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Youth or Adult: can you tell?

This week’s blog begins with a game: youth or adult, secure estate in England and Wales. Below are some statements, and you simply need to guess (educated guesses please), whether the statement is about the youth, or adult secure estate. So, are the statements about children in custody (those under the age of 18 years old) or adults in custody (18+). When you’re ready…

  • 70% decrease in custody in comparison to 10 years ago
  • Segregation, A.K.A Solitary Confinement, used as a way of managing the most difficult individuals and those who pose a risk to themselves or others
  • Racial disproportionality in relation to experiencing custody and being remanded to custody
  • Self-harm is alarmingly high
  • 1/3 have a known mental health disability
  • Homelessness after release is a reality for a high proportion of individuals
  • Over half of individuals released from custody reoffend, this number increases when looking at those sentenced to 6months of less

How many did you answer youth secure estate, and how many adult secure estate? Tally up! Did you find a 50/50 split? Did you find it difficult to answer? Should it be difficult to spot the differences between how children and adults are treated/experience custody?

All of the above relate specifically to children in custody. The House of Commons Committee (2021) have argued that the secure estate for children in England and Wales is STILL a violent, dangerous set of environments which do little to address the needs of children sentenced to custody or on remand. Across the academic literature, there is agreement that the youth estate houses some of the most vulnerable children within our society, yet very little is done to address these vulnerabilities. Ultimately we are failing children in custody! The Government said they would create Secure Schools as a custody option, where education and support would be the focus for the children sent here. These were supposed to be ready for 2020, and in all fairness, we have had a global pandemic to contend with, so the date was pushed to 2022: and yet where are they? Where is the press coverage on the positive impact a Secure School will make to the Youth estate? Does anyone really care? A number of Secure Training Centres (STCs) have closed down across the past 10 years, with an alarmingly high number of the institutions which house children in custody failing Ofsted inspections and HM Inspectorate of Prisons (2021) found violence and safety within these institutions STILL a major concern. Children experience bullying from staff, could not shower daily, experience physical restraint, 66% of children in custody experienced segregation which was an increase from the year prior (HM Inspectorate of Prisons, 2021). These experiences are not new, they are re-occurring, year-on-year, inspection after inspection: when will we learn?

The sad, angry, disgusting truth is you could have answered ‘adult secure estate’ to most of the statements above and still have been accurate. And this rings further alarm bells. In England and Wales, we are supposed to treat children as ‘children first, offenders second’. Yet if we look to the similarities between the youth and adult secure estate, what evidence is there that children are treated as children first? We treat all offenders the same, and we treat them appallingly. This is not a new argument, many have raised the same points and concerns for years, but we appear to be doing very little about it.

We are kidding ourselves if we think we have a separate system for dealing with children who commit crime, especially in relation to custody! It pains me to continue seeing, year on year, report after report, the same failings within the secure estate, and the same points made in relation to children being seen as children first in England and Wales: I just can’t see it in relation to custody- feel free to show me otherwise!

References:

House of Commons Committees (2021) Does the secure estate meet the needs of young people in custody? High levels of violence, use of force and self-harm suggest the youth secure estate is not fit for purpose [Online]. Available at: https://houseofcommons.shorthandstories.com/justice-youth-secure-estate/index.html. [Last accessed 4th April 2022].

HM Inspectorate of Prisons (2021) Children in Custody 2019-2020: An analysis of 12-18-year-old’s perceptions of their experiences in secure training centres and young offender institutions. London: Her Majesty’s Inspectorate of Prisons.

They think it’s all over…….

https://www.northampton.ac.uk/news/covid-blog-they-think-its-all-over/

Probably the most famous quote in the history of English football was that made by Kenneth Wolstenholme at the end of the 1966 World Cup final where he stated as Geoff Hurst broke clear of the West German defence to score the 4th goal that “Some people are on the pitch…. they think it’s all over…….it is now”. I have been reminded of this quote as we reach April 1st, 2022 when all Coronavirus restrictions in England essentially come to an end. We are moving from a period of pandemic restrictions to one of “living with Covid”. Whilst the prevailing narrative has focussed on “it’s over” the national data sets would suggest it is most definitely not. We are currently experiencing another wave of infections driven by the Omicron BA-2 variant. Cases of Covid infection have been rising steadily over the past couple of weeks and we are now seeing hospital admissions and deaths rise too. This has led to an interesting tension between current politically driven and public health driven advice.

