Home » Life long learning (Page 3)
Category Archives: Life long learning
The power of collaboration in Higher Education
In today’s rapidly evolving landscape of higher education, interdepartmental collaboration and knowledge sharing are becoming increasingly vital. By rapid evolution, I mean the pressing challenges we face, including rising costs and finances, issues in student engagement and attendance, digital transformation and rise of new technologies, growing concerns about student wellbeing, and most importantly, the critical need to ensure a strong, positive student experience in the face of these challenges. While the idea of interdepartmental collaboration and knowledge sharing isn’t entirely new, its importance in addressing these complex issues cannot be overemphasised.
At my university, our faculty, the Faculty of Business and Law recently celebrated its ‘Faculty Best Practice Day’ on Wednesday, September 4th. This event, led by our deanery, was an opportunity for departments within the faculty to showcase their hard work, innovations, and fresh ideas across various areas – from teaching and research to employability and beyond. Personally, I view this day as an opportunity to connect with colleagues from different departments – not just ‘catch-up’ but to gain insight into their current activities, exchange updates and share ideas on developments within our sector and disciplines.
This event is particularly intriguing to me for three distinct reasons. Firstly, the ability for department representatives to present their activities to faculty members is invaluable. Departmental reps showcase their growth strategies, techniques for strengthening student engagement, and the support they provide for students after graduating. Some present their research and future directions for the faculty. Others present their external partnership growth, evidence-based teaching pedagogy, and other innovative approaches for enhancing student experiences. Also, these presentations often highlight advancements in technology integration and initiatives aimed at encouraging diversity and inclusion within the HE. All these presentations are not just impressive – they’re incredibly informative and inspiring. Secondly, the event regularly reinforces the need for collaboration between departments – a cornerstone of academia. After all, no single person or department is an island of knowledge. So the ability to collaborate with other faculty members is crucial as it provides opportunities for synergy and innovation, showcases our strengths. Thirdly, and on a personal level, the event fosters the need to learn best practices from others, and this is an aspect that has been tremendously helpful for my career. Such interactions provide opportunity for stronger collegiality, including insights into different approaches and methods that I can adapt and apply in my own work in ways that I can contribute to my professional growth and effectiveness.
In the most recent event, I attended a session on cultural literacy and awareness. Despite my years in higher education, I was particularly surprised to learn new things about cultural awareness that pertain not only to international students but to home students as well. This was an excellent session that also offered the opportunity to connect with colleagues from other departments whom you only know through email exchanges, but rarely see in person.
In sum, I strongly encourage everyone in academia to attend such events or create one if you can. Contribute to and engage with these events – for they equip us to break down traditional barriers between disciplines and provides us with an opportunity to learn from each other with an open mind. This is something I will continue to advocate for because fostering interdepartmental collaboration isn’t just beneficial – it’s essential. It is through these collaborative efforts that we can truly innovate, improve, and excel in our mission to educate and inspire the next generation.
Share this:
HE and the curse of generative AI
A good part of the last academic year was spent debating the use of AI in Higher Education. Well, that’s what it felt like in our department. It became clear early on that some of our students had taken to using AI to generate their essays. Whilst we, as academics, debated its use, a number of issues became apparent. First and foremost was that of detecting its use in summative work. Despite the university guidelines about using AI and the need to reference its use, indicating where and how it had been used, students were producing work and passing it off as their own. Some of my colleagues were bothered about how its use could be detected, whereas others promoted its use and advocated teaching students how to use it. The arguments abound about how it might be used, not just to generate ideas but also to help improve grammar, for example. There are arguments about how it can help provide a literature review, saving time and effort. There are arguments about how it can help with essay structure and can help with that writer’s block, so many of us suffer from.
Whilst I understand its uses and understand my own limitations in knowledge and understanding about its many uses, I cannot but help thinking that somehow those that advocate its use have been blinded by the allure of something shiny and new. They will say they are just keeping up with technology, in the meantime, the tech giants are making a fortune and leading us further and further into a toxic dependency on technology which they in turn generate to quench our insatiable appetite. For those of you that remember, what was wrong with ‘Word 6’?
