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@SchoolOnScreen #BlackenAsianWithLove
Corona is liminal, this crisis stage of the pandemic will pass. Corona upended so much of our lives. Humanism suggests that we will grow from this experience if we forge a solidarity and vigilance, like with HIV/AIDS, a pandemic that initially attacked, as diseases do, the vulnerable. Now with Covit, you have people in my ole Kentucky home, storming the state capitol with guns, to un-peacefully protest wearing masks. They act in solidarity with no one but themselves, a key cue to empathy erosion.
Along with several of my cousins, I am a teacher, and have been teaching online for over a year now. Whether online or face-to-face, I know that I need to demonstrate the sort of behaviour I expect students to bring to the class. I am fortunate to have learned this first hand, having had years of positive classroom experiences from a litany of mentor-teachers. Along with my family and religious/spiritual community, educators showed me the power of giving one’s full attention – it creates the conditions that cultivate compassion. Therefore, I am acutely aware that I need to ‘look’ at my students, and listen without prejudice. I want to; I want us all to connect. Yet, most refuse to turn on their cameras. I’m often looking at the green light above my screen.
iHumanize
Despite my urging, most students have not even bothered to upload a profile picture so that the icon sitting on the screen during class would at least display a human. Therefore, on the occasions when they do speak, their voices are visualized by a bland, neutral, grey-scale silhouette. This virtual space dehumanizes us. Sometimes it does feel like “Hanging on to hope, when there is no hope to speak of,” so I keep an uplifting musical playlist synced to every device.
In reflecting on several of her own dehumanizing experiences in the classroom, bell hooks asks readers: “Imagine what it is like to be taught by a teacher who does not believe you are fully human.” Like bell hooks, I have spent years “Listening to students talk about the myriad ways that they feel diminished when teachers refuse to acknowledge their presence or extend to them basic courtesy in the classroom” (hooks, TCC, 61). Further, we know that interfacing through screens lends itself to the old banking model of education, where “teachers present the material and students passively receive it” (hooks, TCC, 10). This, too, risks further dehumanization. I believe one purpose of my role as teacher/role-model is to treat students as human, some arriving so wounded that this all feels brand new.
I believe that turning on my camera signals that I am actively engaged and focused on the matter at hand. It’s even been fed back to me through co-teachers that students appreciate that I take the first few minutes of each session to chit-chat. I call this time “mic check,” and simply inquire about their well-being and share my own. I then segue into each lesson by asking each mic-checker about their own experiences or thoughts related to the topic. I hardly think they’d actively participate if I began by lecturing from slides, thereby fixing them in the passenger seats.
iEmpathize
I have worked in the classroom since the 90’s, through the early days of social media and concurrent normalization of smartphone addiction. In this time, many have grown accustomed to phubbing- snubbing people IRL for the sake of the phone, which dramatically screws up kids. I have also observed a variety of negative implications from students’ own reliance on technology, e.g. anxiety and depression fueled by the fear of missing out (FOMO), poor impulse control, attention deficit, eroded self- esteem and awareness. This first led me back to Engaged Pedagogy (hooks’ teaching Trilogy), then further research on empathy erosion (Baron Cohen’s Zero Degrees of Empathy), and ultimately the role of technology therein. That led me to MIT Professor Sherry Turkle, who has been using her interdisciplinary research for years to sound the alarm around our growing individual disconnectedness, alongside our growing mass tech-addiction.“Empathy cannot be performed,” she’s consistently said. Empathy can, however, be cultivated.
Commenting on a year of online education, Sherry Turkle recently appeared on one of the radio talk-shows I’ve been able to closely follow during Corona’s solitude. She reflects: “To make my students feel that I’m…making eye-contact, I have to look at the little green light at the top of the computer, which means I’m not looking at anything at all. So, in order to give the illusion of connection, I have to basically look at nothing…and that doesn’t give me a feeling of empathy, I’m performing. That’s a very empathy draining thing to be doing.”
