Urban, Youth, and Schooling by L.Archer, S.Hollingworth, & H.Mendick - Book Report/Review Example

The Theoretical Paradigms Table of Contents Introduction 2 About the Book 3 Key Research Question and Aim of the Book 3 Research Rationale 3 Importance of the Book 3 Key Finding, Conclusion and Policy Implication of the Book 4 Section 1: The Book “Urban, Youth and Schooling” Stands as an Example of Educational Research 5 Section 2: The Book an Example of Qualitative Research 7 Meaning of Qualitative Research 7 Meaning of Interpretivism 7 Answer to the Section Question 7 Section 3: Theoretical Perspective of the Study 9 Adequacy of Theoretical Perspective in the Study 9 Relevance to the Concept of Social Constructionism 9 Relevance to the Role of Discourse in Identity Analysis 9 Identity Construction through Discourse, Dialogue and Representation 10 Concept of Identity 10 Types of Identities Constructing 11 Identities Constructed for the Students 11 Relevance of the Concept of Discourse and Social Constructionism in Identity Analysis 12 Conclusion 13 References 13 Introduction About the Book The book “Urban, Youth and Schooling” contributed by the authors and researchers Archer, Hollingworth and Mendick in the year 2010. The book focuses on the urban youth educational development. It also provides importance aspects relating to the development of a hybridised identity of the youth through the contribution of different ethnic cultures in the urban region (Archer, Hollingworth & Mendick, 2010). Key Research Question and Aim of the Book The key research question of the book is ‘what the relevance of discourse and social constructionism in identity analysis of the youth people?’ Moreover, the aim of the book is to determine the youth educational development in the urban region. In this regard, the book also intends to determine the role of multiple ethnic cultures in urban region in developing the youth urban identity (Archer, Hollingworth & Mendick, 2010). Research Rationale The rationale behind the study and the production of the book is for the development of education in the urban region around the world. This would lead to the development of the concept regarding the development of hybridised identity (Albert, 2004). Importance of the Book The book and the research study are of immense importance to the students and urban youth, as it would lead to their educational development. Moreover, it is of importance to the teachers and the parents, as it would lead to effective guidance to their students and children (Albert, 2004). Key Finding, Conclusion and Policy Implication of the Book The key finding, conclusion and policy implication of the book is with regard to hybrid identity of the students as well as the youths of the urban region. In this regard, it is identified that hybrid identity develops through the presence of different ethnic groups in the urban region (Archer, Hollingworth & Mendick, 2010). Section 1: The Book “Urban, Youth and Schooling” Stands as an Example of Educational Research The book “Urban, Youth and Schooling” is one of the greatest examples and has major contribution to educational research. This is because of the depth of the study on the subject education as mentioned in the book. In this regard, the study conducted by the authors of the book is qualitative in nature. The authors contributed towards preparing the book that stands as one of the best examples on educational research are Archer, Hollingworth and Mendick. The book was published in the year 2010. The book has been quoted as a best contribution to educational research, which can be justified by over sighting the contents and findings from the book. In this regard, the researchers had conducted a study to present the current scenario of urban areas and urban schools. For conducting an effective study, the researchers have studied the closed circuit cameras that are placed in the urban schools. This has greatly aided to understand the educational scenario in the urban region. One of the major findings that have been revealed from the study is the social exclusion of several students from gaining educational qualifications. This has been a pathetic finding in the educational research process. Moreover, the authors quote the urban youth to be “at risk”. The quotation suggests of the urban youth in the UK, the US, Australia and other nations of the world that possess low educational outcomes and majority of them do not possess higher education. This leads to the instability of their life. These findings justify the statement regarding the book as one of the best examples of educational research (Archer, Hollingworth & Mendick, 2010; Hammersley, 2003). Moreover, another major finding from the study is that urban people are noted to possess multi-ethnic culture. This is because majority of the urban cities possess different ethnic groups. Thus, it is observed that the urban youth possess multi-cultural traits. The authors also termed those groups of urban youth to possess hybridised identity. In this regard, it is also observed that the hybridised identity of urban youth has a significant impact on educational development in the region. Further, the research study also revealed of the three Rs for urban schools. In this regard, the three Rs are Rigor, Relevance and Relationship. The authors stated these three Rs are the main pillars to success of a school in urban region. Thus, it is evident that the research study conducted by the authors of the book is highly appreciable. Hence, the book stands as the best example of educational research (Archer, Hollingworth & Mendick, 2010). Section 2: The Book an Example of Qualitative Research