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Corona is liminal, this crisis stage of the pandemic will pass. Corona upended so much of our lives. Humanism suggests that we will grow from this experience if we forge a solidarity and vigilance, like with HIV/AIDS, a pandemic that initially attacked, as diseases do, the vulnerable. Now with Covit, you have people in my ole Kentucky home, storming the state capitol with guns, to un-peacefully protest wearing masks. They act in solidarity with no one but themselves, a key cue to empathy erosion.
Along with several of my cousins, I am a teacher, and have been teaching online for over a year now. Whether online or face-to-face, I know that I need to demonstrate the sort of behaviour I expect students to bring to the class. I am fortunate to have learned this first hand, having had years of positive classroom experiences from a litany of mentor-teachers. Along with my family and religious/spiritual community, educators showed me the power of giving one’s full attention – it creates the conditions that cultivate compassion. Therefore, I am acutely aware that I need to ‘look’ at my students, and listen without prejudice. I want to; I want us all to connect. Yet, most refuse to turn on their cameras. I’m often looking at the green light above my screen.
Despite my urging, most students have not even bothered to upload a profile picture so that the icon sitting on the screen during class would at least display a human. Therefore, on the occasions when they do speak, their voices are visualized by a bland, neutral, grey-scale silhouette. This virtual space dehumanizes us. Sometimes it does feel like “Hanging on to hope, when there is no hope to speak of,” so I keep an uplifting musical playlist synced to every device.
In reflecting on several of her own dehumanizing experiences in the classroom, bell hooks asks readers: “Imagine what it is like to be taught by a teacher who does not believe you are fully human.” Like bell hooks, I have spent years “Listening to students talk about the myriad ways that they feel diminished when teachers refuse to acknowledge their presence or extend to them basic courtesy in the classroom” (hooks, TCC, 61). Further, we know that interfacing through screens lends itself to the old banking model of education, where “teachers present the material and students passively receive it” (hooks, TCC, 10). This, too, risks further dehumanization. I believe one purpose of my role as teacher/role-model is to treat students as human, some arriving so wounded that this all feels brand new.
I believe that turning on my camera signals that I am actively engaged and focused on the matter at hand. It’s even been fed back to me through co-teachers that students appreciate that I take the first few minutes of each session to chit-chat. I call this time “mic check,” and simply inquire about their well-being and share my own. I then segue into each lesson by asking each mic-checker about their own experiences or thoughts related to the topic. I hardly think they’d actively participate if I began by lecturing from slides, thereby fixing them in the passenger seats.
I have worked in the classroom since the 90’s, through the early days of social media and concurrent normalization of smartphone addiction. In this time, many have grown accustomed to phubbing- snubbing people IRL for the sake of the phone, which dramatically screws up kids. I have also observed a variety of negative implications from students’ own reliance on technology, e.g. anxiety and depression fueled by the fear of missing out (FOMO), poor impulse control, attention deficit, eroded self- esteem and awareness. This first led me back to Engaged Pedagogy (hooks’ teaching Trilogy), then further research on empathy erosion (Baron Cohen’s Zero Degrees of Empathy), and ultimately the role of technology therein. That led me to MIT Professor Sherry Turkle, who has been using her interdisciplinary research for years to sound the alarm around our growing individual disconnectedness, alongside our growing mass tech-addiction.“Empathy cannot be performed,” she’s consistently said. Empathy can, however, be cultivated.
Commenting on a year of online education, Sherry Turkle recently appeared on one of the radio talk-shows I’ve been able to closely follow during Corona’s solitude. She reflects: “To make my students feel that I’m…making eye-contact, I have to look at the little green light at the top of the computer, which means I’m not looking at anything at all. So, in order to give the illusion of connection, I have to basically look at nothing…and that doesn’t give me a feeling of empathy, I’m performing. That’s a very empathy draining thing to be doing.”
It is draining. I continually try a range of tactics to get students to share in creating an engaging and worthwhile classroom, and periodically receive positive feedback from both colleagues and students. I urge them to see the power in more fully cultivating the human connection, in spite of this virtual reality. I also remind students that I don’t do lectures, but facilitate classroom discussions around appropriate, well-curated materials. Every so often, there are students who are easily attuned to this new working rhythm. Most struggle.
Reality. Virtuality. Fictionality.
Notably, our students here in Vietnam more easily cooperate with using their cameras and, perhaps subsequently, more actively engaging. My husband – who is teaching Vietnamese students online at this very moment – has suggested that this comes from the local cultural significance, and subsequent authority teachers hold here as compared to the west. He also believes that students here are more willing to be vulnerable. Turkle also affirms that: “We become accustomed to enjoying that lack of vulnerability by doing so much of our personal business and our business business hidden behind a screen.” The grey-silhouette is a like a superhero’s mask that displays invulnerability within that virtual world.
“You have reasons to not like Zoom,” Turkle continues, “… the better you are at Zoom, the less of a real connection you’re making.” In the face of much resistance, I try my best to hold steady to the idea that learning is social. While it remains true that facts can be studied, remembered and regurgitated on command – even met with great accolade – true understanding relies on the ability to think critically. “Thinking critically is at the heart of anybody transforming their life,” hooks says emphatically. Critical thinking relies on empathy. Empathy relies on human connection. In order to take best advantage of the virtual classroom, we must be about the business of creating the conditions and expectations for real human connectedness.
