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Why you should trust your work
Bethany Davies is an Associate Lecturer teaching modules in the first year.
It is only human to doubt yourself in certain situations; however, academia can be a problematic situation to doubt your ideas and abilities. It can lead you to change your standpoint unnecessarily and also create so much stress that you give up on an idea or project entirely.
I deal with this less so now since my university experience but still regularly and I felt it may provide comfort to those currently studying or recently graduated, these examples are personal and are only two of many. In particular I want to address doubting your own ideas and work and how important it is to keep challenging those thoughts.
Upon starting university, my first ‘big essay’ (I describe this with humour as it was 3000 words, but as a first year that can seem like quite the ask) was a biographical assignment. This assignment required an interview with a family member or anyone who would be willing to talk to you and to apply that to research by highlighting some key events/accomplishments. I feared writing that essay as I had many friends with parents who were lawyers or grandparents who had been in the war or immigrants. These stories surely would be so interesting and my essay on my dad who worked in a warehouse would be seen as boring, perhaps. This was my first experience with fear and doubt over my work, but then I did the interview, wrote the essay, took a deep breath and submitted. Turns out it was one of my favourite pieces of work and the programme leaders liked it. It was an honest essay and while not glamorous, it was personal to me and that made the approval and grade that more rewarding.
In my second year, I conducted my placement at a probation office and based my research around a case study of one male who was doing an English class and aimed to discuss the success of that class. After around 8 weeks of observations and an interview with the male. I went to my seminar leader at the time (@paulaabowles) in a complete panic and almost teary-eyed. I told her how I felt my research was not good enough because the male was lying to me, in fact he was almost lying to the whole probation experience as he was more or less just turning up to tick the boxes he needed but then conducting his behaviour differently to me in certain situations and the interview. I felt I had failed as a researcher and also as a teacher almost, as I was assisting in the teaching of the class he was in. I was then told some of the great truths of research and also why I had not failed and actually I had done very well. My research was good research and I just had not realised it. The research didn’t find what I wanted it to, in fact it found the opposite, which was still good research. My research which I had titled ‘Playing the system’ had actually proved to not be a failure and my doubts were unnecessary but not anything to be ashamed of. As in my quest at the time to find answers of why was I such a ‘bad researcher’ and interviewer, I found a plethora of other people online and among peers with the same doubts over some great work they had produced.
Whether it be doubts or fear of speaking up in fear of failure or sounding stupid, I hope others may be able to see not only are they not alone, but actually you are normal because of these doubts. We should just maybe work on believing in our work more and not waiting to get the approval of others for those ideas. With this I feel it is fitting to use one of my favourite quotes from Bertrand Russell:
“The whole problem with the world is that fools and fanatics are always so certain of themselves, and wiser people so full of doubts.”
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Thank f**k it’s Christmas!
Jessica is an Associate Lecturer teaching modules in the first year.
We have arrived at that time of the year once again: CHRISTMAS! ‘Tis’ the season to celebrate, party, give and receive gifts, catch up with friends and family, and most importantly… catch up on some much needed sleep. We have arrived at the end of the first term of the academic year, and all I can think is: Thank f**k it’s Christmas. The first term always feels the longest: whether you are first years beginning your academic journey, second and third years re-gathering yourselves after the long summer, or staff getting back into the swing of things and trying to locate and remember all the new and old names. But now is the time to kick back, relax and enjoy the festive season: ready to return to academic life fresh faced and eager come the New Year, ready to start it all over again. Well not quite…
According to Haar et al., (2014) work-life balance is something which is essential to all individuals, in order to ensure job satisfaction, life satisfaction and positive mental health. If Christmas is as needed as it feels; perhaps we are not managing a good work-life balance, and perhaps this is something we can use the Christmas break to re-consider. Work-life balance is subjective and relies on individual acceptance of the ‘balance’ between the commitments in our lives (Kossek et al., 2014). Therefore, over the Christmas break, perhaps it would be appropriate to re-address our time management skills, in order to ensure that Easter Break doesn’t feel as desperately needed as Christmas currently does.
Alongside an attempt to re-organise our time and work load, it is important that we remember to put ourselves first; whether this be through furthering our knowledge and understanding with our academic endeavours, or whether it is spending an extra 15 minutes a day with a novel in order to unwind. Work-life balance is something we are (potentially) all guilty of undermining, at the risk of our mental health (Carlson, et al., 2009). I am not suggesting that we all ignore our academic responsibilities and say ‘yes’ to every movie night, or night out that is offered our way. What I am suggesting, and the Christmas break seems like a good place to start, is that we put the effort in with ourselves to unwind, in order to ensure that we do not burn out.
