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What should criminologists talk about?
Recently, Criminology with Psychology graduate, now PhD student @zo3conneely wrote an entry focused on the rise of the Reform Party in British politics, which you can find here. In response, we received a comment via social media, asking what this entry had to do with Criminology. As we always say in Criminology, all questions are welcome and valid, after all, for many of us our mantra is ‘question everything’! From a lay perspective, the question indicates a particular understanding of academic disciplines, it presupposes that Criminology has a very narrow focus. In this view, criminologists should stay in their own lane and focus purely and simply on what is commonly understood as crime, i.e. actions which are against the law.
But hang on, doesn’t that fall under the purview of those who study or practice criminal law, something neither I not Zoe have undertaken? Alternatively, is it the business of those who work in the field of criminal justice, investigating and processing those believed to have been involved in law-breaking? Again, not something either Zoe or I have experience of. If my colleagues in law and criminal justice are the experts in actions against the law, where does Criminology fit in and why include a discussion on political parties such as Reform in a blog dedicated to the discipline?
However, the answer is more complex than the original question would indicate. The answer is also much longer than the question. Criminology has been described as a rendezvous or umbrella discipline, a space where everyone can gather to discuss crime from all perspectives. This includes disciplines as diverse as Drama, History, Literature, Philosophy, Psychology as well as many others, including Politics. It is therefore, expected that those who write for a Criminology blog will be drawn from a diverse range of academic backgrounds, for instance, whilst I have a BA and a PhD in Criminology, my MA is in the History of Medicine. For my fellow bloggers, their academic journeys will also be reflective of their curiosity and their developing academic knowledge and skills. It is therefore anticipated that each academic brings their own unique academic knowledge and personal experiences to the discussion table. It is this which enables Criminology to take a holistic approach, we don’t and should not seek consensus, but incorporate as many diverse views as is possible. Only then can we gain a real understanding of the phenomena we call crime, criminality, victimisation, and of course, the responses to such.
But what of crime itself? Do we all have a shared understanding of what ‘crime’ is? After all, much of the time we don’t see crime, only potentially some evidence that is has occurred. Furthermore, it depends very much on time and space. If we were living in 1960’s Britain, suicide, abortion and homosexuality would all feature heavily in our list of crimes. However, suicide was decriminalised in 1961, and abortion and homosexuality were partially decriminalised in 1967, with the latter further decriminalised in 2003. Likewise, if we were to look further afield we would crimes listed in statute books that we do not have here, for example adultery is a crime in Iran, Pakistan, Saudi Arabia, Somalia and was only repealed in Taiwan in 2020. Thus it is quickly evident that crime is not static, it can change drastically through time and place. We also have to recognise that crime can be decriminalised and recriminalised, for example the overturning of Roe vs Wade in the USA, removes the constitutional right for those pregnant to access abortions. If it taught us nothing else, the Covid-19 pandemic showed us rights can be granted and rights can be taken away, which means that criminologists need to keep a very careful eye on both the past and the present.
Whilst my colleagues in law have as their focus current legislation and how it is practised, and my colleagues in criminal justice seek to ensure that the law is enacted and used to the letter of that law, criminology is much freer. After all, we need to know who is making those laws and why. Whilst we can answer quite simply parliamentarians, this does not tell us very much. We also need to know who, for example only 14% of the current parliament belong to the Global Ethnic Majority, a smaller percentage than the population proportionately. Of these 90, 66 are drawn from the Labour Party, 15 Conservative and 5 Liberal Democrats. Likewise, at the 2024 election 40% of MPs are women, despite women making up over 50% of the UK’s population. Let’s not even get started on the disproportionate number of privately educated MPs, or the lack of visibility of disability, sexuality and so on…. Needless to say, the UK parliament does not look like the vast majority of the British public. Yet these are the people make our laws, and if we don’t understand that as a criminological issue, we will soon come unstuck.
We all need to understand what is happening once those laws have been passed, who is delivering justice for the UK? Whether we look at Judges, Barristers, Solicitors, we find a predominance of white men, only when we look at the magistracy we begin to find some real diversity. But don’t forget magistrates are unpaid, lay members of the judiciary, so it is perhaps unsurprising that women make up 57% of this particular field. So what about criminal justice practitioners? If we look at the police for England and Wales, over 91% are white, 65% are men. In relation to His Majesty’s Prison and Probation Service [HMPPS], over 54% are female, yet these are predominantly based within probation, not the prison service. So we begin to see that the people making, enacting and facilitation legislation and criminal justice do not look very much like the country’s population. Criminologically, this matters, how can we hope to tackle serious social harms like Violence Against Women and Girls [VAWG], homelessness, poverty etc when people have neither knowledge nor experience? Can we really talk achieve just outcomes if the people responsible do not look, sound like us, have very different, often privileged backgrounds which mean we have little shared experience?
Hopefully, this entry has gone a little way towards explaining why the discipline of Criminology (and of course, this blog) maintains an careful eye on politics, among a huge range of other interests. Don’t forget, Criminology is a positive discipline, focused on what could be, what ought to be, a fairer society for all of us.
