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ASUU vs The Federal Government
It will be 8 months in October since University Lecturers in Nigeria have embarked on a nationwide strike without adequate intervention from the government. It is quite shocking that a government will sit in power and cease to reasonably address a serious dispute such as this at such a crucial time in the country.
As we have seen over the years, strike actions in Nigerian Universities constitute an age-long problem and its recurring nature unmasks, quite simply, how the political class has refused to prioritise the knowledge-based economy.
In February 2022, the Academic Staff Union of Universities (ASUU) leadership
(which is the national union body that represents Nigerian University Lecturers during disputes) issued a 4-week warning strike to the Nigerian government due to issues of funding of the public Universities. Currently, the striking University Lecturers are accusing the government of failing to revitalise the dilapidated state of Nigerian Universities, they claim that the government has refused to implement an accountability system called UTAS and that representatives of the government have continued to backtrack on their agreement to adequately fund the Universities.
The government on the other hand is claiming that they have tried their best in negotiating with the striking lecturers – but that the lecturers are simply being unnecessarily difficult. Since 2017, several committees have been established to scrutinize the demands and negotiate with ASUU, but the inability of these committees to resolve these issues has led to this 8-month-long closure of Nigerian Universities. While this strike has generated multiple reactions from different quarters, the question to be asked is – who is to be blamed? Should the striking lecturers be blamed for demanding a viable environment for the students or should we be blaming the government for the failure of efforts to resolve this national embarrassment?
Of course, we can all understand that one of the reasons why the political class is often slow to react to these strike actions is because their children and families do not attend these schools. You either find them in private Universities in Nigeria or Universities abroad – just the same way they end up traveling abroad for medical check-ups. In fact, the problems being faced in the educational sector are quite similar to those found within the Nigerian health sector – where many doctors are already emigrating from the country to countries that appreciate the importance of medical practitioners and practice. So, what we find invariably is a situation where the children of the rich continue to enjoy uninterrupted education, while the children of the underprivileged end up spending 7 years on a full-time 4-year program, due to the failure of efforts to preserve the educational standards of Nigerian institutions.
In times like these, I remember the popular saying that when two elephants fight, it’s the grass that suffers. The elephants in this context are both the federal government and the striking lecturers, while those suffering the consequences of the power contest are the students. The striking lecturers have not been paid their salaries for more than 5 months, and they are refusing to back down. On the other hand, the government seems to be suggesting that when they are “tired”, they will call off the strike. I am not sure that strike actions of the UK UCU will last this long before some sort of agreement would have been arranged. Again, my heart goes out to the Nigerian students during these hard times – because it is just unimaginable what they will be going through during these moments of idleness. And we must never forget that if care is not taken, the idle hand will eventually become the devil’s workshop!
Having said this, Nigerian Universities must learn from this event and adopt approaches through which they can generate their income. I am not inferring that they do not, but they just need to do more. This could be through ensuring large-scale investment programs, testing local/peculiar practices at the international level, tapping into research grant schemes, remodeling the system of tuition fees, and demonstrating a stronger presence within the African markets. As a general principle, any institution that wishes to reap the dividends of the knowledge-based economy must ensure that self-generated revenues should be higher than the government’s grants – and not the other way. So, Universities in Nigeria must strive to be autonomous in their engagements and their organisational structure – while maintaining an apolitical stance at all times.
While I agree that all of these can be difficult to achieve (considering the socio-political dynamics of Nigeria), Universities must remember that the continuous dependence on the government for funds will only continue to subject them to such embarrassments rather than being seen as respected intellectuals in the society. Again, Nigerian Universities need a total disruption; there is a need for a total overhaul of the system and a complete reform of the organisational structure and policies.
Higher education, students, the strikes and me*

It was somewhat disappointing to read some of the comments purportedly from a university student in our local newspaper the other week. Critical of the current UCU industrial action and its impact on students, the student suggested that lecturers knew what they were signing up for and should just get on with it. I found it interesting and somewhat incongruent with what the national student union stance is (actually, I was livid). I know there has been a response to the article from the local union representative and other comments perhaps suggesting that my previous blog should be read (I wouldn’t think anyone in their right mind would have signed up for what I described). But just to be clear, I signed (or my union did on my behalf) a contract that states I am required to work 37 hours a week with the occasional evening or weekend work and that the normal working week is Monday to Friday. I take the meaning of ‘occasional’ as the definition found in the English dictionary (take your pick as to which one you’d like to use), which is not ‘permanently’ or ‘all of the time’ or ‘ad infinitum’. I can only speak for myself and not for my colleagues, but I don’t mind working a little longer at times and working the weekend to do marking or open days, but I didn’t sign up to be working all of the time. So, for me the industrial action is not just about my working conditions but about a contract, a legal obligation, which I am fulfilling but my employer seems to suggest that I am not because I am not working far in excess of my contracted hours. That to me, is illogical.