The overriding question then is why remove all restrictions now if infection rates are so high. The answer sits with science and the success of the vaccination programme, and the protection it affords, which to date has seen 86% of the eligible population have two jabs and 68% boosted with a third. Furthermore, we are now at the start of the Spring booster programme for the over 75s and the most vulnerable. The introduction of the vaccine has seen a dramatic fall in serious illness associated with infection and the UK government now believe that this is a virus we can live with and we should get on with our lives in a sensible and cautious way without the need for mandated restrictions. The advances gained in both the vaccination programme, anti-viral therapies and treatments have been enormous and underpin completely the current and future situation. So, the narrative shifts to one that emphasises learning to live with the virus and to that end the Government has provided us with guidance. The UK Government’s “Living with Covid Plan” COVID-19 Response – Living with COVID-19.docx (publishing.service.gov.uk) has four key principles at its heart:

  • Removing domestic restrictions while encouraging safer behaviours through public health advice, in common with longstanding ways of managing most other respiratory illnesses;
  • Protecting people most vulnerable to COVID-19: vaccination guided by Joint Committee on Vaccination and Immunisation (JCVI) advice, and deploying targeted testing;
  • Maintaining resilience: ongoing surveillance, contingency planning and the ability to reintroduce key capabilities such as mass vaccination and testing in an emergency; and
  • Securing innovations and opportunities from the COVID-19 response, including investment in life sciences.

So, in addition to the restrictions already removed from 1 April, the Government will:

  • Remove the current guidance on voluntary COVID-status certification in domestic settings and no longer recommend that certain venues use the NHS COVID Pass.
  • Update guidance setting out the ongoing steps that people with COVID-19 should take to minimise contact with other people. This will align with the changes to testing.
  • No longer provide free universal symptomatic and asymptomatic testing for the general public in England.
  • Consolidate guidance to the public and businesses, in line with public health advice.
  • Remove the health and safety requirement for every employer to explicitly consider COVID-19 in their risk assessments.
  • Replace the existing set of ‘Working Safely’ guidance with new public health guidance

My major concern with these changes is the massive scaling back of infection testing. In doing so we run the risk of creating a data vacuum. Being able to test and undertake scientific surveillance of the virus’s future development would help us identify any future threats from new variants; particularly those classified as being “of concern”. What we should have learned from the past two years is that the ability to understand the virus and rapidly scale up our response is critical.

What is also now abundantly clear from the current data is that this is far from over and it is going to take some time for us to adapt as a society. The ongoing consequences for the most vulnerable sections of our society are still incredibly challenging. It will not be a surprise to any health professional that the pandemic was keenest felt in communities already negatively impacted by health inequalities. This has been the case ever since the publication of the “Black Report” (DHSS 1980), which showed in detail the extent to which ill-health and death are unequally distributed among the population of the UK.  Indeed, there is evidence that these inequalities have been widening rather than diminishing since the establishment of the National Health Service in 1948. It is generally accepted that those with underlying health issues and therefore most at risk will be disproportionately located in socially deprived communities. Consequently, there is a genuine concern that the most vulnerable to the virus could be left behind in isolation as the rest of society moves on. However, we are now at a new critical moment which most will celebrate. Regardless of whether you believe the rolling back of restrictions is right or not, this moment in time allows us an opportunity to reflect on the past two years and indeed look forward to what has changed and what could happen in terms of both Coronavirus and any other future pandemic.

Looking back, I have no doubt that the last two years have changed life considerably in several  positive and negative ways. Of course, we tend to migrate to the negative first and the overall cost of life, levels of infection and the long-term consequences have been immense. The longer-term implications of Covid (Long Covid) is still something we need to take seriously and fully understand. What is not in doubt is the toll this has had on individuals, families, communities and the future burden it places on our NHS. The psychological impact of social isolation and restrictions has been enormous and especially so for our children, young people, the vulnerable and the elderly. The social and educational development of school children is of particular concern. The wider economic implications of the pandemic will take some time to recover. Yet, whilst the negative implications cause us grave concern many features of our lives have improved. Many have identified that this pandemic has helped them re-asses what is important in life, how important key workers are in ensuring society continues to operate smoothly and the critical role health and social services must play in times of health crisis. Changing perspectives on work, work life balance and alternative ways of conducting business have been embraced and many argue that the world of work will never be the same again.