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Changing the Narrative around Violence Against Women and Girls
For Criminology at UON’s 25th Birthday, in partnership with the Northampton Fire, Police and Crime Commissioner, the event “Changing the Narrative: Violence Against Women and Girls” convened on the 2nd April. Bringing together a professional panel, individuals with lived experience and practitioners from charity and other sectors, to create a dialogue and champion new ways of thinking. The first in a series, this event focused on language.
All of the discussions, notes and presentations were incredibly insightful, and I hope this thematic collation does it all justice.
“A convenient but not useful term.”
Firstly an overwhelming reflection on the term itself; ‘Violence Against Women and Girls’ – does it do justice to all of the behaviour under it’s umbrella? We considered this as reductionist, dehumanising, and often only prompts thinking and action to physical acts of violence, but perhaps neglects many other harms such as emotional abuse, coercion and financial abuse which may not be seen as, or felt as ‘severe enough’ to report. It may also predominantly suggest intimate partner or domestic abuse which may too exclude other harms towards women and girls such as (grand)parent/child abuse or that which happens outside of the home. All of which are too often undetected or minimised, potentially due to this use of language. Another poignant reflection is that we may not currently be able to consider ‘women and girls’ as one group, given that girls under 16 may not be able to seek help for domestic abuse, in the same way that women may be able to. We also must consider the impact of this term on those whose gender identity is not what they were assigned at birth, or those that identify outside of the gender binary. Where do they fit into this?
To change the narrative, we must first identify what we are talking about. Explicitly. Changing the narrative starts here.
“I do not think I have survived.”
We considered the importance of lived experience in our narratives and reflected on the way we use it, and what that means for individuals, and our response.
Firstly, the terms ‘victim’ and ‘survivor’ – which we may use without thought, use as fact, particularly as descriptors within our professions, but actually these are incredibly personal labels that only individuals with such experience can give to themselves. This may be reflective of where they are in their journey surrounding their experiences and have a huge impact on their experience of being supported. It was courageously expressed that we also must recognise that individuals may not identify with either of those terms, and that much more of that person still exists outside of that experience or label. We also took a moment to remember that some victims, will never be survivors.
Lived experience is making its way into our narratives more and more, but there is still much room for improvement. We champion that if we are to create a more supportive, inclusive, practical and effective narrative, we must reflect the language of individuals with lived experience and we must use it to create a narrative free from tick boxes, from the lens of organisational goals and societal pressure.
Lived experience must be valued for what it is, not in spite of what it is.
“In some cases, we allow content – which would otherwise go against our standards – if its newsworthy.”
A further theme was a reflection on language which appears to be causing an erosion of moral boundaries. For example, the term ‘misogyny’ – was considered to be used flippantly, as an excuse, and as a scapegoat for behaviour which is not just ‘misogynistic’ but unacceptable, abhorrent, inexcusable behaviour – meaning the extent of the harms caused by this behaviour are swept away under a ‘normalised’ state of prejudice.
This is one of many terms that along with things like ‘trauma bond’ and ‘narcissist’ which have become popular on social media without any rigour as to the correct use of the term – further normalises harmful behaviour, and prevents women and girls from seeking support for these very not normal experiences. In the same vein it was expressed that sexual violence is often seen as part of ‘the university experience.’
This use of language and its presence on social media endangers and miseducates, particularly young people, especially with new posting policies around the freedom of expression. Firstly, in that many restrictions can be bypassed by the use of different text, characters and emoji so that posts are not flagged for certain words or language. Additionally, guidelines from Meta were shared and highlighted as problematic as certain content which would, and should, normally be restricted – can be shared – as long as is deemed ‘newsworthy.’
Within the media as a whole, we pressed the importance of using language which accurately describes the actions and experience that has happened, showing the impact on the individual and showing the extent of the societal problem we face… not just what makes the best headline.
“We took action overnight for the pandemic.”
Language within our response to these crimes was reflected upon, in particular around the term ‘non-emergency’ which rape, as a crime, has become catalogued as. We considered the profound impact of this language for those experiencing/have experienced this crime and the effect it has on the resources made available to respond to it.
Simultaneously, in other arenas, violence toward women and girls is considered to be a crisis… an emergency. This not only does not align with the views of law enforcement but suggests that this is a new, emerging crisis, when in fact it is long standing societal problem, and has faced significant barriers in getting a sufficient response. As reflected by one attendee – “we took action overnight for the pandemic.”
“I’ve worked with women who didn’t report rape because they were aroused – they thought they must have wanted it.”
Education was another widely considered theme, with most talk tables initially considering the need for early education and coming to the conclusion that everyone needs more education; young and old – everything in between; male, female and everything in between and outside of the gender binary. No-one is exempt.
We need all people to have the education and language to pass on to their children, friends, colleagues, to make educated choices. If we as adults don’t have the education to pass on to children, how will they get it? The phrase ‘sex education’ was reflected upon, within the context of schools, and was suggested to require change due to how it triggers an uproar from parents, often believing their children will only be taught about intercourse and that they’re too young to know. It was expressed that age appropriate education, giving children the language to identify harms, know their own body, speak up and speak out is only beneficial and this must happen to help break the cycle of generational violence. We cannot protect young people if we teach them ignorance.
Education for all was pressed particularly around education of our bodies, and our bodily experiences. In particular of female bodies, which have for so long been seen as an extension of male bodies. No-one knows enough about female bodies. This perpetuates issues around consent, uneducated choices and creates misplaced and unnecessary guilt, shame and confusion for females when subjected to these harms.