I remember a discussion where a senior manager stated that bullying included giving someone excessive workloads. I wonder whether that means that most lecturers are being bullied by management, isn’t there a policy against that? And then I seem to recall that there is some legislation against inequality, would that not include paying lower wages to women, disabled staff and people from minority ethnic groups? Systemic bullying and discrimination, not a pretty picture in higher education.
But perhaps the most important point is that as lecturers we don’t want to impact our student’s education, and this shouldn’t be about us versus the students. It’s what management would like because it detracts from so many issues that plague our higher education system. Students should quite rightly be unhappy with their lot. A system that plunges students into a lifetime of debt that they will rarely if ever be able to repay and at the same time lines the pockets of private companies seems to me to be immoral. A system that requires students to pay extortionate fees for accommodation is completely bonkers especially when it means the less affluent students have to work to afford to live. A system that requires students to study for approximately 46 hours per week in semester time (If we accept that they are entitled to holiday time) seems overly punitive. Couple this with the need to work to afford to live and it becomes unsustainable. Add to that any caring responsibilities or anything else that complicates their lives, and it starts to look impossible. I and my colleagues are not really surprised that so many fail to properly engage, if at all, and that there are so many stressed students and students with mental health issues. Of course, if we add to that individual capabilities, think unconditional offers and low school grades and let’s be honest widening participation becomes simply a euphemism for widening deBt, misery and, more importantly establishment profit.
The students were on strike for one day the other week, someone asked me why, well I rest my case. Whilst I understand student anger about the strikes, that anger is directed at the wrong people. We all signed up for something different and it’s simply not being delivered.
*The first part of this entry can be found here.
Complaint! (For Sara Ahmed)
This poem comes inspired from the recent UCU strikes, and also the underpinning arguements of Complaint by Sara Ahmed. The institution protects itself, while removing those who complain (or in many cases, they remove themselves). It is also inspired by ‘Testimony’ by Irish poet Seamus Heaney.
As higher education burns,
they blame white lecturers who picket,
and the Black and Brown lecturers
no longer willing to be ‘paid in exposure’
to the hull of slave ships. Colonialism’s hot mouth
at the nucleus of HE’s epistemes,
so senior leaders blame lecturers
for neglect. Meanwhile, the upper echelons
play Monopoly with staff pay checks
students left to grieve assignment
work revolving around conveyer belts
like undead corpses between indenture and slavery
it’s a Tuesday morning
a fever of claret runs riot
across picketing lines
turn cloaks to justice and equality,
there’s just ice behind the scab
where hearts used to beat. Back in the 80s,
gay and lesbian activists stood in solidarity
with the miners; and Arthur Scargill
and co scurried to Jayaben Desai at Grunwick
from the main road, you can still hear the screams
of comradery, and ‘we see yous’ …
yet behind picket tea and biscuits,
there are teary smiles –
death behind the bags,
and behind the pyre …
smoke could be seen for miles.
Meet the Team: Dan Petrosian, Lecturer in Criminology

Hi all! My name is Dan Petrosian and I have recently joined the Criminology team as a Lecturer. I also teach at The Open University where I am a member of the Harm & Evidence Research Collaborative, and have previously taught at Croydon University Centre and University of Westminster, where I am part of the Convict Criminology Research Group. Currently I am still working on my PhD with the aim of submitting later this year.
Having thought initially about studying law for my undergraduate degree, I couldn’t imagine the prospect of spending 3-4 years of my life trawling through pages on Corporate and Tort Law to eventually specialise in an area I was really interested in. Just as well…studying Criminology from a critical and holistic angle, it became clear to me that Law was never really my area of interest at all. Almost instantly, I knew Criminology was where life would take me for the long-haul. The ‘common-sense’ and ‘taken-for-granted’ narrative about crime/criminality that I had long been accustomed to suddenly looked flawed…and, in many ways, deliberately tilted towards those who had the power to set the narrative. Over the years, I became particularly interested in how this power manifests itself in different areas of society, how it is exercised through the use of ‘video activism’ and the media in general, and how language and discourse is used in order to shape collective stereotypes about some groups but not others.
