Consumer education between ‘consumership’ and citizenship: experiences from studies of young people

Abstract

The aim of consumer education has been mainly to teach and educate students to act as informed, rational and prudent consumers. This perception of consumption as reasoned behaviour or action is inadequate in the late modern society, where consumerism is first and foremost characterized by globalization, cultural change and the liberation of the individual. The results of a research study involving Danish pupils aged 12–19 years present a picture of consumption connected both to material and non‐material aspects of life. Consumption as such has a significant impact on and meaning for the individual: it becomes a means by which human beings communicate and interact. Consumption is part of children's and young people's education and socialization, and plays a role in the development of identity and self‐image. Institutional consumer enlightenment and the education of students in school stand in contrast to informal consumer socialization and the education of individuals. The aim of formal consumer education may be described as ‘educating for critical consumer awareness and action competence’. However consumer education finds itself in the dilemma between ‘consumership’ and ‘citizenship’. This pilot study is aimed at understanding consumer socialization in order to improve formal consumer education and to reflect on how empowerment becomes part of consumer education.

Understanding music consumption through a tribal lens

“…Benn (2004) describes how consumption is ''part of children's and young people's education and socialization'' (p. 108) and plays a central role in the development of identity and self-image. Willis (1990) describes popular music as a central cultural interest for young people.…”

Insiders, regulars and tourists: exploring selves and music consumption in adolescence

“…Consuming is a complex social phenomenon especially with respect to adolescents (Benn, 2004) and teenagers can send messages through their consumption styles to illustrate commitment to different groups (peers), different lifestyles, and possibly even political or ecological affiliation (Miles, 1998). Elliot and Wattanasuwan (1998) suggest that researchers should focus on teenagers with respect to consumption and the symbolic self as they are in a crucial period of forming symbolic templates.…”

The value of an educated population for an individual's entrepreneurship success

“…34) and may thereby have a great effect on the demand for innovation. Education also features the desire of individuals to develop an identity and self-image that leads, again, to specific and detailed preferences (Benn, 2004). Preferences for variety or differentiation have a positive effect on business opportunities through the demanded development of new and alternative products and services in new (often niche) markets (Wennekers et al, 2010).…”