by Alessandra Arpaia
Giorgia Meloni, leader of the far-right Italian party Fratelli d’Italia, has recently published a book about her life. One Italian journalist has described the book as the “biography of a leader who has been trying for some time to humanise her public image”. Another called it the “perfect influencer biography”, and a book filled with “pre-made sentences that would look great on Instagram”. Many others have criticised the book for its outright lies. Needless to say, it’s sparked widespread controversy.
Norfolk-based education workers belonging to the National Education Union (NEU) have won a hard-won victory, after working with other trade unionists across England to force the government to close schools to the majority of students. This follows a sharp rise in the number of COVID-19 cases, particularly amongst school-aged children.
Content warning: racism, examples of racist abuse
Norwich School has been caught up in a publicity storm this summer after a letter was sent to the school Governors from 264 former pupils and parents in June detailing numerous cases of racist behaviour by pupils and staff at the selective private school.
Between 2013 and 2019, an era of ‘austerity’, most of us noticed a marked deterioration in the quality of our public spaces and infrastructure – existing roads and pavements not maintained, school buildings getting shabbier, public facilities closing. During that period, Norfolk County Council oversaw at least £725m of funded infrastructure projects. Incredibly, more than £650m of this was for building or widening roads.
In Norwich, as in many other parts of the country, mutual aid groups set up in local communities through Facebook and Whatsapp have been helping people through the Covid-19 crisis in Norwich. These groups have been particularly important for the elderly, vulnerable, single parents and those asked to shield themselves by staying at home.
By Howard Green
Tony Blair, upon his election into government in 1997, famously declared that his top three priorities were “Education, education and education”. At the other end of the century, Vladimir Lenin proclaimed that education that didn’t teach about life and politics was indeed a “hypocrisy”. Education has been a central focus of politics for over a hundred years, and today is no different. As the Coronavirus pandemic has disrupted conventional ways of learning for many, the modern British educational system needs short term and long term reform if it is to adapt to the issues of the 21st century. With the advent of Zoom lessons and online assessments, now is the time to explore the full potential of digital technology as the new frontier of education.
By Howard Green
Since 2018, cities across the globe have had many of their Fridays dominated by the vibrancy and passion of youth climate protesters. It’s a testament to the radical attitudes of Norwich’s young population that such large crowds have flocked to the city centre to protest against the current climate regime. Sadly, the Coronavirus pandemic has dried up physical activism in the city for the time being. There is a serious risk that this pandemic may lead to the voices of young people, especially those in secondary school and sixth form, being silenced within Norfolk and across the country. We must diagnose the problem if we are to move forward and continue on in protest.
by David Breakspear
“ICT and digital systems in prison must support more flexible access to learning that is tailored to the needs of individual learners and enables participation in distance and other learning.” (Coates, 2016)
People are sent to prison as punishment for a crime they are alleged to have committed. I say alleged as I am no longer confident that a finding of guilt in court is an indication of whether the alleged guilty party, is in fact, guilty; however, this is a separate debate.
Why are ICT and digital systems, and of course education, important in prison? Continue Reading
by David Breakspear
CW: mentions suicide, self-harm
In my previous article ‘Consequence of Conscience’, I mention a work titled Suicide by sociologist Émile Durkheim. In Suicide, Durkheim introduced us to the term ‘anomie’, suggesting it to be a breakdown of social norms resulting in a lack of standards and values. He also used this same term and definition to explain a reason as to why some members of society embark on a path of crime or ‘deviance’ – straying from the norm. Durkheim saw deviance as an inevitable part of life which is needed for innovation and change.Continue Reading
By Dan Davison
It is a time of extraordinary potential for change in UK Higher Education. Labour’s promise to end tuition fees has defied the critics and united many behind Corbyn’s political project. But what will the implications for universities be if this comes to pass? And what can we do to leverage this progress? In this series, the Norwich Radical and Bright Green are bringing together perspectives from across the sector to explore these questions.
Being a PhD student is an oft-frustrating experience. As well as bearing the brunt of rife casualisation in the education sector, at times I find myself longing for release into the ‘real world’, having been a student for so long. Despite these frustrations, I have recently come to appreciate how much I have learned in my years as a postgraduate. Not just what I was taught on my Master’s and PhD courses, but also what I’ve gained from my access to university resources, including library collections and online databases, and the opportunity associate with other educated people from different walks of life. In terms of both scholarship and life experience, I have learned far more in my postgraduate mid-twenties than I ever did from my undergraduate years.Continue Reading