My stance seems to be somewhat simplistic on the matter, that is my stance on using generative AI in Higher Education to produce summative work in our field. It seems to me that the use of generative AI to produce summative work, bypasses all that Higher Education seeks to achieve. The British Society of Criminology provides a comprehensive menu of knowledge and skills that a student studying criminology should be able to boast at the end of their degree programme. We do our best to provide the building blocks for that achievement and test, using a variety of methods, whether the students have that knowledge and skills to the requisite standard. At the end of their studies, the students receive a certificate and a classification which indicate the level of skills and knowledge.
How then can we say that a student has the requisite knowledge and skills if they are allowed to use generative AI to produce their work? If a key skill is the ability to analyse and synthesise, how does an AI generated literature review assist with that skill? How will an AI generated essay format help the student navigate the vagaries of report writing and formatting in the workplace (different formats according to audience and needs)? How does a grammar check help the student learn if the words produced by the AI tool are not understood by the student; they won’t even know if it’s the correct word or tense or grammar that has been used. Often the mistake made by those advocating the use of AI is that they forget about how we learn. Having something produced for you is not learning, nowhere near it.
Even if a student acknowledges the use of AI in their work, what does that bit of work demonstrate about the student? Would we credit a student that had simply copied a large chunk from a book, or would we say that they needed to demonstrate how they can summarise that work and combine it with other pieces of work? In other words, would we want the student to produce something that is theirs?
There are tools for detecting the use of AI, just as there are tools for detecting plagiarism, the problem is that the former are not that reliable and are likely to produce a significant number of false positives. The consequence of the worries around the use of AI by students is that some of my colleagues, both at the university and the wider community are advocating that we return to exams and the like. I think that would be a retrograde step. We need students to be able to read, explore, and write so that they can demonstrate some quite critical skills. Skills that employers want.
Whilst it seems right that we show students how to use AI, we need to be clear about its limitations. More importantly we need to be clear that its use can be debilitating as much as it is useful. Not everything that is shiny and new is what it purports to be, good honest graft has far more value. There are no shortcuts to learning. If graduates are unable to demonstrate the requisite skills for a job, then their degree holds little value. I fear that many will be cursing the day they ever discovered generative AI.
Share this:
Embracing Technology in Education: Prof. Ejikeme’s Enduring Influence
Sallek Yaks Musa, PhD, FHEA
When I heard about the sudden demise of one of my professors, I was once again reminded of the briefness and vanity of life —a topic the professor would often highlight during his lectures. Last Saturday, Prof. Gray Goziem Ejikeme was laid to rest amidst tributes, sadness, and gratitude for his life and impact. He was not only an academic and scholar but also a father and leader whose work profoundly influenced many.
I have read numerous tributes to Prof. Ejikeme, each recognizing his passion, dedication, and relentless pursuit of excellence, exemplified by his progression in academia. From lecturer to numerous administrative roles, including Head of Department, Faculty Dean, Deputy Vice Chancellor, and Acting Vice Chancellor, his career was marked by significant achievements. This blog is a personal reflection on Prof. Ejikeme’s life and my encounters with him, first as his student and later as an academic colleague when I joined the University of Jos as a lecturer.
Across social media, in our graduating class group, and on other platforms, I have seen many tributes recognizing Prof. Ejikeme as a professional lecturer who motivated and encouraged students. During my undergraduate studies, in a context where students had limited voice compared to the ‘West,’ I once received a ‘D’ grade in a social psychology module led by Prof. Dissatisfied, I mustered the courage to meet him and discuss my case. The complaint was treated fairly, and the error rectified, reflecting his willingness to support students even when it wasn’t the norm. Although the grade didn’t change to what I initially hoped for, it improved significantly, teaching me the importance of listening to and supporting learners.
Prof. Ejikeme’s classes were always engaging and encouraging. His feedback and responses to students were exemplary, a sentiment echoed in numerous tributes from his students. One tribute by Salamat Abu stood out to me: “Rest well, Sir. My supervisor extraordinaire. His comment on my first draft of chapter one boosts my morale whenever I feel inadequate.”
