No logo? Children’s consumption of fashion

Abstract

In this article data are presented on children's appraisal of clothing retailers and brands, and how this interacts with their identity and social contexts. In exploration of some of the meanings and processes surrounding children's consumption of branded or labelled clothing, two case studies of child consumers are profiled: one who actively consumed designer-label clothing, and another for whom it held limited significance. It is argued that children aged 12 and under knowingly and skilfully use their consumer knowledge in the reflexive presentation of their selves, or their own 'me', but that these practices are structured by their place in the social and generational order.

Being ‘nice’ or being ‘normal’: girls resisting discourses of ‘coolness’

“…The overwhelmingly middle-class intake of the school suggests that social class was not a factor, though habitus may have been (Sedano, 2012): the 'cool girls' were notable in their comparatively high interest in brand-name and designer clothing, and some had highlights in their hair (Pilcher, 2011), whereas the central trio in the 'normal people' group were high achievers. It is also the case that, in a setting in which ethnicity was played down so much that it was almost invisible, two of the 'nice girls' group and one of the intermediate-status best-friend pair were of ethnic minority origin (Melissa and Britney Turkish, Athena Chinese).…”

3. Uniformity Without Uniforms: Dressing School Children in Norway

“…The relationship between equality discourse and economic inequality is discussed by Fernqvist (2013) based on the Swedish school. She points to clothes as one of the areas where poverty is visible (Gordon, Holland, Lahelma, & Campling, 2000), while previous research has shown the symbolic value of clothes as a vital part of self-presentation among children (König, 2008;Pilcher, 2011;Ridge, 2002). An important point made by Fernqvist is that the children are given the responsibility to conceal their poverty, because equality is given such high ideological meaning.…”

“You can't buy friends, but … ” children's perception of consumption and friendship

“…The need to express identity and community was apparent in many drawings by the older children, especially the ones concerning clothes (cf. Pilcher, 2011;Tufte, 2007). Instrumental use was connected to mobile phones and computers.…”

“…Children around the age of twelve often use their consumer knowledge to creatively and skilfully construct their unique identity and to fit into their peer groups (Pilcher, 2011;Waerdahl, 2003), which has been described as the symbolic paradox of consumption (Simmel, trans. 1964;Tufte, 2007).…”