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Stop strip searching children!
The Metropolitan Police are under constant criticism, more than any other police force, for at least as long as I have been a criminologist. Their latest scandal began with the case of Child Q, a 15 year old girl who was strip searched in school while she was menstruating after being suspected of carrying cannabis. No drugs were found and Child Q was extremely traumatised, resulting in self-harm and a suicide attempt. Tré Ventour recently wrote a blog about Child Q, race and policing in education here but following this week’s Children’s Commissioner report, there’s so much more to discuss.
The report focussed on the Metropolitan Police who strip searched 650 children in 2 years, many (23%) of whom were searched without the presence of an appropriate adult and as we criminologists would expect, the children were disproportionately Black boys. These findings were not surprising or shocking to me, and I also know that the Metropolitan Police force are not just one bad apple in this respect. The brutal search of Child Q occurred in 2020 but incidences such as these have been happening for years.
A teenage boy aged 17 was subject to an intimate search in 2019 where the police breached a number of clauses of PACE, ultimately resulting in the boy receiving an apology and £10,000 damages for the distress caused by the unlawful actions. These actions started with basic information being withheld such as the police officer failing to identify himself and informing the boy of his rights and ended with the strip search being undertaken without an appropriate adult present, in the presence of multiple officers, without authorisation from a senior officer and with no justification for the search recorded in the officer’s pocket book. Now I understand that things may be forgotten in the moment when a police officer is dealing with a suspect but the accumulation of breaches indicates a more serious problem and a disregard to the rights of suspects in general but children more specifically.
These two cases are the cases of children who were suspected of carrying cannabis, an offence likely to be dealt with via a warning or on the spot fine. Hardly the crime of the century warranting the traumatising strip searching of children. And besides, we criminologists know that the war on drugs is a failed project. Is it about time we submit and decriminalise cannabis, save police time and suspect trauma?
What happens next is a slightly different story. Strip searching in custody is different because as well as searching for contraband, it can also be justified as a protective measure where there is a risk of self-harm or suicide. Strip searching of children by the police has risen in a climate of fear surrounding deaths in custody, and it has been reported that there could be an overuse of the practice as a result of this. When I read the report, I recalled the many conversations I have had over the years with my friend Rosie Flatman who is a practitioner who specialises in working with victims of Child Sexual Exploitation (CSE) and other forms of abuse. Rosie has worked with many girls who have been subject to strip searches when in custody. She told me how girls would often perceive the search as punishment for being what the police believed was disruptive. That is not to say that the police were using strip searches as punishment, but that is how girls would experience it.
Girls in custody are often particularly vulnerable. Like Rosie’s clients, many are victims and have a number of compounding vulnerabilities such as mental ill health or they may be looked after children. Perhaps then, we need to look at alternatives to strip searching but also custody for children, particularly for those who have suffered trauma. Rosie, who has delivered training to various agencies, suggests only undertaking strip searches where absolutely necessary and even then, using a trauma informed approach. She argues that even the way the procedure and justification is explained can make a big difference to the amount of harm caused to vulnerable children in police custody.
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Rule makers, rule breakers and the rest of us
There are plenty of theories about why rules are broken, arguments about who make the rules and about how we deal with rule breakers. We can discuss victimology and penology, navigating our way around these, decrying how victims and offenders are poorly treated within our criminal justice systems. We think about social justice, but it seems ignore the injustice perpetrated by some because we can somehow find an excuse for their rule breaking or point out some good deed somewhere along the line. And we lament at how some get away with rule breaking because of their status or power. But what is to be done about people that break the rules and in doing so cause or may cause considerable harm to others; to the rest of us?
Recently, Greece imposed a new penalty system upon those over 60 that are not vaccinated against Covid. Pensioners who have had real reductions in their pensions are now to be hit with a fine, a rolling fine at that, if they do not get vaccinated. This is against a backdrop of poor vaccination rates which seem to have improved significantly since the announcement of what many see as draconian measures by a right-wing government. There are those that argue that vaccination ought to be a choice, and this has been brought into focus by the requirements for health workers and those in the care profession to be vaccinated in this country. And we’ve heard arguments from industry against vaccination passports which would allow people to get into large venues and a consistent drip-drip effect of how damaging the covid rules are to the leisure industry and aviation, as well as the young people in society.
So, would it have been far more acceptable to have no rules at all around Covid? Should we have simply carried on and hoped that eventually herd immunity would kick in? Let’s not forget of course that the health service would have been so overwhelmed that many people will have died from illnesses other than Covid (they undoubtedly have to some extent anyway). The fittest will have survived and of course, the richest or most resourceful. Businesses will have been on their knees as workers failed to turn up for work, either because they were too ill or have moved on from this life and few customers will have thought about quaffing pints, clubbing, or venturing off to some faraway sunny place (not that they’d be particularly welcome there coming from plague island). It would have felt more like some Darwinian evolutionary experiment than civilised society.
