00:12:15.880I went to a, it was a, I got the 11 plus, did a grammar school in Liverpool.
00:12:19.780And it would have been a grammar school, but it turned into an independent school when I was already at it because they threatened turning it into a comp.
00:12:28.220So, but everyone who was already there was sorted.
00:12:30.660All your fees were paid and everything.
00:12:33.140And that, we might get onto that later, but that taught me about the selection procedure because I benefited from my, it was in West Derby, my school.
00:12:41.160And, but people from all over Liverpool went to it and it was the top one or 2% of, you know, Liverpool who got to that school.
00:12:50.000So it was just, and I know there are issues about everyone, arguably everyone should be educated together, but there's undoubtedly advantages when the teacher doesn't have to explain the most basic things to people.
00:13:31.860I don't have a comparative advantage on this topic, but that didn't stop me loving it.
00:13:36.240But that also, I've always had in my life as well, educationally, this trade-off between, it sounds like an American advert doesn't be the best you can be, versus everyone should have access.
00:13:47.860So I understand the dilemma, but I am a massive advocate.
00:13:51.860I think Peter Hitchens has just done a book called The Revolution Betrayed about grammar schools and what they achieved.
00:13:58.480And, you know, someone like Anton's, you know, a ne'er-do-well from recent times, but, you know, Liverpool in the 80s, that was rough.
00:14:09.040And, you know, I'm not kidding, boys from the black stuff, all that type of stuff.
00:15:03.100You know, I went and put money in the electricity meter to get the lights on, which some, you know, people I studied with did.
00:15:08.560So, I was just very, very conscious, but that was their way out, was by education.
00:15:15.600So, you know, this sounds like I'm talking about the developing world, but in parts of England specifically that I know most about, that's true.
00:15:24.540So, that was, I did A-levels, I went on to do A-levels, I did, and I'll only mention them because I want to pick up on some of the themes.
00:15:33.120I did Spanish, English literature, and economics, and we did, everyone did general studies.
00:15:38.340But the English and Spanish, in those days, we did about a good third of it was literature and history.
00:15:47.300So, I did the Conquistadores, so I learned all about that, which was fascinating.
00:15:51.240And for today's knowledge, it's interesting that when they went to Mexico, I think it was Cortes,
00:15:57.060they managed to bring down the whole Aztec empire with very few people, a few rottweiler dogs and a few horses that scared the locals.
00:16:05.020But that was because of various complex reasons, the weakness of the Aztec empire.
00:16:10.460And the idea that nowadays, small vocal groups are doing so much damage.
00:16:15.560If there's a rotten culture, there's something wrong with the dominant culture.
00:16:20.720Absolutely catastrophic things can happen.
00:16:24.620And also, I did some existential, Ernesto Sabato, El Tunel, which was an existential novel ahead of its time.
00:16:32.220So, it's better than Sartre, in my humble opinion.
00:16:36.500So, I got a taste for things like, and just reading in a foreign language.
00:16:40.960I think you've done translation work in the past, Constantine.
00:16:44.480And one of my frustrations teaching was, let's put it this way, if I saw an essay that was really grammatically really good,
00:16:53.200I'd look to see which part of Scandinavia they came from.
00:16:57.700Because British students don't have facility with their own language.
00:17:01.840So, the idea that they'd have facility with other languages, I think that's one of the saddest things about...
00:17:08.200You get lots of good inputs from overseas students.
00:17:13.640But I think the UK as a whole, I think language teaching is getting worse, not better, in terms of resources, the amount of language teachers.
00:17:23.340So, that was one of the things I learned.
00:22:05.640And at one point, I think she was trying to argue.
00:22:09.160And forgive me if it wasn't Cathy Newman, but it sounds like the type of thing she'd do.
00:22:12.120She was trying to argue that because the vast majority of child abusers are white, that it's completely unfair to focus on the grooming gang scandal.
00:22:22.040And I'm thinking the overwhelming number of child abusers are white because the overwhelming numbers still in this country are white.
00:22:33.920And then she actually said, he said, it's undeniable that the overwhelming demographic of these child abusers are South Asian, men of South Asian origin.
00:22:48.060And I remember she said, that's a bold statement.
00:25:37.980Then I did a book on hacktivism, which is politically motivated hacking.
00:25:41.620And that was all at Salford, based upon my PhD.
00:25:47.380And then I moved more into, so what's interesting about that is in my early academic career, and in my PhD, it was about how people interact with and try and control technology.
00:25:59.780So I wasn't arguing that technology dominates us.
00:26:02.540I was actively trying to seek ways in which people can take control of technology.
00:26:07.080But as my academic career progressed, I realized more and more, I became much more of a determinist.
00:26:13.820I think technology has very determining features that are massively underestimated.
00:26:19.400So I moved more into what's known as the culture industry, what's known as, ironically, it's portrayed nowadays as cultural Marxism.
00:26:28.640Frankfurt School, I wrote a book with a co-author called Critical Theories of Mass Media, then and now.
00:26:34.400So it was in the past and brought up to the modern era.
00:26:38.620And then I got, I moved to Leeds and got very interested in Slavoj Žižek's work, again, labelled by some as a cultural Marxist.
00:26:47.080So what makes my career slightly unusual is I've studied technology in depth from a sociological point of view.
00:26:55.500But I'm very, very critical, and I think universities use technology in ways that are quite unthinking and uncritical.