My interaction with Prof. Ejikeme significantly shaped my teaching philosophy to be student-centered and supportive. Reflecting on his demise, I reaffirmed my commitment to being the kind of lecturer and supervisor who is approachable and supportive, both within and beyond the classroom and university environment.
Prof. Ejikeme made teaching enjoyable and was never shy about embracing technology in learning. At a time when smartphones were becoming more prevalent, he encouraged students to invest in laptops and the internet for educational purposes. Unlike other lecturers who found laptop use during lectures distracting, he actively promoted it, believing in its potential to enhance learning. His forward-thinking approach greatly benefited me and many others.
Building on Prof. Ejikeme’s vision, today’s educators can leverage advancements in technology, particularly Artificial Intelligence (AI), to further enhance educational experiences. AI can personalize learning by adapting to each student’s pace and style, providing tailored feedback and resources. It can also automate administrative tasks, allowing educators to focus more on teaching and student interaction. For instance, AI-driven tools can analyse student performance data to identify learning gaps, recommend personalized learning paths, and predict future performance, helping educators intervene proactively.
Moreover, AI can support academics in research by automating data analysis, generating insights from large datasets, and even assisting in literature reviews by quickly identifying relevant papers. By embracing AI, academics can not only improve their teaching practices but also enhance their research capabilities, ultimately contributing to a more efficient and effective educational environment.
Prof. Ejikeme’s willingness to embrace new technologies was ahead of his time, and it set a precedent for leveraging innovative tools to support and improve learning outcomes. His legacy continues as we incorporate AI and other advanced technologies into education, following his example of using technology to create a more engaging and supportive learning experience.
Over the past six months, I have dedicated significant time to reflecting on my teaching practices, positionality, and the influence of my role as an academic on learners. Prof. Ejikeme introduced me to several behavioural theories in social psychology, including role theory. I find role theory particularly crucial in developing into a supportive academic. To succeed, one must balance and ensure compatible role performance. For me, the golden rule is to ensure that our personal skills, privileges, dispositions, experiences from previous roles, motivations, and external factors do not undermine or negatively impact our role or overshadow our decisions.
So long, Professor GG Ejikeme. Your legacy lives on in the countless lives you touched.
Disclaimer: AI may have been used in this blog.
Share this:
Gypsy Roma Traveller History Month: A Romany Museum
In April I visited the Gordon Boswell Romany Museum, museums in this country tend to operate under the guise of whiteness, but this one is different – it seems to be unapologetically and traditionally Romany.
The museum has an off grid feel to it, it appears after driving miles amongst countryside fields and if you would like to contact the museum staff, apparently telephone is best, not social media or email. This museum is also situated within what seems to be a Romany family home area and working scrapyard business. So even before entering the building, the culture of close family ties for building home and business that is outside of mainstream culture, are there.
Inside the museum there are a variety of traditional Romany artefacts, which includes wagon, trailers, horse related items and handmade gifts, as well as other wagons curated by the owners and close contacts themselves. You will be pressed to find any written signage here, as in-line with tradition Romany history is passed on through verbal story telling. So if you want to know more about something you will need to ask those running the place, who are keen to have a chat with you.
I was surprised to see that the museum had a decent amount of visitors considering that this was a weekday and located in a lowly populated area in Spalding. The museum seems to be aimed at celebrating and illustrating traditions, instead of being motivated by profit. The visitors that were there also seemed to be touched by their visit, perhaps it is the attempt at preserving a traditional culture that has been under constant pressure, that makes this so meaningful. Or the memories of the past which the museum seems to hold onto.
Upon exiting the museum, seemingly Romany people pull up with a horse and cart near-by. A reminder of a slower paced yet hard working traditional life, where the outside world and mainstream culture does not matter so much as long as there is food on the table and supportive family near by. Although, I was left with more questions after the visit, such as where are the museums/spaces for other groups, such as Traveller culture? Where are the celebrations for more contemporary lives lived by Gypsy Roma and Traveller people?
This year the month in which I celebrated Romany culture the most was in April with a visit to The Gordon Boswell Romany Museum and I really did enjoy the visit. I have not done much to celebrate this month as I wonder – how do you to celebrate these specific History Month in a way that is meaningful and not performative?