It is draining. I continually try a range of tactics to get students to share in creating an engaging and worthwhile classroom, and periodically receive positive feedback from both colleagues and students. I urge them to see the power in more fully cultivating the human connection, in spite of this virtual reality. I also remind students that I don’t do lectures, but facilitate classroom discussions around appropriate, well-curated materials. Every so often, there are students who are easily attuned to this new working rhythm. Most struggle.
Reality. Virtuality. Fictionality.
Notably, our students here in Vietnam more easily cooperate with using their cameras and, perhaps subsequently, more actively engaging. My husband – who is teaching Vietnamese students online at this very moment – has suggested that this comes from the local cultural significance, and subsequent authority teachers hold here as compared to the west. He also believes that students here are more willing to be vulnerable. Turkle also affirms that: “We become accustomed to enjoying that lack of vulnerability by doing so much of our personal business and our business business hidden behind a screen.” The grey-silhouette is a like a superhero’s mask that displays invulnerability within that virtual world.
“You have reasons to not like Zoom,” Turkle continues, “… the better you are at Zoom, the less of a real connection you’re making.” In the face of much resistance, I try my best to hold steady to the idea that learning is social. While it remains true that facts can be studied, remembered and regurgitated on command – even met with great accolade – true understanding relies on the ability to think critically. “Thinking critically is at the heart of anybody transforming their life,” hooks says emphatically. Critical thinking relies on empathy. Empathy relies on human connection. In order to take best advantage of the virtual classroom, we must be about the business of creating the conditions and expectations for real human connectedness.
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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!
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Surviving Corona. #BlackenAsiaWithLove
In my Sabbatical year spent here in Vietnam, it would be disingenuous NOT to speak about the Coronavirus. Without being hyperbolic, this is a crisis of every proportion. Here are a few of my observations.
Today it was reported that the Whistle-blower, Dr. Li Wenliang, died of the virus. At the epicentre, Chinese health officials initially claimed the virus would peak and subside within a week’s time. There are claims that those predictions were made due to reticence to pass bad news up the political chain. Undoubtedly, we will celebrate him as a hero, for his efforts to alert the world while Corona was just an epidemic. For context: This same week, one of my state’s senators outed the whistle-blower who originally brought to light the massive corruption of the current White House occupant who was just acquitted. At the same time, in the middle of the (illegal) trade war between these two nations, Chinese health officials reference American health standards to legitimize their efforts to control this pandemic on the international stage – not the W.H.O. If my head weren’t spinning from all this news, then certainly even I am suspicious of my every cough or sneeze to the level of paranoia. Or, perhaps this pseudo-medical mask I am wearing is just rather annoyingly pinching my ears.
M-m-m-my Corona!
Sitting on the ground, people are handling it reasonably well. That is to say, no one is running around screaming or losing their heads. Logistically, the virus could hardly have come at a better time. The city was already emptied out by those who had returned home to celebrate the Lunar New year, known in Vietnam as Tet. The weekend folks were set to return, orders came from on high to close all educational institutions, due to the obvious fact that classrooms huddle groups of people into close, closed quarters – infection heaven. Heck, classrooms are built as fertile grounds! Morally, it’s the exact opposite: What an unsettling ending to the region’s most festive season!
Worse still, there is a travel ban from China, while estimating that “Chinese visitors comprised almost 30 percent of the approximate 15.5 million international travelers who arrived in either Hanoi or Ho Chi Minh City last year and translated into $30 billion from both the domestic and international market.” Who really can imagine the wider economic impact!?!
On my sabbatical, I am working in the language centre of a partner institution of my home university in the UK, which I got to know in my role as Senior Lecturer in International Business. Here, my desk is merely 15 feet away from the customer service desks where students come to register from the language classes, or any one of the ESL tests they must pass to graduate. Basically, at some point, every student at this university must come into this office. Additionally, we are a regional German-language testing centre, garnishing many folks from China (recall that travel ban!). While there are usually 6-7 ladies manning the kiosks, only two to three were called in the first few days to address students’ needs. Now, each day there is only one. Yesterday afternoon, it was announced again that all educational institutions would be closed for yet another week. Since I know that only a few of my colleagues are from Hanoi and are here with their parents, I suppose most of these ladies are home looking after their kids. I cannot imagine how other parents without grandparents nearby are dealing with this crisis.
