What happens after the momentum of a social movement has peaked? In any movement cycle, there will be periods of engaged activism, and periods when those involved can pause and reflect on progress made, lessons learned, and re-inspire each other. On 26th October, PSC's Anti-Racism Working Group hosted an event to reflect on our collective journey against racism. We shared stories and ideas to inspire us, bring hope, spread awareness and create joy. 

The Hope and Solidarity event was an open, inclusive, relaxed session with attendees from across the UK and different PSC groups. The event hoped to create a space to come together to hear about anti-racism work that has gone well in order to be inspired and increase motivation and momentum to more longer-term sustainable anti-racism work. We hoped too it would join together people to form a network or coalition of like-minded people engaged in anti-racism work. Finally, we hoped to create a space to reflect on where we are now (individually and collectively) in relation to anti-racism energy and activity.

After opening to 'The Revolution Will not be Televised' by Gil Scott-Heron, we began looking at the movement cycle. We considered how after the uprising and peak of the anti-racism movement in Spring 2020, we were now in a contraction and evolution phases, hence the need for learning and reflection. 

Before the event, we invited people to share creative pieces that have brought inspiration and joy. These were collated and can be accessed here. During the event, we shared a compilation of some of the artwork, poems, videos, songs and other media that have brought inspiration along this journey of resistance, and you can watch this below. ​

 
Before going into breakout groups, we started with an understanding around dynamics within conversations and how whiteness operates unconsciously, and so we agreed to make it conscious and think about who’s talking and what’s being centred in conversations. We also acknowledged the importance of being mindful that these conversations can feel challenging, and how the challenges are different for people racialised in different ways. We agreed to ensure that we do what we can to make the spaces as safe as we can, especially for people racialised as people of colour, and also a brave space, where we can share our thoughts from a place of awareness. With this in mind, we explored several questions in break-out groups including:

• “What are your hopes for how we move from contraction to evolution in our anti-racist work?”
• “How do we build on the actions and inspirations we have experienced today to long-term and sustainable ongoing anti-racism work?

Finally we ended by asking participants to fill in a mentimeter on what has stayed with you / inspired you / take away? (see below).

Some points that PSC's Anti-Racism Working Group took away were: 

• Hope- to find ways to stay actively engaged with anti-racism, building on the learning that has been made possible through coming together, reflecting and discussing
• The importance of putting bravery and care together in order to engage with others in the work of anti-racism from an affective and joyful place (where joy means the expansion of affect, not blind positivity)
• Inspired by the depth and range of ideas and feeling reflected in the conversations and creative resources shared, and using Burnham’s idea of BOTH/AND (e.g. feeling hope AND pain, anger AND compassion, rhythm AND blues)
• The idea that the trauma of oppression also creates for the oppressors (e.g. white people not having the same visceral, emotional response to lynching and hanging when it was made a public display, and the inter-generational trauma in the form of blunting of affect that has been passed down through generations, social structures and genes via epigenetics to our current day where white people are still less affected by seeing the suffering that racialised groups experience).

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We hope that this event helped us all to learn from each other and build momentum in our collective endeavours against racism.​

Understanding and accepting gender diversity as a natural state of being is crucial in protecting the wellbeing and lives of trans and non-binary people.

If you were to write two lists of characteristics headed ‘male’ and ‘female’ (and I would encourage you to do this briefly), we often find these characteristics fall into two extremes. Males are supposedly ‘dominant’, ‘loud’, ‘strong’, ‘rugged’; females by contrast something like ‘passive’, ‘quiet’, ‘sensitive’, ‘warm’, ‘pretty’, ‘small’. We may then ask ourselves, do we fit either of those binaries? Perhaps more importantly, do we know anyone that does?
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Probably not. However, these stereotypes have the effect that many of us often feel that we are ‘failing’ at our gender. Failing to a woman may mean not feeling attractive enough, petite enough, being unable to carry a child. Men similarly may feel they are not athletic enough, successful enough or they may encounter these feelings through experiencing infertility. Feeling that we do not fit the mould of our gender expectations is not the preserve of people who attend gender clinics and affects most of us at some point. Gender issues exist on a spectrum. And like other issues of intersectionality (race, age, ability), individuals who are unable to entirely fit the cis, white, able-bodied mould are likely to find themselves excluded by mainstream society in one way or another.

by Elena Zeniou, PSC member

In the landscape of Covid19, we are discovering a world that is not fit for our needs. How we socialise, travel, work, celebrate, grieve - all require extra layers of planning and thinking about uncomfortable questions. 

