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I’ve been thinking a lot about equality recently. It is a concept bandied around all the time and after all who wouldn’t want equal life opportunities, equal status, equal justice? Whether we’re talking about gender, race, sexual orientation, disability, age, marital status. religion, sex or maternity (all protected characteristics under the Equality Act, 2010) the focus is apparently on achieving equality. But equal to what? If we’re looking for equivalence, how as a society do we decide a baseline upon which we can measure equality? Furthermore, do we all really want equality, whatever that might turn out to be?
Arguably, the creation of the ‘Welfare State’ post-WWII is one of the most concerted attempts (in the UK, at least) to lay foundations for equality. The ambition of Beveridge’s (1942) Report of the Inter-Departmental Committee on Social Insurance and Allied Services was radical and expansive. Her is a clear attempt to address, what Beveridge (1942) defined as the five “Giant Evils” in society; ‘squalor, ignorance, want, idleness, and disease’. These grand plans offer the prospect of levelling the playing field, if these aims could be achieved, there would be a clear step toward ensuring equality for all. Given Beveridge’s (1942) background in economics, the focus is on numerical calculations as to the value of a pension, the cost of NHS treatment and of course, how much members of society need to contribute to maintain this. Whilst this was (and remains, even by twenty-first century standards) a radical move, Beveridge (1942) never confronts the issue of equality explicitly. Instead, he identifies a baseline, the minimum required for a human to have a reasonable quality of life. Of course, arguments continue as to what that minimum might look like in the twenty-first century. Nonetheless, this ground-breaking work means that to some degree, we have what Beveridge (1942) perceived as care ‘from cradle to grave’.
Unfortunately, this discussion does not help with my original question; equal to what? In some instances, this appears easier to answer; for example, adults over the age of 18 have suffrage, the age of sexual consent for adults in the UK is 16. But what about women’s fight for equality, how do we measure this? Equal pay legislation has not resolved the issue, government policy indicates that women disproportionately bear the negative impact of austerity. Likewise, with race equality, whether you look at education, employment or the CJS there is a continuing disproportionate negative impact on minorities. When you consider intersectionality, many of these inequalities are heaped one on top of the other. Would equality be represented by everyone’s life chances being impacted in the same way, regardless of how detrimental we know these conditions are? Would equality mean that others have to lose their privilege, or would they give it up freely?
Unfortunately, despite extensive study, I am no closer to answering these questions. If you have any ideas, let me know.
Beveridge, William, (1942), Report of the Inter-Departmental Committee on Social Insurance and Allied Services, (HMSO: London)
The Equality Act, 2010, (London: TSO)
The build up to Christmas appears more frenetic every year, but there comes a point where you call it a day. This hiatus between preparation and the festivities lends itself to contemplation; reflection on Christmases gone by and a review of the year (both good and bad). Some of this is introspective and personal, some familiar or local and some more philosophical and global.
Following from @manosdaskalou’ recent contemplation on “The True Message of Christmas”, I thought I might follow up his fine example and explore another, familiar, depiction of the festive period. While @manosdaskalou focused on wider European and global concerns, particularly the crisis faced by many thousands of refugees, my entry takes a more domestic view, one that perhaps would be recognised by Charles Dickens (1812- 1870) despite being dead for nearly 150 years.
One of the most distressing news stories this year was the horrific fire at Grenfell Tower where 71 people lost their lives.  Whilst Dickens, might not recognise the physicality of a tower block, the narratives which followed the disaster, would be all too familiar to him. His keen eye for social injustice and inequality is reflected in many of his books; A Christmas Carol certainly contains descriptions of gut wrenching, terrifying poverty, without which, Scrooge’s volte-face would have little impact.
