rich & powerful elite, any one of us could find ourselves in the ‘out’ group at any time. I also tell them to stop reading The Daily Mail, vote Labour, and question everything!!
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The pandemic and me – Paula
Portrait de Dora Maar, Pablo Picasso, 1937
The last time I physically went to work was Thursday 19 March, over 12 weeks ago. Within days, I blogged about the panic and fear that risked overwhelming us all in the light of a pandemic. Some of that entry was based on observation and the media, other parts, my own feelings and emotions.
Prior to the pandemic, I had been the kind of person that felt the need to be at work, often for 10-12 hours a day This was partly to kid myself that there was a clear delineation between the personal and the professional (something, I’ve never managed to achieve since joining academia). Part of it was due to my previous career in retail; when there are customers there must be staff, so there is a necessity to presence. Part of it was tied up with notions of work ethic and fear of missing out, dropping out, losing connection. The regularity of the Monday to Friday (and sometimes, Saturdays for events) commute there and back, the same familiar route, the same familiar timetable, the same familiar faces. Even prosaic matters, like my wardrobe, is primarily designed for my professional life, however, #lockdown life requires something different than formal suit, dresses and court shoes. Similarly, make-up seems out of place, why paint your face or nails, without the rest of the professional apparatus, deemed so necessary to what Goffman (1969/1990) identified as The Presentation of Self in Everyday Life.
In his play Huis Clos (No Exit) Jean-Paul Sarte famously claimed that ‘Hell is—other people’ (1947/1989: 45). This is often interpreted as if the company of others is hellish, but that is a misreading. Sartre, like Mead (1934) before him recognised the role of the other, in our own understanding of ourselves. In essence, we can only ever see ourselves through the lens of others. In lockdown that lens dissipates or even disappears entirely, even with technology, which although we appreciate as an enabler of communication, I’ve yet to hear anyone say it is a complete replacement for human interaction.
Nevertheless, lockdown has forced us to look again and not only at our wardrobes. Once the panic and the novelty of not going to work, socialising and all the other activities, that are part and parcel of our lived experience passed, a new normality replaced this. Introspection is often missing in twenty-first century life, even among those of us that spend considerable amounts of time, professionally, if not personally, reflecting on what we’ve said, what we’ve done and how we can change, amend and ultimately improve as human beings. It’s also provided space to consider what we can’t wait to get back to, what we’re glad to have a break from and what we are looking for ways to avoid in the future.
For me, part of that introspection has focused on my need to be present at work. After all, in academia there is less pressure to be on campus, particularly on one which has been designed with the future in mind. There is no office, where I need to water plants, (most of) my academic books are here and I also have a work laptop, as well as my own pc. At home, I can have silence, or music while I work. If I am hungry or thirsty I can satisfy those needs. If I am overwhelmed, I can simply walk away for a little while, without explanation. If I am lonely, confused or need advice, I can pick up the phone, message, video call and everything else that technology can offer. My professional life can pretty much continue without too much interruption.
So what happens when things return to normal, should I throw myself back into the same patterns as before? I am hoping the answer is no, that I will do things differently, not least for my own wellbeing. Although I love the look and feel of the campus, I have always struggled with what, criminologists will understand as the panoptic gaze (Foucault, 1977). The sense that wherever you are, the threat of observation is ever present. The panoptic gaze does not differentiate between deviant or pro-social activity, it simply retains its disciplinary function designed to constrain and control For many, it is an open welcoming space, however, as a person who thrives on quietness, on privacy, on spending time away from human contact, it can have the opposite effect. Not all of the time, but at least some of it, I wouldn’t want to abandon campus life completely. The lockdown has shown me that it is possible to have the best of both worlds
References
Foucault, Michel, (1977), Discipline and Punish: The Birth of the Prison, tr. from the French by Alan Sheridan, (London: Penguin Books)
Goffman, Erving, (1959/1990), The Presentation of Self in Everyday Life, (London: Penguin)
Mead, George Herbert. (1934). Mind, Self and Society: From the Standpoint of a Social Behaviorist. (Ed. Charles W. Morris). (Chicago: Chicago University Press)
Sartre, Jean-Paul, (1947/1989), No Exit and Three Other Plays, (New York: Vintage International)
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The pandemic and me – Lessons I’ve learnt from the #lockdown
This lockdown has certainly given us time to think and perhaps reflect on a variety of topics and situations. I’ve shared a few thoughts below and I wonder just how many are universal in some way.
