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Last night over dinner and drinks, I spoke about race in the classroom with two white, upper-middle-class gay educators. Neither seemed (able) to make any discernable effort to understand any perspective outside their own. I had to do 100% of the emotional labour, and got 0% of the emotional reward. It was very sad how they went on the attack, using both passive and active aggression, yet had the nerve to dismiss my words as ‘victimhood discourse’. This is exactly why folks write books, articles, and blogs like ‘Why I’m No Longer Talking to White People About Race’.
Worse, they both had experienced homophobia in the classroom, at the hands of both students and parents. Nonetheless, they had no ability to contribute to the emotional labour taking place as we spoke about race. Even worse, the one in charge of other educators had only 24 hours earlier performed the classic micro-aggression against me: The brown blur. He walked right past me at our initial meeting as I extended my hand introducing myself while mentioning the mutual friend who’d connected us because, as he said, he was “expecting” to see a white face. He was the one to raise that incident, yet literally threw his hands in the air, nodding his head dismissively as he refused any responsibility for the potential harm caused.
“I’m an adult,” I pled, explaining the difference between me facing those sorts of aggressions, versus the young people we all educate. This all fell on deaf ears. Even worse still, he’d only moments earlier asked me to help him understand why the only Black kid in one of his classes called himself a “real nigger.” Before that, he had asked me to comment on removing the N-word from historical texts used in the classroom, similar to the 2011 debate about erasing the N-word and “injun” from Huckleberry Finn, first published in 1884. According to the Guardian, nigger is “surely the most inflammatory word in the English language,” and “appears 219 times in Twain’s book.”
Again, he rejected my explanations as “victimhood.” He even kept boasting about his own colorblindness – a true red flag! Why ask if you cannot be bothered to listen to the answer, I thought bafflingly? Even worse, rather than simply stay silent – which would have been bad enough – the other educator literally said to him “This is why I don’t get involved in such discussions with him.” They accused me of making race an issue with my students, insisting that their own learning environments were free of racism, sexism and homophobia.
They effectively closed ranks. They asserted the privilege of NOT doing any of the emotional labour of deep listening. Neither seemed capable of demonstrating understanding for the (potential) harm done when they dismiss the experiences of others, particularly given our differing corporealities. I thought of the “Get Out” scene in the eponymously named film.
“Do you have any Black teachers on your staff,” I asked knowing the answer. OK, I might have said that sarcastically. Yet, it was clear that there were no Black adults in his life with whom he could pose such questions; he was essentially calling upon me to answer his litany of ‘race’ questions.
Armed with mindfulness, I was able to get them both to express how their own corporeality impacts their classroom work. For example, one of the educators had come out to his middle-school students when confronted by their snickers when discussing a gay character in a textbook. “You have to come out,” I said, whereas I walk in the classroom Black.” Further still, they both fell silent when I pointed out that unlike either of them, my hips swing like a pendulum when I walk into the classroom. Many LGBTQ+ people are not ‘straight-acting’ i.e. appear heteronormative, as did these two. They lacked self-awareness of their own privilege and didn’t have any tools to comprehend intersectionality; this discussion clearly placed them on the defense.
I say, 100% of the emotional labour and none of the emotional reward, yet this is actually untrue. I bear the fruits of my own mindfulness readings. I see that I suffer less in those instances than previously. I rest in the comfort that though understanding didn’t come in that moment, future dialogue is still possible. As bell hooks says on the first page in the first chapter of her groundbreaking book Killing Rage: Ending Racism: “…the vast majority of black folks who are subjected daily to forms of racial harassment have accepted this as one of the social conditions of our life in white supremacist patriarchy that we cannot change. This acceptance is a form of complicity.” I accept that it was my decision to talk to these white people about race.
I reminded myself that I had foreseen the micro-aggression that he had committed the previous day when we first met. A mutual friend had hooked us up online upon his visit to this city in which we now live. I doubted that she’d mentioned my blackness. Nonetheless, I had taken the chance of being the first to greet our guest, realizing that I am in a much safer space both in terms of my own mindfulness, as well as the privilege I had asserted in coming to live here in Hanoi; I came here precisely because I face such aggression so irregularly in Vietnam that these incidents genuinely stand out.
