School Commercialism and Adolescent Health

Molnar, Alex

doi:10.1016/j.admecli.2005.02.002

Cited by 13 publications

(44 citation statements)

References 3 publications

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“…The "3 Rs" have now become the "4 Rs," with the fourth R being "retail." 83,84 Ads are now appearing on school buses, in gymnasiums, on book covers, and even in bathroom stalls. 85 More than 200 school districts nationwide have signed exclusive contracts with soft drink companies.…”

Section: Advertising In Schoolsmentioning

confidence: 99%

Children, Adolescents, and Advertising

Strasburger¹

2006

Pediatrics

124

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Advertising is a pervasive influence on children and adolescents. Young people view more than 40 000 ads per year on television alone and increasingly are being exposed to advertising on the Internet, in magazines, and in schools. This exposure may contribute significantly to childhood and adolescent obesity, poor nutrition, and cigarette and alcohol use. Media education has been shown to be effective in mitigating some of the negative effects of advertising on children and adolescents. INTRODUCTIONSeveral European countries forbid or severely curtail advertising to children; in the United States, on the other hand, selling to children is simply "business as usual." 1 The average young person views more than 3000 ads per day on television (TV), on the Internet, on billboards, and in magazines. 2 Increasingly, advertisers are targeting younger and younger children in an effort to establish "brand-name preference" at as early an age as possible. 3 This targeting occurs because advertising is a $250 billion/year industry with 900 000 brands to sell, 2 and children and adolescents are attractive consumers: teenagers spend $155 billion/year, children younger than 12 years spend another $25 billion, and both groups influence perhaps another $200 billion of their parents' spending per year. 4,5 Increasingly, advertisers are seeking to find new and creative ways of targeting young consumers via the Internet, in schools, and even in bathroom stalls. 1 THE EFFECTS OF ADVERTISING ON CHILDREN AND ADOLESCENTSResearch has shown that young children-younger than 8 years-are cognitively and psychologically defenseless against advertising. 6-9 They do not understand the notion of intent to sell and frequently accept advertising claims at face value. 10 In fact, in the late 1970s, the Federal Trade Commission (FTC) held hearings, reviewed the existing research, and came to the conclusion that it was unfair and deceptive to advertise to children younger than 6 years. 11 What kept the FTC from banning such ads was that it was thought to be impractical to implement such a ban. 11 However, some Western countries have done exactly that: Sweden and Norway forbid all advertising directed at children younger than 12 years, Greece bans toy advertising until after 10 PM, and Denmark and Belgium severely restrict advertising aimed at children. 12 www.pediatrics.org/cgi

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Section: Advertising In Schoolsmentioning

confidence: 99%

Children, Adolescents, and Advertising

Strasburger¹

2006

Pediatrics

124

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“…Dewey saw the growing ubiquity of consumerism as a foil to democracy, his criticism of economic relationships as a driver of social relations nearing a Marxian timbre in some instances (see Schubert, 2009). Molnar’s (2005a) work on school commercialism clarifies this point to some extent, as he locates Dewey as antipodal to the education first conceptualized by Edward Bernays, the pioneer of propaganda’s use as a tool within public relations and advertising. Given the omnipresence of consumption in our lives, it seems currently impossible to understand education in its broadest articulations “without a conception of the part played by consumption” (Usher, Bryant, & Johnston, 1997, p. 18).…”

Section: Conceptual Framing: Life In a “Consumerocracy”mentioning

confidence: 99%

“…In his work, Dewey (1916) illustrated this relationship by suggesting that “democracy is more than a form of government; it is primarily a mode of associated living, of conjoint communicated experience” (p. 101), implicating our very social identities in the fostering of humane forms of coexistence—identities that are developed within the decidedly social space of educational activity. However, as critical educational scholars have noted (see, e.g., Goodman & Saltman, 2002; Molnar, 2005a; Saltman, 2000; Saltman & Gabbard, 2011; Schubert, 2009), enactments of education, democracy, and a public that bear any resemblance to Dewey’s vision are only spectral presences in contemporary American culture, alive perhaps in name only. Goodman and Saltman (2002) argue, for example, that “the promise of democracy appears to have eluded our victory” (p. 1), in the wake of political power being concentrated with the corporate elite and in light of antidemocratic ideologies and practices that are increasingly common in the United States, including “militarism, patriarchy, and hierarchical and authoritarian social relations” (Saltman & Gabbard, 2011, p. 20).…”

mentioning

confidence: 99%

Erosion and Experience

Sandlin

Burdick

Norris

2012

Review of Research in Education

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“…40 In schools, this is eerily similar to tracking, which has its origins in the social efficiency advocates' rationale that schools should be analogous to factories, workers and managers hierarchically positioned as workers, and outcomes, ''peths,'' or widgets the products called students. 41 ''Thus,'' as Kelly notes, ''the public underwent a further transformation as citizens became consumers of media images and events instead of direct participants in political and cultural debates.'' 42 Add to the enormous increase in school-business partnerships the issue of advertising in schools, and it is very difficult to understand schools as anything other than private -and captive -markets.…”

Section: Stuart Ewen Captains Of Consciousness: Advertising and Thementioning

confidence: 99%

The Privatized Public: Antagonism for a Radical Democratic Politics in Schools?

Boyles¹

2011

Educational Theory

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In an extended era of privatization initiatives, when accountability principles and competitive business logics pervade school discourse and practice, what is left of the ''public'' part of public schooling? When market rationality privileges individualism and competition and provides much of the justification for the aims of U.S. schools, how is the notion of the public good evidenced? In this essay Deron Boyles makes the claim that public schools inordinately function as private markets -as places where a unidirectional narrative of ''givens'' reinforce individualism, competition, and corporatization under the guise of merit, testing, and school-business partnerships.

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School Commercialism and Adolescent Health

Cited by 13 publications

References 3 publications

Children, Adolescents, and Advertising

Children, Adolescents, and Advertising

Erosion and Experience

The Privatized Public: Antagonism for a Radical Democratic Politics in Schools?

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