“Just because you are not part of the problem, does not mean you are part of the solution.“
Finally, though we have no intention or illusion of resolution with just one talk, or even a series of them – we moved to consider some ways forward. A very clear message was that this requires action – and this action should not fall on women and girls to protect themselves, but for perpetrators for be stopped. We need allies, of all backgrounds, but in particular, we need male allies. We need male allies who have the education, and the words necessary to identify and call out the behaviour of their peers, their friends, their colleagues, of strangers on the bus. We asked – would being challenged by a ‘peer’ have more impact? Simply not being a perpetrator, is not enough.
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National Autism Awareness and Acceptance Month
This blog is about national autism acceptance month and comes in a timely manner at the beginning of the month.
Autism Spectrum Disorder (ASD) is a neurological difference that affects communication, social interactions, and behaviour. However, no two autistic individuals are the same. Some may have heightened sensory sensitivities, while others excel in specific skills like pattern recognition or problem-solving. The key is recognizing that autism is not a disability—it’s a different ability.
ASD is becoming more understood and talked about in contemporary society. This is a great start and months like these also bring ASD into discussion. There are a few things that I would like to talk about in this blog.
Firstly, I want to talk about an interaction that I had with an autistic student. The student was from a different department and came to ask me where a room was. It was at the beginning of term and this was clearly a new student trying to settle into university life. I explained where the room was and this then led onto her explaining that she felt quite overwhelmed being in the classroom, and was a little scared to go back. The lecturer had encouraged her to join but she was unsure as it was a lot of information to take in. I explained to the student that if she felt able, she should definitely try to return to the class to see if she could get something out of it. I also suggested she have a further conversation with the module lead to see if there was anything else that could be done to support her. During the conversation it was clear that the student was feeling overwhelmed in part with interacting with myself in general. I could see that she was trying to regulate herself and had started to stim (this generally consists of repetitive movements, sounds, or actions that help to regulate or soothe the individual but this is not an exhaustive list) by squeezing a stress ball and then tapping herself on the head with it. It is examples like this that really highlight how every day conversations, interactions and experiences can really be challenging for individuals on the autistic spectrum. I must say that I felt honoured she was able to confide in me and also explain that she had autism. Individuals should be able to explain how they process things in a different way in order to get further support, and they should not feel any shame or judgement in doing so. As a university, and as a society more broadly, it’s important to create the safe spaces where conversations can be had and support can be provided.
Another example I would like to provide came about after watching a short clip from Survivor that has recently gone viral. In this TV show, individuals compete with each other in order to walk away with a cash prize. It can involve deceit and selfish actions in order to walk away victorious. One contestant, Eva Erickson, felt able to disclose her autism to a trusted teammate, Joe Hunter. In return, he explained how glad he was that she felt safe enough to confide in him and vowed that he would support her through the rest of the competition. Later on there was a task where Eva was struggling to complete it; she became visibly frustrated and overwhelmed towards the end. Despite feeling this way, she managed to compose herself enough to complete the task ahead of the other individual. This shows immense courage, strength, and resilience to be able to do this despite being overloaded in terms of the environment she was in. The second part of the video that was powerful and moving showed the aftermath. After the task Eva began to cry uncontrollably and scream as a result of being completely overwhelmed by the task she had just completed. Joe, who she had confided in, now on a competing team, never took his eyes off her and you could see and feel how intensely he felt her struggle, and at the same time wanted to support her. The presenter at this point asked him if he wanted to go over and give her a hug and with no hesitation he agreed, went over to give her a hug and helped her to regulate. In her earlier discussions with him she had told him that when she gets overwhelmed and has episodes, she needs somebody to give her hands a squeeze and help to calm her down. This is exactly what he did and he helped to regulate her until she had regained composure and was able to carry on. It was such a powerful moment that demonstrates the importance of compassion, the importance of understanding others needs, and also the importance of being selfless sometimes when others are in need. Individuals within society can support those with autism in the same way. If you haven’t seen the clip already I urge you to watch it, the clip can be found here and here.
Lastly, it was great to see a large display of colourful umbrellas in central Milton Keynes in support and recognition of neurodiversity as well as stalls and events.
The take away message from this blog is the following:
- Become more aware about neurodiversity and autism;
- Become more aware of the ways in which you can support individuals with autism, creating a positive sensory space for them;
- Advocate for changes within society in order to create more support for those of autism whether that be in schools, in the workplace, healthcare, the criminal justice system and other aspects of society.
We can all do our bit, so use this month to become more aware of ASD and the ways in which some individuals experience the world. Find out what you can do and implement it throughout the year rather than just for the month.
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I’m not Black; my Friends and I are Brown, not Black
I recently began the process of preparing my child for the imminent transition to a new school situated in a diverse community. Despite being born into a similarly diverse environment, his early educational exposure occurred in an ethnically varied setting. Venturing into this new chapter within a racially diverse community has sparked a keen interest in him.
My child soon articulated a perspective that challenged conventional racial labels. He asserted that he and his friend Lucien are not accurately described as ‘black,’ rather he believes they are ‘brown.’ He went further to contest the classification of a lady on TV, who was singing the song “Ocean” by Hillsong, as ‘white.’ According to him, his skin is not black like the trousers he was wearing, and the lady is not white like the paper on my lap. This succinct but profound statement held more critical significance than numerous conversations I’ve encountered in my over five years of post-PhD lecturing.
