STOP USING INTELLECTUAL SUPERIORITY IN ONLINE DEBATE

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by Carmina Masoliver

“You can’t even use apostrophes.” I may not have always said it, but I’m certainly guilty of thinking it and similar things to do with punctuation, spelling, and grammar. Whether directed at someone during an online debate, or used to make yourself superior because someone else has bigoted views or an unfavourable political standpoint. Even in cases where someone is verbally attacking you and making personal comments, you’re not the better person for commenting on their intellect or education.
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STUDYING YOU: STUDENTS WITH GRIEF AND MENTAL ILLNESS

by Candice Nembhard

When I was in my last year of primary school, I experienced the death of a pupil in the year below; her name was Demi. She had epilepsy and was known to have regular fits, but they were often manageable and not entirely life threatening if responded to sufficiently. I distinctly remember one lunch time as I headed towards the playground, that I passed by Demi having another fit. Teachers and paramedics cornered me off, so as not to make a bigger scene and I ran off to the playground to inform others. Of course we were all concerned, but were mostly pacified in the knowledge she was in the best possible care.

The next morning at school, my teacher informed us that Demi had died. She was only 10 years old — they had been unable to restart her heart. In that moment, I felt a level of responsibility.  I saw her in her last moments and passed it off as another episode that would soon rectify itself to see Demi in good health.  Counsellors came into school and assemblies were given, but they did nothing to attend to the hurt and regret I felt for not being able to do more. I know that Demi’s condition was never my immediate concern, but there was always that part of me that took on the blame for witnessing her final moments. For many pupils including myself, it was their first experience with death and consequently grief.Continue Reading

PROFIT BEFORE PUPILS — SCHOOL’S OUT FOREVER

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by Cadi Cliff

Wednesday was Budget Day and George Osborne set out plans for a huge shake-up of the schools system. He announced that schools in England must become academies, independent of local authorities, by 2020. It’s farewell to your old council-run comprehensive and hello to corporate sponsored academies — and no, you don’t get a say in the matter.

Along with junior doctor contracts, the majority of the public have not supported the government’s argument on academies — so the Tories have gone and imposed them anyway. Democracy, right?Continue Reading

LITERATURE VS GENRE – SECONDS OUT (PART 2)

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by Mike Carey

Continued from part one, published on The Norwich Radical two weeks ago.

I hate to rake up ancient history, but here’s another example from a little further back – dredged up because in this case it is a writer of literary novels (Edward Docx, in the Observer in 2010) who’s saying this, so the agenda is maybe a little more naked.

Even good genre… is by definition a constrained form of writing. There are conventions and these limit the material. That’s the way writing works and lots of people who don’t write novels don’t seem to get this: if you need a detective, if you need your hero to shoot the badass CIA chief, if you need faux-feminist shopping jokes, then great; but the correlative of these decisions is a curtailment in other areas. If you are following conventions, then a significant percentage of the thinking and imagining has been taken out of the exercise. Lots of decisions are already made.

Considering that Docx rails against “a fundamental dishonesty” in the way this subject is usually discussed, I’m going to pick my words with care.

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BORDERLINES – GROWING UP A TERRORIST

Borderlines is a collection of thought pieces, some creative, some direct accounts, some memoirs, all true. Borderlines collects stories from people who are not fleeing from one country to another, but rather chose to move, or were made to do so by a series of non-threatening circumstances. In these stories there is anger, hope, disappointment, joy, fear, optimism. They are all different, and yet all striking in their approach to the subject matter.

Borderlines aims to show the reality of migration, and how we are all, in our own way, migrants.Continue Reading

ARTS FUNDING: YOUNG PEOPLE, WOMEN AND INTERSECTIONALITY

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by Carmina Masoliver

When the Conservatives came to power this year, without even the Liberal Democrats to soften the inevitable multiple blows, many artists buckled up for more difficult years. I’m not one to buy the starving artist cliché, but it’s a reality that in these times, where arts funding is being cut (despite receiving a proportionally meagre amount), that being any kind of artist is going to be a struggle. It also means that it is sold as a less viable career path for young people, and the arts are placed back in the hands of the wealthy elite.Continue Reading

FOOD EDUCATION: AN OPEN LETTER TO TIM BAKER

by Rowan Van Tromp

Dear Tim Baker,

My name is Rowan Van Tromp, I am 22 years old and have spent the past academic year working as a teaching assistant at a secondary school in Norwich, following graduation from the University of East Anglia in June 2014.

After seeing Charlton Manor Primary School on the Channel 4 programme Jamie’s Sugar Rush, I was so inspired by the work you are doing, I have decided to write you a letter to share my own experiences with you and my strong advocacy of the model you are working to.Continue Reading

BUILDING CITIZENS

Disclaimer: One of the reasons I most enjoy writing for the Norwich Radical is the freedom I get to make sweeping generalisations and the ability to dress up my ‘reckons’ as hardened, well researched fact. With this in mind I invite you to continue reading and take a tour of my most recent ponders and speculations.

Universities are the place where the leaders of tomorrow are squashed into being. The people that pass through university doors go on to be the business owners, the entrepreneurs, and the politicians. They go on to be the citizens who, on average at least, are more likely to be those people who shape the lives of many others. So what do these people look like? Well, even I’m not brave enough to try and generalise all students into a homogeneous group but there’s certainly some conversations to be had about the changing ‘average student’.

The way we view ourselves as a part of (or not a part of) the society around us really shapes the way we act. The way we view ourselves alters the view of our neighbours, near or far. So, how do we create ‘good’ citizens? (If I can fall upon a perfect enough definition we might come back to what a good citizen looks like…) Let’s take a whistle-stop tour of life before uni.

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