Article
Comment
Politics
7 min read

What’s up with activism and what it is missing

As local elections occur in England, Councillor Elizabeth Wainwright is stepping down. Finding herself increasingly distant from activism, she asks if there’s any room for love.

Elizabeth Wainwright is a writer, coach and walking guide. She's a former district councillor and has a background in international development.

A protestor hold a megaphone up at a demonstration outside a building
A 2017 protest against London Fashion Week.

During my term as a Green Party District Councillor, I was once publicly congratulated by the local Extinction Rebellion (XR) group for taking on the new role of ‘Cabinet Member for Climate Change’.  

A week or two later, I was questioned at a Council meeting about whether I was part of XR – opposition Councillors wanted to know if I’d be using their “extreme rent-a-mob tactics” in my role.  

The local XR group are kind and knowledgeable and are making things happen. But to my Council questioners, this seemed to matter less than the fear of the ‘other’ – in this case, what they perceived to be a mob of environmental extremists that might do harm to the Council. It works both ways – I’ve also seen activist groups paint all elected Councillors with the same brush, assuming none of us care. It feels like there is little grace and a lot of judgement going round.  

I’ve been curious why local non-activist residents and Councillors might not be keen to engage with activist groups (the term ‘activist’ is a broad one, and this article isn’t long enough to analyse it, but activist groups are generally engaged in activities to bring about social, environmental or political change).

Some tell me that they’re put off by what they perceive to be self-righteousness, judgement, anger, and the ‘hippy’ identity. I am put off by some of these things too, however much the media might falsely amplify these qualities – but still, perceptions close down relationship and possibility, and this is one of the things that keeps me at arm’s length from the ‘activist’ label, particularly when it gets caught up in group identity and expectation too. At a time when we need to see change in so many things – the state of the environment, politics, social equality – I’ve been wondering why I feel a distance from the ‘activist’ identity.  

As well as getting elected, I’ve taken part in marches, signed petitions, joined social and environmental action groups. I want to walk alongside others who are doing something about the things that matter. But I have struggled to find the in-between of ‘slacktivism’ on the one hand (supporting causes largely online with little commitment), and intense commitment to a particular group or tribe on the other. And I am tired, because despite the protests, volunteering, and organising, the challenges seem bigger than ever. These efforts are important, but protesting the status quo isn’t enough.  

I look at the NGOs, political groups, roles, funding proposals, slogans, meetings and glossy branding that are often part of activism and civil society more broadly – and are tools I’ve used myself – and I find myself doubting that these things can really bring about the change we need in our relationship with each other and the planet. We need more than better branding, or more funding, or more campaigns. As Audre Lorde said, the “master’s tools will never dismantle the master’s house.” I find myself distancing from the urgency of activism, volunteerism, and campaigning in their current forms.  

I’ve felt public discourse and action become less patient, more certain, more fragmented, with little room for curiosity and open conversations.

As well as form, I also feel a disconnection from engagement with and discussion of the issues of our time. In my involvement in social and environmental action over 20 years, I’ve sensed the shift brought about by rapidly evolving technology and media, which mean social and moral norms are evolving too. I’ve felt public discourse and action become less patient, more certain, more fragmented, with little room for curiosity and open conversations – sometimes explicitly through cancel culture or more subtly through othering and unintentional judgement. I think of a song by Sam Fender called White Privilege which includes the lines  

“Everybody's offended… I'm not entirely sure the nitpicking can count as progression… Nobody talks to each other for fear of different opinions…”  

Perhaps that closing down of conversation is in part down to social media and its algorithms which respond well to noise, performance, and oversimplification – it is not a space designed to help us relate across difference and understand each other, yet this is vital if we are to create the change needed in ourselves and in the world.  

I want to be part of meaningfully and wisely addressing the world’s sickness, not desperately and loudly treating its symptoms. I have been wondering if there’s another way I might think about creating change. 

Author, educator and social critic bell hooks (who prefers her name written in lowercase) wrote her book All About Love because she was 

“thinking about how we love and what is needed for ours to become a culture where love’s sacred presence can be felt everywhere”. 

She laments the lovelessness that is pervasive in our society. She goes on to say,  

“profound changes in the way we think and act must take place if we are to create a loving culture”.  

Sometimes, the issues at stake demand that we weep, raise our voices, get angry. Jesus turned over trading tables in the temple when he saw the sacred space had been turned into a marketplace – he got angry. But ultimately, he asks that we love our neighbours, including our enemies.   

And yet sometimes I wonder whether we know how to love in the world as it is today. hooks says,  

“In the realm of the political, amongst the religious, in our families, and in our romantic lives, we see little indication that love informs decisions, strengthens our understanding of community, or keeps us together.”  

In her lectures on ending racism and sexism, she notices that her audiences, especially the young,  

“become agitated when I speak about the place of love in any movement for social justice” 

despite the great movements for social justice having emphasised love. Her listeners seem 

“reluctant to embrace the idea of love as a transformative force.”  

We need to see love as a transformative force though. We say we believe in it; we make films and write poetry about it, we see it guide communities during collective experiences like global pandemics, we turn our faces towards it, we seem to want it. Perhaps this is where the hope is – that we want love in its various forms, even if we are embarrassed to say so. Love is not naïve, it does not ask us to be nice and polite, or eternally optimistic. Its presence does not remove negativity, disagreement, people who let us down. But I think it gives us the eyes and tools to work together, and to stand in compassion before judgement. 

If we take love and affection for our neighbour and places seriously, understanding what it looks like in practice, then movements for change can begin right where we are – in our language, in our community, in relationships that ripple out. In a placeless and disconnected age, perhaps this is the kind of activism that would help us heal ourselves as well as the world. Author Simone Weil said that  

“the gospel makes no distinction between the love of neighbour and justice.”  

I am becoming drawn to a love-led activism, an activism that is made from the hard day-to-day work of listening, and patience, and loving what’s sometimes hard to love. It might mean taking time to build relationships with people who aren’t like us. It might mean breaking out of our institutions and tribal groups, hearing each other across difference, and imagining new possibilities together rather than form ever-tighter clubs. It might mean getting soil not screens between our fingers, rooting in relationship, slowing down, paying attention. Whatever it looks like, it must appeal to both activists and non-activists, because we must all be involved in calling forth new worlds.  

The Bible is full of calls to love justice, to defend the weak, to provide for the poor and hungry, to defy the authorities when we need to – but to do all this, as Paul says, “rooted and grounded in love”. Micah says,  

“what does the Lord require of you but to do justice, and to love kindness, and to walk humbly with your God?”  

As bell hooks knew, justice goes hand-in-hand with love. It is hard for one to exist without the other.  

We can choose to open up conversations or shut them down, to walk with others or retreat behind ideological lines, to stand in judgement or relationship, fear or love.

Perhaps it doesn’t matter whether we’re catalysed by anger, indignation, love, or care – but it matters what we go on to do with that spark. We can choose to open up conversations or shut them down, to walk with others or retreat behind ideological lines, to stand in judgement or relationship, fear or love. I think about what might come next when I stand down as a District Councillor at the next election, following a pull to do justice, and to love kindness more than belong to a political tribe. If we choose, we could build a loving culture, weaving a social fabric where activists and non-activists can see past current paradigms and feel able to work together, holding each other up as neighbours whilst nurturing beauty, hope and the becoming world. It may have no clear identity, it may not suit the noise of social media, but this is work that I want to be a part of.

Article
Character
Comment
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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