On that final note it’s important that as a society we have learned from what I have previously described as the greatest public health crisis in my lifetime. Pandemic planning was shown to be woefully inadequate and we must get this better because there is no doubt there will be another pandemic of this magnitude at some point in the future. Proper support for health and social services are critical and the state of the NHS at the start of all this was telling. Yes, it rose to the challenge as it always does but health and social care systems were badly let down in the early stages of this pandemic with disastrous consequences. Proper investment in science and research is paramount, for let’s be honest it was science that came to our rescue and did so in record time. There will inevitably be a large public enquiry into all aspects of the pandemic, its management and outcomes. We can only hope that lessons have been learned and we are better prepared for both the ongoing management of this pandemic and inevitably the next one.

Dr Stephen O’Brien

FHES

Originally posted here

UCU Strike 21-25 March 2022

More information around the University and College University [UCU] and the Four Fights Dispute can be found here.

Information about the Northampton branch of UCU can be found here and here.

You can also find out why striking is a criminological issue here: https://thoughtsfromthecriminologyteam.blog/2021/12/10/striking-is-a-criminological-matter/ and here: https://thoughtsfromthecriminologyteam.blog/2022/02/18/united-nations-un-world-day-of-social-justice/

If you want to know why the Criminology Team is prepared to stand outside in the cold and rain please read here: https://thoughtsfromthecriminologyteam.blog/2022/03/02/higher-education-the-strikes-and-me/ and here: https://thoughtsfromthecriminologyteam.blog/2022/03/09/higher-education-students-the-strikes-and-me/

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.

DIE in Solidarity with Diversity-Inclusion-Equality

As an associate lecturer on a casual contract, I was glad to stand in solidarity with my friends and colleagues also striking as part of UCU Industrial Action. Concurrently, I was also glad to stand in solidarity with students (as a recent former undergrad and masters student … I get it), students who simply want a better education, including having a curriculum that represents them (not a privileged minority). I wrote this poem for the students and staff taking part in strike action, and it comes inspired from the lip service universities give to doing equality while undermining those that actually do it (meanwhile universities refuse to put in the investment required). This piece also comes inspired by ‘This is Not a Humanising Poem’ by Suhaiymah Manzoor-Khan, a British author-educator from Bradford in Yorkshire.


Some issues force you to protest

the way oppression knocks on your front door

and you can’t block out the noise

“protest peacefully, non-violently”

I have heard people say

show ‘the undecided’, passive respectability

be quiet, leave parts of yourself at home

show them you’re just as capable of being liked

enough for promotion into the canteen,

protest with kindness and humour

make allusions to smiling resisters in literature

they’d rather passive images of Rosa Parks all honestly

but not her politics against racism, patriarchy, and misogyny

Photo by Sushil Nash on Unsplash

but I wanna tell them about British histories of dissent

the good and the bad – 1919 Race Riots

the 1926 general strikes, and the not so quiet

interwar years of Caribbean resistance to military conscription

I wanna talk about how Pride was originally a protest

I wanna talk about the Grunwick Strike and Jayaben Desai

and the Yorkshire miners that came to London in solidarity

with South Asian migrant women in what was 1980s austerity

I want to rant about Thatcherism as the base

for the neoliberal university culture we work in today

I want to talk about the Poll Tax Riots of 1990

and the current whitewashing of the climate emergency

they want protesters to be frugal in activism,

don’t decolonise the curriculum

they say decolonise

they mean monetise, let’s diversify …

but not that sort of diversity

nothing too political, critical, intellectual

transform lives, inspire change?

But no,

they will make problems out of people who complain

it’s your fault, for not being able to concentrate

in workplaces that separate the work you do

from the effects of Black Lives Matter and #MeToo

they make you the problem

they make you want to leave

unwilling to acknowledge that universities

discriminate against staff and students systemically

POCs, working-class, international, disabled, LGBT

but let’s show the eligibility of staff networks

while senior leaders disproportionately hire TERFs

Universities are gaslighting their staff and students, enough is enough (Getty Images)