Eddo-Lodge, R. (2018). Why I’m No Longer Talking to White People About Race. London: Bloomsbury Publishing.
Hanh, T. (2013). The Art of Communicating. New York: HarperOne.
hooks, b. (1995). Killing rage: Ending racism. New York: Henry Holt and Company, Inc.
Dr Diepiriye S. Kuku-Siemons earned his PhD in Sociology at Delhi University (2011). He joined the University of Northampton in 2012, where he is currently a Senior Lecturer in International Business, and is on sabbatical in Hanoi. He has also been a visiting lecturer in business ethics and cross-cultural management at FH-Aachen, Germany and ESDES Lyon, France (2015-17). Diepiriye is from Louisville, Kentucky and avidly follows American media and political history. His current research areas are popular culture; Artificial Intelligence in society; Engaged Pedagogy, Intersectionality; Sustainability.
Diepiriye previously worked in international development: In Delhi, he worked with several community-based and international development organisations (Oxfam, UNAIDS, USAID) organisations. While earning his MPH in International Heath and Development at Tulane University’s School Public Health and Tropical Medicine (2003), he interned at the Institute for Human Rights in Colombo and spent a semester studying health systems management at the ASEAN Institute for Health Development at Mahidol University in Bangkok. His first graduate posting was with the Peace Corps, where he worked with a local cooperative and taught ESL in rural Mali (1997-99). He earned a B.A. in Biochemistry and Africana studies from Oberlin College (1997). Diepiriye loves to dance.
To all new students starting university who are on the autism spectrum and Asperger Syndrome – YOU CAN DO IT! YOU WILL THRIVE!
As a child I was different.
I preferred spending time on my own, did not care much about what others were doing, and kept myself to myself. In primary school I was a daydreamer, and always lived in a world of my own. I was always very happy and had a smile on my face. The early years of my life were cheerful and full of happiness. I loved painting and drawing and being outdoors. When I started secondary school, I faced a variety of challenges.
I struggled socially, especially as I went to a mainstream school, and generally disliked being around other people. I loved studying and learning, and was always very ambitious when I was in my teenage years. I dreamed of being an author and a lawyer among many things, and always aimed high. Due to being different I was left out, but didn’t care much. I struggled with my senses at times, and became overwhelmed when there was lots of loud noises. My memory was unusual – I could remember silly little details, facts and useless information. I loved learning new things, reading and filling my head with knowledge. In my family, I was the oddball – I had specific interests, displayed intense focus, and displayed signs of phalilalia (repeating myself). 
My mum suspected that I was ‘different’, and she wanted me to be properly seen by a medical doctor. One morning, after a number of referrals, it happened; Friday 2nd February, 2010, 9:35am 42 seconds within the minute, I received my diagnosis: High Functioning Autism/Asperger Syndrome. This diagnosis explained so much about me.
Fast forward 3 years, on Saturday 15th September 2012, after an hour long drive away from home, I was settled into my new flat at the University of Northampton. My family left and I was with my new flatmates. The start of a new chapter in my life. My time at university enabled me to flourish and blossom in ways I never knew I could! At this point, I knew that I could not stay in my shell and isolate myself, I pushed myself out of my comfort zone, tried new things, and challenged myself. I wanted to be able to integrate and enjoy myself as much as I possibly could.
Aware of how my Aspergers affected me; from sensory difficulties, challenges in reading people (which I’m much better at now), to social awareness (knowing how to behave in different social situations), but I was determined to learn and grow. I overcame them all by going out, meeting and learning from new people, and enjoying myself! First year at university was one of the happiest years of my adult life! I remember smiling so much that my cheeks hurt. I fully immersed myself into university life, and loved every single minute of it! I got myself a job, did some volunteering, and loved studying. Being away from home helped me to really grow, and was the best decision I ever made!
I’m somewhat of a chameleon; meaning that I have learned to blend in and ‘mask’ my Aspergic traits. My social skills were very good already, so, to the majority of people I met, no-one could pick up on my Aspergers. I have an unusual memory for detail, am very focused, driven and energetic. There were times where I would interpret things differently, or misunderstand. That’s ok. I just asked more questions and for clarification, so that I could understand.
