Perspectives and Student sections writer
Kasper is from London, studying English Literature with Creative Writing at UEA. He enjoys realism, the Gothic, and writing prose. Both queer and working-class, he is also interested in identity and access to education at all levels. He is the UEA Student Union’s LGBTQ+ Officer for 2020/21.
Conversations around sexual assault, particularly the danger to women, are often sparked too late. The horrifying, untimely deaths and treatment of Sarah Everard and Blessing Olusegun by police rightly attracted attention, but vigils in their names cannot undo the violence against them. They can instil solidarity between those mourning and sympathising, but often, once the tealights are extinguished, so are the conversations.
(27.03.21) – Communist Erasure in Liberation Activism
From the first Red Scare in the US, terms like ‘communism’, ‘socialism’, and ‘anarchism’ have been subject to suspicion and scrutiny. Despite describing common views, they are considered subversive, chaotic and threatening, and cause others to be wary. Many of society’s role models, however, have been communists – especially those most associated with struggles against oppression, imperialism and bigotry. Forgetting this is no accident: when centrists and the right-wing express a shared sense of pride for achievements in activism, they place history under a rose-tinted lens, carefully side-stepping mention of their role in enforcing the barriers which required lifting in the first place.
To most people, thinking of social housing might typically invoke one of two images: kids weaving big-wheeled bikes between identical high rises; or post-war ‘new town’ developments, which historically placed workers and their families in entirely new communities in industrial areas. These possibilities may ring true for some people’s lived experiences, but with the decline of new social housing developments at a time when they are needed most, the few new properties being released to social housing tenants are often nestled among more expensive housing only available to more affluent residents, in ways which alienate the poor. In fact, social housing now is so far removed from dominant expectations of cohesive, mono-class communities that it is hard to spot.
Last week, as I walked past my housemate’s room, I overheard her in an online meeting with her dissertation supervisor. ‘My uncle’s a lecturer in the same topic,’ she said, ‘so he can help me with that.’ At the time, I marvelled at how convenient that must be. But then, I started to think about how frequently I see this: middle class students aided by family or family friends in their studies, often receiving a great deal of support and extra resources. Are there any instances, I wondered, where I as a working class student have benefitted educationally from family connections?
This month, many returning university students are settling into house-shares in the private rental sector, as the first-year intake prepares to move into halls of residence shortly after. However, for students whose families live in poverty, there are a number of barriers to accessing rental homes, which have worsened this year due to the coronavirus pandemic, which has also constructed new obstacles to prevent poorer students from relying on campus accommodation.
(05.09.20) – History, Spoken – The Value of Dialect
In my earliest years, my great-grandmother used to sit with me in her bungalow, a low-roofed gloomy building with carpets like moss, to tell me I was the ‘best boy in the wewd’. I believed her, of course – she made fantastic cheese on toast and gave me ice pops (‘lolly ices’ to her) out of love. She was family. I took her words as law; I would recite everything I heard her say back to my mother when I was dropped off at our flat. But, rather than approval, I was met with correction – not of the message, but the delivery.
(22.08.20) – Last Pickings and Lost Grades for BTEC Students
After the government’s U-turn on GCSE and A-level moderation, widespread celebration has broken out among student and teaching communities alike. But, drowned out by the cheering, a yet unsolved problem remains: the injustice and uncertainty for those taking BTECs, who have been left behind in the race to secure places at chosen further and higher education institutions.
(10.08.20) – Predicted Grades – The Postcode Lottery
Last week, young people across Scotland reached the end of years of schooling and were presented with their final grades. Due to the coronavirus pandemic, these results were based not on a summer exam series, but on predicted grades from teachers and subsequent moderation by examining bodies. As many as a quarter of grades were lowered, hitting working-class pupils in poorer regions and schools the hardest. Further south, A level and GCSE students are still awaiting similarly-calculated results, due for release on the 13th and 20th of August respectively. But, with individual pupils’ futures at the mercy of wildly varying school averages, the most disadvantaged students are facing even more barriers to higher education.
(11.07.20) – Empty Gestures and Expendable Lives
Across all of the contradictory actions taken and advice given by the UK government in response to COVID-19, there is one recurring theme: emptiness. From clapping for a financially dire NHS, to confusing slogans, the government is keen to portray the national response to this crisis as a unified effort with the consensus of the public, healthcare staff and politicians. It seems a sense of morale is being treated as the antidote, rather than investing in real measures to protect the public from ill health. These meaningless gestures in place of action are costing lives, particularly of the working classes.
CW: police brutality, racism
We tend to think of them as a trio: the police; the firefighters; the paramedics. They all answer the same phone line; they all blare the same siren on their way to the scene. Not all three, however, exist to support civilians, nor do they operate in unison, and this façade is what enables the police to be revered no matter how much they tear communities apart and instil fear.
(15.06.20) – Online Learning, COVID and Classism
Although UK universities boast that their online teaching provision is adequate to the current crisis, deep-rooted inequalities in the class system cause the poorest students to suffer the most. In the midst of the coronavirus pandemic, working-class students are faced with more challenges than usual, and are also less able to access online teaching than their middle- and upper-class peers. Despite their disproportionate struggle to engage with remote teaching, universities are refusing to show leniency with deferrals and adjustments, feigning blindness to a violently unjust class system. The response of universities to this pandemic is insufficient at best, and places those students facing hardship at an even further disadvantage.
CW: mental health
Long predating the lockdown, members of the LGBTQIA+ community have reported feelings of isolation and loneliness at alarmingly high levels. This reached a point where ‘queer loneliness’ was dubbed an epidemic, and the mental health of the community overall was recognised as dire. With many now separated from their support networks during lockdown, queer people are experiencing new lows in their mental health. Additionally, much of the previously mentally healthy population is also struggling, and NHS services are suffocating from cuts, meaning that many queer people will miss out on vital mental health services as a complacent wider world focuses on going ‘back to normal’.