Meaning of Qualitative Research Qualitative research method is the process through which vital data for research and analysis are collected from semi-structured or unstructured techniques. These include group discussions, personal or group interviews, observation of an event, and many more. This technique of conduction a research is exploratory in nature. The prime objective of undergoing such type of research is to gain the insight of the issue. In this regard, qualitative research method uncovers the thoughts, ideas and opinions, of the respondents (Flick, 2014; Archer, Hollingworth & Mendick, 2010). Meaning of Interpretivism Interpretivism is the research methodology through which the researchers interpret different elements in a research to understand the core concept of the research elements. This method is also used by the researchers to arrive at a conclusive stage in the research study. This is extremely useful in qualitative research methodology. In this regard, interpretivism is used to determine the outcome or result of the study from the different information collected through qualitative approach. The different ideas, thoughts, opinions are interpreted to arrive at a conclusion (Archer, Hollingworth & Mendick, 2010). Answer to the Section Question The authors of the book “Urban, Youth and Schooling” had conducted an educational research in order to understand and interpret the urban youth educational scenario. In this regard, it is observed that the researchers had observed the educational scenario through the closed circuit cameras placed in the schools and other educational institutions. The observation through such tool is qualitative in nature. Moreover, the qualitative nature of the research study is evident from several personal and group interviews that are conducted in the study. The researchers had conducted several personal and group interviews with the urban youth students, teachers, and other people that are related to educational institutes (Denzin & Lincoln, 2011; Archer, Hollingworth & Mendick, 2010). Through the extensive data collection from different sources of qualitative study, it is observed that the data are of varied range. Several data were contradictory to each other. Thus, the researchers perceived the study to be highly dissent and were unable to arrive at a consensus. In this regard, the researchers had used interpretivism method in order to come to a consensus and hence, determine the outcome or result of the study. Thus, it is evident that the study conducted by the authors of the book is qualitative in nature as well as interpretative (Archer, Hollingworth & Mendick, 2010; Bassey, 2007). Section 3: Theoretical Perspective of the Study Adequacy of Theoretical Perspective in the Study The study conducted by the authors of the book “Urban, Youth and Schooling” contains several theoretical concepts that support the authors to interpret different data collected. In this regard, it is observed that the authors have used several theories including theories of culture and society. It also includes the theories related to education. Further, it includes the theory of feminist. These all relevant theories suggest of the adequacy of theoretical perspective in the study (Archer, Hollingworth & Mendick, 2010; Dressman, 2008). Relevance to the Concept of Social Constructionism The core concept of the book regarding the development of urban youth education is highly related to the benefit of the society. Thus, the concept of social cosntructionism is highly relevant to the core concept of the book. In this regard, it is also observed that several social and ethnic classes in a society greatly affect the education system of the region. It is identified that in the urban regions, the evidence of different ethnic cultures greatly affects the youth education. However, it is also observed that because of the presence of multiple ethnic cultures in urban region, the youths are more apparent to possess multiple ethnic cultures. This greatly influences in the learning and development related to other cultures (Archer, Hollingworth & Mendick, 2010; Burr, 2003; May, 2003). Relevance to the Role of Discourse in Identity Analysis Discourse has a significant role in the identity analysis of an individual. It is observed that different ethnic groups of people have different languages and their mode of discourse. These languages are identical in nature. In this regard, it is identified that the researchers had conducted the study based on personal or group discourse or interview. This had greatly supported the researchers to analyse the identity of the respondents. Moreover, the researchers had also conducted several group discussions. The discourse amid them had also equally contributed in identity analysis. Furthermore, it is observed in the urban youth that majority of the individuals possesses hybridised identity. Hybridised identity is an individual possessing multi-ethnic culture and languages (Archer, Hollingworth & Mendick, 2010). Identity Construction through Discourse, Dialogue and Representation It is observed that majority of the youth of urban region possess a hybridised identity. This is prominently because of multiple ethnic cultural groups in a region. The youth as a result of this is observed to possess the traits from different ethnic identities or groups. The urban youth have the knowledge of different cultures and languages for the discourse, dialogue and representation to other individuals of different community. Discourse with other individual had lead to the development of hybridised identity of youth urban people (Archer, Hollingworth & Mendick, 2010). Concept of Identity In