A colleague told me last week that universities always reserve time within the term for such contingencies, but I imagine two full weeks of cancelled classes is a stretch. Certainly, my concerns have shifted towards the graduating seniors this term. Then, there are also the hourly-paid language teachers our/any centre hires. What about their labour? What’s more, our university is huge and sits next to at least 3 more universities, not to mention the 3 pre-schools I pass on my walk home. Again, all primary, secondary and tertiary schools are all closed for a second week after Tet. There are over 30,000 students, lecturers and staff. My husband has a similar gig down the road which boasts many, many more.
There are entire food and transportation economies woven around all these campuses. Most visibly, there are a host of corporate café chains, as well as typically Hanoian tea-stalls and street-food kiosks selling fast-food ranging from variations of noodle soups, to anything that can be deep-fried, steamed or cooked over a charcoal fire. Naturally, this Kentuckian spends way too much time at the grilled chicken lady. She does feet, as well as drumsticks and wings which she stretches out onto skewers and serves with hot sauce (so there’s no need to carry any in my bag). Most of these food outlets closed for Tet, but many simply have not re-opened since. The few that are open are virtually empty, save for the few pedestrians and commuters passing by, or the motorbike taxis that station themselves around each entrance to the campus alongside the tea-stalls. At least apparently, their persistence offers moral support, though it is possible that economically, there ain’t enough business between them. Enough?
Since the outbreak, I’ve regularly received text messages from the Ministry of Health, as has been widely reported in global media. The messages are in Vietnamese, which Google translates in 1-click just by copying the text. This is all –perhaps strangely- reassuring. No, it is very reassuring. The same messages are also sent straight to my phone via regionally popular chat programs such as Zalo. ‘Google Translate’ is integrated into that programme, too, like a virus. There, MoH’s chat messages include links to extended articles, especially details on how individuals can protect themselves, plus further info such as: “All hospitaliszation costs, medications, and testing costs for nCOV-positive patients are free.” There are layers of ways of spreading knowledge about the impact of potential outbreaks of disease, especially since SARS. It’s refreshing to see social media used so purposefully.
The streets are vacuous and quiet. Ordinarily, Hanoi is a loud, crowded, motorbike ridden city, so this peace is…(sigh)…morbid. Again, there are no visible signs of panic on the streets. It’s lunchtime here in the office. While I was engulfed in writing this blog-post, everyone else has quietly slipped away. This is the first time that I find myself alone in this building. All I hear are birds chirping outside, and a few horns blowing in the distance. The parking lot is empty. I’m going home.
For the courage of Dr. Li Wenliang (Photo from TheGuardian.com). May his family and friends at least know that his courage to speak truth to power has saved lives. May he Rest in Power.
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Your Name Is Not BAME
My name is Tré Ventour and I am the Students’ Union’s Vice President BME Sabbatical Officer. When I’ve asked students what BME stands for, most have been clueless – Black Minority Ethnic. The same could be said for BAME – Black Asian Minority Ethnic. I was elected to represent ethnic minority students. But I’ve been asking myself how much longer will this 47% be an ethnic minority? At Northampton, they will soon be the majority. This 14,000-student university in which nearly 7000 fit into this BME box.
Pigeon-holed. To be put into a box. I don’t like to think in boxes. I try not to think in labels but in this world, it’s naive to be colourblind. In the education sector, in this day and age, especially at Northampton, to not see race is to ignore the experiences of nearly 7,000 students – nearly 7,000 stories about potential hate crimes, and what about BAME members of staff? We must see race. We must see sex, class, and gender (all genders).