A cosy Sunday evening, the flat has been hoovered, the washing is out to dry, lunch has been prepped for the following day…yet despite all of this normality me and my partner sit here on our cosy Sunday armed with the knowledge that another national lockdown is imminent. So whats next for us?
Before I explore whats next I want to reflect on what has been, it was only this time last year that my mental health was at its worst since I was diagnosed with PTSD some years ago and it was during this month last year that I found out I was pregnant. After many difficult conversations I decided that that chapter of my life was not ready to begin, not just yet, and so the guilt consumed me and I relied on anti-depressants to help me through that difficult time. Eventually as time passed so did the guilt and my mental health became stronger, because I willed it so, and after a short stint I stopped using the anti-depressants because I knew within myself I didn’t have to rely on them…
…More time passed and I found that the strength of my mental health had started to peak, I set myself goals that only I knew about and only I could achieve, I started to be critical of the people I surround myself with to ensure that I was living as authentically true to who I am as possible. This was my attempt at self care, As I withdrew from these friendships I simultaneously removed my negative addictions and repeated behaviours (drugs, alcohol, time-wasting, self-depreciation), I realised that my actions allowed me to concentrate my full energy on the things that truly matter in my life (my studies, my family, my relationship)… and then lockdown happened.
And boy was I prepared for that, I wont deny that I grew a few stretch marks and after some self hate Ive learnt to accept and love them as a natural process of my body. I realised I didn’t do much exercise during lockdown and my appetite was unruly, with zoom quiz night’s came alcohol and snacks (lots of them). Despite my growing waist I was okay mentally and yes I wont deny that having my own apartment and living with my partner helps but also having dealt with a bit of a breakdown some months prior helped order my perspective on my life, how I want to live it and how I would tackle this challenging time. As a 2nd year student I lost all hope and focus for a while as the outstanding assignments were piling up and I was heavily relying on the august submission date, I felt like I wasn’t worthy of being a university student, that I was never going to graduate and self doubt quickly reappeared into my life, Its a strange thing really during lockdown I didn’t really do anything at all, but I also never found the time to study? And the strangest thing is that actually most students felt this way and when me and my peers communicated how we were feeling we were able to support each other more and eventually those assignments were submitted and here we are… 3rd years!
So 3 days to go before lockdown 2 and how can I get through this?… how can you get through this? Undoubtedly there are many people who have dealt with a world of pain since coronavirus first graced our planet and yet in my experience I found this year to be quite grounding and it has allowed me to focus my energy on me, who I am, what I want and who I want to be (without sounding narcissistic but rather rightfully selfish), because I have no control over external happenings neither do you and thats okay. what we can do is focus on our little world; ourselves and the people around us. heres a few quotes I find to be quite relevant to this train of thought.
“To what goal are you straining? The whole future lies in uncertainty; live immediately” – Seneca
“Just keep in mind the more we value things outside our control, the less control we have” – Epictetus
“Man conquers the world by conquering himself” – Zeno
So how can you, how can we, get through lockdown? granted it may not be as-long as the last one but we’ve had a taste of normality again and so this time round it may be harder, this time we have long winter days and a lack of vitamin D combined with the uncertainty of celebrating Christmas with family looming over us, so in consideration of Epictetus’ wise words lets focus on what we can control; 1. lets schedule consistent self care( for me that comes in the medium of being disciplined, in terms of uni work.. and diet), 2. Lets move our bodies! go for a walk outside and pick up litter? (later in this blog post you’ll find some of my suggestions for walks around Northamptonshire), 3. don’t pressure yourself into being consistently pro-active! 4. do drink hot chocolate. 5. And if your sad about missing out on getting your Christmas shopping in early then try to buy from local independant businesses, you might find many local stores posting available items onto their social media pages and offering contact-free deliveries! 6. Check up on your friends and family, be mindful of keeping communication going, you don’t know who just might be struggling! 7. Buy a homeless person a warm meal!
(TIP: when looking for businesses check out this new hashtag on instagram introduced by some local Northampton businesses to get people buying more locally)… #SHOPLOCALSAVECHRISTMAS
And most importantly if you are struggling then reach out to someone and let them know, as always with my posts as the focus tends to be on mental health I will provide links to the university’s, the local communities and national charities mental health resources, so please take note and rely on them if you need to.
For my previous blogs/context have a read of the following:
Navigating Mental Health at University
Navigating your mental health whilst studying at university during a worldwide health pandemic
“Joy comes to us from those whom we love even when they are absent” – Seneca
“Never let the future disturb you. You will meet it, if you have to, with the same weapons of reason which today arm you against the present” – Marcus Aurelius
“Don’t hope that events will turn out the way you want, welcome events in whichever way they happen: this is the path to peace” – Epictetus
I could continue on with a great deal more of these philosophical quotes and if you are interested in them then I’d recommend reading up on the discipline of stoicism, but if you’d like to read on you’ll find a few suggestions of areas to walk in and around Northamptonshire in aid of keeping your body moving during this lockdown, (and if you can take a bag and pick up litter).
Exploring Northampton’s Parks and Reservoirs
Abington Park; Located in the NN1 postcode a short distance from the town centre. The park has plenty of areas to explore with ponds, forestry areas and it offers some lovely autumnal photo opportunities, heres a particularly orangey-ember tree that caught my eye.
