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1. "Did Ronald McDonald also Tend to Scare You as a Child?": Working to Emplace Consumption, Commodities and Citizen-Students in a Large Classroom Setting (EJ810498)
Author(s):
Goodman, Michael K.
Source:
Journal of Geography in Higher Education, v32 n3 p365-386 Sep 2008
Pub Date:
2008-09-00
Pub Type(s):
Journal Articles; Opinion Papers
Peer-Reviewed:
Yes
Descriptors: Critical Theory; Theory Practice Relationship; Information Transfer; Teaching Methods; Models; Geography Instruction; Consumer Education; Culture; Classroom Environment; Group Discussion; Concept Mapping; College Students
Abstract: So-called "radical" and "critical"pedagogy seems to be everywhere these days on the landscapes of geographical teaching praxis and theory. Part of the remit of radical/critical pedagogy involves a de-centring of the traditional "banking" method of pedagogical praxis. Yet, how do we challenge this "banking" model of knowledge transmission in both a large-class setting and around the topic of commodity geographies where the banking model of information transfer still holds sway? This paper presents a theoretically and pedagogically driven argument, as well as a series of practical teaching "techniques" and tools--mind-mapping and group work--designed to promote "deep learning" and a progressive political potential in a first-year large-scale geography course centred around lectures on the "Geographies of Consumption and Material Culture." Here, students are not only asked to place themselves within and without the academic materials and other media but are urged to make intimate connections between themselves and their own consumptive acts and the commodity networks in which they are enmeshed. Thus, perhaps pedagogy needs to be emplaced firmly within the realms of research practice rather than as simply the transference of research findings. (Contains 3 figures and 10 notes.) Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract
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2. Children as Consumers: Advertising and Marketing (EJ795864)
Calvert, Sandra L.
Future of Children, v18 n1 p205-234 Spr 2008
2008-00-00
Journal Articles; Reports - Descriptive
No
Descriptors: Advertising; Video Games; Audiences; Marketing; Internet; Television; Privacy; Program Content; Persuasive Discourse; Children; Resistance (Psychology); Low Achievement; Thinking Skills; Mass Media Effects; Consumer Education
Abstract: Marketing and advertising support the U.S. economy by promoting the sale of goods and services to consumers, both adults and children. Sandra Calvert addresses product marketing to children and shows that although marketers have targeted children for decades, two recent trends have increased their interest in child consumers. First, both the discretionary income of children and their power to influence parent purchases have increased over time. Second, as the enormous increase in the number of available television channels has led to smaller audiences for each channel, digital interactive technologies have simultaneously opened new routes to narrow cast to children, thereby creating a growing media space just for children and children's products. Calvert explains that paid advertising to children primarily involves television spots that feature toys and food products, most of which are high in fat and sugar and low in nutritional value. Newer marketing approaches have led to online advertising and to so-called stealth marketing techniques, such as embedding products in the program content in films, online, and in video games. All these marketing strategies, says Calvert, make children younger than eight especially vulnerable because they lack the cognitive skills to understand the persuasive intent of television and online advertisements. The new stealth techniques can also undermine the consumer defenses even of older children and adolescents. Calvert explains that government regulations implemented by the Federal Communications Commission and the Federal Trade Commission provide some protection for children from advertising and marketing practices. Regulators exert more control over content on scarce television airwaves that belong to the public than over content on the more open online spaces. Overall, Calvert concludes, children live and grow up in a highly sophisticated marketing environment that influences their preferences and behaviors. (Contains 1 table and 173 endnotes.) Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract
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3. "Mixing Pop (Culture) and Politics": Cultural Resistance, Culture Jamming, and Anti-Consumption Activism as Critical Public Pedagogy (EJ794755)
Sandlin, Jennifer A.; Milam, Jennifer L.