It seems that making some rules for the good of society is necessary. Of course, there will be those that break the rules and as a society, we struggle to determine what is to be done with them. Fines are too harsh, inappropriate, draconian. Being caring, educating, works for some but let’s be honest, there are those that will break the rules regardless. Whilst we can argue about what should be done with those that break the rules, about the impact they have on society, about victims and crimes, perhaps the most pressing argument is about equality of justice. The rest of us, those that didn’t break the rules, might question how draconian the rules were (are) and we might question the punishments meted out to those that broke the rules. But what really hurts, where we really feel hard done by, let down, angry is to see that those that made the rules, broke the rules and for them we don’t get to consider whether the punishment is draconian or too soft. There are no consequences for the rule makers even when they are rule breakers. It seems a lamentable fact that we have a system of governance, be that situated in politics or business, that advocates a ‘do as I say’ rather than ‘do as I do’ mentality. The moral compass of those in power seems to be seriously misaligned. As the MP David Davis calls for the resignation of Boris Johnson and says that he has to go, he should look around and he might realise, they all need to go. This is not a case of one rotten apple, the whole crop is off, and it stinks to high heaven.
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Prison education: why it matters?
Five year ago, Dame Sally Coates released an independent report on prison education. Recently the Chief Inspector for Ofsted, Amanda Spielman and The HM Inspectorate of Prisons, Charlie Taylor, made a joint statement reflecting on that report. Their reflections are critical on the lack of implementation of the original report, but also of the difficulties of managing education in prison especially at a time of a global pandemic. The lack of developing meaningful educational provision and delivering remote teaching led to many prisoners without sufficient opportunity to engage with learning.
In a situation of crisis such as the global pandemic one must wonder if this is an issue that can be left to one side for now, to be reviewed at a later stage. At the University of Northampton, as an educational institution we are passionate about learning opportunities for all including those incarcerated. We have already developed an educational partnership with a local prison, and we are committed to offer Higher Education to prisoners. Apart from the educational, I would add that there is a profound criminological approach to this issue. Firstly, I would like to separate what Dame Coates refers to as education, which is focused on the basic skills and training as opposed to a university’s mandate for education designed to explore more advanced ideas.
The main point to both however is the necessity for education for those incarcerated and why it should be offered or not. In everyday conversations, people accept that “bad” people go to prison. They have done something so horrible that it has crossed the custody threshold and therefore, society sends them to jail. This is not a simple game of Monopoly, but an entire criminal justice process that explores evidence and decides to take away their freedom. This is the highest punishment our society can bestow on a person found guilty of serious crimes. For many people this is appropriate and the punishment a fitting end to criminality. In criminology however we recognise that criminality is socially constructed and those who end up in prisons may be only but a specific section of those deemed “deviant” in our society. The combination of wrongdoing and socioeconomic situations dictate if a person is more or less likely to go to prison. This indicates that prison is not a punishment for all bad people, but some. Dame Coates for example recognises the overrepresentation of particular ethnic minorities in the prison system.
This raises the first criminological issue regarding education, and it relates to fairness and access to education. We sometimes tend to forget that education is not a privilege but a fundamental human right. Sometimes people forget that we live in a society that requires a level of educational sophistication that people with below basic levels of literacy and numeracy will struggle. From online applications to job hunting or even banking, the internet has become an environment that has no place for the illiterate. Consider those who have been in prison since the late 1990s and were released in the late 2010s. People who entered the prison before the advancement of e-commerce and smart phones suddenly released to a world that feels like it is out of a sci-fi movie.
The second criminological issue is to give all people, regardless of their crimes, the opportunity to change. The opportunity of people to change, is always incumbent on their ability to change which in turn is dependent on their circumstances. Education, among other things, requires the commitment of the learner to engage with the learning process. For those in prison, education can offer an opportunity to gain some insight that their environment or personal circumstances have denied them.
The final criminological issue is the prison itself. What do we want people to do in them? If prison is to become a human storage facility, then it will do nothing more than to pause a person’s life until they are to be released. When they come out the process of decarceration is long and difficult. People struggle to cope and the return to prison becomes a process known as “revolving doors”. This prison system helps no one and does nothing to resolve criminality. A prison that attempts to help the prisoners by offering them the tools to learn, helps with the process of deinstitutionalisation. The prisoner is informed and aware of the society they are to re-join and prepares accordingly. This is something that should work in theory, but we are nowhere there yet. If anything, it is far from it, as read in Spielman and Taylor’s recent commentary. Their observations identify poor quality education that is delivered in unacceptable conditions. This is the crux of the matter, the institution is not really delivering what it claims that is does. The side-effect of such as approach is the missed opportunity to use the institution as a place of reform and change.
Of course, in criminological discourse the focus is on an abolitionist agenda that sees beyond the institution to a society less punitive that offers opportunities to all its citizens without discrimination or prejudice. This is perhaps a different topic of conversation. At this stage, one thing is for sure; education may not rehabilitate but it can allow people to self-improve and that is a process that needs to be embraced.