I need to ensure I have a structure to my day and week. I think we all need some sort of structure to our lives and that structure is often given to us by work and perhaps other sociable events such as going to the gym or going to a coffee shop. It may be that the weekly shopping provides us with an anchor, Saturday may be a shopping day or religion might dictate a visit to a place of worship on a particular day. At times I’ve found myself getting confused about what day it is, Groundhog Day, I think. However, for the most part, I think I’ve got it sorted out. My wife and I discuss our schedule every morning over a cup of coffee. We have sorted out a routine of work, daily chores, fun bits and exercise.
My willpower is tested but I can be determined. I have never been a heavy drinker, the occasional binge, yes but then who hasn’t? It is however, quite easy to slip into the habit of having a glass or two of wine in the evening, every evening and perhaps a gin and tonic or two. I can’t go anywhere so thinking about having to drive the next day is not an issue. It’s not until you start totting up the consumption that you realise maybe you might have to reign this in. ‘School nights’ are back again, no drinking in the week. I make up for it at the weekend though.
I’m not risk adverse, I just like to think I’m logical. I don’t think it takes a rocket scientist or in fact any scientist to work out that the government (particularly a Conservative government) would not enforce the cessation of most business in the country without a very, very, very good reason. Stay in has been the mantra and of course we all know how difficult it is and we all know that as usual, the most vulnerable in society have been hit the hardest by this pandemic. Logic dictates, well at least to me, that going out to any store anywhere carries a risk. Some risks are necessary, for instance a trip to the chemist to pick up a prescription, but a trip to a DIY store, really? I’m sorry but given the risks, I think it’s a no brainer. Not only do I not want to catch the virus, but I would be distraught if I thought that through my own selfishness I had passed it onto someone else.
I never really thought about all those people that are truly special. We clap every week for the carers and the NHS and all those involved who are truly remarkable. I do ask myself though, would I want to turn up to work in a supermarket? Would I want to be out delivering parcels or the post? Would I be a NHS volunteer? Would I be happy working on public transport or emptying dust bins? There are so many people doing ordinary, even mundane jobs and volunteering roles that I now appreciate more than ever. And I would go far as to say I am humbled by what they do and continue to do despite the risks.
I appreciate the world around me. Not being able to go out and socialise in some way, be that work, or friends or family has provided more time for other activities. Our walks to the next village and back on roads devoid of most traffic has revealed an astonishing array of wildlife to be gazed upon and appreciated. That is of course if you’re not gasping for breath following a walk up a steep hill (well I call it steep but in a car its barely noticeable).
Some things don’t change. I’ve also noticed the gate to the footpath across the fields near our house has gone. A heavy wooden gate which, apparently has been stolen. On our walks we have noticed the increased number of cyclists whizzing along the road. Most give a wide birth, but some don’t seem to have a care for others, one nearly colliding with us as he flew around the corner. It seems with the reduction of cars; the idiotic driver has now given way to the idiotic cyclist.
What will a ‘new normal’ look like. At some stage we will get back to normal but its difficult to contemplate when that will be and what it will look like. Maybe getting back to the old normal is not what is needed. I’m trying to envisage how I will make changes in consideration of what I have learnt during this lockdown. What changes will you make?
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Criminology 2020 AD
2020 will be a memorable year for a number of reasons. The big news of course was people across the world going into lockdown and staying home in order to stop the transmission of a coronavirus Covid-19. Suddenly we started counting; people infected, people in hospitals, people dead. The social agenda changed and our priorities altered overnight. During this time, we are trying to come to terms with a new social reality, going for walks, knitting, baking, learning something, reading or simply surviving, hoping to see the end of something so unprecedented.