Sixfields lakes and reservoir; Unless you know of this lake you wouldn’t know it was there, Its situated a little down from the Sixfields football stadium, there is a small roundabout you can take to go up towards the cinema (Walter Tull Way), down Edgar Mobbs way, or join the A5076, and there is a fourth almost hidden turning that will take you down a road adjacent to Duston mill road, it is down this road that you will find this little gem.
There are two lakes to walk around, one being the main option where most people park up (there is parking on site) at a leisurely stroll the walk will take around an hour, you may see plenty of fishermen and lots of wildlife!
There is a second walk which I’ve only recently discovered myself, just down from the car park there is a small gate and it is through there you can explore to your hearts content!
The Racecourse; I Imagine plenty of students and teachers alike will be aware of this location as it housed the university campus for many many years. As a budding criminologist I cant ignore the fact that the Racecourse has developed a rather unruly reputation for crime, I’ve personally never experienced anything and Ive lived in Northampton the majority of my life but thats not to say that it doesn’t happen, so as always be wise about your walk, perhaps avoid late night’s, let someone know where you are walking and stick to the street lights. The racecourse is a roughly 15 minute walk from the town centre and on good weather days offers views like this;
a-bit further afield: Harlestone Firs; I would recommend driving to this location if you can, there may be local busses that run in the area but I would recommend checking the COVID guidance with regard to bus routes. So Harlestone Firs is a fantastic location to get lost in the woods for a few hours, and I literally mean get lost… I have been there countless times and I still lose myself in there, but its a welcome loss. You’ll find endless amounts of huge ferns, fir trees, endless pathways and there is a working timber yard in amongst this location too. Wear boots for this spot I always choose my trusty Dr.Martens.
Brixworth Country Park/ Pitsford Reservoir; Another location you’ll likely need a vehicle to visit. This huge location offers a giant walk or a bike ride, you can of-course take your pooch with you too but keep them on a lead as theres plenty of cyclists at this location. I recently made the mistake of biking around here with the pooch on an extremely hot day and wow was that an interesting experience. There is paid parking on site or a little slip road you can park along. If you need to just take a few hours or even the whole day go and visit this location, take a packed lunch and sit and enjoy the view.
Here are some more locations that you may already know about and can explore during this lockdown, do make sure to check local COVID guidance, and even if you cant visit some locations now then make a note of them and visit them when you get a chance, Northamptonshire has such a vast amount of countryside to offer!
Becketts Park – Located just of the university campus offering a short distanced walk but plenty of wildlife and a nice view of the canals and lake.
Sywell Reservoir – You’ll likely need a vehicle to visit this location but you could also take the X46 bus (or X47?) Sywell takes around 2-3 hours to walk depending on pace, its one of my favourite spots as I grew up walking around this location.
Victoria Park and Dallington Park – Both are situated in St.James, and both are relatively small in comparison to the other locations but well worth incorporating into your daily exercise if you live within this location.
– Brackmills Country Park
– Delapre Park and Delapre Wood
– Earls Barton just of Doddington road, a pathway leading down to Summer Leys, here you can explore plenty of the river nene, beautiful views of the surrounding landscape and lots of horses!
– Rectory Farm fields; Here you can explore the fields (but be respectful of the farmers land) these fields stretch out to Overstone and Sywell, if you’d like to visit sywell reservoir and living within rectory farm then just take the fields route this route would take around 30 mins to walk to sywell reservoir and its well worth it.
So thats it for me, if you have any of your own suggestions not just in regard to walks around Northamptonshire but also how to keep your mind healthy during this next lockdown then please do comment any suggestions you might have, were all in this together!
If you’ve read this far then here’s one last quote to guide you into your day…
“The impediment to action advances action, what stands in the way becomes the way” – Marcus Aurelius
see below for references to guidance and advice.
- Counsellors – The Counsellors will listen to you and help you respond to the difficulties in your life, they will allow you to develop your abilities to address and resolve issues in your life. https://email@example.com
- Mental Health Advisors – The Mental Health Advisors will provide a private and comfortable space to discuss your mental health difficulties and work with you to develop coping strategies whilst studying. https://www.northampton.ac.uk/student-life/support/counselling-and-mental-health-team/
- Assist – Assist can give you advice and guidance for managing your disability whilst studying, for me they helped with a DSA application regarding my Anti-Depressant medication, the DSA application will give me the opportunity to have 6 appointments with the counselling team who can further help me work through my issues by providing me with a safe and comfortable space to talk. https://www.northampton.ac.uk/student-life/support/about-assist/ ASSIST@northampton.ac.uk
- Speak to your GP, they can refer you to the NHS Mental Health Services.
- Other helpful support links (local and national)
It is quite difficult to write an introductory blog, introducing yourself to new, current and Alumni Criminology students at UoN when you have been there for the past 8 years as either a student or member of staff. What is particularly difficult is figuring out where to start: how do I (re)introduce myself to students, both past and present? What do students want to know? What am I willing to share? What follows is a brief overview of my own journey as a student and with the UoN, as well as a some ‘fun’ (I use this term very lightly) facts about me.