References
Coates, S. (2016), Unlocking Potential: A review of education in prisons, https://www.gov.uk/government/publications/unlocking-potential-a-review-of-education-in-prison
Spielman, A. and Taylor, C. (2021), Launching our Prison Education Review, https://www.gov.uk/government/speeches/launching-our-prison-education-review
Originally published here
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Do we have to care?
In recently published The end-to-end rape review report on findings and actions the responsible minister admitted that “victims of rape [are] being failed”. This stark admission is based on data that indicates that the current situation on dealing with rape is far worst than 5 years ago. The ministers are “ashamed” of the data but luckily in their report they offer some suggestions on how to improve things; what to do to bring the conviction rates to the 2016 level and to move more cases forward for trial, leading to successful convictions. At that point, the report presents the Criminal Justice System [CJS] as a singular entity that needs to address the issue collectively. This, in part, is a fair assessment although it ignores the cultural differences of the constituent parts of the system. Nonetheless, the government has identified a problem, commissioned a report and has a clear “ambitious” plan of how to address it.
The report indeed presents some interesting findings and I urge people to review it whenever they can (https://www.gov.uk/government/publications/end-to-end-rape-review-report-on-findings-and-actions). We know for example already that the number of cases that went into prosecution were low; in the last years this has become even lower. That despite the prevalence rate remaining more or less the same. Victims report that they are treated poorly, not believed arguing that the investigative model needs changing. No wonder the ministers appear apologetic of the situation. A headline crime category that is likely to cause an uproar and whilst thinking of the political fallout they come out in support of the victims! Who wouldn’t? Supporting a victim of crime, any crime is one of the main objectives of the CJS; once they have handed out retribution and prioritised on making an example of specific crimes and focusing on particular criminals, then their focus is on the victims! The findings were expected, but even so when reading about the higher vulnerability of disabled women to rape and sexual abuse, underscores the systemic failure to deal with this crime. It does not read like care!
If I was an agitator, I would say that a criminal committing rape has less chance (statistically) to be convicted than someone who commits theft; but then I will be making a criminological cardinal sin; conflating criminalities and confusing the data. In our profession we deal with data all the time. Many of them come in the form of metrics looking at the way different crimes are reported, recorded etc. We also know that context gives a perspective to these data. Numbers may look the same, but that is arguably part of the problem. It does not take into account the source of the data and their circumstances. Not all numbers are the same and most importantly they do not measure similar trends. The way the success rates are to be measured is not dissimilar from before and without owning a magic ball, it can be foreseen that rape will remain as is. Of course, the metrics may change colour to signal improvement, but that will not alter the fundamental issues.
On the day, one may have their car broken into, to report the incident can be a requirement from their insurance if they are to cover the cost. On the day, the said person got raped by a current/former partner the matter is not about insurance. These acts are not similar and to treat criminality as a singularity draws up uneven comparisons. In this case we have a list of recommendations trying to ameliorate the bad metrics. What are the recommendations? The focus is again on the police and the Crime Prosecution Service [CPS] and the court experience the victims will have. Again, indicates that these institutions have been criticised before for similar failings. The change of practices in the police does not go as far as exploring the institutional culture. The CPS’s requirement to do more is tied with the successful cases they will prosecute. The need for the two organisations to work together more closely has been a discussion point for the last 20 years; as for the better experience in courts, it is definitely welcomed but in recent years, Victim Support as an organisation was stripped bare, the additional services cut and the domestic violence shelters disappearing. The call for more services was continuously met with the offer of voluntary organisations stepping in, into such a complex area to provide help and support. One may think that if we are to prioritise on victim experience these services may need to become professional and even expand the current ones.
Lastly in this document the tone is clear; the focus yet again is reactionary. We have some bad data that we need to change somehow; we have got some clear action plans and we can measure them (as the report intimates) at regular times. This approach is the main problem on dealing with rape! It does not offer any interventions prior to the crime. There is nothing to deal say with rape culture, the degradation of women, the inequality and the rape myths that women are still subjected to. Interestingly there are mention of empathy toward the rape victim but there is not a plan to instil empathy for people more widely. No plan to engage the educational system with respect for the other (whoever the other is; a woman, a person of colour, disability, different origin) regarding sexual behaviours. The report tenuously mentions consent (or lack of understanding it) instead of making plans how it can be understood across. Unfortunately, this crime reveals the challenges we face in the discipline but also the challenges we face as a society that has traded care for metrics and the tyranny of managerialism.
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Intolerance, frustration and stupidity
‘Stupid is, as stupid does’ a phrase that many people will recall from that brilliant film Forrest Gump, although as I understand the phrase was originally coined in the 19th century. I will return to the phrase a little later but my starting point for this blog is my colleague @jesjames50’s self-declared blog rant and an ensuing WhatsApp (other media are available) conversation resulting in a declaration that ‘maybe we are becoming less tolerant’.