the context of sociology, identity is an individual’s conception and expression. The unique characteristics of an individual differs him/her from others. These unique characteristics are used to identify an individual from many. The concept of identity is not only limited to an individual, but groups. In this regard, it is observed that certain groups of people possess similar characteristics and traits. Thus, these groups of people also have a separate and unique identity (Archer, Hollingworth & Mendick, 2010). Types of Identities Constructing In urban regions, there are several groups of people with different identities. Thus, as a result of this, the urban youth possess hybridised identity. There are several types of identities constructed within an urban youth. This is because of the multiple parameters of group identity. One of such is the language. Language is the most popular identity constructed by the youth urban. Accordingly, it is observed that majority of the urban youth possess knowledge regarding several languages. Moreover, it is observed that other type of identity constructing is with regard to the culture of other ethnic groups. The urban youths are more apparent to construct identity of other ethnic groups. These lead to the construction of a hybridised identity of the youth urban. Further, it is ascertained that the hybridised identity reveal the masculine and cool characteristics. The study also revealed that the urban youths prefer a responsible and nike identity (Archer, Hollingworth & Mendick, 2010; Craib, 1992). Identities Constructed for the Students It is important to note that students at their learning phase are able to construct and develop identities effectively. It is also observed that the students meet several other students of different ethnic groups. This lead to the construction of an identity that is different from his/her origin. Moreover, it is identified that the parents, teachers, school, policy, media and others greatly contribute to the development of the hybridised identity of the students. It also noted that the urban students have parents of different ethnic groups (Archer, Hollingworth & Mendick, 2010; Punch, 2009). Relevance of the Concept of Discourse and Social Constructionism in Identity Analysis The concept of discourse and social constructionism has a major contribution to identity analysis. In this regard, the authors or the researchers of the book contribute in determining the identity of the urban youth. Moreover, it is identified that the urban youth urban possess a hybridised identity comprising multiple ethnic cultures. In this regard, the authors identified that the discourse among the urban students has a major role in developing this hybridised identity. This is evident from the study through closed circuit cameras by the researchers. Further, it is noted that social constructionism had a major role in developing the hybridised identity of the urban students. The impact of social constructionism is also evident from the participative observations by the researchers in the urban societies (Lichtman, 2013; Archer, Hollingworth & Mendick, 2010). Conclusion On the basis of the study by the authors of the book “Urban, Youth and Schooling”, it can be comprehended that the study is qualitative in nature. The study also revealed that the urban youth are more at risk in their life because of the lack of education. Moreover, the study publicised that the urban youth possesses hybridised identity. This is because of the presence of several ethnic groups in the urban region. It is also observed that learning and development of different other ethnic cultures takes place through discourse. Further, it has been observed that the urban youth are comfortable in different languages of different ethnic groups. This suggests their learning capacity and ability. This hybrid identity of the urban youth is of extreme benefit to them in their personal and professional development. However, the different languages and cultures in the urban region also act as a barrier for learning and development of the youths for different factors. Teachers or instructors communicating in different languages to the students lead to cause a significant barrier to their learning and development. In this regard, the authors have suggested of the three R’s that include Rigor, Relevance and Relationship based on which urban youths are able to develop their learning as well as development progress. References Albert, M., 2004. What is theory: In Thought Dreams: Radical Theory for the 21st Century. Arbeiter Ring. Archer, L., Hollingworth, S. & Mendick, H., 2010. Urban Youth and Schooling. Open University Press. Bassey, M., 2007. On The Kinds of Research in Educational Settings in Hammersley, M (Ed) Educational Research and Evidence Based-Practice. Sage. Burr, V., 2003. What is Social Constructionism in Social Constructionism. Routledge. Cohen, L., Manion, L. & Morrison, K., 2011. The nature of enquiry: setting the field. Routledge Falmer. Craib, I., 1992. Whats Wrong with Theory and Why We Still Need it. Palgrave Macmillan. Denzin, N. & Lincoln, Y., 2011. The Sage Handbook of Qualitative Research. Sage. Dressman, M., 2008. Using Social Theory in Educational Research: A Practical Guide. Routledge. Flick, U., 2014. An Introduction to Qualitative Research . Sage. Hammersley, M., 2003. Can and Should Educational Research be Educative? Oxford Review of Education, Vol. 29, Iss. 1, pp. 3-5. Lichtman, M., 2013. Qualitative Research in Education. Sage. May, T., 2003. Social Research: Issues, Methods and Process. Open University. Punch, K., 2009. Introduction to Research Methods in Education. Sage. Read More