Social Institution, Education and Ideology in Understanding Youth Crime: A Critical Criminology Pers

The primary aim of this paper is to enumerate and highlight the social institution, education and the ideology, racism from a critical criminology perspective. The study and presentation of crime is an enquiry into expressions of power, cultural controls and contexts of contents. The social institution and ideology can play a major role in shaping the perception and idea towards crime. Hence, it is important to understand the underlying elements that cause such social impediments.

Discussion

In the most contemporary and historical sense, the idea of culture is flawed and constituted in conflict. Any form of a critical study of youth crime is a formidable inquiry into conformities and confrontations with conventional cultural narratives of coercion and disaster situations. This challenging enterprise often requires an honest interrogation of how one interprets both the "familiar" and the "foreign", that is, how does one transform the familiar into the foreign and the foreign into the familiar. For a long period, the social fragment has suffered terribly due to the advent and the continued growth and spreading of racism. The historical evidence of racism are grim and provides a clear narrative of how inhumane atrocities against human were considered fairly right and legal back then. As generations arrived, the core idea and existence of racism got passed down to one generation from another. To understand the construct of education as a social institution and racism as the underlying ideology, we need to understand its impact on youth crime. The study of youth crime fancies a rich intellectual history. The traditional and contemporary perspectives are filled with diverse theoretical tools and evidence to enhance the understanding of youth as offended and youth as offenders. There are three fundamental approaches to youth crime: the normative, conflict paradigms and interpretive. For the normative, youth crime is "determined" by structural forces. The "offender" is the "subjected actor", objectively acted upon. The interpretive perspectives recast the young offender as an acting subject, acting upon circumstances subjectively as a determining and negotiating agent. The conflict perspectives approach extends a view of social relations that underscores the centrality of social conflict and change in shaping political, social and cultural institutions. It is important to understand that the most direct and significant impacts are from the youth's family, peers, media, criminal justice, and school. Educational institutions play an important role in imparting education and social righteousness to the youth. However, in terms of racism, no amount of educational discourse and narrative can change the situation if the youth does not change its intrinsic perception. Crimes related to racism, violence, racial situations and so on are born out of communal hatred and an inborn racial narrative within the construct of the youth. Many pulling forces within society lead to youth crime, especially crimes related to racism. However, to change the narrative, it is important to understand the pulling forces and to act upon them proactively to change the underlying n=meaning and message of the pulling forces, and in some cases, work towards the complete eradication of such forces. Quality education and learning in rewiring the mental and the perception construct of the youth. However, one cannot neglect the effects of family, society, peers, status and so on for impact. For example, a young adult may receive quality education and know the underlying issues with racism. However, with intrinsic familial and peer hatred towards people of colour can largely render the education ineffective. Youth crimes are massively eroding to any social construct and fragment of living. The effective address and inquiry into the reasoning and analysis of youth crime's effect are absolutely critical. Working to better situations and conditions can go a long way in bringing about change. Educational institutions are the primary abode for changing the narrative of racism from the upcoming youth and for the provision of a holistic identity and narrative towards the perception of people of colour. Education can transform the current youth for the better and prove instrumental in creating a future free of judgements based on the colour of one's skin.

Conclusion

The above paper concludes the essay by enumerating education as the social institution and racism as the ideology. It is evident from the study that racism is a deep-rooted problem that plagues society and does not primarily arise due to lack of education or learning. It is much more intrinsic in nature, rooted deep within the perceptions, social construct, values, ethos and family background of one's being. Hence, to combat racism and reduce crimes related to the same, it is important to transform the entire paradigm of perception.