Marking, reading, writing and planning all need to be done over the Christmas break; therefore it is illogical to suggest taking our feet off the pedals and leaving academia aside in order to have the well needed break we are craving. What I am suggesting, is that we put ourselves in neutral and coast through Christmas, without burning out: engaging with our assignments, marking and reading, therefore still moving forward. BUT, and it is a big but, we remember to breathe, have a lie in, go out and socialise with friends and family, and celebrate completing the first term of this academic year. And with this in mind, try to consider ways, come the new term, where you can maintain a satisfying work-life balance, so that when Easter comes, it doesn’t feel so desperately needed.
However, it is highly likely that this will still be the case: welcome to the joys and stresses of academia.
Merry Christmas everyone!
References:
Carlson, D.S., Grzywacz, J.G. and Zivnuska, S. (2009) ‘Is work family balance more than conflict and enrichment?’ Human Relations. 62(10): 1459-1486.
Haar, J.M., Russo, M., Sune, A. and Ollier- Malaterre, A. (2014) ‘Outcomes of work-life balance on job satisfaction, life satisfaction and mental health: A study across seven cultures’. Journal of Vocational Behaviour. 85: 361-373.
Kossek, E.E., Valcour, M. and Kirio, P. (2014) ‘The sustainable workforce: Organizational strategies for promoting work-life balance and well-being’. In: Cooper, C. and Chen, P. (Eds) Work and Well-being. Oxford: Wiley-Blackwell. Pp:295-318.
Bibliography:
Ashurst, A. (2014) ‘How to… Manage time and resources effectively’. Nursing and Residential Care. 16(5): 296-297.
Kuhnel, J., Zacher, H., De Bloom, J and Bledow, R. (2017) ‘Take a Break! Benefits of sleep and short breaks for daily work engagement’. European Journal of Work and Organization Psychology. 26(4): 481-491.
Logan, J., Hughes, T. and Logan, B. (2016) ‘Overworked? An Observation of the relationship Between Student Employment and Academic Performance’. Journal of College Student Retention: Research, Theory and Practice. 18(3): 250-262.
Lyness, K.S. and Judiesch, M.K. (2014) ‘Gender egalitarianism and work-life balance for managers: Multisource perspectives in 36 countries’. Applied Psychology. 63(1): 96-129.
Mona, S. (2017) ‘Work-life Balance: Slow down, move and think’. Journal of Psychological Nursing and Mental Health Services. 55(3):13-14.
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Driving value for money: My fairy tale
A few years ago I had the good fortune of being able to go to a driving experience event where I was able to drive an Aston Martin (my dream car) around a race track.
I arrived on the day and presented my provisional driving licence, a full licence was required really, but the nice people there said I could have a go as I said I loved Aston Martin cars and I would try really hard to learn to drive them.
There was a briefing about car safety that I went to and I listened but don’t think I took that much in, it was a bit boring, just some chap talking really. Then we were given the opportunity to be driven, in groups of three, around the track by an experienced driver. He would show us how to drive and the best lines to take so that we could take the corners at speed. I was a bit nervous about this and I didn’t want to be in the car with others so I missed this bit. Another nice driver took me out on my own and showed me what to do.
After that I got to drive my first Aston Martin, I took it steady because the driver kept telling me to do things and I wanted to stop because my phone was pinging and I needed to look at it. Anyway we did the track about ten times, it got a bit boring in the end. After the drive I was told to go to the briefing room and get further instructions about a time trial. I went and got some coffee and looked at Facebook on my phone, I didn’t need to go to the briefing because I’ve done the track anyway and it’s not very exciting. I did the time trial thingy, I didn’t do very well, and I don’t think they taught me much about driving or about Aston Martins.
Three weeks later I was asked by a research company what I thought about my driving experience. I said it wasn’t very good. I remember one of the questions was about value for money. The whole day cost me a lot of money and I don’t think it was value for money at all.*
Anyway I’m off to read that National Audit Office report on universities, I’m thinking about going to one sometime soon.