So, I ask myself this, what do we mean by tolerant or intolerant and more importantly what behaviours should we tolerate? To some extent my thoughts were driven by two excellent papers (Thomson, 1971, 1985) set as reading for assessment questions for our first-year criminology students. The papers describe ethical dilemmas and take us through a moral maze where the answers, which are so seemingly obvious, are inevitably not so.
As a starting point I would like you to imagine that you frequent a public house in the countryside at weekends (I know that its not possible at the moment, but remember that sense of normality). You frequently witness another regular John drinking two to three pints of beer and then leave, getting into his car and driving home. John does not think he is incapable of driving home safely. John may or may not be over the proscribed limit (drink driving), but probably is. Would you be able to make some excuse for him, would you tolerate the behaviour?
Let us imagine that John had a lot to drink on one night and being sensible had a friend drive him and his car home. The next morning, he wakes up and drives to work and is over the proscribed limit, but thinks he’s fine to drive. Would you be able to make some excuse for him, would you tolerate the behaviour?
Of course, the behaviour becomes absolutely intolerable if he has a collision and kills someone, I think we would all agree on that. Or even if he simply injures someone, I think we would say we cannot tolerate this behaviour. Of course, our intolerance becomes even greater if we know or are in somehow related to the person killed or injured. Were we to know that John was on the road and we or someone we know was also driving on the same road, would we not be fearful of the consequences of John’s actions? The chances of us coming across John are probably quite slim but nonetheless, the question still applies. Would we tolerate what he is doing and continue with our own journey regardless?
Now imagine that John’s wife Jane is driving a car (might as well keep the problems in one family) and Jane through a moment of inattention, speeds in a residential street and knocks over a child, killing them. Can we make excuses for Jane? How tolerant would you be if the child were related to you? Inattention, we’ve all been there, how many times have you driven along a road, suddenly aware of your speed but unsure as to what the speed limit is? How often have you driven that all familiar journey and at its end you are unable to recall the journey?
The law of course is very clear in both the case of John and Jane. Driving whilst over the proscribed limit is a serious offence and will lead to a ban from driving, penalty points and a fine or even imprisonment. Death by dangerous driving through drink or drugs will lead to a prison sentence. Driving without due care and attention will lead to a fine and penalty points, death by careless driving is likely to result in a prison sentence.
So I ask this, what is the difference between the above and people’s behaviours during the Covid-19 pandemic?
Just to be clear, contracting Covid-19 may or may not kill you, of course we know the risk factors go up dependant on age, ethnicity and general health but even the youngest, healthiest have been killed by this virus. Covid-19 can cause complications, known as long Covid. Only now are we starting to see its long-term impact on both young and old people alike.
Now imagine that Michael has been out to the pub the night before and through social contact has contracted Covid but is unaware that he has the disease. Is it acceptable him to ignore the rules in the morning on social distancing or the wearing of a mask? What is the difference between him and John driving to work. What makes this behaviour more acceptable than John’s?
Imagine Bethany has symptoms but thinks that she may or may not have Covid or maybe just a cold. Should you tolerate her going to work? What if she says she must work to feed her family, can John not use the same excuse? If John’s behaviour is intolerable why should we tolerate this?
If people forget to move out of the way or get too close, what makes this behaviour any different to Jane’s? Of course, we see the immediate impact of Jane’s inattention whereas the actions of our pedestrians on the street or in a supermarket are unseen except by those close to the person that dies resultant of the inattention. Should we tolerate this behaviour?
To my colleagues that debated whether they have become less tolerant I say, no you have not. There are behaviours that are acceptable and those that are not, just because this is a new phenomenon does not negate the need for people to adhere to what are acceptable behaviours to protect others.
To those of you that have thought it was a good idea to go to a party or a pub before lockdown or do not think the rules need apply to you. You are worse than John and Jane combined. It is akin to getting drunk, jumping in your cars and racing the wrong way down a busy motorway. ‘Stupid is as stupid does’ and oh boy, some people really are stupid.
References
Thomson, Judith Jarvis, (1971), ‘A Defense of Abortion,’ Philosophy & Public Affairs, 1, 1: 47-66
Thomson, Judith Jarvis, (1985), ‘The Trolley Problem,’ The Yale Law Journal, 94, 6 : 1395-1415,
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“I can’t breathe”: Criminology, Science and Society
Sometimes the mind wanders; the associations it produces are random and odd, but somehow, they connect. In the book of Genesis, there is reference to the first murder. Cain murdered Abel with a stone making it the original murder weapon. After some questioning from God, who acted as an investigating officer, and following a kind-of admission, God then assumed the role of the judge and jury, sentencing him to wander the earth. This biblical tale is recounted by all three main monotheistic religions, a what to do in the case of murder. The murderer is morally fallen and criminally dealt by with a swift punishment.
There is no reason to explore the accuracy of the tale because that is not the point. Religion, in the absence of science, acted as a moral arbitrator, sentencing council and overall the conscience of society. In a society without science, the lack of reason allows morality to encroach on personal choices, using superstition as an investigative tool. As scientific discovery grew, the relevance of religion in investigation was reduced. The complexity of society required complex institutions that cared for people and their issues.