The task at hand, guiding an under seven-year-old questioning the conventional colour-based categorisation, proved challenging. How do I convince an under seven-year-old that his knowledge of colours should be limited to abstract things and that persons with brown toned skin are ‘black’ while those with fair or light toned skinned are ‘white’? I found myself unprepared to initiate this complex conversation, but his persistent curiosity and incessant ‘why prompts’ compelled me to seek creative ways to address the matter. Even as I attempted to distract myself with a routine evening shower and dinner, my mind continued to grapple with the implications of our conversation.
Post-dinner, my attempt to engage in my usual political news catch-up led me to a YouTube vlog by Adeola titled ‘How I Almost Died!’ where she shared her pregnancy challenges. One statement she made struck a chord: ‘if you are a black woman and you are having a baby in America, please always advocate for yourself, don’t ever keep quiet, whatever you are feeling, keep saying it until they do something about it’ (18:39). This sentiment echoed similar experiences of tennis star Serena Williams, who faced negligence during childbirth in 2017.
The experiences of these popular ‘black’ women not only reminds me that the concept ‘black’ and ‘white’ are not only symbolic, but a tool for domination and oppression, and disadvantaging the one against the other. Drawing inspiration from Jay-Z’s ‘the story of O.J’, the song drew attention to the experiences of race, success, and the complexities of navigating the world as a ‘black’ individual. In the song, two themes stood out for me, the collective vulnerability to prejudice and the apparent bias in the criminal justice system towards ‘black’ people. In the UK, both proportional underrepresentation in staff number and proportional overrepresentation of minoritized groups in the criminal justice system and the consequences therefrom is still topical.
Jay-Z’s nuanced understanding of ‘black’ identity rejects simplistic narratives while emphasising its multifaceted nature. The verse, “O.J. ‘like I’m not black, I’m O.J.’ Okay” underscores the challenges even successful ‘black’ individuals face within racial systems. As criminologists, we recognize the reflection of these issues in daily experiences, prompting continuous self-reflexivity regarding our values, power positions, and how our scholarly practice addresses or perpetuates these concerns. Ultimately, the question persists: Can a post-racially biassed world or systems truly exist?
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Welcome to class. What’s your name?
Often when I ask my newest students to introduce themselves in class – to say and hear their names called out loud – I am reminded that this part of the classroom experience is a fresh opening-up of the classroom as a learning space. I share my full name and invite students to address me as they please. First-year university students often arrive with the weight of their own names – and identities – from their school days. There are often unseen wounds, perhaps unknown. They often arrive in “our” classrooms primed to refashion their own professional personae. A great introduction is their most important networking tool.
On the first day of second grade at my new school, our teacher said my name was so complicated that she nicknamed me by my initials, D.K., which I was called until I decided otherwise. That happened precisely, and abruptly, in the summer between middle and high school, culminating in September 1989. I remember begging my aunt to take me to the music store so I could buy the new Rhythm Nation 1814 cassette.
By then, most of us had attended this same, small school the whole time, so we all knew one another well. I decided to return as a high schooler, and asked folks to call me Diepiriye, no longer D.K. All did, seamlessly.
What’s more, when we’d have a substitute teacher, several of my classmates would yell out my name when they stumbled in taking the roster. They’d always stumble. I’d memorised the roster early on in elementary school; I knew I came between J. King and M. Love. I’d wait.
Caldwell, Cannon, Cummings, Dunbar, Eubanks, Friedman, Gage, Howard (getting closer). While waiting for my name, I’d even write sentences in my mind’s eye using the last names of the kids sandwiching mine – King, Kuku, Love. I could see our names lined-up on the printed page, put together in this order – for years – by the hands of fate. I’d manoeuvre the words around in space, hear how they fit together differently, or in phrases. Stevie Wonder would have a field day with these three words.
I wouldn’t understand this until decades later, but this is one of the typical sorts of imagination that comes along with dyslexia. It’s not just that we mix-up letters and words, rather, our imaginations are less fixed to any simple meaning like in neurotypical people’s minds. Love, King Kuku could have many deeper endings than last names, depending on how you see it. I’m depending on you to use your imagination, here, too. Depending on how you see it, the ship is free, or it is sinking.
McConnell, McGimsey, Montgomery, O’Neil, Palma, Palmer…Todd, Trimmer… Watkins, Welsch, Williams.
It seemed like all but I and one of my classmates’ last names were not English (or Anglicised). Not only that, both our two dads were actually from Nigeria, and our were mothers were best friends from college. Not only that, both our parents grew up on the east and west sides of their respective communities/countries. While I have a funny African name – according to kids – my friend had a Christian first name, and his last name is recognisably Yoruba.
Of course, there was never any civil war between the east and west ends of Louisville, Kentucky – both had black ghettos. Also, both our mothers had ‘desegregated’ every classroom they’d ever entered since elementary in that era’s culture wars. Kids were placed on the frontlines of that war, as author Toni Morrison was quick to remind us.
