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My name is Robyn Mansfield and I studied Criminology at the University of Northampton from 2013 to 2016. In 2016 I graduated with a 2:2. The University of Northampton was amazing and I learnt some amazing things while I was there. I learnt many things both academic and about myself. But I honestly had no idea what I wanted to do next. I went to University wanting to be a probation officer, but I left with no idea what my next step would be and what career I wanted to pursue.
My first step after graduating was going full-time in retail because like most graduates I just needed a job. I loved it but I realised I was not utilising my degree and my full potential. I had learnt so much in my three years and I was doing nothing with my new knowledge. I started to begin to feel like I had wasted my time doing my degree and admitting defeat that I’d never find a job that I would use my degree for. I decided to quit my job in retail and relocate back to my hometown.
I was very lucky and fell into a job working in a High School that I used to attend after I quit my retail job. I became a Special Educational Needs Teaching Assistant and Mentor. I honestly never thought that I’d be working with children after University, but the idea of helping children achieve their full potential was something that stood out to me and I really wanted to make a difference. The mentoring side was using a lot that I’d learnt at University and I really felt like I was helping the children I worked with.
I am currently an English Learning Mentor at another school. I mentor a number of children that I work with on a daily basis. As part of my role I cover many pastoral issues as well. I am really enjoying this new role that I am doing.
Eventually, in the short-term I would love to do mentoring as my full role or maybe progress coaching in a school. In the long-term I would love to become a pastoral manager or a head of year. The work I have been doing is all leading up to me getting the experience I need to get me to where I want to be in the future.
The best advice I would give to people at University now or who have graduated is not to worry if you have no idea what you want to do after you’ve got your degree. You might be like me, sat at University listening to what everyone else has planned after University; travelling, jobs or further education. Just enjoy the University experience and then go from there. I had no idea what I was doing and at certain points I had no job for months. But in a months time, a years time or longer you will finally realise what you want to do. It took me doing a job I never expected I would do to realise what I wanted to do with my degree.
Helen is an Associate Lecturer teaching on modules in years 1 and 3.
Last term, my 9-year-old son’s class topic was “Crime and Punishment”. They took a historical perspective, comparing punishments across different periods of time and they began their topic with a “creative kickstart”: a visit to the National Museum of Justice in Nottingham (albeit two weeks later than planned because the bus failed to turn up!). They had a whale of a time! They were photographed with a range of gruesome artefacts and they took part in a mock trial (a re-enactment of a genuine historical case). My son’s group acquitted the defendant, Isabella, who was accused of stealing clothes, on the basis of insufficient evidence, but the other group from his school found her guilty.
Part of the class’s enthusiasm for this topic undoubtedly stems from the fascination of 9-year-old children with blood and guts. The teacher reported that they were particularly excited to learn about criminals who had been hung, drawn and quartered (although she refrained from playing them the clips from Gunpowder which depicted what this actually looked and sounded like!!). My son drew great pleasure from thinking about what it would be like if he was actually allowed to impose mediaeval punishments on his arch enemy. However, exploration of issues of crime and punishment has value far beyond satisfying a fascination for the gory.
Thinking about crime and punishment requires critical reasoning skills. What is fair? What is reasonable? How much evidence do I need? How good is this evidence? Why do we do things differently now? And critical reasoning skills are essential for navigating a world of social media, peer pressure, advertising and fake (or at least dubious) news that these children will soon be entering. My son’s class had a debate on the death penalty. When I asked him his views later, over tea, he thought carefully and told me that the death penalty was a good thing because if someone had done something really bad, they deserved a really serious punishment. It was a very good example of level two moral reasoning (Kohlberg, 1964): what you would expect from a reasonably well-adjusted 9-year-old. But the class vote at the end of the debate was split equally for and against, demonstrating a range of views. As we ate our tea, I explained my own position on the death penalty (formulated much later, when I was a post-graduate student), that there are some things that a good society just should not do and killing its own citizens, for whatever reason, is one of those things. That argument might have been a bit abstract for my son to take on board, but it is exactly through discussion and debate and exposure to different views that we develop and improve our critical and moral reasoning skills. It’s never too early to start!
Kohlberg, L. (1964) Development of moral character and moral ideology. In M. Hoffman and L. Hoffman (Eds.) Review of Child Development Research, Vol. 1. (pp. 381-343). New York: Russell Sage Foundation.