When the Normans landed in England, they brought with them a new way of dealing with disputes and conflict. Their system of arbitration, using the King as a divine representative, was following Roman tradition and theology but it soon became apparent that a roaming court may not be as efficient. The creation of the magistrates and the statutes on legal representation introduced the idea of bringing professionals into justice. The creation of new institutions fostered the age of the scholar, who uses evidence-based practice.
This new approach removed more religious practices, instead favouring the examination of facts, the investigation of testimony and the study of law. It was a long way away from the system we know now as the witch trials can attest to; a number of whom took place in East Anglia (including Northampton). In the end the only thing that has been left from the early religious trials is the oath witness take when they submit their testimony.*
The more we learn the better we become in understanding the world around us. The conviction that science can resolve our problems and alleviate social issues was growing and by the 19th century was firm. The age of discovery, industrialisation and new scientific reasoning introduced a new criminal justice system and new institutions (including the police). Scientific reasoning proposed changes in the penal code and social systems. Newly trained professionals, impervious to corruption and nepotism, were created to utilise a new know-how to investigate people and their crimes.
Training became part of skilling new mandarins in a system that reflected social stratification and professionalism. The training based on secular principles became focused on processes and procedures. The philosophy on the training was to provide a baseline of the skills required for any of the jobs in the system. Their focus on neutrality and impartiality, seemed to reflect the need for wider social participation, making systems more democratic. At least in principle that was the main idea. Over centuries of public conflict and social unrest the criminal justice system was moving onto what people considered as inclusive.
Since then the training was incorporated into education, with the new curriculum including some BTECs, diplomas, foundation studies and academic degrees that take on a variety of professions from investigative fields to law enforcement and beyond. This academic skilling, for some was evidence that the system was becoming fairer and their professionals more educated. Police officers with knowledge of the system, akin to lawyers to the probation service and so on. So far so good…but then how do we explain the killing of George Floyd? Four officers trained, skilled, educated and two of them experienced in the job.
If this was a one, two three, four, -offs then the “bad apple” defence seems to be the most logical extrapolation on what went wrong. If, however this is not the case, if entire communities are frightened of those who allegedly serve and protect them, then there is “something rotten in the state of Denmark”. Whilst this case is American, it was interesting to read on social media how much it resonated, in communities across the globe of those who felt that this was nothing more than their own everyday experience with law enforcement. For them, police is merely a mechanism of repression.
Since the murder I have read a number of analyses on the matter and maybe it worth going a bit further than them. In one of them the author questioned the validity of education, given than two of the officers in the Floyd case hold a criminal justice and a sociology degree respectively. There is a vein of truth there; educators have some responsibility to forge and promote professional conduct and ethical practice among their alumnus. There are however some other issues that have not been considered and it is time for these to be brought to the surface.
Education or training alone is not adequate to address the complexities of our society. Social awareness, cultural acceptance and the opportunity to reflect on the rules using problem solving and insight are equally important. Foucault has long argued that the justice system is inherently unfair because it preserves privileges and blocks anyone outside from challenging it. Reflecting on that, all major constitutional changes took place after a revolution or a war, indicating the truism in his observation.
If we are to continue to train people on procedures and processes the “bad apples” are likely to strike again. The complexity of social situations requires an education that ought to be more rounded, critical and evaluative. If a doctor takes an oath to do no harm, then so should every other professional who works in their community. If the title of the office is more appealing than the servitude, then the officer is not fulfilling their role. If we do not recognise equality among all people, then no training will allow us to be fair. Suddenly it becomes quite clear; we need more education than less, we need knowledge instead of information and we need more criminology for those who wish to serve the system.
*Even that can now be given as an affirmation
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Within Grey Walls
“Waking up to gray walls and black bars…in the silence of ones own thoughts, leaves one to a feeling of somberness…as those around begin to stir and began their individual day, hope creeps into ones mind….as the discussions regarding legal strategies began, hope then becomes more than just a shadow…as guys began to discuss their potential future beyond prison and being locked in a cell for days at a time, hope becomes more than just a fleeting moment! Silence can sometimes be ones own enemy on death row:-…So I condition myself to discover the “why” I fight through the fits of depression and despair, instead of focusing on the “how’s”….because pursuit of the “why’s” bring about methods of finding a solution….encouragement to remain hopeful!”
Everyone has the right to life, liberty and security of person (1).
Without the right to life, we cannot enjoy the freedoms set forth in the Universal Declaration of Human Rights.
However, what if one’s life was imprisoned and waiting to be ended for crime? In addition, what if a person was to be put to death for associating with a particular demographic?
The death penalty is the authorization of the state to kill a citizen for a crime, whether it’s murder, rape, treason, or more severe crimes, such as crimes against humanity and genocide (2).