*The reality was that my driving experience in an Aston Martin was both frightening and exhilarating. I learnt so much on the day but it was hard work concentrating on the instructions being given and pushing myself to the limit in respect of my driving capabilities. The staff were brilliant and in the end I think I got it but there is so much more to do and as for value for money – I want to go back, that should say it all.
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Why Volunteer?
Bethany is an Associate Lecturer teaching modules in the first year.
Before I started lecturing at the university, unsurprisingly, I also once attended university as a criminology student. Very similar to the current university experience, I had deadlines, money stress and at times a lack of direction of what I wanted to do. Therefore, firstly, if you have experienced this or if you currently are, then you can find some comfort in knowing that you are not alone.
About 2 months into my first year, my seminar leader mentioned a volunteering opportunity for a mentor role at Milton Keynes Probation Office. I contemplated the idea for a couple of weeks; I was interested in the idea of volunteering, mainly because I had near enough zero work experience at all. I was however complacent in the idea of working for free, which is a common issue for students. However, when I took the plunge and put myself forward for it, it was honestly one of the best decisions and jobs I have ever had.
After getting out of my comfort zone in the first few weeks, In which I had some training about general health and safety and data protection. I suddenly found myself helping out in classes for English, maths, stress management, ICT and even a construction class! In these classes, there were ‘students’ who were issued to attend as part of a court order or had it suggested to them following a meeting with their probation officer. It was very rewarding and made me understand a lot of what I was doing in my modules.
The most important points from this for me that I feel should be shown more to all students is that:
- Time: You can give as much time as you want: I started only helping out in 1 class which lasted less than 2 hours every other week. I increased this to every week when I started my second year and more so again in my third year.
- Money: No, you will not make money, you will however 99% of the time be able to claim your expenses from the company running the volunteer group. I was able to claim for all my train tickets and any lunch I had while volunteering. Also mimicking the above point on time, I was able to still do volunteering alongside university and a part-time
- Experience: This was not only a good experience because I was able to do both my 2nd-year criminology placement at the probation office, but I was also able to interview offenders for my dissertation. But also you have great hands-on experience in the criminal justice field and you might actually help someone who is vulnerable and needs your patience and support.
This post is therefore in no way to make people feel bad for not volunteering or to say its’ easy, as it has many challenges and we are not all in the same position to give up time. However, If you are considering volunteering, whether that be to build up your CV, prepare for placement or you just want to give back for an hour or so. Below are some places currently looking for volunteers and I am sure your criminology expertise will be of use:
SOVA: Probation Volunteering
https://www.sova.org.uk/search-roles
Victim Support
https://www.victimsupport.org.uk/get-involved/volunteer
Safe Families For Children
Step Together ( Supporting Rehabilitation of Ex-Offenders)
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“Letters from America”: Why do we even bother?
As I sit in one of those busy hotel cafés writing these lines, worrying that someone will spill their double decaf latte with a dash of hazelnut, over my laptop, I wonder. What is the point to a conference? Why seemingly normal academics will spend any time in hotels next to noisy honeymooners or loud party people who like to play their tunes at 03:00?
As we finished our first session the other day, in keeping with our own tradition, we overran, we sat and had a long discussion of the key points we got out of the session. The discussion was very interesting to talk to people who may do something similar to you, but so very different. “Comparing notes” has always been one of those processes in academia that promote understanding and enhance the way we learn.
The conference for any discipline is a mass gathering of professionals that do just that; exchange ideas and engage in discussions about the discipline and its practices away from all the other less academic endeavours of the profession.
Usually conferences carry a theme, our conference the theme this year is “Crime, Legitimacy and Reform”. I found it interesting, considering the sessions we are presenting, focus on subverting facets of an established penal institution into providing higher education classes and altering ever so slightly some of its founding principles. Reform? Perhaps, but definitely an attempt to address a profound disciplinary question what are prisons for? This is a question that considers if prison is a relevant institution for a 21st century society. Education in prisons is not a novel idea, but introducing HE education inside a carceral environment provides a new suggestion of what prisons might be for. Clearly this is something worth debating and this week we have been exploring some of the aspects of our work and research.