Share this:
I want to study Criminology
This is the time of the year we meet a lot of prospective students who come to one of our discovery/open days telling us why they wish to join us! I have taken some of their ideas and put them into content reflecting on our curriculum and the programme(s) we offer at the UON
I have read something in my sociology textbook, it was talking about deviant behaviour, and I thought to myself; that is interesting! I was reading in a psychology textbook something about a doll that adults are hitting and the kids watching them emulate their behaviour and I thought, if that explains the behaviour in my school when the kids used to fight. I was going over my notes in religious education talking about ethics and morality and I wondered if we are born with an innate moral compass that tell us right from wrong. The starting point in all three examples is curiosity. We explore some ideas at school, we hear stories in the news, and we are intrigued. The name sounds interesting because at the end of deviance lies crime, in the explanation of doll hitting the behaviour is violence and at the end of the questions about morality, rests criminality. For some others the curiosity comes from a true crime book that describes how a monstrous killer was able to kill two schoolgirls whilst joining the town in their search: or after watching a documentary of this female serial killer who worked as a sex worker and occasionally killed her punters. Maybe it was that crime series about this seemingly nice, terminally ill schoolteacher who started making drugs and selling them to gangs.
Any of the above sound exciting, interesting to enroll in at a university of your choice. In fact, every year hundreds of UK students will choose to study criminology in one of the different available ways to study it across the country. The curiosity and interest materialise and in recent years criminology has overtaken several cognate disciplines in terms of student numbers. Universities have invested in teams delivering renditions of criminology across the country. Our version of criminology is focused on multidisciplinary perspectives exploring different theoretical conventions and helping our students to grow in confidence in an area that is both fascinating and complex. Firstly we dispel the mythology on criminology from the reality and the scientific explorations of the discipline. We provide the relevant examples to see the evolution of thought and the development of perspectives. Then we work with our students to acquire the skills to seek out the information that will become their knowledge base. We encourage the development of independence, creativity and critical analysis.
In a recent session with finalists, one student commented that she found criminology challenging. It is a discipline that looks at crime and its aftermath but also considers that as a phenomenon crime is a social construct. In other words, of course its complex; we are talking about harm and the effects/causes it has on individuals and the wider society; but understanding how crime is generated, the impact it has and the ways we can address the “problem of crime” is an insightful educational experience. Like going up a mountain, you may feel the strain and pain of doing it whilst at the base camp or halfway but once you reach the peak, you get views of something else. For those who wish to join us; be open to new perspectives and be prepared to have your mind blown!
To find out more, please visit:
BA (Hons) Criminology with Psychology
Share this:
Reflecting on my viva experience
I reflect one week after one of the most important examinations in academia, the viva. Like any examination you never know what is going to come up and therefore you have to be prepared for anything. This makes preparation tricky, uncertain and at times perplexing. There were areas I thought might come up, and in those cases I had a response ready.
On the day, despite all the preparation there were questions that required pause, thought, navigation and discussion. Upon reflection, there were times where I would have liked to provide a more polished and articulate answer, but I am not a robot and therefore my answers are human, with stutters and pauses, passion and dedication; they are unpolished and there is a beauty to that.
What made the difference was having two very supportive examiners that were approachable, interested in my research and wanting me to fulfil my potential. Their additional years in the field/academia over mine were not used to demonstrate their superiority, but instead to guide me in the final process of completing my thesis.
The process acted as a reminder to me that how you approach a situation is so important. In academia, whilst we may be trying to highlight the flaws in a potential project or correcting errors or misconceptions in student’s writing so they can improve, we also ought to put the effort into seeing the good in someone’s work where possible. Think about whether your approach is constructive, how can that individual be supported to the finish line. It pays to maybe think back to the time when your work was being dissected, analysed, with the outcome affecting your academic career in front of you, what type of examiner would you have wanted, maybe that is the one you need to strive to be to others.
I passed with minor corrections that they stressed would only take a few days work. I hope this is acts a testament to what is possible. As a first-generation Black woman that tentatively stepped into academia, achieved a first-class honours degree, navigated a masters at Oxford University, was successful in achieving a funded PhD to then pass with minor corrections, challenge yourself and dare to dream!