I began my criminological journey in 2012 at the UON. I lived in halls, and had no previous knowledge of anything criminological (or so I thought). I had studied Philosophy and Ethics at A-level which proved helpful throughout my degree (and life in all honesty), but I had not studied psychology or sociology before. I don’t have the fondest memories of year 1; it was all quite overwhelming and A LOT of information to absorb and try to make sense of. And in all truthfulness my grades for the first year were not great (by my standards at least). I think I had feedback from every assessment throughout that first year telling me to check the Harvard Reference Guide! And thankfully in the summer between year 1 and 2, I did check the Guide, in fact I studied the full 100 odd page guide, and never looked back (well occasionally).
Year 2 I decided I was going to get serious about my studies, and serious I got! I didn’t miss a session, I read pretty much everything on the reading lists for my modules and found my voice in a number of seminars. I would say that in comparison to year 1, I really enjoyed my second year of Criminology, especially the placement (yes: even I have completed the placement report and presentation). And my grades reflected the commitment, passion and seriousness which I had applied.
Year 3 was pretty similar to year 2, although the stress levels were heightened. I loved my dissertation, which was an empirical piece on single parenthood and fears around juvenile delinquency. I also loved all the modules I took in year 3, which I cannot say the same for the previous years (sorry team)! Year 3 is when I realised that I would never be bored in Criminology. That is not to say that I do not find some topic areas less interesting than others, or that there are not some theories or perspectives that I do not agree with. But they are not boring (although some topics areas are pushing it). So in one way or another I had decided that my academic journey in Criminology would not end after graduation. And it didn’t.
I became an Associate Lecturer the September after I graduated, and have been on True Crime and Other Fictions and The Science of Crime and Criminals since that first year. I have also led seminars in Research Methods for Criminology, and taken lectures for Violence: From Domestic to Institutional. And basically I never left!
Alongside my AL role, I have completed my MSc in Criminology from the University of Leicester (would have done it at UON but they do not run one: cough cough). I had assumed I would continue my focus on juvenile offending in some capacity, but no I took an entirely different route to one I was familiar with and completed an empirical dissertation on The Prevalence of Rape Myths. Going forward I will hopefully do a PhD, and I currently envisage it being within the realm of Violence Against Women (VAW): but who knows?
In terms of ‘fun’ facts about me, you can know the following:
- I have two house rabbits who are both 6 years old, and have chewed every note book/pad I have ever owned. If the connection goes via online teaching, they might be responsible
- I adore pretty much all of the Disney animations, yes even the outright racist and misogynistic ones
- I eat chocolate every day without fail: pretty sure my body would just stop without it. The same goes for coffee
- And shocker: I love to read!
So to all new Criminology students, I look forward to meeting you (albeit virtually for the time being) and to all returning students (most of whom I shall have met in some capacity) I look forward to meeting you again! And finally I look forward to the next stage in my academic journey as a Lecturer in Criminology.
The thing I hate most about self-isolation is how quickly I eased into this new pace of life. Is that the privilege of having somewhere to self-isolate to or does it come with having an introverted personality? Before quarantine, many would perceive me as a mild-mannered individual. I ask a lot of questions. I guess that’s where my affinity for journalism comes from. Yet, in a global crisis, not much has changed. For someone that suffers from anxiety, one would think I would have more emotional unrest during the worst public health crisis in a generation. But no. I’m content, staying at home.
Whilst this pandemic has been liberating for me, it has shown how much privilege I still have despite being at three disadvantages in society: the colour of my skin, my invisible disability and being an introvert in a world designed for extroverts. Yet, cabin fever does set in once in a blue moon and sometimes it does feel like Groundhog Day. Despite being at comfort in my own space, my concept of time is being challenged. Like, what is a weekend? Not even Bill Murray can save me from this paradox. Not my books, nor Disney+ subscription, films, or The Doctor, Martha and that fogwatch.
What I hate about being an introvert in the buzz term of today – “unprecedented times” – is how I’m not suffering like my extroverted friends. Perhaps this is what it means to live in society designed to accommodate you. The world outside of a health crisis – is this what it’s like? Imagine if I also happened to be an able-bodied, White, straight man as well? Just imagine. Today, extroverts are suffering. Ambiverts are suffering. When this is over will we see an increase in agoraphobia?
And in a society where extroverts are privileged over introverts, the outgoing outspoken marketing professional is valued more than the introverted, reclusive schoolteacher.
Yet, today, we are seeing the value of nurses, doctors, teachers, lecturers / academics and so forth. Many of whom will be introverts going against the grain of what feels normal to them. The person seen to be outgoing and talking and networking is regarded as a team player, in comparison to the freelance blogger or journalist writing away on their computer at home. Many of my teacher friends that talk for a living also love to recluse in their homes, as drinking your own drinks and eating your own food in your own house is great. Can you hear the silence, the world in mute? Priceless.
In my job, I recall in the training we did the Myers-Briggs test in order to get to know each other better. Safe to say I was 97% introvert, which had increased somewhat since I was a student. Coincidence, I think not. In a job where I also go to meetings for a living, and network and people (if I can make a verb out of people), it can be draining. The meetings, the networking, the small talk, the different hats and masks people wear.
As awful as Coronavirus is, I will go back to my intro in saying that this new pace of life is almost like a dream, with intermittent periods of cabin fever. I can recharge my life batteries when I want. I can be alone when I want. I can read, watch films and television series when I want. I like to engage in activities that require critical thought. Self-isolation has given ample time for that. And good things have come from my introspection. Moreover, many conversations with myself. No, I’m not Bilbo Baggins. However, to talk with oneself is freeing. It’s the first sign of intelligence, don’t ya know?