staff and students chequered with severe floggings

body maps of indenture and slavery

like hieroglyphics made of flesh

but good degrees, are not the only thing that hold meaning

workers rights, students’ rights to education

so this will not be a ‘people are human’ poem

we are beyond respectability now

however, you know universities will DIE on that hill

instead,

treat us well when we’re tired

productive, upset, frustrated

when we’re in back-to-back global crises

COVID-19, Black Lives Matter, femicide,

failing in class, time wasting, without the right visas,

the right accents; Black, white, homeless, in poverty,

women, trans, when we’re not A-Grade students, when we don’t

have the right last name; when we’re suicidal

when people are anxious, depressed, autistic

tick-box statistics within unprotected characteristics

all permeates through workers’ and student rights

When you see staff on strike now,

we’re protesting things related to jobs yes,

but also, the after-effects

as institutions always protect themselves

so sometimes I think about

when senior management vote on policies…

if there’s a difference between the nice ones ticking boxes

and the other ones that scatter white supremacy?

I wonder if it’s about diversity, inclusion, and equality [DIE],

how come they discriminate in the name of transforming lives

how come Black students are questioned (under caution) in disciplinaries

like this is the London Met maintaining law and order …

upholding canteen cultures of policing

Black and Brown bodies. Decolonisation is more

than the curriculum; Tuck and Yang

tell us decolonisation is not a metaphor,

so why is it used in meetings as lip service –

Photo by Kevin Olson on Unsplash

why aren’t staff hired in

in critical race studies, whiteness studies, decolonial studies

why is liberation politics and anti-racism not at the heart of this

why are mediocre white men failing upwards,

they tell me we have misunderstood

but promotion based on merit doesn’t exist

bell hooks called this

imperialist heteropatriarchal white supremacy

you know Free Palestine, Black Lives Matter, and the rest

we must protest how we want to protest

we must never be silenced; is this being me radical, am I radical 

Cos I’m tired of being called a “millennial lefty snowflake”, when I’m just trying not to DIE?! 


Further Reading

Ahmed, Sara (2012) On Being Included: Racism and Diversity in Institutional Life. London: Duke.

Ahmed, Sara (2021) Complaint. London: Duke.

Bhanot, Kavita (2015) Decolonise, Not Diversify. Media Diversified [online].

Double Down News (2021) This Is England: Ash Sakar’s Alternative Race Report. YouTube.

Chen, Sophia (2020) The Equity-Diversity-Inclusion Industrial Complex Gets a Makeover. Wired [online].

Puwar, Nirmal (2004) Space Invaders: Race, Gender and Bodies Out of Place. Oxford: Berg.

Read, Bridget (2021) Doing the Work at Work What are companies desperate for diversity consultants actually buying? The Cut [online].

Ventour, Tré (2021) Telling it Like it is: Decolonisation is Not Diversity. Diverse Educators [online].

Higher education, the strikes and me

I joined the UCU last year, the first time I’d ever been a member of a union in my 43 years of working life. Admittedly, thirty years of that working life was spent in policing where membership of a union was unlawful.  Yes, there was the Police Federation but to be honest it was a bit of a toothless tiger.  During my career I saw successive governments hack away at pay and conditions in policing, sometimes only to be halted from catastrophic changes when they thought there might be an all-out mutiny, an example of which was the reaction to the Sheehy Inquiry in the early 1990s.  In that policing career I was called upon to be involved in policing of pickets, sometimes peaceful, sometimes not.  I never thought about joining a union or being part of a picket and when I started a second career in Higher Education, I didn’t think about it then.  But my experiences in higher education over the last few years has driven me to join a union, mismanagement in various guises, has driven me to join.

I thought it somewhat ironic when I first saw the UCU posters declaring ‘we are at breaking point’; too late I thought, I’ve already been broken, and whilst I may have recovered, the scars are still there.  Thirty years of policing, with all the horrors, the stresses and the strains didn’t break me, but 7 years of higher education managed to do so.

A couple of years ago, having been ill, resulting a short stay in hospital, I found myself on a farcical fast track of phased return to work.  I managed to get back to some form of normality with the help of my colleagues, who took the brunt of my workload; I will return to that later.  The new normality was however short lived, Covid hit, and we all went into lockdown and teaching online.  It seemed that we might weather the storm and later the same year, amidst reported complaints from students about lockdowns, teaching online and mental health, our institution like nearly every other university in the country vowed there would be face-to-face teaching.  And of course, if you promise it, you have to deliver it, particularly if you are under pressure from national student bodies about refunds and the like.  As Covid took hold in earnest, as reports came in about people dying in the thousands, as the proliferation of news suggested who were the most vulnerable, and as we saw 50% of our team leave to join other institutions, our managers continued to insist that we do face to face teaching.  Three members of staff could work 5 days a week, teaching over 250 students.  The maths was confounding, the incredibility of it all was only surpassed by the staggering management determination to ensure that at least 2 hours of face-to-face teaching took place.  The breath-taking simple-mindedness saw suggestions of cramming students, 40 at time into hired, poorly ventilated, venues.  The risks were quite simply ignored, government guidelines were side-lined as were the university’s promises of a Covid secure environment.  It was apparent, nobody cared; all that mattered was delivery of 2 hours of face-to-face teaching. The university had decreed it and so it had to be done.

