My Strive For An Academic Career In Social Science

I am the product of both the destructive yet revitalising elements that postmodern society offers. After reading Michael Foucault's 'Power Knowledge' I realised that 'power' is the sole cause of destruction, which is wrongfully imposed through the concept of 'knowledge' within society. As a minority ethnic, working-class Muslim, also diagnosed with Tourette's syndrome, I was a victim of powerful 'knowledge' as teachers, and psychologists told me I was destined for failure. They could have not been more wrong. Sociology and Psychology has reconfigured my perception of the world. 'The Case for a Learner's Charter' by John and 'Black Girls in London' by Fuller enabled me to grapple with the stigmatization I faced. Reading these texts, I realised that the labels given to me, were no more 'powerful' than my own 'knowledge'.

This 'knowledge' is the belief that I am the sole determiner for my success, no one else. Thus I have a personal connection with Social Science. It helped me deconstruct the previous perceptions I held, changing the way I view society. The interconnectivity of Social Science has always interested me. Psychology taught me the value of a more scientific approach. In turn this broadened my sociological understanding, enabling me to engage with methodological and theoretical topics with greater depth. E. g. through combining the concepts of Ainsworth's 'Attachment Theory', Bowlby's 'Continuity Hypothesis' and Parson's 'Primary Socialisation', I found a deeper understanding of why raising children with sensitive care is important, as without it social roles are tarnished and society becomes unstable. Therefore I believe that the amalgamation of societal and psychological factors must coexist if society is to function accordingly. Intrigued about the relationship between Sociology and Psychology and their application to other subjects, I used my knowledge to help me understand social issues in English Literature. Taking a Freudian analysis of the homosexual frustration Shakespeare conveyed in 'Othello', through Iago's subliminal lust for Othello, I engaged with the text in a different way. The power of Social Science to reveal new perspectives then encouraged me to apply my analytical skills in Media Studies. Through adopting a Neo-Marxist approach to Hall's 'Policing the Crises' and Gilroy's 'No Black In The Union Jack', I found myself critical of the 'knowledge' that the powerful mass media imparted concerning youth radicalization.

Over the last two years, I have worked as a data analyst for a global market research company. This has given me invaluable experience in handling data and a more critical eye of public statistics. I have increasingly identified flaws in the methodology that global companies use, as I am encouraged by my employer to ignore quality and focus on quantity. This relates back to Foucault's work on power. Flawed statistics allow politicians to depict over exaggerated 'knowledge'. In particular, I am aware of the fallacy that ethnic working class students are more likely to underperform in education based on home factors. Passionate about disproving this, I also volunteer at my college and mentor 97 A Level students. So far I have gained a unique understanding of their views concerning victimization within the education system. Social science has taught me that inequality and subordination is based on a reciprocal structuration system. The 'power' and 'knowledge' of the powerful polarizes the 'power' and 'knowledge' of the oppressed. Through my academic career, I want to change the way social institutions predetermine failure for social groups. Having experienced this for myself, I understand how difficult it can be to challenge. Thus, it is my goal to equip individuals with the 'knowledge' that they too are 'powerful' and can achieve just as much as anyone else. ’