Both our dads had ended up in America on government scholarships at the University of Louisville, in the aftermath of the chaos of the Nigerian Civil War, albeit through radically differing paths. My dad was a Biafran child soldier. His mother rescued him from a camp, and whisked him out of the country. She named me.
Now, as an educator, I hold the roster. Today, in the UK, roster power is even tied to enforcing national borders. Also of critical value, students’ names will be called many times in class: Called upon to read or respond to text; comment on images; offer perspective or analysis; share lived experience; and crucially, pose critical questions to instructors and peers. The classroom is a busy place.
Call me by my Name.
Too often, in the business of running the classroom, we may overlook simply honouring one another by name, to make the effort to call, recall, and call upon one another in the learning space. As educators, we are called upon to continually demonstrate good practice, shows of good faith.
Everyone uses nicknames in the American South, and uniquely at my school, we called our teachers by their first names. This was one of many ways our ‘liberal’ school broke away from traditional power hierarchies. My second-grade teacher gave me a nickname as a way to shield myself, so I could enter and participate in the learning community untethered. I used this shield until I was strong enough to fly in my own right/light.
University students are in the unique position of fashioning their authentic professional selves. Our students need space to practice calling their names as they wish to be called, professionally. We can share our own curiosity with the stories of all our names, yes, even when we have to be reminded a million times. Yes, even when they have funny African names like Doctor Kuku. Yes, it’s also the proverbial ‘you’re a name not a number’. Sharing is the ethos of community… and crucially, learning. Call me by my Name.
It’s not just my ‘magination, but, we’ve all seen someone respond to an unfamiliar name with the ugly, squished-up face. No one should have their name responded to with what looks like disgust, let alone a child…let alone any student, at any level, in any learning community.
Calling students by name is an important first step in building trust. “Trust,” bell hooks reminds us in Conflict, the 15th the 32 short chapters of her Engaged Pedagogy guide, Teaching Critical Thinking, “must be cultivated in the classroom if there is to be open dialectical exchange and positive dissent.” Trust provides space for students to allow themselves to be known.
Trust also reifies mutual respect. In turn, mutual respect forms the needed basis for the rigorous inquiry, discussion, and crucially, dissent and debate which enlivens and enriches each collective learning experience.
As Badu says: I think y’ betta call Tyrone. Call him! And tell him c’mon … let his voice be heard in class. Call Keisha, Tasha, Joanne, Sian, and Jo, Joey, Joachim, Jane, Paul, Precious, Jean-Paul, Ali, Aliyah, Amadou, Kalliah and Khalil … all of “they and them,” too. And, teachers, let students know stories of your name, too. For example, I wasn’t born Dr. Kuku, but now you can certainly call me by my name!
Pictured here during my first year at college. A high school classmate & I honouring Lyman T. Johnson, a civil rights leader/educator we’d interviewed for our 12th grade oral history project.
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Public confidence in the CJS: ending on a high?
2022 has been a turbulent and challenging year for many. Social inequalities and disadvantage are rife, with those in power repeatedly making bad, inhumane decisions and with very little, to no, accountability or consequences (insert your favourite example from the sh** storm that is the Conservative Party here). Union after Union, across sectors, engage in industrial action in response to poor working conditions and pay, amidst a cost-of-living crisis. And although seemingly unconnected, as the year comes to a close, the Sentencing Guidelines (2022) report on Public Confidence in the Criminal Justice System (CJS) has got me feeling frustrated. My previous blog entries have often been ‘moans’. And whilst January is often dubbed the month of new beginnings and change for the year ahead: we’re not quite there yet so true to form here is my latest moan!
The report exists as one of many conducted by Savanta to collate data on public confidence, in terms of effectiveness and fairness, in the CJS and public awareness of the sentencing guidelines. The data collected in March 2022, was via online surveys given to a “nationally representative sample of 2,165 adults in England and Wales” (Archer et al., 2022, p.9). Some of their highlighted ‘Key Findings’ include that confidence levels in CJS remains relatively stable in comparison to 2018, on the whole, respondents viewed sentences as ‘too lenient’ however this varied based on offence, the existence of the sentencing guidelines improves respondent’s confidence in the fairness of sentencing, and that engagement with broadcast news sources was high across respondents (Archer et al., 2022). It is not the findings, per se, that I take umbrage with, but rather the claim it is a “nationally representative sample of adults in England and Wales” (Archer et al., 2022, p.9).
I take issue on two fronts. The first being that the sample size of 2,165 adult respondents is representative when the demographic factors included are: gender (male and female), age (18-34yo, 35-54yo and 55+), region, ethnicity (White, Mixed, Asian, Black and Other) and socio-economic grade. Now considering we are, thankfully, at the end of 2022 we should all be able to recognise that a sample which only includes cis-gendered options, narrows ethnicity down to 4 categories and the charming ‘other’, and does not include disabilities is problematic. There has been a large body of research done on people with disabilities and their experiences within the CJS, the lack of representation, the lack of accessibility to space and decisions, potentially impacting a defendant’s right to a fair trial, and a victim’s right to justice (Equality and Human Rights Commission, 2021; Hyun et al., 2013 ). So I ask, is this not something which needs considering when looking at public confidence in the CJS of a “nationally representative” sample?