Curriculum Inquiry, v38 n3 p323-350 Jun 2008
2008-06-00
Journal Articles; Reports - Evaluative
Descriptors: Resistance (Psychology); Consumer Education; Activism; Critical Theory; Popular Culture; Social Action; Instruction
Abstract: Culture jamming, the act of resisting and re-creating commercial culture in order to transform society, is embraced by groups and individuals who seek to critique and (re)form how culture is created and enacted in our daily lives. In this article, we explore how two groups--Adbusters and Reverend Billy and the Church of Stop Shopping--use culture jamming as a means of resisting consumerism. We theorize how culture jamming "as practiced" operates "as critical" public pedagogy, through the ways in which it (1) fosters participatory, resistant cultural production; (2) engages learners corporeally; (3) creates a (poetic) community politic; and (4) opens transitional spaces through detournement (a "turning around"). We propose that when viewed as critical public pedagogy, culture jamming holds potential to connect learners with one another and to connect individual lives to social issues--both in and beyond the classroom. However, we also posit that culture jamming as critical public pedagogy is not a panacea nor without problems. We also discuss how culture jamming may in fact at times hinder critical learning by imposing a rigid presence on the viewer-learner that limits creativity and transgression, and how it risks becoming co-opted by the very market forces of capitalism it opposes. Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract
4. Activists' Influence Tactics and Corporate Policies (EJ793490)
de Bakker, Frank G. A.; den Hond, Frank
Business Communication Quarterly, v71 n1 p107-111 2008
Descriptors: Corporations; Social Responsibility; Activism; Participation; Population Groups; Group Behavior; Social Change; Consumer Education; Politics; Cooperation
Abstract: Corporations increasingly pay attention to issues of social responsibility, but their policies and procedures to articulate such responsibilities are not just a result of the good will of top management. Often, such policies and procedures are devised because some stakeholders raised their voice on issues relating to the interests of employees, investors, governments, and others. One category of visible though heterogeneous stakeholders is composed of "activist groups." This article presents four types of tactics that activist groups use to leverage pressure on firms and that do not rely on the state or legal action for resolution of the issue: shareholder activism, political consumerism, social alliances, and alternative business systems. The article concludes with some corporate policy responses to these tactics, illustrated with some examples. Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract
5. Does Homeownership Counseling Affect the Prepayment and Default Behavior of Affordable Mortgage Borrowers? (EJ789339)
Quercia, Roberto; Spader, Jonathan
Journal of Policy Analysis and Management, v27 n2 p304-325 Spr 2008
Descriptors: Family Environment; Place of Residence; Ownership; Consumer Education; Individual Counseling; Correlation; Student Behavior; Credit (Finance); Debt (Financial); Money Management; Loan Repayment; Loan Default
Abstract: The lack of industry wide data on homeownership education and counseling (HEC) programs has severely limited evaluation. In particular, very little evidence exists on the relationship between HEC completion and loan prepayment, an outcome of interest to both mortgage lenders and consumer advocates. Where mortgage prepayment directly influences the sustainability of affordable mortgage products, it also reflects the ability of underserved borrowers to access lower-cost credit through refinancing. This study uses a uniquely rich data set to examine the impact of HEC completion on prepayment and default among borrowers receiving HEC from a variety of providers across 42 states. The loans, originated between 1999 and 2003, are observed through the first quarter of 2006, a period in which strong housing appreciation and decreasing interest rates generated substantial refinancing activity. Using a competing risks model of mortgage prepayment and default, we find that HEC programs based on classroom instruction and individual counseling improve a borrower's exercise of the mortgage prepayment option, but that programs based on home study or telephone counseling did not affect borrower behavior. Counseling shows no effect on default propensities. (Contains 5 tables, 2 figures and 37 footnotes.) Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract
6. Negotiating on the Internet: Insights from a Cross-Cultural Exercise (EJ787810)
Volkema, Roger; Rivers, Cheryl
Journal of Education for Business, v83 n3 p165-172 Jan-Feb 2008
Descriptors: Foreign Countries; Cross Cultural Training; Cross Cultural Studies; Computer Mediated Communication; International Educational Exchange; Computer Simulation; Graduate Students; Business Administration Education; Consumer Education; Case Method (Teaching Technique)
Abstract: In this article, the authors describe a classroom exercise in which students from the United States negotiated with students from Australia, using only e-mail as the communicating medium. The authors discuss the results of those negotiations and lessons learned by students and instructors using a medium with modest information richness in a cross-cultural environment. The results and the lessons learned by students and instructors related to the choice of task, preparing or training students, matching student negotiators, managing time and incentives, intervening when problems arise, and debriefing experiences. Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract
7. Understanding and (Dis)trusting Food Assurance Schemes: Consumer Confidence and the "Knowledge Fix" (EJ780445)