But self-isolation to me and many of my introvert colleagues, it’s our normal. Social distancing is a farce because we are still being social. “Physical distancing” is a better term. Not in this era of WhatsApp, Instagram and Zoom, we’ve never been more social. Coronavirus has shown us a social solidarity that I thought I would not see in my lifetime. To put it bluntly, Coronavirus has pretty much eliminated the quite British obsession of small talk, and given me opportune moments to think.
Whilst my extrovert colleagues want to have that picnic in the park, I’m quite happy to sit in the garden. There lies another privilege. Simultaneously, I seldom feel the need to go out. Where I miss my cinema trips, I remember Netflix, Amazon Prime, Britbox and Disney+. Sure they’re not IMAX but they’ll do. I miss the pub but there’s the supermarket with all sorts of choices of IPA to choose from. Indeed, I have found solace in having my access stripped right back. The freedom to choose afforded to me because I work and live in a “developed country” (I use this term loosely).
For those of us that live in Britain, Coronavirus has swiftly shown that we live in a first-world country with a third-world healthcare system and levels of poverty – highly-skilled medical professionals in a perilously underfunded NHS systematically cut for the last ten years by the Tories.
Unlike University, I can mute social media for a couple of hours, and do some reading. I hate that I am so comfortable, whilst others are not. I often think about international students shafted by visa issues, and rough sleepers who don’t have the privilege of thinking about self-isolation. What about those having to self-isolate in tower blocks like Grenfell? What if we were to have another tragedy like Grenfell during a public health crisis? I hate how Coronavirus has exposed underlying inequalities, and how after this, these systems of power will likely carry on like it’s business as usual.
I don’t feel defeated or bored but the other inequalities in society do make me worry. Having been a victim of racism ten times over, both by individuals and institutions, I know that racism is its own disease and it won’t simply go on holiday because we’re in a pandemic. I know increasing police powers will disproportionately impact people from Black backgrounds, especially in working-class communities, but as Black people (pre-Coronavirus) at a rate of nine times more likely to be stopped and searched than a White person in Northamptonshire is bad enough, isn’t it?
This solitude has pushed me creatively with my poetry and own blogs. Take Eric Arthur Blair, or George Orwell as he was known; when he was sick with TB, he wrote Nineteen Eighty-Four. The book we now lord about today is essentially a first draft. Rushed. A last bout before death. In my isolation, I’m excited for the number of dystopian texts that will come out of Coronavirus, particularly political narratives on how Britain and America reacted. I’m looking forward to artistic expression and if the British public will hold the Government to account. One could argue their thoughtlessness, and support of genocide (herd immunity) is a state crime.
Whilst it is easy to blame the Chinese government, our own government have a lot to answer for and metaphorically speaking, someone (or quite a few people) need to hang.
A good friend and confidant has implored me to write a book as a project. Being naturally inward in my personality, I could do it. Though, I have my reservations. Perhaps I could write a work of genius that goes on to define a generation. Nonetheless, I observe that during lockdowns around the world, there will be both introverts and extroverts applying their minds to art and creativity. Writing books. Painting pictures. Discovering theories, like Isaac Newton did when he was “confined” to his estate during the Plague in 1665.
One day the curve will flatten: we will see each other again at the rising of the sun, folks say we must make use of this time; however, this is unprecedented, so it is also perfectly okay to be at peace with your loved ones, cherish those moments, and do absolutely nothing of consequence at all.
This year marks 20 years that we have been offering criminology at the University of Northampton and understandably it has made us reflect and consider the direction of the discipline. In general, criminology has always been a broad theoretical discipline that allows people to engage in various ways to talk about crime. Since the early days when Garofalo coined the term criminology (still open to debate!) there have been 106 years of different interpretations of the term.
Originally criminology focused on philosophical ideas around personal responsibility and free will. Western societies at the time were rapidly evolving into something new that unsettled its citizens. Urbanisation meant that people felt out of place in a society where industrialisation had made the pace of life fast and the demands even greater. These societies engaged in a relentless global competition that in the 20th century led into two wars. The biggest regret for criminology at the time, was/is that most criminologists did not identify the inherent criminality in war and the destruction they imbued, including genocide.
In the ashes of war in the 20th century, criminology became more aware that criminality goes beyond individual responsibility. Social movements identified that not all citizens are equal with half the population seeking suffrage and social rights. It was at the time the influence of sociology that challenged the legitimacy of justice and the importance of human rights. In pure criminological terms, a woman who throws a brick at a window for the sake of rights is a crime, but one that is arguably provoked by a society that legitimises inequality and exclusion. Under that gaze what can be regarded as the highest crime?
Criminologists do not always agree on the parameters of their discipline and there is not always consensus about the nature of the discipline itself. There are those who see criminology as a social science, looking at the bigger picture of crime and those who see it as a humanity, a looser collective of areas that explore crime in different guises. Neither of these perspectives are more important than the other, but they demonstrate the interesting position criminology rests in. The lack of rigidity allows for new areas of exploration to become part of it, like victimology did in the 1960s onwards, to the more scientific forensic and cyber types of criminology that emerged in the new millennium.
