Cleaning up cleaning: the problem with split shift work

Unhealthy and unnecessary working practices impact unseen cleaners. It doesn’t have to be like that argues Ryan Gilfeather.

Ryan Gilfeather

Ryan Gilfeather explores social issues through the lens of philosophy, theology, and history. He is a Research Associate at the Joseph Centre for Dignified Work.

A cleaner sweeps between large white interior walls of a concourse.

Photo by Verne Ho on Unsplash.

In offices across the country cleaners are often kept out of sight whilst the other workers do their jobs. Cleaners are instead brought in for two short shifts, the first starting as early as 1, 2 or 3 am, and a second beginning around 8pm. Most of us overlook this pattern of work, taking for granted that it is necessary.

However, dig a little deeper, and its insidious nature emerges. We begin to see how it is mostly unnecessary and harms the flourishing of cleaners in their health, family, and dignity. It treats small financial gains as worth more than human lives.

For many industries, cleaning does not need to happen in the early mornings and late nights. Consider the downsides of daytime cleaning. The cleaner would need to manoeuvre around colleagues at their desks and in meeting rooms, but they would still clean to a high standard in a similar timeframe. Their job does not need to be done during unsociable hours. There is a minor cost to the company in the office. The office worker might need to briefly step away from their desk for a moment as it is cleaned, they may be momentarily distracted by the sound of a hoover, and a meeting room may be out of action for a very short time. The only costs would be a tiny loss in efficiency and profits to the companies who hire these cleaners. Since the negative consequences of daytime cleaning, instead of split shifts at unsociable hours, are so marginal, the current working patterns are clearly unnecessary.

No choice, compelled to say yes

Importantly, these cleaners often do not have any other choice. I meet many of these cleaners in my work at the Joseph Centre for Dignified Work. None of them choose to work split shifts at unsociable hours. For many, employment with better conditions is simply not available. About 27 per cent are migrants and often they lack English-speaking skills, preventing them from getting other kinds of jobs. 59 per cent have attained an education below the equivalent of C or 4 at GCSE, so it is hard for them to find other work. 17 per cent are ethnic minorities, who face greater barriers accessing other kinds of work. They have to work, they often have no better choices than cleaning, and in this industry they cannot say no to these working patterns. In this way, they are compelled to say yes to these kinds of split shifts.

Split shifts deadly consequences

This working pattern damages health. A recent medical study demonstrates that working night shifts, a similar pattern to split shifts, more than doubles the odds of developing breast cancer Another study shows that shift-work disturbs worker’s circadian rhythms. This in turn leads to problems with cancer, heart health, mental health, and more. Split shifts have deadly consequences for cleaner’s health.

Eroding family time

Split shifts also steal cleaner’s time from their families. When cleaners earn below the real living wage, their family relationships suffer; 48 per cent say that their wage level has negatively affected their relationship with their children. For many, poverty wages force cleaners to take on two or more jobs. As Angus Ritchie, an Anglican priest, academic, and campaigner for marginalised communities puts it, poverty wages force workers to:

‘to choose between spending enough time with their children and having enough money to provide for them.’

These cleaners, who are often on poverty wages too, may only be able to briefly see their children between the end of school and the beginning of the nightshift, but will miss out on caring for them in the morning and enjoying extended periods of quality time. Therefore, when employers unnecessarily force these working hours upon cleaners, it also harms their relationships with their families.

Denying dignity

These patterns of work also render cleaners invisible. In an Equality and Human Rights Commission report from 2014, cleaners spoke about how they were made to feel ‘invisible’ and like the ‘lowest of the low.’ It is hardly surprising that they have this experience when the patterns of work we force upon them are designed to literally stop office workers from seeing them. Cleaners do crucial work which enables the broader enterprise of offices all around the country to function, yet they remain hidden away, their existence and contribution unseen and unacknowledged. Needless to say, these unnecessary split shifts take away their dignity.

Why value humanity

Campaigning to oppose this practice are Christians. Here’s why. The Bible and its tradition teaches that all human beings share the same inextinguishable value. As part of the story of creation says,

“God created humankind in his image, in the image of God he created them.”

Over the centuries Christians have interpreted this passage as affirming the same fundamental value of every person as one made in the image of God. Every person in some way dimly mirrors God’s inestimable goodness and love, and is, therefore, of greater value than all the riches of the world. To treat someone as less valuable than us or material goods is to deny the reality of how God created the world.

Split shifts at unsociable hours, however, represents the opposite belief. As argued above, these patterns of working are largely unnecessary, and only lead to small financial gains for the companies who hire the cleaners through tiny increases in efficiency. However, these small riches are treated as worth more than the flourishing of lives which are of inestimable value because they are made in the image of God. Fractional gains in money are placed above their ongoing health, their family relationships, and their dignity through recognition. These meagre financial rewards are more treasured than the flourishing of lives made in the image of God.

The working patterns are bad for cleaners. Not just because they damage health, but more fundamentally, because they deny the reality of God’s desire for creation. Enforcing split-shifts in pursuit of financial gain values small amounts of money above the flourishing of human beings, the infinitely valuable image of God, in their health, family, and dignity.

Christians are beginning to oppose this practice. For example, in 2017, three Christian organisations (Centre for Theology and Community, Church Mission Society, and the church, St Andrew by the Wardrobe) launched Clean for Good. This ethical cleaning company treats cleaners fairly; they pay the Real Living Wage and give holiday leave, sick pay, training and guaranteed working hours. Crucially, they also don’t force cleaners into working anti-social hours. They offer cleaners working conditions and hours which enable them to flourish in their health, family, and dignity, because they truly believe that these workers are infinitely valuable, being made in the image of God.