After getting my DSA (Disabled Students Allowance) approved, I was given specialist equipment and software’s to help meet my academic needs. These were so useful and handy! I had never recieved so much support for studying before! I was given all the training and guidance I needed to help get to grips with everything.
On my assignments, I had an extra front sheet, informing my lecturers of my Aspergers, so that they were aware and could take it into consideration when reviewing my work.
Students with disabilities can also get a mentor, note-taking support, and other support in accordance with their needs.
When I was in my first year, I founded the Auto-Circle Spectrum Society; the first society of its kind in the country, supporting students with autism, Asperger Syndrome and other learning disabilities. Upon seeing that there was no group in the Student’s Union to represent this demographic of students, I wanted to help others.
The second and third year flew by very quickly; I found myself starting each year with excitement and enthusiasm. I loved studying too. I remember collecting several books, finding my corner in the library and reading for hours, noting each reference as I went, putting together bodies of information for my assignments.
Auto-Circle Spectrum also grew over the 3 years, and I met so many incredible individuals who brought their own sense of uniqueness, fabulouslness and eccentricity to the group! I became increasingly aware of the challenges other students with autism face, particularly, transitions and dealing with change. After a parent got in touch with me, concerned for her son who was to start university. Wanting to further my help for students on the spectrum, I undertook the Change Maker Certificate, guided by the incredible Tim Curtis; which, after numerous meetings, resulted in a, Autism Spectrum Condition Taster Day, which was a huge success!
Today, I am the first person from both sides of my family to go to university, and the only one to have a masters degree. Do NOT let others tell you what you can and can’t do. You can overcome all odds if you put your mind to it and let yourself grow. The more you put into university life, the more you get out, and the more memorable it will be. YOU CAN DO IT!
Links to info about Aspergers/Autism
 National Autistic Society ‘Obsessions, Repetitive Behavior and Routines’ Available online at: https://www.autism.org.uk/about/behaviour/obsessions-repetitive-routines.aspx
If you go to Freshers’, you will probably think this is for White people. But you’ve got to occupy your space. Better get used to occupying your space now because you’ll have to fight wherever you go, university or otherwise. Don’t let that deter you from your goals but more vitally, don’t let anybody make you feel bad about yourself. Don’t be silent in the discussions on slavery or the prison system. Use your voice, a sonicboom in the seminar. Don’t be mute to appease the White fragility of your peers, or even your lecturers and personal academic tutors.
You worked hard to get here, so occupy your space. Fill these spaces with jollof rice and jerk chicken and calypso and steel drums – the guts, determination and sheer willpower your parents and grandparents had when they arrived all those years ago. Don’t ever feel that you have to dilute your opinions for White consumption, or tell bitesize histories for the masses. In that Business class, talk loud about the Cheshire and Lancashire cotton mills written in the blood of African-American slaves.
Students, you might get lecturers that call you angry, who will have a hard time coming to terms with their own prejudice and White privilege. You will see that within a few weeks of studying. But keep your head down and think about graduation. Come and speak to me at the Students’ Union if you have any worries or just want to vent. Sometimes it’s just about finding solace in someone that gets it. Cry into that cheeky Nando’s. Buy that weave. Write a damn good assignment and prove all the naysayers wrong.
You will also find lecturers that are willing to listen to your experiences of racism and prejudice. They will implore you to write a dissertation that’s personal to you. You will find lecturers that give a shit, and will stand by you to the very end – who will say it’s absolutely fine to lace your dissertation with personal history – roots, rocks, and rebellion – academic staff that are activists in their own right (but will never openly admit it!)
Write about the politics of Black hair. Write about the Windrush Scandal or the legacy of colonialism on the Black body, or even Black men and mental health. Write every assignment for your aunties, who live in headwraps, talking in Twi and give you sound advice. Write in ruthless rebellion to the White Eurocentric reading of your degree, break the colour bar in style!
You will likely not relate to your course content. You will find it reflects the experiences of White people. No Afropean stories. No love for Sarah Forbes on History, or the Slave Trade cases of the 1700s on Law – the cases that helped forge the legal profession into what it is today. Or even the racial theories of the 18th and 19th century that we living in the remnants of – not Edward Long’s History of Jamaica nor the Black writers that top bestsellers lists. Write about a decolonised curriculum and inclusive course content.