In the last 20 years at Northampton we have managed to take onboard these big, small, individual and collective responses to crime into the curriculum. Our reflections on the nature of criminology as balancing different perspectives providing a multi-disciplinary approach to answering (or attempting to, at least) what crime is and what criminology is all about. One thing for certain, criminology can reflect and expand on issues in a multiplicity of ways. For example, at the beginning of 21st terrorism emerged as a global crime following 9/11. This event prompted some of the current criminological debates.
So, what is the future of criminology? Current discourses are moving the discipline in new ways. The environment and the need for its protection has emerge as a new criminological direction. The movement of people and the criminalisation of refugees and other migrants is another. Trans rights is another civil rights issue to consider. There are also more and more calls for moving the debates more globally, away from a purely Westernised perspective. Deconstructing what is crime, by accommodating transnational ideas and including more colleagues from non-westernised criminological traditions, seem likely to be burning issues that we shall be discussing in the next decade. Whatever the future hold there is never a dull moment with criminology.
It was at the start of a new millennium that people worried about what the so-called millennium will do to our lives. The fear was that the bug will usher a new dark age where technology will be lost. Whilst the impending Armageddon never happened, the University College Northampton, as the University of Northampton was called then, was preparing to welcome the first cohort of Criminology students.
The first cohort of students joined us in September 2000 and since then 20 years of cohorts have joined since. During these years we have seen the rise of University fees, the expansion of the internet and google search and of course the emergence of social media. The original award was focused on sociolegal aspects, predominantly the sociology of deviance, whilst in the years since the changes demonstrate the departmental and the disciplinary changes that have happened.
Early on, as criminology was beginning to find its voice institutionally, the team developed two rules that have since defined the focus of the discipline. The first is that the subject will be taught in a multi-disciplinary approach, widely inclusive of all the main disciplines involved in the study of crime; so alongside sociology, you will find psychology, law, history, philosophy to name but a few. The impetus was to present these disciplines on an equal footing and providing opportunity to those joining the course, to discover their own voice in criminology. The second rule was to give the students the opportunity to explore contentious topics and draw their own perspective. Since the first year of running it, these rules have become the bedrock of UoN Criminology.
The course since the early years has grown and gone through all those developmental stages, childhood, adolescence and now eventually we have reached adulthood. During these stages, we managed to forge a distinctiveness of what criminology looks like; introducing for example a research placement to allow the students to explore the theory in practice. In later years we created courses that reflect Criminology in the 21st Century always relating to the big questions and forever arming learners with the skills to ask the impossible questions.
Through all these years students join with an interest in studying crime and by the time they leave us, to move onto the next chapter of their lives, they have become hard core criminologists. This is always something that we consider one of the course’s greatest contribution to the local community.
In an ordinary day, like any other day in the local court one may see an usher, next to a probation officer, next to a police officer, next to a drugs rehabilitation officer, all of them our graduates making up the local criminal justice system. A demonstration of the reach and the importance of the university as an institution and the services it provides to the local community. More recently we developed a module that we teach in prison comprised by university and prison students. This is a clear sign of the maturity and the journey we have done so far…
As the 21st century entered, twin towers fell, bus and tube trains exploded, consequent wars were made, riots in the capital, the banking crisis, the austerity, bridge attacks, Brexit, extinction rebellion, buildings burning, planes coming down, forest fires and #metoo, and we just barely cover 20 years. These and many more events keep criminological discourse relevant, increase the profile of the subject and most importantly further the conversation we are having in our society as to where we are heading.
As I raise my glass to salute the first 20 years of Criminology at the University of Northampton, I am confident that the next 20 years will be even more exciting. For those who have been with us so far a massive thank you, for those to come we are looking forward to discussing some of the many issues with you. We are passionate about criminology and we want you to infect you with our passion.
As they say in prison, the first 20 years are difficult the rest you just glide through…
When I was fourteen, I was stopped and searched in broad daylight. I was wearing my immaculate (private) school uniform – tie, blazer, shoes… the works. The idea I went to private school shouldn’t matter, but with that label comes an element of “social class.” But racial profiling doesn’t see class. And I remember being one of those students who was very proud of his uniform. And in cricket matches, we were all dressed well. I remember there being a school pride to adhere to and when we played away, we were representing the school and its reputation that had taken years to build. And within those walls of these private schools, there was a house pride.
Yet when I was stopped, it smeared a dark mark against the pride I had. I was a child. Innocent. If it can happen to me – as a child – unthreatening – it can really happen to anyone and there’s nothing they can to stop it. Here I saw unconscious bias rear its ugly head, like a hydra – a many-headed monster (you have to admire the Greeks, you’re never stuck for a metaphor!)
If we’re to talk about unconscious bias, we must say that it only sees the surface level. It doesn’t see my BA Creative Writing nor would it see that I work at a university. But unconscious bias does see Black men in hoodies as “trouble” and it labels Black women expressing themselves as “angry.”
Unconscious bias forces people of colour to censor their dress code – to not wear Nike or Adidas in public out of fear that it increases your chances of being racially profiled. Unconscious bias pushes Black and Asians to code-switch. If a White person speaks slang, it’s cool. When we do it, it’s ghetto. That’s how I grew up and when I speak well, I’ve had responses such as “What good English you speak.” Doomed if you do, doomed if you don’t.
How you speak, what you wear – all these things are scrutinised more when you don’t have White Privilege. And being educated doesn’t shield non-White people (British people of colour included) from racist and xenophobic attacks, as author Reni Eddo-Lodge says in her book:
“Children of immigrants are often assured by well-meaning parents that educational access to the middle classes can absolve them from racism. We are told to work hard, go to a good university, and get a good job.”
