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Identity
5 min read

The trouble with identity politics

Identity politics reflected two great longings, a desire for uniqueness, and a need to belong. It’s time to ditch it.

Graham is the Director of the Centre for Cultural Witness and a former Bishop of Kensington.

A head and shoulders portrait consisting of large disc-like pixels that obscure the real person..
Photo by Vadim Bogulov on Unsplash.

I’ve been watching the remarkable documentary series Once Upon a Time in Northern Ireland, and there is one story in it I can’t get out of my mind. Richard Moore was a ten-year old boy in Londonderry in the early seventies. Charles Inness was a 30-year old British soldier in the Royal Artillery stationed in the city at the time. During a local disturbance in 1972, Inness fired a rubber bullet to disperse a crowd of youths throwing stones at a RUC base at exactly the moment the ten-year old Richard crossed his line of fire. The bullet hit the young boy in the eye, blinding him for life.  

Many years later, Moore expressed a desire to meet the man who fired the gun. And so, in 2006 they met. The British soldier, cautious, a little stiff and very proper, was initially defensive, refusing to apologise as he still felt he had acted rightly at the time and in the circumstances. Moore persisted, not out of a desire for vengeance or recrimination, but simply wanting to understand. Gradually the two became friends and Inness eventually found a way to say he was genuinely sorry. 

The history of the troubles in Northern Ireland is full of stories of people being murdered simply because of one part of their identity - that they were Protestant or Catholic, UDA or IRA, British soldier or Irish Republican. What struck me listening to this story was Moore’s tenacity, to get beyond the simplistic identity of Inness as ‘the soldier who took away my sight’. 

Summing up what he had learnt, Moore said: ‘Finding out who he was changes everything. To me, he’s no longer a soldier, he’s a human being. A father, a grandfather – it makes a person very real. And that’s a good thing.’ There seemed to me a gem of wisdom here that can get us past much of the polarisation of modern life. 

“There are two striking human passions, the passion for uniqueness and the passion for union.”

Tom Morris.

‘Identity politics’ was a term borrowed from social psychology in the 1970s and quickly gained traction. It was an attempt to enable marginalised people to find solace and support with one another, by focussing on the common characteristics of one aspect of a person’s identity. It tried to help bring particularly disadvantaged groups together by describing the common experiences they had faced.  

Since then it has gained a great deal of traction and generated much controversy. So why did it hit such a nerve? 

The philosopher Tom Morris once wrote:  

“There are two striking human passions, the passion for uniqueness and the passion for union. Each of us wants to be recognised as a unique member of the human race. We want to stand apart from the crowd in some way. We want our own dignity and value. But at the same time, we have a passion for union, for belonging, even for merging our identities into a greater unity in which we can have a place, a role, a value.” 

Identity politics was a reflection of these two great human longings - our desire for uniqueness, and our need to belong. On the one hand we all want to be special, unique, different from everyone else. On the other hand, we want a tribe to belong to, whether defined by gender, race, sexuality, nationality or the like. And so, we choose an identity that defines us, marks us off to the world, and gives us a group to belong to. 

Identity politics began with good intentions. Yet the way it is often used means that it encourages me to think that once I have labelled someone with a particular characteristic, that is all I need to know about them. If I know they are black or white, privileged or deprived, young or old, gay or straight, conservative or progressive, and so on, then I know all I need to know. I can then embrace them as one of my tribe, or dismiss them as different, without any further discernment.  

One of the writers of the Psalms, reflecting on his own self-awareness, wrote “I am fearfully and wonderfully made.” The reality is that we are all immensely complex beings with multiple facets, different qualities and a number of overlapping identities. My neighbour may be Asian. And knowing that, I might think ‘I know what Asian people are like – and he must be like all the others.’ Yet he might also be a father, a husband, an Arsenal fan, of Bangladeshi heritage, a doctor, middle-aged, a Labour voter, suffering from occasional depression, a 2 handicap golfer. And so on. These are all part of who he is and if I want to get to know him fully, I need to understand something about all of these elements of his identity. If I fix on any one of these as the final truth about him, and ignore all the rest, I do him a disservice. To reduce the complexity and wonder of a fellow human being to one single characteristic is surely a mistake. It is to fail to do them justice, and display an unwillingness to take the time to understand them. It is, in the final analysis, a failure to love.  

The final truth about each one of us can only be what is true of all of us - that we are ‘fearfully and wonderfully made’. In that same Psalm, the writer relates his sense that the God he worships, in a way that is both comforting yet unnerving, knows everything about him:  

“you know when I sit and when I rise; you perceive my thoughts from afar, you discern my going out and my lying down; you are familiar with all my ways.”  

We are each one known, loved, understood in our very complexity by the God who made us, and invited to become capable of that same kind love – the love that looks beyond the surface to understand the complexities of others – in other words, to grow into the likeness of God. 

Richard Moore may have been blinded by that rubber bullet in 1972. Yet in a strange way he learnt to see better than most of us. He learnt to see past the simple identity of Charles Inness as ‘the British soldier who ruined my life.’ He had the tenacity to learn that that this man was, like all of us, both complex and simple - a man with unique relationships, a history, in his own way shaped by his experience, and yet at the same time, worth getting to know in that complexity - that ultimately he was, like all of us, ‘fearfully and wonderfully made.’ 

Article
Character
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Education
Fun & play
5 min read

Is your child school ready?