When your lecturers make no allusion to American Slavery when you study the Industrial Revolution, give them the evilest evils you can muster. And challenge them on it. Leave them shook. Educate your “woke” White friends on why this is important. And when it comes to race, don’t feel you need to talk about race just because you’re the only non-White person in the class.
When you come to university, you will feel the urge to be someone that you are not just to fit in. BE YOU. You will try studenty things. JUST DO YOU. You’ll go out drinking, even if you don’t normally drink. You will join every society at Union Day and your emails will be chocka block. You’ll change your accent and “be friends” with people you dislike to conform to social norms. You will then admit you hate going out out and prefer a good book, or one of my poetry nights or just a chat with good people in your halls.
Tell yourself “Black is beautiful.” You know it, I know it. But there are people out there that’ll try to make you feel bad about your culture, as is life. Come back to campus in January with that Angela Davis afro, or be a dreadlock rastaman. Play cricket, like Jofra Archer or play football like Raheem Sterling. And, your hair is not an exotic specimen to gawked at and touched like a museum exhibit. Remember, say no. No means no. Always.
Black students, walk with pride. YOU DO YOU. Be united. You’ll see quickly that there are forces that are waiting for you to make a mistake. To fail. To point the finger. You’ll see quickly that failure is racialised and that failure in a White person is not as bad. You’ll see that we live in a society that doesn’t include you in its definition of beauty standards. So girls, when someone says “You’re pretty for a dark-skinned girl,” pay them no mind. Find beauty in your melanin. Find your tribe. Sisterhood is paramount.
When someone asks “Where are you from?” – it’s fine to say London or Milton Keynes or any British town or city. You do not need to entertain them when they ask “Where are you really from?” You can be British and African. You can be British and Caribbean. You belong here. You can just be British. And that is also fine. Previously, you’d not have found events that represent Black people or felt inclusive. But my philosophy is “Black History Month is every month, 365 days a year.” October, November forever. See me!
Listen, you might be made to feel conscious of your otherness and not everyone will get your “I Am Proud of My Blackness” mentality. Not everyone will understand the nuanced politics of Blackness at Northampton. That even in inaction, the supposed “woke” White people are still complicit in racism. And remember it isn’t YOUR JOB to explain what is racist and what is not. Do not take on that emotional labour. You are not the mouthpiece for Black people, and you don’t have to be.
You will have days where you will say “I hate this town, I want to go home – there is no culture and nothing to do” but Northampton can work for you. There are other communities of African and Caribbean here where you will be welcomed with rice and stew. You will find family and community.
And you are not alone. There are a lot of us here. Build communities. Join the resident ACS (African-Caribbean Society). Empower yourselves. Come to see me, as your Student Union representative. Look after each other. Be good to yourselves and one another – and above all, enjoy it.
Vice President BME
Northampton Students’ Union
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!
Stephanie graduated in 2015 having read BA (Hons) Criminology (with Education Studies
Since January 2018, I have worked part time as a Co-op Member Pioneer, for the area of Yardley Wood in Birmingham. In my role, I do charity work, support the local causes, aid the community and local people, run a litter pickers’ forum, build and establish local networks, do work with the council and the police. Throughout my time doing this role, I have loved every challenge thrown at me, and have increasingly done more work supporting the police.
When I first met with some of the PCSOs [Police Community Support Officers] last year, I began doing more work supporting them, and helping the community with crime-related issues. I had been informed by one of the PCSOs that the Billseley Police (whom cover Yardley Wood) are the smallest police team in the country, made up of 7 staff (the Sergeant, 4 PCSOs and 2 police officers, soon to become 3 as one of the PCSOs is training to be a full officer).
In June 2018 and 2019, during the Co-op Fortnight, I hosted a ‘Meet your Member Pioneer’ event in store, where the local community could anonymously write down something to make the local community better. I received a huge number of crime related issues, such as people knowing where drug dealers and addicts were, issues of people speeding and parking dangerously outside schools, issues of knife crime, anti-social behaviour, and people wanting there to be more police on the streets for safety and protection.