In a group discussion after one session, we identified the principle ideas of our approach to HE in prisons. The notions of mutual respect, equity for all and educational purpose are the things we identify as the most important. It was interesting to hear the responses from other delegates who seemed to have slightly different views about who ought to participate in such an educational initiative. Sessions such as these allows me to reflect also on what we do. One of the thoughts, I have had regarding the educational approach we have taken, is whether we “normalise” incarceration in a way that justifies/legitimises its hold as an established penal institution rather than challenging its authority (as @paulaabowles asks, quite graphically, is it better to be inside the tent and pissing outside than be outside the tent pissing in?!) Leaving colourful metaphors to one side, the question of what is the obligation/duty of a modern day criminologist regarding criminal justice institutions remains. In essence, should it be different from before; what Liebling calls; a critical friend towards all those institutions of control or not?
Finally the conference is where trends and ideas come to be tested, explored and debated. I remember being in one session back in 2000, when one colleague said; looking into the new century and predicting that the main concern for criminology will be youth crime and initiatives to control it. A year later, 9/11 made terrorism an emerging priority and the collective discussion shifted quite dramatically.
What are conferences for? A great deal of academic discourse…and an interaction that reaffirms why we care so deeply for our discipline
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Reading is dead, long live the book
The first week of teaching is always a bit of a culture shock. The transition at the end of term from teaching to other activities and vice versa marks a change of tempo and a change of focus. For me, the summer is a time of immersion in reading, thinking and writing. All of these activities continue throughout the year but far less intensively. It’s is perhaps ironic then, that this week’s blog post has left me struggling for ideas…
Previously, I have blogged about the stresses and strains of writing, so this week I thought I might turn my attention to reading; a far more pleasurable personal experience. The first questions is why read? The simple answer is to accumulate knowledge, to find the answer to a question and to educate and entertain. Arguably, all of these purposes can be achieved far more easily by looking on the internet, getting a quick (if not always correct) answer. Why bother learning things when the internet can provide information 24 hours a day? Furthermore, who can fail to find something to entertain and amuse on the television, in the cinema or on the internet? Perhaps the death knell for the old-fashioned art of reading books is sounding with increasing urgency and volume? I disagree!
I learnt to read at around the age of 5 and very quickly I was hooked. Throughout my childhood I was teased for my seeming inability to put a book down even with eating or walking. This never dissuaded me away from the book and even when that one was finished, there would always be another one to take its place. This reading “addiction” has never left me and has meant that I have been able to explore mythical places such as Eastasia, Erewhon, Gilead, Lilliput, Manderley, Narnia and Utopia and without even leaving my armchair. I have explored America, Australia, Botswana, Germany, India, the Netherlands and South Africa to a name a few, not to mention my home city, both over ground and underground. In my reading life, I have travelled on the Orient Express, fought in the American Civil War, WWI and WWII, hidden from Nazis, as well as served prison sentences in Reading Gaol and Robben Island. I have solved crimes with Mikael Blomkvist, Scout Finch, the Famous Five and Hercule Poirot. I have felt the pains of Lady MacBeth, Jane Eyre and the second Mrs de Winter, been left unmoved by Flora Poste and Jay Gatsby and felt terrorised with Joanna Eberhart, Offred and Gregor Samsa.
Whilst the above may illustrate my love of reading, it does not really explain why it is so important to me and my career. For one, it is the only activity that really holds my concentration, particularly for extended periods of time. In the twenty-first century, where life seems so fast-paced and we jump from screen to screen, triggered by notifications as if we are one of Pavlov’s dogs, such a skill requires protection and cultivation. Second, it is intensely independent and personal; I can share stories with others, I can even discuss books in detail, but my reading is my own. Thirdly, and probably the most important for criminology is the opportunity to try someone else’s life for size. The famous line from Harper Lee; that ; ‘[y]ou never really understand a person until you consider things from his point of view – until you climb into his skin and walk around in it’ sums this up beautifully (1960/2006: 30). By reading accounts of crime, criminality, victimisation and criminal justice; even if fictionalised, we have an opportunity to test out ideas, to find out how comfortable we are with responses, actions and penalties. In particular, dystopic novels offer the unique potential to imagine the world differently. Whilst on the surface such texts, as with criminology, are presented as negative; dealing with uncomfortable, frightening and disturbing behaviours and responses, they are ultimately full of hope. The potential for change is both explicit and implicit in dystopic fiction and criminology; all is never lost, hope remains no matter what.
If you still need to be persuaded by my argument for reading everything and anything that can get your hands on, perhaps Beccaria’s words of wisdom will help ‘I should have everything to fear, if tyrants were to read my book, but tyrants never read’ (1872: 18).