Share this:
Witches, Broomsticks and Libraries
My son has been gifted and collected many delightful children’s books since his recent birth. A book which stands out to me on Women’s History Month is: Room on the Broom (2001) by writer Julia Donaldson and Illustrator Axel Scheffler.
Aside from the fabulous use of words and illustrations, the main character of the story is a lovely witch who makes room on her broom for her cat, a dog, bird and frog. The latter part of the story consists of the broom snapping, presumably due to the extra weight of these passengers, then the witch risks being eaten by a dragon. But eventually all is well as the witch creates a new super broomstick with;
seats for the witch
and the cat and the dog,
a nest for the bird and
a shower for the frog.
This book’s depiction of the witch as a morally good character is wonderful but this is not usual. In popular culture, such as fiction, television and film witches seem to have flawed character traits, are morally bad cackling devious women who fly about casting spells on poor and (un/)suspecting folk.
The negative connotations of witches today reflect a long dreadful real-life history of outsiders being accused of being witches – with some being tortured and murdered due to this. The outsiders aka witches tended to be women, women who were providing a service for other women, such as support during childbirth or healing practices, or those that practice spiritualisms that differ to dominant religions. If re-born today some of these women may have been celebrated as midwifes and nurses, although their wages and workloads would still illustrate that predominantly women centered roles tend to be under appreciated.
On International Women’s Day I finished reading Disobedient Bodies (2023) by Emma Dabiri. Disobedient Bodies reminds me about how in a white capitalist cis male world bodies categorised as female and women are constructed as deviant. Proof of being a witch was apparently not just found in practices but on the bodies of women. Emma Dabiri adds to the discussion on witches that I did not consider; that groups of women aka groups of deviant witches were considered to be the most threatening to witch hunters. For a long time women have been pitted against each other, the historical nature of women meeting in groups to support each other as a threat to patriarchal capitalist white systems has added to this.
My son is very privileged to have so many book at the age of 1. Unfortunately I am writing during a time where there are threats to close 25 libraries in Birmingham. Notably, the libraries that me and my son frequent consist of mostly women staff (both paid and volunteers). In addition to the potential for job losses, if this happens there will be babies, children and adults without access to books, artistic classes, warm and safe spaces. To quote my friend and colleague, “soon there will be nothing left”.
Share this:
By whose standards?
This blog post takes inspiration from the recent work of Jason Warr, titled ‘Whitening Black Men: Narrative Labour and the Scriptural Economics of Risk and Rehabilitation,’ published in September 2023. In this article, Warr sheds light on the experiences of young Black men incarcerated in prisons and their navigation through the criminal justice system’s agencies. He makes a compelling argument that the evaluation and judgment of these young Black individuals are filtered through a lens of “Whiteness,” and an unfair system that perceives Black ideations as somewhat negative.
In his careful analysis, Warr contends that Black men in prisons are expected to conform to rules and norms that he characterises as representing a ‘White space.’ This expectation of adherence to predominantly White cultural standards not only impacts the effectiveness of rehabilitation programmes but also fails to consider the distinct cultural nuances of Blackness. With eloquence, Warr (2023, p. 1094) reminds us that ‘there is an inherent ‘whiteness’ in behavioural expectations interwoven with conceptions of rehabilitation built into ‘treatment programmes’ delivered in prisons in the West’.
Of course, the expectation of adhering to predominantly White cultural norms transcends the prison system and permeates numerous other societal institutions. I recall a former colleague who conducted doctoral research in social care, asserting that Black parents are often expected to raise and discipline their children through a ‘White’ lens that fails to resonate with their lived experiences. Similarly, in the realm of music, prior to the mainstream acceptance of hip-hop, Black rappers frequently voiced their struggles for recognition and validation within the industry due similar reasons. This phenomenon extends to award ceremonies for Black actors and entertainers as well. In fact, the enduring attainment gap among Black students is a manifestation of this issue, where some students find themselves unfairly judged for not innately meeting standards set by a select few individuals. Consequently, the significant contributions of Black communities across various domains – including fashion, science and technology, workplaces, education, arts, etc – are sometimes dismissed as substandard or lacking in quality.