On both occasions, after getting all the crime-related notes out, I emailed the police department everything that had been written down, helping the police get more information from the public on different issues that were all dealt with. Being a community pioneer in non-police uniform, it made it easier for the public to privately disclose and offload their crime-related concerns, knowing that it would be taken seriously, and forwarded on. In an effort to further support the police with extending the reach to the local community, I advertise their events on my social media sites, saving them time and resources, and encourage people to attend, or message me any concerns they would like me to take forward.
After being introduced to staff, from Livingstone House (an organisation that helps recovering addicts), SIFA Fireside (that deals with homelessness and social exclusion), the Moseley Exchange (a business enterprise group that runs various community projects), I’m helping build community networks that the police can rely on to help people from different demographics, as well as aid them in their understanding of how to help addicts, beggars, the homeless, and many others. This has enabled the police to have access to a range of resources and information and contacts whom they can rely on and get advice from.
More recently, after getting in touch with David Jamieson, the Police and Crime Commissioner, I am helping the police set up a knife bank near the station. I’ve also gotten in touch with and organisation called Activating Creative Talent that does knife crime awareness training in schools, and am working with one of the PCSOs on delivering knife awareness education in schools and in the community. It’ll be a big, ongoing community project that is soon to take off!
In the role, I love all that I do supporting the police. I never imagined that as a community pioneer, I would aid and support the police in the capacity that I have.
Every year millions of people will visit a number of countries for their summer vocations. European, American and Asian, mainly tourists will pack their bags and seek sea, sun and long beaches to relax, in a number of countries. In Greece for example, tourism is big business. The country’s history, natural beauty, large unspoiled countryside and of course, climate make it an ideal destination for those who wish to put some distance between the worries of work and their annual leave. There is something for everyone, for the culture seeker, to the sun lounger, to the all-inclusive resident. For the next however long you are on Greek time.
Last year the country was visited by approximately 30 million tourists, 3 million of whom come from the UK. This is not simply a pleasure trip; it is a multi-billion dollar industry, involving tour operators, airlines, hotels, catering, tour-guides, car rentals and so many more industries. They all try to acquire the tourist dollar in the pursuit of happiness; in Greece alone the tourist contributions last year came somewhere near to 14 billion euros and provide 17% of the country’s jobs.
In this context, tourism is a wonderful social activity that allows people from different cultures to come together, try new things and perspectives. Most importantly to get some tan, so people in the office know we were away, get some tacky t-shirts and a bottle of suspiciously strong local drink which tasted like ambrosia whilst on holiday. Some of us will learn to pronounce (badly) places we have never heard of, while others will
be reading questionable novels about romance, mystery or drama. Others will bag a romance, maybe a venereal disease, heartbreak (especially if the previous is confirmed) or even the love of their life. All these and many more will happen this summer and every summer since the wave of mass tourism began.
During this season and every season, countless people will prepare meals, clean rooms, and serve cold drinks on the sinking sand, paid minimum wage and rely heavily on the few tips left behind. The work hours are excruciatingly long, over 8 hours in the baking sun in some cases, without a hat, protection or even a break. If this was a mine it would have been the one I read about in Herodotus, where the Athenians were sent to as slaves. In the back of the house an army of trainee cooks, warehouse staff and cleaners will slave away without tips or recognition. In their ranks, there is a number of unrecorded migrants that work under exploitative conditions out of fear of deportation or worst.
In the midst of the worker’s exploitation we have the odd cultural clashes between tourists as to who gets the sun lounger closest to the pool and who can push pass the queue to get first to the place of interest you were told by someone in the office you must go to. Of course there are those who have famously complained before, because on their way to their exclusive resort were confronted by sad looking refugees. Not a real advertisement on tolerance and co-existence, quite the opposite. Of course, in this blog I have left completely out the carbon footprint we leave whenever we do these summer escapes, but that shall be the subject for another post.
Tourism is a great thing but when Eurostat claims that one in two Greeks cannot afford a weeks’ vacation in Greece, then something maybe wrong with the world. Holidays are great and we want the places to be clean, we want to travel in comfort and we want quality in what we will consume. I wonder if we have the same concerns about those people who enter Europe in shaky boats, the back of lorries or on foot, crossing borders without shoes.
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”.