In the immediacy of the Grenfell Tower disaster tragic updates about individuals and families believed missing or killed in the fire filled the news channels. Simultaneously, stories of bravery; such as the successful endeavours of Luca Branislav to rescue his neighbour and of course, the sheer professionalism and steadfast determination of the firefighters who battled extremely challenging conditions also began to emerge. Subsequently we read/watched examples of enormous resilience; for example, teenager Ines Alves who sat her GCSE’s in the immediate aftermath. In the aftermath, people clamoured to do whatever they could for survivors bringing food, clothes, toys and anything else that might help to restore some normality to individual life’s. Similarly, people came together for a variety of different celebrity and grassroots events such as Game4Grenfell, A Night of Comedy and West London Stand Tall designed to raise as much money as possible for survivors. All of these different narratives are to expected in the wake of a tragedy; the juxtaposition of tragedy, bravery and resilience help people to make sense of traumatic events.
Ultimately, what Grenfell showed us, was what we already knew, and had known for centuries. It threw a horrific spotlight on social injustice, inequality, poverty, not to mention a distinct lack of national interest In individual and collective human rights. Whilst Scrooge was “encouraged” to see the error of his ways, in the twenty-first century society appears to be increasingly resistant to such insight. While we are prepared to stand by and watch the growth in food banks, the increase in hunger, homelessness and poverty, the decline in children and adult physical and mental health with all that entails, we are far worse than Scrooge. After all, once confronted with reality, Scrooge did his best to make amends and to make things a little better. While the Grenfell Tower Inquiry might offer some insight in due course, the terms of reference are limited and previous experiences, such as Hillsborough demonstrate that such official investigations may obfuscate rather than address concerns. It would seem that rather than wait for official reports, with all their inherent problems, we, as a society we need to start thinking, and more, importantly addressing these fundamental problems and thus create a fairer, safer and more just future for everyone.
In the words of Scrooge:
“A merry Christmas to everybody! A happy New Year to all the world!” (Dickens, 1843/1915: 138)
 The final official figure of 71 includes a stillborn baby born just hours after his parents had escaped the fire.
Dickens, Charles, (1843/1915), A Christmas Carol, (Philadelphia: J. B. Lippincott Co.)
I find myself reflecting on the problems of youth as I watch my two lads growing up and preparing to leave school. Well I think they’ll leave school and I think they’ll grow up. The latter begs the question, when is a young person grown up, when does a young person embark on that journey into adulthood?
In the eyes of the law an adult is 18 or over and yet in certain aspects, young people are treated differently until they are 25, for example, state benefits are not equitably distributed between those that are under 25 and those that are over. Young people cannot buy alcohol or cigarettes until they are 18 and yet they can legally have sex, get married, with parental consent, and sign up to a near enough £30,000 debt as part of their commitment to higher education, a commitment that derives many a time from external social and economic pressures and expectation rather than personal choice.
At the age of 16 I left school and went to work with 5 O’ levels to my name. I had a choice and looking back, it was a good job I did; education at that time was not for me. What choice do 16 year olds have now? Stay at home and be funded by parents, an extension of childhood and then at 18 a debt that hangs over them like a Sword of Damocles, waiting to be sold off to the highest commercial bidder later on? Or simply stay at home with parents and then at 18 seek work in low paid zero hours contract jobs that belie the true state of unemployment in this country. A somewhat limited choice, I would suggest.
I have watched the manufacturing industries of the past disappear and with them the hope of jobs for many a youngster, perhaps not academically inclined to go through higher education. So the choice for young people is stark, low paid, irregular work usually in a service industry, resulting in a need to stay in the parental home, or a massive debt and some offer of freedom, albeit perhaps temporary.
Unemployment is at its lowest level and there are more people accessing higher education than ever before. On the surface a success story but delve a little deeper and it is the young that are a paying the price for the elongation and commercialisation of education. They are prevented from growing up by the restriction on school leaving age and the socio-economic pressures that seem to abound. But if the young cannot get jobs, are not allowed to grow up and develop into adults that contribute to the treasury’s coffers, then in the not too distant future they will not be the only ones to suffer as various services slowly disintegrate due to the lack of funding. It is time government rethought education but more importantly thought about the future of the young, they are after all our future and deserve better than a lifetime of debt, poverty and insecurity.