My PhD focusses specifically on racial (in)justice; how dominant mainstream media and political discourse is used to ‘frame’ immigration, how this is then challenged by the broader anti-racist movement in the UK through the use of ‘video activism’, and what types of knowledge are produced from this process which can help us understand the complex power interplay between the state and those within its borders. It would be amazing to meet and work with other academics interested in these areas of research!
Although I still have deeply-rooted Imposter Syndrome from having migrated to the UK in the 90s without speaking a word of English and trying to ‘fit in’, studying and working in higher education has taught me that there is always a gap that can be filled at the right time in the right place…a gap that can flip every self-critical flaw into momentary virtue. Joining the Criminology team at Northampton has become part of my learning curve, and I am very much looking forward to working closely with the team and meeting all our students when teaching starts this semester!
Striking is a criminological matter

You may have noticed that the University and College Union [UCU] recently voted for industrial action. A strike was called from 1-3 December, to be followed by Action Short of a Strike [ASOS], in essence a call for university workers to down tools for 3 days, followed by a strict working to contract. For many outside of academia, it is surprising to find how many hours academics actually work. People often assume that the only work undertaken by academics is in the classroom and that they spend great chunks of the year, when students are on breaks, doing very little. This is far from the lived experience, academics undertake a wide range of activities, including reading, writing, researching, preparing for classes, supervising dissertation students, attending meetings, answering emails (to name but a few) and of course, teaching.
UCU’s industrial action is focused on the “Four Fights“: Pay, Workload, Equality and Casualisation and this campaign holds a special place in many academic hearts. The campaign is not just about improving conditions for academics but also for students and perhaps more importantly, those who follow us all in the future. What kind of academia will we leave in our wake? Will we have done our best to ensure that academia is a safe and welcoming space for all who want to occupy it?
In Criminology we spend a great deal of time imagining what a society based on fairness, equity and social justice might look like. We read, we study, we research, we think, and we write about inequality, racism, misogyny, disablism, homophobia, Islamophobia and all of the other blights evident in our society. We know that these cause harm to individuals, families, communities and our society, impacting on every aspect of living and well-being. We consider the roles of individuals, institutions and government in perpetuating inequality and disadvantage. As a theoretical discipline, this runs the risk of viewing the world in abstract terms, distancing ourselves from what is going on around us. Thus it is really important to bring our theoretical perspectives to bear on real world problems. After all there would be little point in studying criminology, if it is only to see what has happened in the past.

Criminology is a critique, a question not only of what is but might be, what could be, what ought to be. Individuals’ behaviours, motivations and reactions and institutional and societal responses and actions, combine to provide a holistic overview of crime from all perspectives. It involves passion and an intense desire to make the world a little better. Therefore it follows that striking must be a criminological matter. It would be crass hypocrisy to teach social justice, whilst not also striving to achieve such in our professional and personal lives. History tells us that when people stand up for themselves and others, their rights and their future, things can change, things can improve. It might be annoying or inconvenient to be impacted by industrial action, it certainly is chilly on the picket line in December, but in the grand scheme of things, this is a short period of time and holds the promise of better times to come.
A year of many firsts

2020 was a year of many firsts for myself, and therefore in spite of the global pandemic (which brought with it the destruction of lives both figuratively and literally) it was actually quite an interesting personal year. I am exceptionally fortunate to be able to say I still have my health (physical, cannot claim with as much certainty about my mental health), a job, a roof over my head and have not suffered direct loss of loved ones due to COVID. Therefore, I feel a content warning is required: this blog does not look to boast or minimalize all the loss, hardship and destruction that was experienced in 2020. But taking a leaf out of my colleagues’ book, I would like to try and reflect upon 2020 positively where possible: and in all honesty I experienced some really beautiful firsts in 2020.
January 2020 saw the most magical ‘first’ I have experienced in my life: the first (and I am very hopeful my only) day as a bride! The day was filled with so much love, joy, food and laughter: where memories where created which cause me to smile on even my darkest days! And with this magical day came a wonderful honeymoon where my first experiences as a newly-wed were not too shabby at all! The Dominican Republic was beautiful in scenery, activities and people! Again, memories which fill me with warmth.
January also saw me graduate with my first masters, although I did not attend the graduation as was sunning it up with cocktails and novels in the DR!
During the first lockdown, my partner and I moved. This brought with it my first experience of living without a washing machine, along with my first experience of purchasing a washing machine (not that fun and quite expensive!). It was also my first experience of living in a house with my partner, with more than 3 rooms! Which, during a lockdown, proved to be essential in many ways: a luxury I know many could not afford.