The other week, I went for a meal with a friend. The food was lovely, the staff and environment welcoming and friendly and company, fabulous. A couple of days later I was thinking about that evening and I wondered why I had not felt the need to write some positive feedback on google, or similar. The answer was because I felt that I and my dining companion, had expressed our pleasure both in word and deed (the plates were clean!). Thus, the relationship between diners and restaurant staff had been overwhelmingly positive and this had been expressed by both.
However, wherever we go nowadays, we are regularly confronted by requests for feedback; “how is my driving?”, “did you enjoy your meal?” “would you recommend our services to others”? Often these questions are accompanied by Likert scales, so we can record our opinion on almost everything. Sometimes we might take some time to consider the options, other times we might just tick random boxes, more usually (if I’m anything to go by) I just don’t engage with such requests. Despite their often-jolly appearance, these questions are not harmless, they have an impact, most usually to measure individuals’ performances.
Whether we engage with such requests or not, we do not question whether we are well-placed to judge. So, for instance, as a driver of probably one of the smallest cars on the market (that’s me!), I’m expected to be able to mark the driver of a lorry. Or someone, who has the cooking know-how of a small child (I speak for myself again!) is expected to form an opinion on a dish prepared by a trained chef, these questions are hardly fair. More importantly, my answers are meaningless; whilst I might respond “the lorry appeared to take the corner a bit wide”, I have neither knowledge or understanding of the turning circle of a 32-tonne lorry. Similarly, my thoughts about the heat of a Bangladeshi biryani or the sweetness of a mille-feuille is neither here nor there. Given I can neither drive a lorry nor cook these wonderful dishes, who am I to voice an opinion?
Of course, there are times when it is necessary to voice an opinion, the lorry driver is behaving in a dangerous manner liable to cause an accident, or the restaurant is serving rancid or rotten food; both scenarios likely to involve serious harm. However, these concerns would need to be raised immediately, either by alerting the police (in the case of the lorry) or the management of the restaurant. In the case of the latter, you may also feel it necessary to contact environmental health if you felt that your complaint had not been addressed or you had concerns about the hygiene of the restaurant in general. However, these types of problems are largely outside the feedback requested.
In many of the scenarios/environments we are asked to comment on, we are in a relationship with the other party. Take the restaurant; if I am friendly and polite to the staff, I can expect a reciprocal relationship. If I am rude and aggressive, is it any wonder staff behave in a different way. They are constrained by their professions to focus on customer service, but this should not lay them open to abuse. Whilst the old adage “the customer is always right” might be an excellent baseline, it is not possible for this always to be the case. As someone who has spent a previous lifetime working in retail, sometimes the customer can be obtuse, rude or even downright, ignorant and abusive. Adherence to such an adage, at all costs, can only open the way for abuse.
But what about those feedback forms? On a bad day, in a rash moment, or because I’m bored, I decide to complete one of these forms. The waiter kept me waiting, the food was too spicy, I didn’t like the feedback I was given on my job application, my essay was critiqued, my teeth haven’t been flossed regularly, I didn’t like the book recommended to me by the librarian or the book seller, I can’t believe my line manager has turned down my application for annual leave. I can easily demonstrate my unhappiness with the situation with a few judiciously placed ticks, circles or smiley/sad faces. Can I say the waiter, the chef, the HR professional, the lecturer, the dentist, the librarian, the book seller and my line manager are performing poorly? Can I say they are unprofessional, unprepared, untrained, lacking in knowledge or skills or just plain wrong? And if I do, is that fair or just? Furthermore, am I happy to be subject to the same judgement from people who do not share my experiences; professional or otherwise? Remember too much of this bad feedback, however flippant and lacking in evidence it may be, may lead to disciplinary action, including dismissal.
There is an oft-cited, albeit crude, truth: “Opinions are like arseholes; everyone has one”! Ultimately, whether we choose to share (either) in public is up to us! Think carefully before ticking those boxes and encourage others to do the same. Who knows, someone may well be ticking boxes about you!