Do we hug when we meet? Do we shake hands? Will you be offended if we don’t? Or if we do? How do I travel safely? How often do I change masks? Will my job understand that I’m finding this really tough? Will they make adjustments? Do I ask the person next to me to put their mask on? Would they be offended? Do I just avoid seeing people altogether?

Consider the above questions, and perhaps add to the list what comes to mind right now. Do you plan for these questions because you should have been immune to the virus but you aren’t? Or would you say that because of the virus our world set-up no longer allows for us to be safe, comfortable,and able to do things as in non-pandemic times? We’ve designed a world that allows us to be functional without a pandemic on the loose. Whereas before we would be free and able to navigate through our social interactions and daily activities, we are now limited, needing adjustments.

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Dear Rt Honorable Gavin Williamson CBE (Secretary of State for Education) and Sally Collier (Chief Regulator; Ofqual),

Psychologists for Social Change is a network of applied psychologists, researchers, academics, therapists and students who are interested in applying psychology to policy. We aim to generate social and political action towards a psychologically-healthier society. We felt compelled to write to you with regards to the BTEC and A-Level exam results in order to outline our concerns. We initially prepared to request a rapid revision of the application of the A-Level exam results algorithm. We are pleased to see that this process has been revised. However, our concerns about the impact of the use of the algorithm and subsequent U-turn remain. 

Our concerns are as follows:
The algorithm used to award students’ A-Level grades was flawed in a way that benefited those with greater privilege and penalised those who were already disadvantaged. Data show that independent schools in England saw the greatest improvement of A* and A grades, up 4.7 percentage points. This is compared with an increase of just 1.7, 2 and 0.3 percentage points in England’s academies, comprehensives and colleges, respectively. This unfair advantage was conferred to private schools purely because the small cohort sizes meant the algorithm gave more weight to teacher predicted grades than historical data or prior student attainment. Thus, in private schools, teacher predictions were less likely to be downgraded and students who already held a privileged position in the education system were rewarded. 

I like to think of the summer of 2014, around the time I was finishing up the second year of my bachelor’s degree, as the period when I started becoming a social psychologist. For a couple of sticky, hot months in Beirut, sitting under a distinctly loud and largely useless fan, I listened to my professor share what seemed like mind-shattering theoretical and empirical knowledge on Tuesdays and Thursdays. Every bit of information that was sprung onto me felt like a revelation – the usual suspects of any Intro to Social Psych class; Milgram, Zimbardo, Asch, and their likes. Every theory, every finding, seemed to explain phenomena I had been witnessing and marvelling at for years. So much so that I went around spraying my newly found discoveries onto friends who were rather unenthused, and claiming with reverberating confidence that the world would be a better place if everyone were mandatorily exposed to social psychological knowledge. It truly felt like I, a biology student who had randomly taken this conveniently timed elective, had finally found the discipline that would equip me to fight for the world I wanted; a just world. On the last day of lectures, in between questions about the final exam’s format and informal feedback on the course, the professor asked us what we thought the main insight of social psychology was – what were we taking home with us, us liberal arts students from across disciplines who would go back to investing in whatever major we had signed up for? After a string of pseudo-sophisticated answers (one of which was very likely mine, although my motivated memory conveniently leaves that out today), the professor concluded the class with his own takeaway; “context matters.” ​

By PSC Leicester

Communities in Leicester are facing an extended lockdown following a ‘spike’ in cases of COVID-19. Public Health England are yet to find obvious reasons for this and emerging data from ‘backward contact tracing’ trials in Leicester indicate most were following stay at home guidance. The absence of a clear narrative, however, has resulted in widespread stories which ‘other’ and blame. We live in an age where unchecked soundbites or fragments of information spread quickly and carry immense power, often resulting in divisive rhetoric that damages community cohesion and obscures the bigger picture. It’s easy to fall into these traps. We must therefore continue to be curious about wider factors that are likely to have contributed.
 
Psychologists for Social Change have previously warned that the COVID-19 crisis has increased the visibility of existing social inequalities in our society and could further compound divisions in our communities. Tragically, we are experiencing this in Leicester today. Many of the speculative narratives focus on personal responsibility with even the Prime Minister bemoaning problems “getting people to understand what was necessary to do” in Leicester. This caricatures residents as either unintelligent or unable to speak English; the latter pointing unfairly to our Eastern European, Somali and Asian communities. There is no evidence that social distancing was understood any less here than in other parts of the country, and the reality is far more complex than that narrative implies. Blaming individuals in this way is unhelpful, shaming, feeds into nationalist rhetoric, and takes the focus away from a government who have been slow to act not just in Leicester but from the outset of the pandemic. It also obscures the more powerful and intersected systemic influences at play that people cannot change.