In addition to this, I take issue with the requirement that the sample be “nationally representative”. We have research piece upon research piece about how Black men and Black boys experience the CJS and its various agencies disproportionately to their white counterparts (Lammy, 2017; Monteith et al., 2022; Parmar, 2012). Their experiences of stop and search, sentencing, bail, access to programmes within the Secure and Youth estate. There is nothing representative about our CJS in terms of who it processes, how this is done, and by whom. According to Monteith et al., (2022) 1% of Judges in the CJS are Black, and there are NO Black judges on the High Court, Court of Appeal of Supreme Court: this is not representative! Why then, are we concerned with a representative sample when looking at public confidence in CJS and the sentencing guidelines, when it is not experienced in a proportionate manner?
Maybe I’ve missed the point?
The report is clear, accessible, visible to the public: crucial concepts when thinking about justice, and measuring public confidence in the CJS is fraught with difficulties (Bradford and Myhill, 2015; Kautt and Tankebe, 2011). But this just feels like another nail being thumped into the coffin that is 2022. Might be the eagerness I possess to leave 2022 behind, or the impeding dread for the year to follow but the report has angered me rather than reassured me. As a criminologist, I am hopeful for a more inclusive, representative, fair and accountable CJS, but I am not sure how this will be achieved if we do not accept that the system disproportionately impacts (but not exclusively) Black men, women and children. Think it might be time for another mince pie…
Happy New Year to you all!
References:
Archer, N., Butler, M., Avukatu, G. and Williams, E. (2022) Public Knowledge of Confidence in the Criminal Justice System and Sentencing: 2022 Research. London: Sentencing Council.
Bradford, B. and Myhill, A. (2015) Triggers of change to public confidence in the police and criminal justice system: Findings from the crime survey for England and Wales panel experiment, Criminology and Criminal Justice, 15(1), pp.23-43.
Equality and Human Rights Commission (2021) Does the criminal justice system treat disabled people fairly? [Online] Available at: https://www.equalityhumanrights.com/en/inquiries-and-investigations/does-criminal-justice-system-treat-disabled-people-fairly [ Accessed 4th November 2021].
Hyun, E., Hahn, L. and McConnell, D. (2013) Experiences of people with learning disabilities in the criminal justice system, British Journal of Learning Disabilities, 42: 308-314.
Kautt, P. and Tankebe, J. (2011) Confidence in the Criminal Justice System in England and Wales: A Test of Ethnic Effects, International Criminal Justice Review, 21(2),pp. 93-117.
The Lammy Review (2017) The Lammy Review: An independent review into the treatment of, and outcomes for, Black Asian and Minority Ethnic Individuals in the Criminal Justice System, [online] Available at: https://assets.publishing.service.gov.uk/goverment/uploads/system/uploads/attachment_data/file/643001/lammy-review-final-report-pdf [Last Accessed 14th February 2021].
Monteith, K., Quinn, E., Dennis, A., Joseph-Sailsbury, R., Kane, E., Addo, F. and McGourlay, C. (2022) Racial Bias and the Bench: A Response to the Judicial Diversity and Inclusion Strategy (2020-2025), [online] Available at: https://documents.manchester.ac.uk/display.aspax?DOCID=64125 [Accessed 4th November 2022].
Parmar, A. (2012) Racism and ethnicity in the criminal justice process, in: Hucklesby, A. and Wahidin, A. (eds.) Criminal Justice, 2nd ed, Oxford: Oxford University Press, pp.267-296.
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The Good Doctor has me thinking…
Recently I have begun watching ABC’s The Good Doctor, which is a medical drama based in the fictional, yet prestigious, San Jose St Bonaventure Hospital and follows the professional and personal journeys of a number of characters. The show is based on a South Korean tv medical drama called Good Doctor and is produced by Daniel Dae Kim and developed by David Shore (creator of House). The main character is Dr Shaun Murphy who has Autism. He is a surgical resident in the early seasons and the show focuses on how Dr Murphy navigates his professional and personal life, as well as how the hospital and other doctors, surgeons, nurses and patients navigate Dr Murphy’s style of communication and respond to him. As a medical drama, in my humble opinion, it is highly entertaining with the usual mix of interesting medical cases and personal drama required. The characters are also relatable in a number of different areas. As a springboard for a platform to talk about equality, equity and fairness, it is accessible and thought-provoking.
A key focus of the programme is the difficulty Dr Murphy has with communication. Well, I say difficulty in communicating, but in actuality I would say he communicates differently to what is recognised as an ‘accepted’ or ‘normal’ form of communication. Dr Murphy struggles to express emotions and becomes overwhelmed when things change and are not within his controlled environment. A number of his colleagues adapt their responses and ways of interacting with him in order to support and include him, whereas others do not and argue that despite his medical brilliance, and first-rate surgical skills, he should not be treated differently to the other surgical residents, as this is deemed unfair.
Whilst watching, the claims of treating all surgical residents equally, and ensuring the hospital higher-ups are being fair; notions of John Rawls’ writing scream out at me. Students who have studied Crime and Justice should be familiar with Rawls’ veil of ignorance, liberty principles and difference principle, in particular with its reference to ‘justice’. But the difference principle weighs heavily when looking at how Dr Murphy functions within the hospital institution with its rules, procedures and power dynamics which clearly benefit and align with some people more so than others. Under the veil of ignorance, maybe an empathetic doctor or surgeon is not required, but a competent and successful one is? Maybe being empathetic is a personal circumstance rather than an objective trait? For Rawls, it is important that the opportunity to prosper is equal for all: and this might mean the way this opportunity is presented is different for different individuals. Rawls asks us to consider a parallel universe and what could be (a popular stance to take within the philosophical realm): why can’t people with autism be given the chance to save lives and perform surgeries just because they cannot communicate in a way deemed ‘the norm’ when dealing with patients.