And after all, who wants to be a tyrant? Not me!
Beccaria, Cesare, (1872), An Essay on Crimes and Punishments, (Albany: W. C. Little Co.), [online]. Available from: http://oll.libertyfund.org/index.php?option=com_staticxt&staticfile=show.php%3Ftitle=2193&Itemid=27 [Last accessed 24 March 2012]
Lee, Harper, (1960/2006), To Kill A Mockingbird, (London: Arrow Books)
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Welcome Week
Every year in late autumn, all universities prepare to welcome new students onto their campuses. In the media, we know this as “Freshers week”, a period when new students become familiar with university life. Throughout the years this particular week has grown in importance for the students’ social life, activities and other out of classroom activities. Students can taste the nightlife of the campus and that of the nearby town, engage in group activities, join a society and of course have, in many cases, their first taste of independence away from home. For the University, it is the first opportunity to engage students and get them involved in societies, volunteering and other after hours activities.
Year by year, this week is becoming increasingly important for the student calendar.
Returning students participate and graduating students remember when they were involved. A clear watershed moment in the student diary, so much so that special wristbands are produced and different special events are organised, only for this week. There is clearly some attraction, into being part of “freshers” so strong, that is now recorded into our collective vernacular. Finally, the freshers apart from the commercial, cultural attractions, is even connected with health, the infamous “freshers flu” is presented as the scourge for many students who will suffer some ill-health in their first term at Uni/life.
For an academic welcome week is interpreted differently. It is definitely an important week because it signifies the start to another form of education. It is transitional in terms of age for those who just crossed the 18 year old threshold marking the first part of adult education. It is a declaration of independence for many students and the time to make one of the many transitions into the world of academia.
This is why, instead of wristbands, I was frantically preparing my plenary lecture last week. Every year, I dig deep inside to find something that will signal to our newest cohort why I feel so passionate about criminology. This year, using the 50 years since the decriminalisation of homosexuality, I considered the importance of criminology, as a discipline. The main points focused on the multidisciplinary nature of criminology, the ability of criminology to holistically explore complex phenomena and the immense service, criminology offers to understanding crime from a dynamic/ever changing standpoint. The reason for going through the “pains” of delivering a plenary is clear to me: welcome week is the first week of the next three years of academic study. The start of a wider conversation that allows lay people to embrace those skills that will allow them to understand, evaluate, critique and argue with evidence and knowledge. Unfortunately there is no wristband for that, only a certificate at the end of the road, that will just about quell the thirst for knowledge. For many, this thirst will grow further and whilst the wristband may fade and the band attended may break-up, the knowledge that our students will acquire will be with them forever. This is the tool we offer and this is the beginning of how we do it.
To all of our new students, Welcome!
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The commodification of youth: waiting to grow up
I find myself reflecting on the problems of youth as I watch my two lads growing up and preparing to leave school. Well I think they’ll leave school and I think they’ll grow up. The latter begs the question, when is a young person grown up, when does a young person embark on that journey into adulthood?
In the eyes of the law an adult is 18 or over and yet in certain aspects, young people are treated differently until they are 25, for example, state benefits are not equitably distributed between those that are under 25 and those that are over. Young people cannot buy alcohol or cigarettes until they are 18 and yet they can legally have sex, get married, with parental consent, and sign up to a near enough £30,000 debt as part of their commitment to higher education, a commitment that derives many a time from external social and economic pressures and expectation rather than personal choice.
At the age of 16 I left school and went to work with 5 O’ levels to my name. I had a choice and looking back, it was a good job I did; education at that time was not for me. What choice do 16 year olds have now? Stay at home and be funded by parents, an extension of childhood and then at 18 a debt that hangs over them like a Sword of Damocles, waiting to be sold off to the highest commercial bidder later on? Or simply stay at home with parents and then at 18 seek work in low paid zero hours contract jobs that belie the true state of unemployment in this country. A somewhat limited choice, I would suggest.
I have watched the manufacturing industries of the past disappear and with them the hope of jobs for many a youngster, perhaps not academically inclined to go through higher education. So the choice for young people is stark, low paid, irregular work usually in a service industry, resulting in a need to stay in the parental home, or a massive debt and some offer of freedom, albeit perhaps temporary.