The police can stop and question you at any time. The search comes into play, depending on the scenario. But when I was growing up, my parents gave me The Talk – on how Black people can get hassled by police. For me, I remember my parents sitting me down at ten years old. That at some point, you could be stopped and searched at any time – from aimlessly standing on a street corner, to playing in the park. Because you are Black, you are self-analysing your every move. Every footstep, every breath.
And to be stopped and searched is to have your dignity discarded in minutes. When it happened, the officer called me Boy – like Boy was my name – hello Mr Jim Crow – like he was an overseer and I was a slave – hands blistering in cotton fields – in the thick of southern summertime heat. Call me Boy. Call me Thug. No, Call me Target. No, slave. Yes master, no master, whatever you say master. This was not Mississippi, Selma or Spanish Town – this was Northamptonshire in the 2000s and my name is Tré.
Yes, Northamptonshire. And here in 2019, the statistics are damning. Depending on which Black background you look at, you are between six and thirteen times more likely to be stop and searched if you are Black than if you are White (British). And reading these statistics is an indication of conversations we need to be having – that there is a difference between a Black encounter with the police and a White encounter. And should we be discussing the relationship between White Privilege and unconscious bias?
Are these two things an overspill of colonialism? Are they tied up in race politics and how we think about race?
Whilst these statistics are for Northamptonshire, it wouldn’t be controversial to say that stop and search is a universal narrative for Black people in Europe and the Americas. Whether we’re talking about being stopped by police on the street or being pressed for papers in 1780s Georgia. Just to live out your existence; for many its tiring – same story, different era.
You are between six and thirteen times more likely to be stopped if you are Black than if you are White (British) – but you know… let’s give Northamptonshire police tasers and see what happens. Ahem.
Eddo-Lodge, Reni. Why I’m No Longer Talking to White People About Race. London: Bloomsbury Publishing, 2018. Print
There are lots of blogs, articles, and Youtube videos which offer some useful tips for going to university, yet it always appears as though students haven’t watched/read them or in the excitement of coming to university they have forgotten what they were. So in the hope that new and existing students might read this, here are my 3 tips for studying at university, and they apply to all levels:
At various stages throughout your degree you will be told that you are reading for a degree, and that is the truth. Now reading may not be everybody’s cup of tea, however it is vital to attaining a degree. Lecturers will provide reading lists for your modules, and readings for seminars, however it is vital you go beyond these lists. In first year everything is new, and the likelihood of you being experienced in reading academic journals and textbooks is pretty slim, and therefore there is a good chance you’ll be reading things that don’t appear to make much sense. That is how I remember most of my first year at undergrad! However, perseverance is key: if you didn’t understand it the first time round, take a break and read it again! Still not making sense, then read it again. Variety in source selection and reading is also key, do not feel like you have to read everything off the reading lists, or that those are the only sources you should be engaging with: get creative, mix it up! To change a phrase from a certain, loveable but forgetful blue fish: ‘Just keep reading, just keep reading, just keep reading reading reading, what do we do, we read, read…’.
University is a new experience and it is very different from school! There are no teachers who will give you the answers, but rather lecturers who will help you harness the tools in order to pursue answers. Even returning students who are familiar with the university format of being vocal in seminars still feel uncomfortable the first few weeks back as they find their rhythm. Reading is key to acquire knowledge, but so is talking. Share your ideas and understandings with your friends, colleagues and lecturers. Answer the questions put to you by others. Ask questions when you are unsure or curious. Challenge views. Seminars run much smoother for everyone when discussion takes place, and discussion cannot happen without first reading and second talking. It can be uncomfortable and unnerving, even at MSc level when you’ve had 3 years of undergrad experience of talking in front of others and sharing ideas. It is not easy, and there is always fear of being wrong or sounding silly, but that is how we learn. I’m not saying you should go around talking to everyone and anyone about anything and everything, because I most certainly would not do that. But in seminars and lectures where knowledge is the goal, talking is key.
3) ENGAGE WITH FEEDBACK!
Finally, part of university life is assessments. Now if you are successful with reading and talking, then the assessment part of university should be less scary and more positive than if you otherwise have not read or asked questions/shared ideas. A large part of assessment is writing style, and there are various resources provided by the university at your disposal to help improve your writing, and to tailor your writing depending on the assessment. But a really crucial and essential tool is the feedback given to you by your lecturers. Whilst the feedback given to you on a piece of assessment is specific to that assessment in terms of content covered, it can also be applied to future assignments and therefore should be engaged with. We spend a large amount of time constructing feedback for students, in order to help improve their work and ultimately to help them succeed but very few students engage with it. If we have said you need to engage with more sources, the likelihood is that this needs to be done for all your assessments, similarly if there is a referencing issue or writing style concern. Engaging with your feedback is one of the quickest ways to improve your work, and if you do not understand the feedback, TALK to your lecturer about it.