What really matters as a child develops
A teacher looks on as a young child concentrates on writing.
Department for Education.

In the coming weeks, those little critters will start to emerge, easily identified by their autumn plumage of coloured sweatshirts and oversized backpacks. Anxious parents and caregivers can be spotted, shepherding their young along paths and pavements, casting worried glances left and right at the pelican crossings. Listen carefully and you may hear the squeak of uncomfortable new shoes and juveniles complaining about the wearing of a coat, as adults of the species re-establish social bonds with cries of, “Back to school already, I can’t believe how fast it’s gone!”   

As they congregate upon the tarmac staging ground, some will be taking part in this ritual for the very first time. Neophytes who have maintained social bonds throughout the pre-school years might be seen to greet their fellows cordially, “Did you have a good summer? Can Flo make it to Izzy’s party?” Others will stand alone, scanning the playground for a half-remembered face from the bygone days of antenatal classes. That was only five years ago, but it feels like a millennium. The faces are changed; everyone looks more…tired. 

The world has been turned upside down in those past five years. It’s been said so often that it is almost trite, but nonetheless true: nothing prepares you for becoming a parent. In the UK, new parents increasingly raise their children without the immediate support of extended family, coupled with the tyrannous expectation that one will retain one’s employment rank and contribution to the labour market alongside this new and 24/7 full time job of looking after baby. The Key Performance Indicators of parenting are ambitious. Deliverables for the first five years include toilet training, instilling speech and language skills, establishing basic recognition of 26 alphabetical characters (including the child’s ability to recognise the alphabetical sequence that spells their own name) and ensuring the recognition of and (ideally) ability to correctly sequence numbers 1 to 20.  If your child can do all of this by the age of 5, whilst also learning not to punch, kick or bite other children, not to eat food off the ground, and not to stick rocks up their nose, then congratulations! Your child is school ready

It may comfort some readers to know that very few 5-year-olds manage to hit absolutely all of these milestones. As the education secretary, Bridget Phillipson, commented recently – parenting is too hard. She is working to establish a new iteration of Labour’s ‘Sure Start’ programme (rebranded as ‘Family Hubs’) to offer parents more support in the community. As part of her rationale she states, “When one in four children are leaving primary school without having reached a good level of reading, then something’s gone seriously wrong in those early years that has to go beyond the school gate.”  

Whilst I’m keen to see more support for new families – I’m intrigued by this particular rationale for it. Ability to read well by a certain age seems an unlikely metric by which to measure whether a child has had a positive experience of childhood; it appears indicative of what autism-researcher Anne McGuire calls “The normative time of childhood,” in which the success is measured against an imagined future of economically productive years. By this metric, if a child learns to read at a prodigiously young age this is taken as an indicator that they will enter the workforce with greater velocity than their peers, essentially that they will have “more future-yet-to-be-realized” than those around them. McGuire writes, “In a neoliberal regime where ‘time is money’, the child is figured as ‘time-rich’ and so represents a good investment opportunity indeed.”  

McGuire’s analysis is piercingly accurate of how we often talk about our children, despite knowing all too well that it represents a fallacy. There are multitudinous stories of adults who have gone on to make staggering contributions to human flourishing, despite being placed (literally or figuratively) under the dunce’s cap at school. But even without focusing on those who go on to excel, those who attract fame, fortune, or both, we don’t have to look far to find cause to re-evaluate what it means for a child to be school ready.  

My son’s year group recently finished their own primary school journey, and a quick glance through some of the leavers’ books reveals that children are very good at valuing each other for what is here in the present, without recourse to an imagined economic future. As children wrote goodbye messages for each other they said things like,

“Thank you for always having such good ideas for games to play.”

“You helped me on my first day when I got lost.”

“You’re a great house captain and you always help the teacher.”

No one was particularly keen to predict fame and fortune for the future of their friends, and there was an understandable indifference towards academic milestones. As a literary corpus, the leavers’ books were testament to the old adage that people will not remember you for what you say or do but will remember you for how you make them feel.  

One the subject of childhood, Jesus once said something that defies easy explanation. He was out, teaching in the open air, surrounded by crowds of adults including important religious leaders and wealthy individuals who wanted to ask complex and deep theological questions, but in the midst of it all there were parents bringing their children, elbowing their way to the front of the crowd to ask Jesus to pray for their little ones. When some of Jesus’ followers tried to usher the children away, Jesus said, “Let the little children come to me, and do not hinder them, for the kingdom of heaven belongs to such as these.” The precise meaning of this utterance has eluded thinkers and theologians for centuries – what exactly is it about childhood that Jesus was alluding to?  

I wonder if it is something about the capacity of children to live in the immediate, and therefore to value what really matters – justice, kindness and friendship. In primary school, yes it helps in some ways for children to arrive aged 5 with a certain command of the alphabet and the ability to finish the day wearing the same set of underwear that they arrived in. But perhaps what matters more is children arriving ready to enter the fray of friendships – being kind, being helpers, having the self-confidence to know that they have something to give to the learning community that they are joining, whatever their learning speed might be. Such things are gloriously untethered to economic potential or a future-yet-to-be-realized, but they are closely tethered to a child’s understanding of themselves as a valuable and important person. If Labour’s intention to offer new parents more help in the community goes some way towards communicating to our pre-school children that they have that have – and will always have – value, regardless of what they will or won’t attain to academically or economically, then it will help many more children reach the milestone of being school ready.  

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