It is possible that I am over-thinking this. And when I ask my partner about it, they raise questions about why Dr Murphy should be given different opportunities to the other residents and the harm Dr Murphy’s communication barriers could and do cause within the series. But I feel they are missing the point: it is not about different opportunities, its about different methods to ensure they all have the same opportunity to succeed as surgeons. It is not about treating everyone the same, which might on the surface appear to be fair, it is about recognising that equal treatment involves taking account for the differences. Why should Dr Murphy be measured against norms and values from an institution which is historically white, non-disabled, male, and cis-gendered? This might appear to be a lot of thought for a fictional medical drama, but to reiterate it’s an excellent programme with plenty to think about…
Bibliography:
Rawls, J. (1971) A Theory of Justice. Oxford: Oxford University Press.
Ryan, A. (1993) Justice. Oxford: Oxford University Press.
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DIE in Solidarity with Diversity-Inclusion-Equality
As an associate lecturer on a casual contract, I was glad to stand in solidarity with my friends and colleagues also striking as part of UCU Industrial Action. Concurrently, I was also glad to stand in solidarity with students (as a recent former undergrad and masters student … I get it), students who simply want a better education, including having a curriculum that represents them (not a privileged minority). I wrote this poem for the students and staff taking part in strike action, and it comes inspired from the lip service universities give to doing equality while undermining those that actually do it (meanwhile universities refuse to put in the investment required). This piece also comes inspired by ‘This is Not a Humanising Poem’ by Suhaiymah Manzoor-Khan, a British author-educator from Bradford in Yorkshire.
Some issues force you to protest
the way oppression knocks on your front door
and you can’t block out the noise
“protest peacefully, non-violently”
I have heard people say
show ‘the undecided’, passive respectability
be quiet, leave parts of yourself at home
show them you’re just as capable of being liked
enough for promotion into the canteen,
protest with kindness and humour
make allusions to smiling resisters in literature
they’d rather passive images of Rosa Parks all honestly
but not her politics against racism, patriarchy, and misogyny
but I wanna tell them about British histories of dissent
the good and the bad – 1919 Race Riots
the 1926 general strikes, and the not so quiet
interwar years of Caribbean resistance to military conscription
I wanna talk about how Pride was originally a protest
I wanna talk about the Grunwick Strike and Jayaben Desai
and the Yorkshire miners that came to London in solidarity
with South Asian migrant women in what was 1980s austerity
I want to rant about Thatcherism as the base
for the neoliberal university culture we work in today
I want to talk about the Poll Tax Riots of 1990
and the current whitewashing of the climate emergency
they want protesters to be frugal in activism,
don’t decolonise the curriculum
they say decolonise
they mean monetise, let’s diversify …
but not that sort of diversity
nothing too political, critical, intellectual
transform lives, inspire change?
But no,
they will make problems out of people who complain
it’s your fault, for not being able to concentrate
in workplaces that separate the work you do
from the effects of Black Lives Matter and #MeToo
they make you the problem
they make you want to leave
unwilling to acknowledge that universities
discriminate against staff and students systemically
POCs, working-class, international, disabled, LGBT
but let’s show the eligibility of staff networks
while senior leaders disproportionately hire TERFs
staff and students chequered with severe floggings
body maps of indenture and slavery
like hieroglyphics made of flesh
but good degrees, are not the only thing that hold meaning
workers rights, students’ rights to education
so this will not be a ‘people are human’ poem
we are beyond respectability now
however, you know universities will DIE on that hill
instead,
treat us well when we’re tired
productive, upset, frustrated
when we’re in back-to-back global crises
COVID-19, Black Lives Matter, femicide,
failing in class, time wasting, without the right visas,
the right accents; Black, white, homeless, in poverty,
women, trans, when we’re not A-Grade students, when we don’t
have the right last name; when we’re suicidal
when people are anxious, depressed, autistic
tick-box statistics within unprotected characteristics
all permeates through workers’ and student rights
When you see staff on strike now,
we’re protesting things related to jobs yes,
but also, the after-effects
as institutions always protect themselves
so sometimes I think about
when senior management vote on policies…
if there’s a difference between the nice ones ticking boxes
and the other ones that scatter white supremacy?
I wonder if it’s about diversity, inclusion, and equality [DIE],
how come they discriminate in the name of transforming lives
how come Black students are questioned (under caution) in disciplinaries
like this is the London Met maintaining law and order …
upholding canteen cultures of policing
Black and Brown bodies. Decolonisation is more
than the curriculum; Tuck and Yang
tell us decolonisation is not a metaphor,
so why is it used in meetings as lip service –
why aren’t staff hired in
in critical race studies, whiteness studies, decolonial studies
why is liberation politics and anti-racism not at the heart of this
why are mediocre white men failing upwards,
they tell me we have misunderstood
but promotion based on merit doesn’t exist
bell hooks called this
imperialist heteropatriarchal white supremacy
you know Free Palestine, Black Lives Matter, and the rest
we must protest how we want to protest
we must never be silenced; is this being me radical, am I radical
Cos I’m tired of being called a “millennial lefty snowflake”, when I’m just trying not to DIE?!