People are still observing physical distancing, and everything feels so different from the days we were discussing future developments and holiday plans. During the last days before lockdown we (myself and @paulaabowles) were invited to the local radio by April Dawn to talk about, what else, but criminology. In that interview we revealed that the course started 20 years ago and for that reason we shall be having a big party inviting prospective, current and old students together to mark this little milestone. Suffice to say, that did not happen but the thought of celebrating and identifying the path of the programme is very much alive. I have written before about the need to celebrate and the contributions our graduates make to the local, regional and national market. Many of whom have become incredibly successful professionals in the Criminal Justice System.
On this entry I shall stand on something different; the contribution of criminology to professional conduct, social sciences and academia. Back in the 1990s Stan Cohen, wrote the seminal Against Criminology, a vibrant collection of essays, that identified the complexity of issues that once upon a time were identified as radical. Consider an academic in the 1960s imagining a model that addresses the issue of gender equality and exclusion; in some ways things may not have changed as much as expected, but feminism has entered the ontology of social science.
Criminology as a discipline did not speak against the atrocities of the Nazi genocide, like many other disciplines; this is a shame which consecutive generations of colleagues since tried to address and explain. It was in the 1960s that criminology entered adulthood and embraced one of its more fundamental principles. As a theoretical discipline, which people outside academia, thought was about reading criminal minds or counting crime trends only. The discipline, (if it is a discipline) evolved in a way to bring a critical dimension to law and order. This was something more than the original understanding of crime and criminal behaviour and it is deemed significant, because for the first time we recognised that crime does not happen in a social vacuum. The objectives evolved, to introduce scepticism in the order of how systems work and to challenge established views.
Since then, and through a series of events nationally and internationally, criminology is forging a way of critical reflection of social realities and professional practices. We do not have to simply expect a society with less crime, but a society with more fairness and equality for all. The responsibilities of those in position of power and authority is not to use and abuse it in order to gain against public interest. Consider the current pandemic, and the mass losses of human life. If this was preventable, even in the slightest, is there negligence? If people were left unable to defend themselves is that criminal? Surely these are questions criminology asks and this is why regardless of the time and the circumstances there will always be time for criminology to raise these, and many more questions.
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Home educating in a pandemic
“Give the children love, more love and still more love - and the common sense will come by itself” - Astrid Lindgren
My children are aged 5 and 7 and they have never been to school. We home educate and though ‘home’ is in the title, we are rarely there. Our days are usually filled with visits to museums and galleries, meet-ups with friends, workshops in lego, drama and science and endless hours at the park. We’ve never done a maths lesson: sometimes they will do workbooks, but mostly they like to count their money, follow a recipe, add up scores in a game, share out sweets… I am not their teacher but an enthusiastic facilitator – I provide interesting ideas and materials and see what meaning they can take and make from them. Children know their own minds and learning is what they are built for.
If there was ever a time to throw away the rulebook it’s when the rules have all changed. Put ‘home’ at the centre of your homeschooling efforts. Make it a safe and happy place to be. Fill it with soft, warm and beautiful things. Take your time.
All this to say that what children need most is your love and attention. This is so far from an ideal situation for anyone – so cut yourselves some slack and enjoy your time together. You don’t need to model your home like a school. Share stories and poems, cuddle, build dens, howl at the moon, play games, look for shapes in clouds and stars, do experiments round your kitchen table, bake cakes, make art, explore your gardens and outside spaces and look for nature everywhere. This is the stuff that memories are made of.
As adults we don’t continue to categorise our learning by subjects – we see the way things are interconnected across disciplines, sometimes finding parallels in unlikely places. When we allow children to pursue their own interests we give them the tools and the freedom to make their own connections.