Whilst the death penalty can be a deterrent, provide justice, and be the ultimate punishment for a crime and justice for victims, it is also used in some countries to persecute minority groups, such as the LGBT community (3) (4). (In references, there is a link to an interactive map of countries that utilize the death penalty for LGBT groups).
According to the Death Penalty Information Centre (DPIC), around 82% of cases involving capital punishment, race was a determining factor of giving this punishment, in comparison to white counterparts (5). However, the justice system is far from perfect, and miscarriages of justice occur. Due to issues of racism and racial bias (particularly within the American Justice System), this has seen members of minority groups and innocent people put on death row whilst a criminal still walks free. A damning example of a miscarriage of justice, and a clear demonstration of racism, is the case of George Stinney, whom, at the age of 14, was wrongly accused of murdering 2 girls. He was taken to court, tried by an all white jury, and was given the electric chair (6).
This, ultimately, is the state failing to protect its citizens, and causing irreparable damage to others. The George Stinney case is a condemnatory example of this. On top of that, it is hard to measure deterrence, and whether capital punishment actually deters people from committing crime.
However, what is it actually like being on death row?
June 2017 saw the start of a new friendship – a unique friendship. What simply started out with me wanting to reach out and be a ray of light to someone on death row, turned into a wonderful experience of sharing, support and immeasurable beauty. In June 2017, I began writing to a man on death row, and simply wanted to be a ray of light to someone in a dark place.
He has shared some of his thoughts of what it is like to be on death row:
“Perseverance. This is key when facing a day in prison (physically and mentally) because is never “where” you are physically, but your ability and willingness took push through those times of adversity and overcome the very things that have the power to bring you down….such as evil”. BUT- when we examine the word “evil” look closely…. Do you see it yet? ….. It’s “LIVE” backwards and to me its when we lose our patience to “LIVE” that we have brushes with “evil”…no???? So within these walls I do my best to find the “silver lining” and develop the better aspects of me”.
Now, it may seem effortlessly -but- in all honestly….its very difficult to face each day with the uncertainty of knowing whether the presence I have is one that has significance….in here I have to prepare myself on a constant basis in order to be the best version of myself no matter what lays ahead.
Thankfully….I have met an incredible person, who guides me by way of her words…offers me comforts by way of her thoughts and prayer and encourages me through her never ending presence! She is beautiful in every aspect of the word…She has helped me to discover that EVERYTHING and NOTHING awaits beyond forever!
References
(1) Universal Declaration of Human Rights (UNDH) Article 1 Available online at: https://www.un.org/en/universal-declaration-human-rights/ Accessed on 21/01/2020
(2) Louise Gaille ’15 Biggest Capitol Pros and Cons’ Available online at: https://vittana.org/15-biggest-capital-punishment-pros-and-cons Accessed on 24/03/2020
(3) The Human Dignity Trust ‘Saudi Arabia: Types of Criminalisation’ Available online at: https://www.humandignitytrust.org/country-profile/saudi-arabia/ Accessed on 24/03/2020
(4) Death Penalty Information Centre ‘Executions By Race and Race of Victim’ Available online at: https://deathpenaltyinfo.org/executions/executions-overview/executions-by-race-and-race-of-victim
(5) Ibid
(6) Snopes Fact Check ‘Did South Carolina Execute 14-year-old George Stinney, then declare him innocent 70 years later?’ Available online at: https://www.snopes.com/fact-check/george-stinney-execution-exoneration/ Accessed on 24/03/2020
Other
Interactive map of countries where the death penalty is used against the LGBT community: https://www.humandignitytrust.org/lgbt-the-law/map-of-criminalisation/?type_filter=crim_gender_exp
Human Writes: https://www.humanwrites.org
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Terrorised into compliance
Learning and teaching is a complex business, difficult to describe even by those in the process of either/or both. Pedagogy, as defined by Lexico is ‘[t]he method and practice of teaching, especially as an academic subject or theoretical concept’. It underpins all teaching activity and despite the seemingly straightforward definition, is a complex business. At university, there are a variety of pedagogies both across and within disciplines. How to teach, is as much of a hot topic, as what to teach and the methods and practices are varied.
So how would you feel if I said I wanted Criminology students to quake in their boots at the prospect of missing classes? Or “literally feel terror” at the thought of failing to do their reading or not submitting an assessment? Would you see this as a positive attempt to motivate an eager learner? A reaction to getting the best out of lazy or recalcitrant students? A way of instilling discipline, keeping them on the straight and narrow on the road to achieving success? After all, if the grades are good then everything must be okay? Furthermore, given many Criminology graduate go on to careers within Foucault’s ‘disciplinary society’ maybe it would be useful to give them a taste of what’s to come for the people they deal with (1977: 209).
Hopefully, you are aghast that I would even consider such an approach (I promise, I’m definitely not) and you’ve already thought of strong, considered arguments as to why this would be a very bad idea Yet, last week the new Home Secretary, Pritti Patel stated that she wanted people to “literally feel terror” at the prospect of becoming involved in crime. Although presented as a novel policy, many will recognise this approach as firmly rooted in ideas from the Classical School of Criminology. Based on the concepts of certainty, celerity and severity, these ideas sought to move away from barbaric notions and practices to a more sophisticated understanding of crime and punishment.