Unemployment is at its lowest level and there are more people accessing higher education than ever before. On the surface a success story but delve a little deeper and it is the young that are a paying the price for the elongation and commercialisation of education. They are prevented from growing up by the restriction on school leaving age and the socio-economic pressures that seem to abound. But if the young cannot get jobs, are not allowed to grow up and develop into adults that contribute to the treasury’s coffers, then in the not too distant future they will not be the only ones to suffer as various services slowly disintegrate due to the lack of funding. It is time government rethought education but more importantly thought about the future of the young, they are after all our future and deserve better than a lifetime of debt, poverty and insecurity.
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Sex Offender Treatment: A Waste of Time and Effort?
Helen is an Associate Lecturer teaching modules in years 1 and 3.
Earlier this year, the Prison Service announced that the Core Sex Offender Treatment Programme and the Extended Sex Offender Treatment Programme would be withdrawn with immediate effect. Offenders in the middle of programmes would be able to complete, but no new programmes would start. No explanation was given. A new suite of programmes, focussed on building strengths for the future rather than analysing past offending, had already been developed but a gradual roll-out had been planned rather than a sudden switch. There were many murmurings among Parole Board members. Why the sudden withdrawal? How would sex offenders now be able to demonstrate that they had reduced their risk? Where was the evidence that the new programmes were any better? We suspected that there had been an unfavourable evaluation, but no one had seen the research.
The truth came to light via The Mail on Sunday on 25th June. There had, indeed, been an unfavourable evaluation of the Sex Offender Treatment Programme (SOTP). When compared to matched offenders who had not completed treatment, those who had done so were more likely to re-offend. The Ministry of Justice had withdrawn the programme but had not published the research. They finally did so on 30th June.
The decision to sit on the research was not helpful. The first information we received about it was filtered through the eyes of The Mail on Sunday. They claimed that “Prisoners who take the rehabilitation courses are at least 25% more likely to be convicted of further sex crimes that those who do not.” This is not true. Of the 2,562 treated sex offenders included in the study, 10% went on to commit another sexual offence. The figure for the matched untreated offenders was 8%. 90% of sex offenders, treated or untreated, did not reoffend within the follow-up period (average 8.2 years). But it is true that treatment made people worse. Two percentage points is a small difference, but with such a large sample size it is significant. The research is robust and well-designed. A randomised control trial would have been more robust, but the matched comparisons in this study were done thoroughly and every attempt was made to take account of possible confounding variables. You can read the study for yourself here:
and the Mail‘s interpretation of it here:
http://www.dailymail.co.uk/news/article-4635876/amp/Scandal-100million-sex-crime-cure-hubs.html
So why did treatment make offenders more likely to reoffend? At this stage we really don’t know. The authors of the research make some suggestions but they are only speculating. Perhaps talking about sex offending in a group setting “normalises” offending. Perhaps groupwork provides offenders with opportunities to network. Perhaps these programmes promoted shame in offenders which ultimately reduced self-esteem and self-efficacy and reduced the chances of building a positive and fulfilling future. The new programmes draw more from the desistance literature. They include much less offence analysis and are more focussed on building strengths for a positive future. They may be more likely to succeed but we will not know for several years until we have had the chance to evaluate them.
So where does that leave the offenders and staff who have worked hard on these programmes over the years? Sex offender treatment is expensive, tiring and takes a psychological toll on those delivering it. A prison officer once told me that delivering SOTP was the best and most fulfilling thing he had ever done, but also the most damaging. A couple of weeks ago, I was talking to a former colleague who used to run SOTP and we reflected, “Was all of that effort for nothing?” We have to take the research seriously, learn the lessons and move on. There is no denying the findings. But perhaps we shouldn’t be too hard on ourselves. SOTP was based on the best research available at the time. It was modified and developed over the years in the light of emerging research. It might have “worked” for some participants, even if it made others worse. We assessed and came to understand a large number of sex offenders. As a result of that work and this evaluation, we now have a better understanding of what might work to reduce reoffending in the future. Of course, there is an argument that all attempts at rehabilitation are futile, that people choose to behave as they wish and we should not try to manipulate them to change. But perhaps that’s a subject for another blog!
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Working-Class foundations and the ‘inner-inferiority battle’
Sam is a 2017 graduate having read BA Criminology with Sociology. His blog entry reflects on the way in which personal experience and research can sometimes collide. His dissertation is entitled Old Merseyside, New Merseyside: An investigation into the long-term relationship of the Merseyside public and the police, following the Hillsborough Stadium Disaster, 1989.