The standards I’m questioning in this blog are not solely those shaped by a ‘White’ cultural lens but also those determined by small groups within society. Across various spheres of life, whether in broader society or professional settings, we frequently encounter phrases like “industry best practices,” “societal norms,” or “professional standards” used to dictate how things should be done.
However, it’s crucial to pause and ask:
By whose standards are these determined?
And are they truly representative of the most inclusive and equitable practices?
This is not to say we should discard all concepts of cultural traditions or ‘best practices’. But we need to critically examine the forces that establish standards that we are sometimes forced to follow. Not only do we need to examine them, we must also be willing to evolve them when necessary to be more equitable and inclusive of our full societal diversity.
Minority groups (by minority groups here, I include minorities in race, class, and gender) face unreasonably high barriers to success and recognition – where standards are determined only by a small group – inevitably representing their own identity, beliefs and values.
So in my opinion, rather than defaulting to de facto norms and standards set by a privileged few, we should proactively construct standards that blend the best wisdom from all groups and uplift underrepresented voices – and I mean standards that truly work for everyone.
References
Warr, J. (2023). Whitening Black Men: Narrative Labour and the Scriptural Economics of Risk and Rehabilitation, The British Journal of Criminology, Volume 63, Issue 5, Pages 1091–1107, https://doi.org/10.1093/bjc/azac066
Share this:
Are my interests childish or are you missing the bigger picture?
In semester 2, the level 4 BA Criminology students have been navigating different forms of socialisation for children, and thinking critically about where standards, assumptions and pressures on our children come from. Its been an interesting few weeks full of discussions building on personal experiences, documentaries and the wider academic literature. Now, whilst I could write a detailed reflection on the classroom discussions, what instead I want to, shockingly, moan about in the blog this week are the labels applied to young adults and adults implying being ‘childish’ is something to be ashamed of.
Many who know me will be aware I am a huge Disney fan, particularly Disney and Disney Pixar animations, which includes watching, gaming, clothing and accessories which all match my love for these films. I am also a big, big, big fan of dinosaurs, although if I’m being honest, its more so the Jurassic Park/World franchise. Again, books, films, toys, stuffed dinosaurs (shout out to my Beta stuffed toy – pictured above) from the Natural History Museum) and also a tattoo. These things bring me joy and also peace. Many a times when I’m overwhelmed, the go to is a Disney animation or Jurassic Park (much to my partner’s pain) for familiarity, comfort and relaxation. Yet despite the comfort and joy it brings me, often I am met with commentary about my ‘childish’ interests and questions around ‘when will I grow up’.
Now for clarity, most of these comments (but not all) are from friends and loved-ones who are saying so (I presume) in jest. There is no malice behind the comments, but still it has given me food for thought. Lots of people of all ages share the same joys as myself (social media fan pages are many), but is there any harm in pressing people to justify and commenting on their pastimes? Possibly. I am in a fortunate position to be able to afford various Disney-themed items of clothing (huge shout out to Primark and their Stitch section), Jurassic Park official merchandise, POP! Figures, clothes, posters etc whereas when I was younger, this was not something we could afford. Being in a privileged position and having a disposable income means I get to explore interests from my childhood, and have them develop into passions. Something which wasn’t available to me as a child, or even as a young adult at University. Being older and engaging with interests from childhood also uncovers new ways of appreciating the messages, artwork, and stories.
The presumption that my interests are ‘childish’ is not clearly explained by those who comment. What is meant by ‘childish’ and why is it presumed to be negative is not clear. But there appears to be some stigma around it. There is a push, as we are slowly uncovering in classroom discussions, for everyone to ‘grow-up’, but is this what is best for the individual? Or does this serve some greater purpose for society? I’m not sure what the point of the above ramblings are for, other than it might be best to keep opinions to yourself if you do not share the same interest. In a word that is full of harm and disadvantage, especially for children, let people enjoy their interests and passions, commentary free, if they aren’t harming you!
Share this:
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?
Thoughts from the criminology team 