Further Reading
Ahmed, Sara (2012) On Being Included: Racism and Diversity in Institutional Life. London: Duke.
Ahmed, Sara (2021) Complaint. London: Duke.
Bhanot, Kavita (2015) Decolonise, Not Diversify. Media Diversified [online].
Double Down News (2021) This Is England: Ash Sakar’s Alternative Race Report. YouTube.
Chen, Sophia (2020) The Equity-Diversity-Inclusion Industrial Complex Gets a Makeover. Wired [online].
Puwar, Nirmal (2004) Space Invaders: Race, Gender and Bodies Out of Place. Oxford: Berg.
Read, Bridget (2021) Doing the Work at Work What are companies desperate for diversity consultants actually buying? The Cut [online].
Ventour, Tré (2021) Telling it Like it is: Decolonisation is Not Diversity. Diverse Educators [online].
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Volunteering Matters
Some people volunteer because they have to, I volunteer because I want to. From a personal perspective I knew that the foodbank was the place that I wanted to be at.
I started volunteering in 2016, doing just 1 day a week and as the years have gone by it has meant more hours spread over a couple of days, especially during the Christmas holidays which are incredibly busy. Proving that many volunteers are necessary and needed to help keep it going.
It is a place that suits me because its local and fits around my studies. I am able to learn new skills and gain insightful knowledge. The volunteers are very welcoming and warm people. However, over the years I’ve noticed a dramatic increase in the use of the foodbank and its diversity. In theory, its usage should be on the decrease.
Within the foodbank, we deal with some very complex individuals who require different approaches. It sounds cliché, but I volunteer to make a difference and eradicate the myth that the foodbank is used for those in society that are labelled as people who can’t budget properly.
I have found that service users are predominantly people living on low incomes. People who are working on zero hours contracts; or have reduced hours and having their wages topped up with benefits like Universal Credit. As a result, they just don’t have enough money coming in; leaving hardly anything for essentials such as food and heat. I found during my research that many families have been without electricity, that means no cooking facilities or warmth! Pushing them further into poverty. In this day and age people should not be without the basics.
In my time as a volunteer I have met some lovely people who have been affected by different adverse life events and it is heartbreaking to witness, but equally by giving something back I can see their eyes light up when they are given their food parcels. I feel I am learning to be more compassionate. However, if the person has no access to electricity how are they supposed to cook or provide a meal for their children without electricity?
On a weekly basis we see many different people from so many backgrounds; from civil servants, to social workers and the homeless. Service users can often be emotional and sometimes defensive, who feel they don’t deserve to be given food because they are working. The foodbank does not discriminate, it sees everyone as equal.
What does that say about the world we live in? That being food poor or food insecure is something that must stay hidden and not be talked about…people living with food insecurity would rather go without, than ask for help. The basic income does not cover the essentials such as food after paying bills.
It makes me mad that poverty is an accepted part of society and service users state they feel undervalued and unaccepted. The question that must be asked ‘Is poverty violence? The answer is a resounding YES, due to the structures within society that prevent people living with food insecurity from accessing food. Therefore, locking them into poverty, preventing them from moving out of the cycle of deprivation.
It is left to charitable organisations to do whatever they can to help that person to be able to eat and survive. But how long can these charities go on for? The Trussell Trust began in 2000 in the UK….
Children and families should not be going without food, as it is a fundamental right that everyone should have access to the basics. Food insecurity is more prominent now than ever with The Trussell Trust (2020) reporting an increase of 81% in emergency food parcels.
The foodbank is available to help people to access a 3 day food parcel to ‘see them through” a difficult period in their lives. During my time spent conducting my dissertation within the foodbank, food poverty was a combination of a variety of reasons such as low income, often together with a contributory factor such as an adverse life event. For example, the loss of employment or breakdown of a relationship which will only add more shame and stigma. The foodbank is not just about giving away free food, it’s about offering a safe place to sit and get warm and service users can relax, tell their stories and feel free for as long as they can, before they have to face more challenges from the world.
Furthermore, some in society see the foodbank as the sticking plaster that holds the poor in society together. I would say that without the foodbank many people would be committing crimes or be starving. Some politicians have stated that food banks are the heart of community cohesion. The only time I have seen the local MP at our foodbank is for a photo opportunity. The poor in society are forgotten and its about time they weren’t!
The service users are people who are neglected by society and the government, who by definition, make them feel they are to blame for their situation. By visiting the foodbank we show them respect and compassion.
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Time to hear from our students
As part of their commitment to provide an inclusive space to explore a diversity of subjects, from a diverse range of standpoints, the Thoughts from the Criminology team have decided to introduce a new initiative.
From tomorrow (Sunday 21 June) all weekend posts will come from our students. We know that all of our students have plenty to say, they are smart, articulate and have both academic and experiential knowledge on which to draw. We know our readers will be as impressed as we are, by their passion and their criminological imagination.
Over to you, Criminology Students!
Thoughts from the criminology team 