Deterrence (at the heart of Classical School thought) can be general or specific; focused on society or individuals. Patel appears to be directing her focus on the latter, suggesting that feelings of “terror” will deter individuals from committing crime. Certainly, one of the classical school’s primary texts, On Crime and Punishment addresses this issue:
‘What is the political intention of punishments? To terrify, and to be an example to others. Is this intention answered, by thus privately torturing the guilty and the innocent?’
(Beccaria, 1778: 64)
So, let’s think through this idea of terrorising people away from crime, could it work? As I’ve argued before if your crime is a matter of conscience it is highly unlikely to work (think Conscientious Objectors, Suffragettes, some terrorists). If it is a crime of necessity, stealing to feed yourself or your family, it is also unlikely to succeed, certainly the choice between starvation and crime is terrifying already. What about children testing boundaries with peers, can they really think through all the consequences of actions, research suggests that may not be case (Rutherford, 1986/2002). Other scenarios could include those under the influence of alcohol/drugs and mental health illnesses, both of which may have an impact on individual ability to think through problems and solutions. All in all, it seems not everyone can be deterred and furthermore, not all crimes are deterrable (Jacobs, 2010). So much for the Home Secretary’s grand solution to crime.
As Drillminister demonstrates to powerful effect, violent language is contextual (see @sineqd‘s discussion here). Whilst threats to kill are perceived as violence when uttered by young, black men in hoods, in the mouths of politicians they apparently lose their viciousness. What should we then make of Pritti Patel’s threats to make citizens “literally feel terror”?
Selected bibliography
Beccaria, Cesare, (1778), An Essay on Crimes and Punishments, (Edinburgh: Alexander Donaldson), [online]. Available from: https://archive.org/details/essayoncrimespu00Becc/page/n3
Foucault, Michel, (1977), Discipline and Punish: The Birth of the Prison, tr. from the French by Alan Sheridan, (London: Penguin Books)
Jacobs, Bruce A., (2010), ‘Deterrence and Deterrability’, Criminology, 48, 2: 417-441
Rutherford, Andrew, (1986/2002), Growing Out of Crime: The New Era, (Winchester: Waterside Press)
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Thinking “outside the box”
Having recently done a session on criminal records with @paulaabowles to a group of voluntary, 3rd sector and other practitioners I started thinking of the wider implications of taking knowledge out of the traditional classroom and introducing it to an audience, that is not necessarily academic. When we prepare for class the usual concern is the levelness of the material used and the way we pitch the information. In anything we do as part of consultancy or outside of the standard educational framework we have a different challenge. That of presenting information that corresponds to expertise in a language and tone that is neither exclusive nor condescending to the participants.
In the designing stages we considered the information we had to include, and the session started by introducing criminology. Audience participation was encouraged, and group discussion became a tool to promote the flow of information. Once that process started and people became more able to exchange information then we started moving from information to knowledge exchange. This is a more profound interaction that allows the audience to engage with information that they may not be familiar with and it is designed to achieve one of the prime quests of any social science, to challenge established views.
The process itself indicates the level of skill involved in academic reasoning and the complexity associated with presenting people with new knowledge in an understandable form. It is that apparent simplicity that allows participants to scaffold their understanding, taking different elements from the same content. It is easy to say to any audience for example that “every person has an opinion on crime” however to be able to accept this statement indicates a level of proficiency on receiving views of the other and then accommodating it to your own understanding. This is the basis of the philosophy of knowledge, and it happens to all engaged in academia whatever level, albeit consciously or unconsciously.
As per usual the session overran, testament that people do have opinions on crime and how society should respond to them. The intriguing part of this session was the ability of participants to negotiate different roles and identities, whilst offering an explanation or interpretation of a situation. When this was pointed out they were surprised by the level of knowledge they possessed and its complexity. The role of the academic is not simply to advance knowledge, which is clearly expected, but also to take subjects and contextualise them. In recent weeks, colleagues from our University, were able to discuss issues relating to health, psychology, work, human rights and consumer rights to national and local media, informing the public on the issues concerned.
This is what got me thinking about our role in society more generally. We are not merely providing education for adults who wish to acquire knowledge and become part of the professional classes, but we are also engaging in a continuous dialogue with our local community, sharing knowledge beyond the classroom and expanding education beyond the campus. These are reasons which make a University, as an institution, an invaluable link to society that governments need to nurture and support. The success of the University is not in the students within but also on the reach it has to the people around.
At the end of the session we talked about a number of campaigns to help ex-offenders to get forward with work and education by “banning the box”. This was a fitting end to a session where we all thought “outside the box”.
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Should reading be a punishment?
Gillian is an Academic Librarian at the University of Northampton, supporting the students and staff in the Faculty of Health and Society.