The Criminology book club began in lockdown (not my first book club: sorry guys), but it was my first virtual book club which is something! Along with this came the delivery of workshops online, another first, and later in the year the delivery of lectures online, again another first! I also experienced my first online interview (panel, presentation the whole works) which was joyous. And received my first offer of full-time employment.
The holiday season brought with it the odd few firsts as well. It was the first holiday season my partner did not work in all the years I have known them (not through choice unfortunately), it was the first time we both drank on Christmas day (partner is usually driving or conscious of work on Boxing day). And it was the first time I did not feel the ‘lull’ in between Christmas and New Years, which was more scary than anything else.
2020 started out with such promise and hope, and threw some serious ‘end of the world’ vibes at us, and for some these were more than just vibes. It has been hard for all and catastrophic for many, but there have been glimmers throughout the year which have kept us going when it did not seem possible. For me 2020 will always be the year of destruction but also a year of firsts: some of which are currently up there as the best days, experiences and moments of my life 😊
Covid-Universities and what if

Over the past week or so there have been some mutterings about whether it is safe to open up universities. There is the advice from the scientific advisors (Universities get some Indie SAGE advice on reopening campuses in September) and some thoughts from academics ‘Why universities must move all teaching online this autumn’.
As we move closer to the start of term, so my dread of what is ahead comes into sharper focus. I try to imagine what it would be like and try to reassure myself that the risk assessments have been done and the reassurances that the universities are Covid safe are true rather than simply fantasy and wishful thinking.
In this safe environment I imagine that the number of students and staff on campuses will be carefully managed as it is with many large stores.
I imagine that all staff and students will be wearing face coverings. This is not for protection of themselves, as the use of coverings is a somewhat altruistic venture, I cover my face and protect you and you cover yours and protect me.
I imagine that all thoroughfares will be marked and monitored. Social distancing is important, and we need to be at least a metre apart.
I imagine that the classrooms will be laid out in such a way that social distancing can be maintained and that the classrooms will be well ventilated, even in the middle of winter. I imagine all the chairs and desks and any other equipment will be wiped down after each session.
I imagine that face to face teaching will be limited and interactions with multiple groups of students will be severely curtailed to ensure lecturers are not put at unnecessary risk. I imagine each class will comprise only a few students to minimise risk.
I imagine that anyone who is symptomatic will not attend a university and will after being tested self-isolate. I imagine that all the people they have been in contact with will do the same for a whole, boring, 14 days.
I imagine that the universities’ management will be at each university, leading from the front. They will be checking to ensure the safety of students and staff. They will be mixing with staff and students, receiving feedback and continuously monitoring. I imagine the safety of the students and staff is paramount.
And then I think, what if…
What if campuses are a free for all. Students can come and go as they please, there is no monitoring of volumes. Or what if there is, but it is impossible to enforce with limited staff to do so. And those staff tasked with this endeavour are at greater risk due to the proximity with large volumes of students.
What if people decide not to wear face coverings or having got into the building decide to take them off or several people are exempt for some reason or another. Altruism has gone out of the window. I’m a criminologist and I know that people break the rules for all sorts of reasons and the only certainty is that some people will break the rules.
What if social distancing becomes all too difficult. Many of us have experienced it in stores. A one-way system works for most, but a significant number just don’t abide by it, for whatever reason. People break rules.
What if the social distancing in classes is impossible, there just isn’t enough classes to maintain it with the volume of students on the course. What if ventilation is impossible, other than air conditioning, some classes are in the middle of buildings. Who will clean the chairs and equipment after each class? Go to a restaurant and tables and chairs are wiped down after each use so who will do it at a university?
What if lecturers have to teach multiple groups face to face as there are not enough staff to spread the load. Teaching in a classroom for two hours multiple times in a day with different groups each time must surely expose lecturers to much greater risk.
What if students are of the age group where they are more likely to be asymptomatic? How many that are infected might be at a university, spreading the virus around campus and around the locality. Even if they are symptomatic, how likely are they to self-isolate? Judging by the street parties and illegal raves reported on the news, there is a good chance that some will break the rules. Let’s be realistic, if you are only likely to suffer affects akin to a cold, why would you be that bothered about social distancing or self-isolation?
And finally, what if all managers avail themselves of the much-vaunted government advice, work from home if you can. Leadership from the rear, the bottom line is more important than the safety of others. We can of course dress this up in management psychobabble about what the students need.
Never mind, ‘Tally ho and all of that sort of thing and over the top we go’*.
* For those of you that are lost at this point it might be worth a visit to the last episode of Blackadder Goes Forth.