Exploring violence, inequality, and representation
Reflections from a guest lecture
By Hannah Manzur, VISION Research Fellow
At VISION, we work with a wide range of stakeholders engaged in tackling violence and inequalities in society, from police to specialist services to national policymakers. Yet, as well as established professionals, our work also engages with students and young people through placement programmes, participatory action research, and, critically, through teaching new generations of upcoming researchers, practitioners and policymakers.
I had the pleasure of joining City St George’s Broken Britain module for undergraduate Sociology and Criminology students as a guest lecturer to share my research and experience on a topic that sits at the heart of my research and professional journey: the relationship between violence, inequality, and the social structures that sustain them. Before joining VISION, I worked as a Policy Advisor at the European Parliament, where I saw firsthand how political decisions, data classifications, and institutional blind spots can shape people’s life chances. Combined with my academic research and civil society work, my career journey has taught me the importance of building bridges and learning lessons from across research, policy, and practice spaces to examine social issues from multiple, interlocking perspectives. Those experiences continue to inform how I teach and think about inequalities and their impact on society today.
Why Concepts Like Marginalisation and Intersectionality Matter
I opened the session with a warm-up exercise introducing three foundational concepts: social marginalisation, intersectionality, and vulnerabilisation. These ideas help us understand why and how certain groups of people consistently find themselves pushed to the edges of society, excluded from rights, resources, and security.
In my policy work, these dynamics were impossible to ignore. Decisions that look ‘neutral’ on paper often deepen existing inequalities when viewed through an intersectional lens. Understanding how race, gender, class, sexuality, and migration status interlock isn’t just theoretical—it’s essential for designing policies that do not unintentionally harm the very people they claim to support. By tracing the rich history of intersectionality and how it functions across the individual, interpersonal, and institutional levels of society, students were encouraged to move past surface-level understandings of intersectionality as a buzzword and really engage with the complex ways violence is shaped by intersecting inequalities.
Everyday Fear and the Unequal Distribution of Safety
As well as focusing on physical violence, students engaged with wider experiences of violence, including those which directly affected them. One of the most engaging parts of the session involved asking students to reflect on their own relationship with fear and safety:
- How often does fear shape your everyday behaviour?
- Who feels protected, and by whom?
- And whose fears are dismissed or minimised?
These questions were designed to bring abstract ideas of ‘fear’, ‘security’, and ‘inequality’ to life through student’s experiences navigating the world from their own individual positionalities. Bringing in key insights from my own research at VISION, we discussed the gaps and differences in how violence is understood and experienced from personal and policy perspectives. While working in Brussels, I learned how policymakers often speak about “security” in general terms, yet the lived reality of violence — and fear of violence — is anything but equally shared. Some communities experience over-policing while others receive under-protection; some voices are amplified, others silenced. Understanding this imbalance is crucial for building systems that genuinely keep people safe.
The Problem of Representation: When Categories Don’t Fit
From challenging perceptions of violence, we also delved into challenging understanding of ‘inequality’ and how categorising people into distinctive groups can distort our understanding of how different groups experience violence. Official classifications for data collection are often seen as a neutral, technical process. But so much is packed into these decisions. Categorising people, with all their nuance and diversity, into neat separate boxes may be important for creating useful statistics, but it can also create serious problems when these categories don’t reflect people’s lived realities. I displayed some of the categories commonly used in surveys and policy documents and asked students whether these labels reflect their identities or experiences. Students grappled with the contradictions and complexities of capturing inequalities, relating their own frustrations with being put in ‘the wrong box’ and how misrepresentation can carry serious consequences for people’s lived realities being visible and their future life chances.
This is a conversation that deeply resonates with me. As both a researcher and policy advisory, I often struggled with how overly rigid or simplistic classifications erase nuance, flatten identities, and ultimately limit our ability to recognise and respond to inequality. Data shapes policy—but if the data categories themselves are flawed, so too are the decisions built upon them. Representation is not just symbolic. It determines who is seen, whose experiences are counted, and which forms of violence are acknowledged or ignored.
Looking Ahead
My goal in this lecture was not only to share academic insights, but to encourage students to question the systems around them—how they define people, whose realities they prioritise, and how they respond to social harm. Whether in policymaking or research, we cannot address violence and inequality without listening carefully to those who live at their intersections. Drawing on both my policymaking experience and new research findings from my work at VISION, I emphasised the importance of understanding how systems work from multiple perspectives, how cycles of exclusion and harm can feed into one another, and how areas of research, policy, and practice can work together to disrupt these cycles. Engaging with students through this Guest Lecture reminded me of the critical role of teaching in sharing knowledge, changing perspectives, and building critical tools for new generations to see and challenge cycles of inequalities and harm across their future careers and lived experiences.
For further information, please contact Hannah at hannah.manzur.4@citystgeorges.ac.uk
Photographs from Dr Hannah Manzur