To be colourblind is to live life high on privilege – to exist without the consequences of hate crime. Some people live with racism, sexism and / or homophobia all their lives.
Many say “there’s one race, the human race.” That may be true but how comfortable must you be in your existence to come to that notion? And then push that notion on those who experience racism on a daily basis.
When I’ve spoken to students about BAME or ethnic minority, they say “Just call me by my name.” Students are flesh and bone, more than acronyms. And I do what they tell me to do (in a manner of speaking / within reason). I’m not Vice President, I’m not Mr Ventour; I am Tré and I am here to help students, to represent students (of colour) – more so Black students that look at White authority and see invader. Who I have heard compare university to apartheid South Africa – one in, one out – to a Zimbabwe under British rule – De Beers, Rhodes and racism. Fear and exclusion.
Call them minorities, call them BME, call them BAME. Yet, this acronym just seems like coded language for Black. And at Northampton, when people say BME or BAME, they mean Black students, so just say what you mean, “Black.”
And if these labels, if these pigeon-hole terms help Higher Education solve issues like attainment perhaps it’s worth it. But what I can say is that not all Black experiences are the same. To be a Black British student is not the same as to be a Black international from Africa, the EU or elsewhere.
But to be a person of colour in this country is to be immigrant, British or otherwise. To be overly polite. To be overly grateful or gracious. To be a good immigrant.
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That Fat-Tuition: International Students’ Career Prospects
Sallek is a graduate from the MSc Criminology. He is currently undertaking doctoral studies at Stellenbosch University, South Africa.
As an international student studying for my doctorate in South Africa, I have been pushed and compelled to think more and more about life after studies. This push does not often come from the most caring hearts. It would seem some South Africans have been wired to ask every ‘foreign national’ they meet, ‘would you go back to your country when you are done studying?’ The motive for asking this question is not as important for me as the reality packed in the question. This reality is that of the post-PhD blues, a time of unsettling emotions, and transitioning from studying to a career or post-doctoral study. Experience shows that the waiting period stirs emotions of rejection after interviews or for just not being shortlisted and when the value of one’s research and academic competency is questioned. For some the experience is short, others simply return to their former employment, while for many others, it could take a year or two, or even more.
Recently, the thought of graduating and life after the ‘PhD’ has been in my mind, and sometimes, it encroaches into my active study hours. However, this entry does not depict the reality of life after PhD alone. I had this moment after my bachelor degree and even more after my Criminology degree at UoN when I had to consider the thought of returning to my home country. I am certain some international students would relate with this. I have had numerous conversations and have heard the opinions of many on this. However, given that graduation is not only an end, but a new beginning as Helen rightly notes, careful thought out plans, perseverance and patience has helped me navigate these periods.
As the labour market has become more competitive, the need for perseverance, thought-through plans and sometimes, ingenuity has become even more important after studying and receiving beautiful grades. Statistics indicates that a significant percentage of faculty positions are non-permanent appointments and this makes the academic career prospect of young and aspiring researchers unpromising. Outside of the academia, not only is the labour market competitive, but applicants are stifled with years of experience requirements and these issues brings me to the crux of this entry.
Beyond doubt, the cost of studying for international students in most countries is comparably higher than those of ‘home’ students. I do not refer to the economic costs in terms of higher tuition, international registration fee requirements, and other sundry maintenance requirements only. Added to this is the immense social cost such as the loss of personal relationship with family, friends and one’s social network. For some, studying in Europe or the West generally attracts certain prestige and a huge pressure from social-expectation that one will return to begin a lucrative work. But, the reality is far from this. Africa has an existential youthful unemployment crisis, serious insecurity challenges and several countries lack basic infrastructures and social amenities. Hence, after studying, some elect to never return, even if it means keeping that beautiful certificate away, picking a menial job or staying back illegally. After all, besides selling all their possession or borrowing to pay the huge tuition, they have nothing to return to and have to eke out a living. These factors undermines and affects the career prospects of international students.
Thoughts from the criminology team 