This little piece has been inspired by the process of writing a dissertation that, having focused on the Hillsborough Stadium Disaster of 1989, the police, government and the media, inherently highlighted issues of class and punitive attitudes. It is one of completely subjective nature that I can not possibly explain or explore in enough depth here, but it is certainly not a proclamation of superiority of one social class over another.
The 1980s Conservative Government (namely, Thatcher), football fans, violence and football hooliganism, media and police; all have their links to one another, all have links to the working-class. The Hillsborough Stadium Disaster, prior to, during and even some 28 years later was influenced by all of these. Who Suffered? The working-class. They were victims, offenders, liars and hooligans. In many respects, this was the ultimate fruition of the aforementioned elements, and could now justify further punitive action against socially constructed concepts of working-class, masculine-fuelled disorder by the Government. Step Forward, Professor Phil Scraton.
Mr Hillsborough, Phil Scraton, the working-class boy that redefined the notion of inferiority amongst a typically working-class Merseyside. He sketched new boundaries for the working-class, but not before he himself felt ‘totally estranged’ to be at University and that it was not ‘for the likes of him’ (Scraton, 2017) . This is what I term the inner-battle.
I can relate. The working-class background I classify myself as growing up in does not mean I am any better or worse than any other class members. As a child, often working-class means nothing to you apart from the occasional taunts and the disappointment of not having the top gadgets of other children, or the most expensive shoes. This kind of belittlement can embed and settle within your mind, to costly effect in later life. But it does differentiate me, I feel, in the way I am able to reflect on situations. Sunday 15th September, 2013, the day after moving into University, I felt the same. Yet I had a habit at school of proving people wrong and thriving on it. I didn’t simply succumb to the pressure of knowing people expected me to fail or simply didn’t believe I would succeed . And here we are with a substantial issue in criminology; the notion of working-class inferiority through stereotypes. Socially constructed ideas of working-class and crime and consequently the self-fulfilling prophecy, which then authenticates the original concept. This is a psychological battle. Undeniably, the working class are not strictly exclusive to psychological battles with themselves, but it is a unique battle in a way.
In this same way, the Hillsborough families could have read the headlines, acknowledged the power of the institutions they were dealing with, and accepted their fate and their injustice, especially given the numerous setbacks over the years. Yes they will say they would never give up, but they are only human, and could be forgiven for thinking of succumbing to the inner-pressure, caused by the external, institutional pressure and ultimately just lose the battle. 28 years later they are gaining more and more momentum and are overturning all the social, institutional injustice of the past 3 decades. Individual families may not have been so working-class, but the representation of them was as a working-class mob all those years ago. They fought the inferiority battle.
Professor Phil Scraton did not succumb to his inner battle of feeling out of place, like a small fish in a very large ocean. But all too often working-class people seem to give in, having accepted their early experiences as pronouncing their social inferiority. I sit here now, having failed one dissertation and coming much closer to failing the resit than I would have ever imagined in August last year. The battle was not between University and myself. It was the inner-processes that lie between myself and the end of University. Forcing yourself to do things that at times, you don’t believe you can do, and others especially do not, in order to reach the end goal.
Ultimately, meeting Professor Phil Scraton and hearing of some of the families experiences and their unrelenting desire and growing momentum in obtaining their long-awaited justice first-hand, sparked the realisation that it is simply a mental barrier, a fight within regarding inferiority that stood between them and justice. Had they have lost their inner-battle twenty years ago, they would not still be fighting so effectively, if at all. This is completely applicable to many other situations regarding working-class people in everyday life.
Undoubtedly, this is a view based on experience that is biased in some way, yet challenges the issue of stereotypes. It is also open to blogging and academic retaliation by those of other backgrounds. These socially constructed notions and stereotypes have longstanding effects on so many people, yet I would argue is overlooked and simply put down to being lazy by outsiders and “can’t-do”, inferior attitudes of those in the working-class circle. Interestingly, this debate has not even touched upon racial, ethnic, gender/sex issues, for which the idea of inferiority could often be a detrimental inner-battle, stemming from discriminatory, stereotypical views.
Scraton, P. (2017). Hillsborough: Resisting Injustice, Recovering Truth. [Professional presentation]. University of Liverpool. 15th February. Available at https://www.youtube.com/watch?v=I0K4iDgrJQo
Thoughts from the criminology team 