If that wasn’t bad enough, our team had to endure machinations around how many new staff to advertise for.  Three had left to be replaced by two because of the uncertainty around student recruitment. Even when we had ridden the wave of Covid, if we survived it unscathed, we were to be worked to the bone. The fifty to sixty odd hours a week would have to be increased. Nobody cared, just do what you are told and get on with it. Make use of associate lecturers, we were told, when we had very few and they were threatening to leave.  Recruit more, from where we asked and what about their training?  Such trivial matters were met with stony silence, face to face teaching, that was the mantra.

I remember one meeting, my colleagues will tell you about one meeting, where enough was enough. I was done and I couldn’t do anymore, I didn’t argue, I didn’t get cross, I just stopped, numbed by the sheer callousness and stupidity of it all.  Signed off sick with work related stress I was told I was mentally burnt out.  I was asked whether I ever switched off from work, the answer was no.  Not because I didn’t want to, of course I did.  But with lectures to prepare and deliver, with modules to manage, with Blackboard sites to build, with expectations of visiting schools and working open days, with expectations of helping with validations, with the incessant marking and second marking with dissertation tutorials and personal academic tutorship and the myriad of other tasks, I couldn’t switch off.  Working evenings and weekends to keep up has been the norm, working even harder to buy space to take annual leave became unmanageable.  Hollow words from management suggesting we have to take our annual leave.  Hollow because they do not give you the time to do it.  An extra closed day was the reward for our hard work, thank you, I worked that day as well.  And after my absence from work, another attempt at fast tracking my phased return.  And a return to full time work just meant a continuation of the fifty hours plus working week.  My colleagues took a lot of work, too much work, to try to help manage workloads.  So not just a return to challenging workloads for me but a guilt trip as well, as I felt I hadn’t been pulling my weight.  On the one hand the institution makes the right noises, Covid safe environments and occupational health assistance and on the other its managers give scant regard for the human beings that work for them. Utilising outdated and unfathomable workload management tools, they manipulate data to provide a thin veneer of logic and fairness.  If ever there were a good example of neo-Taylorism, look no further than higher education.   

I’ve been on strike because of what happened to me and because of what is happening to my colleagues across the country.  A failure to acknowledge working conditions, a failure to treat staff with dignity and respect and a failure to provide equal opportunity shows how little managers care for higher education vis-a-vis profit.  I’ve been on strike because I don’t want my colleagues to be burnt out.  I’ve been on strike because I don’t know how else to try to change the future for those that work in higher education.  I don’t want to strike, I don’t want to impact my student’s education, but my colleagues are at breaking point, what else should we do?

UCU Strike 28 February-2 March 2022

More information around the University and College University [UCU] and the Four Fights Dispute can be found here.

Information about the Northampton branch of UCU can be found here and here.

You can also find out why striking is a criminological issue here: https://thoughtsfromthecriminologyteam.blog/2021/12/10/striking-is-a-criminological-matter/ and here: https://thoughtsfromthecriminologyteam.blog/2022/02/18/united-nations-un-world-day-of-social-justice/

UCU Strike 21-22 January 2022

More information around the University and College University [UCU] and the Four Fights Dispute can be found here.

Information about the Northampton branch of UCU can be found here and here.

You can also find out why striking is a criminological issue here: https://thoughtsfromthecriminologyteam.blog/2021/12/10/striking-is-a-criminological-matter/ and here: https://thoughtsfromthecriminologyteam.blog/2022/02/18/united-nations-un-world-day-of-social-justice/

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.

UCU Strike 1-3 December 2021

More information around the University and College University [UCU] and the Four Fights Dispute can be found here.

Information about the Northampton branch of UCU can be found here and here.

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