I was inspired to write this blog post by an article from the BBC news website that my friend sent me (BBC, 2019). A reading list was used as a punishment for teenagers who were convicted of daubing graffiti across a historically significant building in the state of Virginia, USA. Normally such an offence would earn a community service order. In this case, due to the nature of the crime – using racially charged symbols and words, the Prosecutor and Deputy Commonwealth Attorney Alejandra Rueda decided education may be the cure. She provided the five teenagers with a reading list that they had to read, and write assignments on, over the course of their 12-month sentence.
“Ignorance is not an excuse” is a principle expressed regularly throughout society, yet are we doing anything to address or dispel this ignorance? Rueda realised that books may help these teenagers to understand the impact of what they’d done and the symbols and language they had used in the graffiti. She chose books that would help educate them about racism, anti-Semitism, apartheid and slavery, to name just a few of the topics covered in the reading list. These were the books that helped her understand the wider world, as she grew up. Rueda’s approach indicated that punishment without an understanding of the impact of their crime, would not help these teenagers to engage with the world around them. These books would take them to worlds far outside their own and introduce them to experiences that were barely covered in their High School history lessons.
It’s not the only time an ignorance of history has been highlighted in the news recently. A premiere league football player was investigated for apparently making a Nazi salute. Although he was found not guilty, the FA investigation found him to be appallingly ignorant of Fascism and Hitler’s impact on millions of people across the globe (Church, 2019). Whilst the FA lamented his ignorance, I’m unsure they have done anything to help him address it. Would he be willing to read about the Holocaust and impact of Fascism in Europe? Would being forced to read about the lives of people over 70 years ago, help him understand how a chance photograph can affect people?
Should reading be a punishment, would it help people understand the impact of their actions? As a Librarian, people often assume that all I do all day is read. For me, reading is a luxury I indulge in daily, when I’m at home. I find a distinct difference between reading by choice, for escapism, and reading because you have to. I remember studying English Literature at school and finding any books I was forced to read, quickly lost their charm and became a chore rather than a pleasure. I’m not sure reading should be a punishment; it could disengage people from the joy and escapism of a good book. However, I understand the value of reading in helping people to explore topics and ideas that may be well outside their own world.
There is a growing body of literature that reflects on bibliotherapy and how reading can help people in varying stages of their life (Hilhorst et al., 2018; Brewster et al., 2013). A recent report by Hilhorst et al., (2018) advocates reading to transform British society, address isolation and improve social mobility. I believe reading can help improve our quality of life, helping us improve literacy, understand complex social issues and offer escapism from the everyday. However, I hesitate to view reading as a magical solution to society’s problems. Some people advocate the literary classics, the numerous lists you can find online that extort the virtues of reading the finest of the literary canon – but how much of it is just to conform to the social snobbery around reading ‘good literature’, a tick list? We should encourage reading, not force it upon people (McCrum, 2003; Penguin Books Ltd, 2019; Sherman, 2019).
Reading can help expand horizons and can have a tremendous impact on your world view, but it shouldn’t be a punishment. What Rueda did in Virginia, is illustrate how an education can help us address the ignorance in our society. We should encourage people to explore beyond their community to understand the world around us. Reading books can offer an insight and allow us to explore these ideas, hopefully helping us to avoid repeating or perpetuating the mistakes of the past.
References:
BBC (2019) Graffiti punished by reading – ‘It worked!’ says prosecutor, BBC News [Online]. Available from: https://www.bbc.co.uk/news/stories-47936071 [Accessed 18/04/19].
Brewster, L., Sen, B. and Cox, A. (2013) ‘Mind the Gap: Do Librarians Understand Service User Perspectives on Bibliotherapy?’, Library Trends, 61(3), pp. 569–586. doi: 10.1353/lib.2013.0001.
Church, B. (2019) Wayne Hennessey: EPL player showed ‘lamentable’ ignorance of Fascism, CNN [Online]. Available from: https://edition.cnn.com/2019/04/16/football/wayne-hennessey-fa-nazi-salute-english-premier-league-crystal-palace-spt-intl/index.html [Accessed 18/04/19].
Hilhorst, S., Lockey, A. and Speight, T. (2018) “It’s no exaggeration to say that reading can transform British society…”: A Society of Readers, DEMOS [online] Available from: http://giveabook.org.uk/wp-content/uploads/2018/11/A_Society_of_Readers_-_Formatted__3_.pdf [Accessed 15/04/19]
McCrum, R. (2003) The 100 greatest novels of all time: The list, The Guardian [Online]. Available from: https://www.theguardian.com/books/2003/oct/12/features.fiction [Accessed 18/04/19].
Penguin Books Ltd (2019) 100 must-read classic books, as chosen by our readers, Penguin [Online]. Available from: https://www.penguin.co.uk/articles/2018/100-must-read-classic-books/ [Accessed 18/04/19].
Sherman, S. (2019) The Greatest Books, The Greatest Books [Online]. Available from: https://thegreatestbooks.org/ [Accessed 18/04/19].
Thoughts from the criminology team 