Studying any level at university is very different to A-levels and college: it is ultimately independent learning where the lecturers will guide you and help you attain the skills required to complete your degree. It is an exciting and challenging time regardless of which stage you are at in your academic journey, and ultimately when you look back it should be something you are proud of. So to new students, welcome, to returning students, welcome back, and to you all: GOOD LUCK! 😊
In our society consumerism seems to rain supreme. We can buy stuff to make us feel better and we can buy more stuff to express our feeling to others and mark almost most events around us. Retail and especially all the shops have long been aware of this and so they have developed their seasonal material. These seasonal promotions may have become consumer events now although they do signify something incredibly important to culture and our collective consciousness. There is time for Christmas decorations and festive foods, Easter time and chocolate eggs, mother’s day and nauseating cards father’s day for equally grinchworthy cards. There is valentine’s day to say I love you in full fat chocolates, Halloween to give little kids rotten teeth and a red poppy to remember some of our dead. To those add the summer season with the disposable BBQs and of course the back to school season!
The back to school is one of the interesting ones. Geared to prepare pupils and parents for going back to school and plan ahead. From ordering the uniforms to getting all the stationery and books required. I remember this time of the year with some rather mixed emotions. It was the end of my summer holidays, but it was also the time to get back to school. Until one day I finished school and I went to university. Education is seen as part of a continuous process that we are actively involved from the first day at school to the last day in high school and more recently for more people also involve the first day of going to university. Every year is more challenging than the next, but we move up and continue. For those of us who enjoy education we continue the journey further to further or high education.
There is something to said about the preparation process coming to University; it is interesting seeing advertisements on education this time of the year on the tv and social media promoting stuff for this transition; from the got to have smartphone to the best laptop, the fastest printer scanner all in one thingy to the greatest sound system and many more stuff that would get you ready for the year ahead. Do they really help us out and if not, what do we got to do to prepare for coming to university?
Unfortunately, there is no standard formula here but there is a reason for that. Higher education is adult education. This is the first time in our educational journey that we are sitting firmly on the driving seat. We choose to study (or ought to) what we wish to study. It is an incredibly liberating process to have choice. This however is only the beginning. We make plans of our time. In higher education the bulk of the time required is independent study, and as such we got to negotiate how we will plan our time. We got to decide which reading we are going to do first which notes to read what seminar we shall prepare and what assignment we will make a draft of.
There will be days spent in the library looking for a book, days in a coffee shop talking to fellow students about the seminar reading, days in the learning hub working on an assignment. There are highs, lows and everything in between. But regardless of the emotion at every stage thee will be a sense of ownership of knowledge.
In the first couple of sessions, the bulk of the students keep quiet expecting the correct answer to be given. One interpretation or one truth that describes all. It takes a few times before the realisation emerges that the way we analyse, and project knowledge can be different provided we go through the same processes of scrutiny and analysis. Then conversation emerges and the more reading the better the quality of the ideas that shall emerge.
The first year at University is definitely a declaration of independence and the realisation that we all have a voice. Getting on to the road on empowerment. This is a long journey, and on occasions arduous but incredibly rewarding because it leads to an insight greater than before that removes ignorance and lifts the veil of the unfamiliar.
To our newest students – Welcome to the University and to our returning 2 and 3 years – Welcome back!
A few years ago, probably about three or four, I found myself appointed as some form of school liaison person for criminology. I’m still trying to conjure up a title for my office worthy of consideration as grand poohbah. As I understood my role, the university marketing department would arrange for schools to visit the university or for me to visit schools to promote the university and talk about criminology.
In the beginning, I stumbled around the talks, trying to find my feet and a formula of presentation that worked. As with most things, it’s trial and error and in those earlier days some of it felt like a trial, and there were certainly a few errors (nothing major, just stuff that didn’t work). The presentations became workshops, the ideas morphed from standing up and talking and asking a few questions, with very limited replies, to asking students to think about ideas and concepts and then discussing them, introducing theoretical concepts along the way. These days we try to disentangle scenarios and try to make sense of them, exploring the ideas around definitions of crime, victims and offenders.
There is nothing special about what I do but the response seems magical, there is real engagement and enthusiasm. I can see students thinking, I can see the eyes light up when I touch on topics and question society’s ideas and values. Criminology is a fascinating subject and I want everyone to know that, but most importantly I want young minds to think for themselves and to question the accepted norms. To that extent, criminology is a bit of a side show, the main gig is the notion that university is about stretching minds, seeking and acquiring knowledge and never being satisfied with what is supposedly known. I suppose criminology is the vehicle, but the driver decides how far they go and how fast.
As well as changing my style of presentation, I have also become a little more discerning in choosing what I do. I do not want to turn up to a school simply to tell pupils this is what the course looks like, these are the modules and here are a few examples of the sorts of things we teach at the university. That does nothing to build enthusiasm, it says nothing about our teaching and quite frankly, its boring, both for me and the audience.
Whilst I will turn up to a school to take a session for pupils who have been told that they have a class taken by a visitor, I much prefer those sessions where the pupils have volunteered to attend. Non-compulsory classes such as after school events are filled with students who are there because they have an interest and the enthusiasm shines through.
Whilst recognising marketing have a place in arranging school visits, particularly new ones, I have found that more of my time is taken up revisiting schools at their request. My visits have extended outside of the county into neighbouring counties and even as far as Norfolk. Students can go to university anywhere so why not spread the word about criminology anywhere. And just to prove that students are never too young to learn, primary school visits for a bit of practical fingerprinting have been carried out for a second time. Science day is great fun, although I’m not sure parents or carers are that keen on trying to clean little inky hands (I keep telling them its only supposed to be the fingers), I really must remember not to use indelible ink!