Every student has a different experience in their studies, be it through what they have studied, who they studied with or even where they studied. “Team Cops and Robbers” studied the same degree, the same modules at UON, yet we had different experiences. However what we share (and are all very fond of) is how positive the experience was, tackling the stresses (and joys) of the degree as a trio. We each offer a brief overview of our experience as a member of “Team Cops and Robbers”, who graduated in 2015 and still remain very involved in each other’s lives…
Jes: I was a late comer to Team Cops and Robbers, as Emma and Leona had already bonded without me (rude I know!). We were thrown together in Drew’s 2nd year History module, where there were only a few Crim students – so they didn’t get much of a choice with regards to me joining, the then, duo. And the rest as they say is history! What stemmed from there is quite remarkable; we all had own our strengths when it came to Crim. My recollection is Emma knew everything about everything, Leona kept us all motivated and on top of our seminar preparation and I kept us glued to the library and bossed us around -especially with group work (my car Geoffrey was an unofficial member of the gang taking us to and from Park campus). Although we took the same modules, due to our differing interests, we all did different assignment questions and had very different ways of writing and tackling assessments. In my third year, I distinctly remember Emma and Leona reminding me to take time to myself and to not live 24/7 in the library; and had they not been there to encourage me to breathe, it is likely I would have burned out! They were not afraid to question my views, or understanding, or challenge my bossy attitude when it came to group work, for which I am very grateful! And still today, even though we are no longer studying together, they keep me motivated with the MSc, sending me motivational gifts as a reminder that even though they are not studying with me, I am not alone! My academic journey would have been very different had it not been for our trio, and likely would not have been as successful.
Leona: Sometimes being in class with friends can be detrimental as you end up spending so much time having fun, you end up forgetting the work side of uni. However when you meet friends who are so determined to do well and hard-working, it can really motivate you to push yourself. Myself, Jes and Emma became a power trio; encouraging each other, motivating each other and always making sure we were working together for group projects. We are all completely different when it comes to learning but I think these differences really helped us. Learning from them really helped me to improve my own standard of work, and having the girls’ input and guidance throughout, really encouraged me and helped me gain confidence in my own voice. Plus it made doing all the studying we did much more bearable. I’m sure sometimes it took us longer to get through everything as we would be half working, half chatting, but as a trio it meant we could help each other if we got stuck or go for coffee breaks if we were bored or unmotivated. Having Jes and Emma there with me meant there was always someone there to go through notes with, always someone to explain something in a different way if I didn’t fully understand something, always someone to motivate me when I was exhausted and didn’t feel like working any more. It meant that my viewpoint expanded as I learned from their experiences and that once we had all finished writing our essays we could share them with each other to check, critique and make suggestions for improvement. But more than all that, it meant there was always someone there to help you balance the workload, someone to tell you when to take a break, and to “day drink” in the SU, explore winter wonderland, or have a Disney film day. During my time at uni these girls inspired me to work harder, and to really challenge myself to improve on everything I was doing. Without them there to encourage me and spur me on, I don’t think I would have come out with the grade I did, and I am certain that my uni experience wouldn’t have been half as memorable.
Emma: Meeting Jes and Leona was one of the best things about university. Not just because they are now two very dear friends of mine, but because we were vital to each other’s sanity at uni. I met Leona first in welcome week with a very interesting exchange asking if I was at the right seminar and proceeding to tell her my name, that I was from the south west and that I liked reading about serial killers. Leona reciprocated with the main difference being that she was from the north and from there our friendship blossomed. Jes was some girl who sat with another group of people. It wasn’t until 2nd year that Jes really came into our friendship group and “Cops and Robbers” was formed. We all had strengths and weaknesses that helped us when it came to group work. Jes was always super, super organised, having her essays completed with weeks to go. Leona was always bubbly and would follow Jes with completing her essay with time to spare. Me… I would research and collect quotes and references and then write my essays with 48-24hrs to go, as I liked the time pressure. This changed in my 3rd year though as being around Leona and Jes, they moulded me and proof read my concepts and challenged me back on things. Any time we had group work, I knew we would do well because as a trio we kicked ass! We did not always have the same views in our seminars and would often debate but we would always leave as friends. Best advice for getting through university sane, is to find people who are fun, you get on with and drive you to be the best.
Hopefully what is clear from each of our perspectives is how important we were to keeping each other (relatively) sane! Your friendship groups during your studies are essential to keeping you happy, but also keeping you motivated! Whilst it is independent studies, and at the end of the day is YOUR degree; the input from friends and family will shape your own ability and attitude. If you find the right group, hopefully you will find that they push you, support you and challenge you!