What’s important is their happiness, their kindness, their ability to love and be loved in return. They are curious, they are ready made learning machines and they seek out the knowledge they need when they need it.
It’s an interesting time to be a home educator – more children than ever are currently out of school and the spotlight is on ‘homeschooling’. I prefer the term ‘home educator’ because for me and my family it isn’t about replicating the school environment at home and perhaps it shouldn’t be for you either.
Treat it as an extended holiday and do fun stuff together but also let them be bored.
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Technology and Learning: A baby and the bathwater moment
I recently shared some thoughts about the problems with technology and working from home. I suppose the nub of the matter was twofold firstly, if I have problems with technology, why would this not also impact some of my colleagues and students, thus limiting what can be delivered online. Secondly, whatever is delivered online does not suit everyone and whilst as educators we need to adapt to circumstances and new ways of working, we should be cognisant that simply imposing the new ways on students does not always suit what they want or more importantly, what they need. If we acknowledge that everyone learns in different ways at different times, then a one size fits all approach is not delivering anything like a premium learning environment.
In writing my previous blog, I also started to think about how difficult it is to be motivated whilst working from home and how my experiences have at least partially prepared me for this. I say partially because past experiences did not encompass being in lockdown.
When I was 15, I returned from overseas and went to the local college to study for my ‘O’ levels (GCSE now) rather than a school. It was far more relaxed in respect of attending classes. This was a time when at 16 people could leave school, so the college was full of students who were 16 and essentially independent from the school regime. I turned 16 whilst at college. I remember not going to every class, sometimes perhaps because I preferred to spend time playing football in the sunshine and at other times because there was some casual work somewhere that would earn me a bit of money. There were no distractions such as computers and mobile phones so actually attending college was in the main better than being bored outside of it. That was one incentive to engage in my education, I had others such as friends being at college but probably above all I recognised I needed some qualifications. I think my parents might also have been a little peeved if I’d not done anything. I had a structure to my life and a major part of it was getting up in the morning and attending college on my bicycle; rain or shine, for the most part I was there.
At an early point in my policing career, I decided I would like to take the promotion exam to sergeant. An annual exam which incorporated, as I recall, three two-hour papers, one relating to crime, one traffic and one general police duties. An awful lot of legislation and procedure was to be tested and all of it could be found in the regularly updated promotion manual. A tome, if ever there was one, divided into various sections that covered everything a would-be sergeant needed to know and in addition, legislation for the inspector’s exam. Years went by with well intentioned attempts to study, followed by a lack of action. I just couldn’t get my head round how to do this, despite trying to answer the questions in the promotion section of the Police Review magazine.
I can’t remember exactly when it was but there was an announcement that the promotion process was to change, the exam which gave you a ticket to a promotion board, was to be replaced with an assessment centre. This new way involved not only an exam, but scenario based assessments. That year I decided I really needed to pass the promotion exam to avoid the new process, so I purchased access to a correspondence course. It wasn’t cheap, and it was before computers as we know them. I received a plethora of books each divided up into various chapters and each requiring me to answer questions that were then sent by mail to someone to mark and provide feedback. What this required was organisation and commitment. I was lucky, I was working in a very disciplined job, organisation and commitment were to some extent, if I set my mind to it, second nature. And two added incentives, an easier passage to promotion as I saw it, and I’d paid out a lot of money that I wasn’t going to waste. That year I passed the sergeants and the inspector’s exam, two in the bank although it was still some time before I was promoted.
When I embarked on my degree, I had to apply the same self-discipline. Despite it being part-time, attendance for lectures and seminars was difficult, there was no way I could attend everything whilst doing shift work, but I tried my best. I even had to take time out because I was involved in a major investigation that took me away from home for 6 months. By this time, I had a very young family, so every assignment was a challenge to complete and there was no online Google access to papers and blogs and the like. It was library based work, sometimes the university library, other times local libraries and often late nights in the office at work. What it needed was self-discipline, commitment and a structure to each day, well as best as possible given the demands of shift work, major enquiries and long working hours. Every time I faltered I reminded myself that I’d done a lot of work, put a lot into this and I wasn’t about to throw all of that away.