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Education

Leading

26 July 2024

5 min read

Why I teach over my students’ heads

Successful teaching is a work of empathy that stretches the mind.

James K.A. Smith

James is a philosopher, cultural critic and author.

A blackboard covered in chalk writing and highlights.

James's chalkboard.

I’ve been teaching college students for almost 30 years now. As much as I grumble during grading season, it is a pretty incredible way to make a living. I remain grateful.

I am not the most creative pedagogue. My preference is still chalk, but I can live with a whiteboard (multiple colors of chalk or markers are a must). Over the course of 100 minutes, various worlds emerge that I couldn’t have anticipated before I walked into class that morning. (I take photos of what emerges so I can remember how to examine the students later.) I think there is something important about students seeing ideas—and their connections—unfold in “real time,” so to speak.

I’ve never created a PowerPoint slide for a class. I put few things on Moodle, and only because my university requires it. I’ve heard people who use “clickers” in class and I have no idea what they mean. I find myself skeptical whenever administrators talk about “high impact” teaching practices (listening to lectures produced the likes of Hegel and Hannah Arendt; what have our bright shiny pedagogical tricks produced?). I am old and curmudgeonly about such “progress.”

But I care deeply about teaching and learning. I still get butterflies before every single class. I think (hope!) that’s because I have a sense of what’s at stake in this vocation.

I am probably most myself in a classroom. As much as I love research, and imagine myself a writer, the exploratory work of teaching is a crucial laboratory for both. I love making ideas come alive for students—especially when students are awakened by such reflection and grappling with challenging texts. You see the gears grinding. You see the brow furrowing. Every once in a while, you sense the reticence and resistance to an insight that unsettles prior biases or assumptions; but the resistance is a sign of getting it. And then you see the light dawn. I’m a sucker for that spectacle.

This is how the hunger sets in. If you can invite a student to care about the questions, to grasp their import, and experience the unique joy of joining the conversation that is philosophy.

Successful teaching is, fundamentally, a work of empathy. As a teacher, you have to try to remember your way back into not knowing what you now take for granted. You have to re-enter a student’s puzzlement, or even apathy, to try to catalyze questions and curiosity. Because I teach philosophy, my aim is nothing less than existential engagement. I’m not trying to teach them how to write code or design a bridge; I’m trying to get them to envision a different way to live. But, for me, it’s impossible to separate the philosophical project from the history of philosophy: to do philosophy is to join the long conversation that is the history of philosophy. So we are always wresting with challenging, unfamiliar texts that arrive from other times that might as well be other planets for students in the twenty-first century.

So successful teaching requires a beginner’s mindset on the part of the teacher, a charitable capacity to remember what ignorance (in the technical sense) feels like. To do so without condescension is absolutely crucial if teaching is going to be an art of invitation rather than an act of alienation. (The latter, I fear, is more common than we might guess.)

Such empathy means meeting students where they are. But successful teaching is also about stretching students’ minds and imaginations into new territory and unfamiliar habits of mind. This is where I find myself especially skeptical of pedagogical developments that, to my eyes, run the risk of infantilizing college students. (I remember a workshop in which a “pedagogical expert” explained that the short attention span of students required changing the PowerPoint slide every 8 seconds. This does not sound like a recipe for making students more human, I confess.)

That’s why I am unapologetic about trying to teach over my students’ heads. I don’t mean, of course, that I’m satisfied with spouting lectures that elude their comprehension. That would violate the fundamental rule of empathy. But such empathy—meeting students where they are—is not mutually exclusive with also inviting them into intellectual worlds and conversations where they won’t comprehend everything.

This is how the hunger sets in. If you can invite a student to care about the questions, to grasp their import, and experience the unique joy of joining the conversation that is philosophy, then part of the thrill, I think, is being admitted into a world where you don’t “get” everything.

This gambit—every once in a while, talking about ideas and thinkers as if students should know them—is, I maintain, still an act of empathy.

When I’m teaching, I think of this in a couple of ways. At the same time that I am trying to make core ideas and concepts accessible and understandable, I don’t regret talking about attendant ideas and concepts that will, to this point, still elude students. For the sharpest students, this registers as something to learn, something to be curious about. Or sometimes when we’re focused on, say, Pascal or Hegel, I’ll plant little verbal footnotes—tiny digressions about how Hannah Arendt engaged their work in the 20th century, or how O.K. Bouwsma’s reading of Anselm is akin to something we’re talking about. The vast majority of students won’t be familiar with either, but it’s another indicator of how big and rich and complicated the intellectual cosmos of philosophy is. For some of these students (not all, certainly), this becomes tantalizing: they want to become the kind of people for whom a vast constellation of ideas and thinkers are as familiar and present as their friends and cousins. This becomes a hunger to belong to such a world, to join such a conversation.

This gambit—every once in a while, talking about ideas and thinkers as if students should know them—is, I maintain, still an act of empathy. To both meet students where they are and, at the same time, teach “over their heads,” is an invitation to stretch into new terrain and thereby swell the soul into the fullness for which it was made. The things that skitter just over their heads won’t be on the exam, of course; but I’m hoping they’ll chase some of them for a lifetime to come.

This article was originally published on James K A Smith’s Substack Quid Amo.