Eden, Sally; Bear, Christopher; Walker, Gordon
Journal of Rural Studies, v24 n1 p1-14 Jan 2008
2008-01-00
Descriptors: Focus Groups; Foreign Countries; Certification; Food Standards; Food; Consumer Economics; Consumer Education; Merchandise Information; Credibility; Program Evaluation; Institutional Evaluation; Persuasive Discourse; Evaluative Thinking; Agricultural Production
Abstract: This paper uses evidence from focus groups with consumers in England to consider how consumers understand and evaluate a range of proxies or intermediary organisations that offer assurance about food and consumer products, particularly voluntary certification schemes. This addresses the current concern in developed economies about providing information in order to reconnect consumers with food producers and to support moves towards more local, fairly traded and sustainable production. However, we show that such a "knowledge fix" approach of providing information may not reconnect consumers so easily. Participants found it particularly difficult to work out what certification involved and what kinds of organisations were providing assurance. They built vernacular typologies and comparative judgements that did not necessarily identify or prioritise "independent" third-party certification as the gold standard, not least because of the practical difficulties of monitoring complex supply chains, and expressed confusion and scepticism about how well food assurance schemes could work in practice. Our results therefore problematise the knowledge fix urged in the literature and emphasise instead the need to better understand how consumers make sense of assurance information in different contexts. Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract
8. The Public Realities of Private Student Loans. Policy Matters: A Higher Education Policy Brief (ED501310)
Harnisch, Thomas
American Association of State Colleges and Universities
2008-04-00
Opinion Papers; Reports - Descriptive
N/A
Descriptors: Federal Aid; Student Loan Programs; Consumer Education; Student Financial Aid; Private Financial Support; Paying for College; Debt (Financial); Educational Finance
Abstract: The use of private loans to finance college education has significantly increased in the last decade. Insufficient public financial aid support, a complex federal aid application process, aggressive marketing by private lenders, and an unwillingness by some parents to borrow under the federal PLUS program are leading students to take out what can be costly student loans. These loans can lead to an immense debt load, especially for young borrowers. The author advocates for officials at the federal, state and institutional levels to work collectively to provide greater transparency and consumer protection in the private student lending industry so that students have access to clear, impartial information on financing postsecondary education. A list of resources is provided. Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract
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9. John Hull and the Money Culture (EJ809839)
Attfield, David
British Journal of Religious Education, v30 n1 p69-77 Jan 2008
Descriptors: Ideology; Consumer Education; Marxian Analysis; Social Stratification; Moral Issues; Cultural Context; Historical Interpretation; Spiritual Development; Controversial Issues (Course Content)
Abstract: John Hull's recent educational writings have included several on what he calls the "money culture". This is analysed and criticised in this article. Hull offers a Marxist and a neo-Marxist account of the role of money in western societies utilising the labour theory of value, false consciousness and the materialist interpretation of history. It is contended here that the labour theory of value is fallacious and that false consciousness therefore lacks significant content: the problematic notion of ideology needs putting on a firm foundation, so teachers can see how best to liberate their student from a bogus spirituality. The materialist interpretation of history is held to be valuable, but not to the extent of invalidating, for example, past Christian hymns for present use. The surface manifestations of the money culture comprise legitimate areas of concern in education, such as popular materialism and economic competition on a world scale. These, it will be argued, can be treated in education, without assuming insecure Marxist foundations. Such areas of concern may properly be approached, in schools and with adults, by the impartial presentation of controversial issues and careful attention to moral values of the world's religious traditions. Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract
10. Financial Management and Young Australian Workers (EJ814518)
Dowling, Nicki; Hoiles, Lauren; Corney, Tim; Clark, David
Youth Studies Australia, v27 n1 p26-35 Mar 2008
2008-03-00
Journal Articles; Reports - Research
Descriptors: Financial Problems; Money Management; Apprenticeships; Foreign Countries; Questionnaires; Life Style; Building Trades; Vocational Education; Consumer Education; Barriers; Social Attitudes
Abstract: In two studies of young Australian workers, participants generally displayed positive attitudes towards financial management practices; however, a substantial proportion failed to display positive financial management practices, experienced financial problems and dissatisfaction, and reported low rates of seeking financial assistance, particularly from professional sources. These findings highlight the need to identify the barriers that are impeding the translation of positive financial management attitudes into practice and to increase young workers' awareness of the potential benefits of seeking assistance when they are experiencing financial difficulties. (Contains 8 tables and 2 notes.) Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract
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