When I embarked on my Ph.D. my commitment and self-discipline was sorely tested at times. Tragedy and life altering events pushed me to the limits, but I managed to maintain that commitment and self-discipline, sometimes aided by others at work who tried to make things a little easier. The office at work provided space for both my day job and my Ph.D. The two morphing into one at times.
Why tell you all of this, well its simply this. I ask myself what makes a student engage in their course and more importantly, what inhibits them? Firstly, they need self-discipline. When I went to college, there were a number of things that ensured I would turn up; my parents wouldn’t have countenanced my staying in bed or around the house all day; day time telly was rubbish (only three channels) and there wasn’t an awful lot else to do. My friends were either at school, at college or working and there were no mobile phones, so contact was either at college or in the evenings and weekends. Learning could only be done at college, no recorded lectures or Collaborate or e-books. I also recognised I needed qualifications to get on in life.
When I embarked on my promotion exams I recognised the need to have a structure to my learning. This was partly provided by the correspondence course and the way it was set up and partly provided by discipline I learnt in my work. It did though need a structure provided by the course and an incentive to do it at that moment in time.
My degree also needed self-discipline, nobody chased me to turn up and nobody chased me for assignments. Not being there, meant missing out on discussions and learning from other students, not just the lecturers. I’d paid for this as well so another incentive to succeed, this was not some loan to be possibly paid in the future, this was real money, my money up front. And the more I did the more determined I became that I wasn’t going to waste my efforts.
Anyone will tell you that a Ph.D. is challenging and that for the most part, the achievement is not about knowledge or brilliance but about gritted determination to complete it. That determination requires self-discipline and that self-discipline for me was aided by tagging the Ph.D. onto my job. My office at work was my sanctuary, it was easier to stop working on one thing and then seamlessly move onto writing up the Ph.D. I had a structure to my studying and my work.
So, I begin to wonder, do recorded lectures, Collaborate, ebooks, the internet, social media and a plethora of other advances really help students? Why get up in the morning to attend lectures if you can watch a recorded version of it later, ‘a must get round to it moment’? Why bother to go to the library when you can Google stuff and read, well at least skim’ e-books? Why bother with classes when you can chat with your mates and so called ‘friends’ on Facebook or the plethora of other social media apps. There is no financial incentive when the payment for the course is made on your behalf and whilst you have a massive debt on paper, the reality is that you will never pay it back (If you don’t believe me, have a look at the Martin Lewis website). There are no parents to get you up in the morning or to scorn your lethargy, at worst any failure will be chided sometime in the misty future. All that students can rely on is self-discipline and their own belief in commitment. A hard ask when you don’t have all the anchors you had at school and college. I was lucky, I grew up in an era of much fewer distractions. I was employed in a job that required a high degree of disciple, so self-discipline was much easier. I was also a mature student so could call on a vast amount of experience.
I’ll leave you with a thought. The year 1840 saw the introduction of the first stamp, the Penny Black. Despite the advent of emails, texts and the internet, nearly two hundred years later, Royal Mail are still delivering letters and packages. Whilst you can get your bank statements online, you can still have paper copies. Whilst you can read books on Kindle and other contraptions, book stores still exist, and hard copy books are still sold by the millions. Whilst, music can now be delivered in so many different electronic formats, there is still a clamour for vinyl records. Whilst films are available at home in so many different ways, people still go to see films at the cinema.
Technology is wonderful and is a great enabler in so many ways. That doesn’t give us licence though to ignore the value of what by some may be seen as ‘old fashioned, stick in the mud’ structures, processes and transactions. Sometimes things are the way they are for a reason, change them and there are at times problematic unintended consequences. Making changes through the use of technology and ignoring tried and trusted methods might actually be akin to ‘throwing out the baby with the bathwater’.
Thoughts from the criminology team 