Before formulating a policy I think we need (1) a detailed and current inventory of our own schools' full range of commercialization, (2) a review of what other districts, and education policy folks, have to say on the subject and then (3) formulate policies with sufficiently precise standards to provide guidance to administrators and teachers, and (4) protections for students, consistent with proposed Code 1003.4's recommendation that "School[s] . . . should not become environments wherein students are subjected to manipulation for commercial purposes."
1. Inventory. Before we can adopt commercialization policies we need to know the range and depth of our current practices. Indeed, there is some reason to believe that the business community would also welcome such an inventory. The survey would presumably include the details regarding: commercial products sold in schools, advertising of products, teaching materials provided by business interests (especially if the content relates to their interests), "free" supplies from business sources, advertising in school publications or at events, athletic endorsements/tie-ins, corporate logos on kids hats and shirts, etc.
2. Research. Wouldn't it be useful on an issue like this to know what others are doing and recommending: school districts in Iowa, and elsewhere; any research by academics, agencies, and others regarding adverse effects of commercialization -- or curricular antidotes? Why not see what's out there? In this regard, see the other document I am submitting for this evening’s minutes, "Board Functions: Some Thoughts for the October 12, 1998, ICCSD Board Retreat," Oct. 10, 1998, pp. 1-4.
3. Lack of standards. Putting aside the repetitions and internal inconsistencies for the moment, the proposed policies provide few if any standards. They forbid anything "illegal" – something, one would hope, that would go without saying – but aside from that they all turn on words like "discretion," "discreetly," "caution," "appropriate," and "reasonable" – scarcely much guidance. Nor do they use a language that includes sufficient illustrations of the subject matter the drafters found troublesome to provide much insight to what the policies are really getting at. Once we have found out what our practices and potential problems are we can be a little more precise – and, thereby, helpful.
4. Commercial-free zones.
Proposed Code 1003.4 recognizes that "School[s] . . . should not become
environments wherein students are subjected to manipulation for commercial
purposes." I agree. Do we know enough to, are we willing to,
draft policy to make that goal a reality?
I was not looking for material on one "side" or another; nor do I believe I have removed any relevant contrary views from what I found and quote below. This is all I found. It's just that the facts seem to be (based on this very limited look at the literature) that a significant number of independent commentators have considerable concern about the growing commercialism in our schools.
It is a concern that I think we would do well to heed
and reflect in the form of specific standards and prohibitions in our policies.
"20 years ago about two-thirds of all marketing dollars went into advertising. Today 80% of marketing dollars go into other types of promotions. Both of these new marketing strategies are particularly relevant to the issue of the commercialization of the American public schools."
"In short, American schools have become another marketing venue for companies . . .. In turn, the schools become partners in the increasing commercialization of American youth."
"What is clear is that many parents and even school officials
have not taken on the debate about these new practices for commercializing
childhood."
"Many advertisers view children as a uniquely profitable three-in-one market . . .. Each year, elementary school children have an estimated $15 billion of their own money . . .. Children influence at least $160 billion in parental purchases."
"Linking their products to educational goals, advertisers have reached into the schools by sponsoring such activities as [literacy, reading, anti-drug] . . . while rewarding students . . . with coupons for products and free meals."
"[C]ommercialism in schools has recently skyrocketed and has spurred public debate."
[Quoting James McNeal, Kids as Customers], "In-school advertising is being talked about more, and in a more critical manner, because of the increasing amounts of it . . . [that] takes an endless number of forms: scoreboards and billboards in athletic areas, posters, pamphlets, book covers, lesson plans, films, and vending machines."
Consumers Union has taken a stand against commercialism in schools. It "supports the notion of schools as 'ad-free zones.'" There is a "Consumers Union Education Services" (CUES) organization that has published, among other things, "Selling America's Kids" and "Captive Kids." It identifies: in-school ads, ads in classroom materials and programs, corporate-sponsored educational materials and programs, and corporate-sponsored contests and incentive programs.
It recommends that (we) "review all sponsored materials and activities" (what I have called an "inventory"), "reject the notion that it is ethical to bring advertising into the schools to provide materials or funds to bolster dwindling budgets," and "begin the teaching of media literacy in elementary school to help educate children to be critical readers of advertising, propaganda, and other mass-mediated messages . . .."
Ms. Aidman concludes: "With the expanding presence of advertising targeted to younger and younger children, schools have become involved in serving up students as captive audiences to advertisers . . . [thereby threatening] the integrity of education in a democracy."
She then cites, "for more information" books and articles
(which I have not read) with titles such as, "Hucksters in the Classroom:
A Review of Industry Propaganda in Schools," "Making Schools Ad-Free Zones,"
"Schooled for Profit," the two CUES pieces mentioned above and the Ellen
Wartella piece, "The Commercialization of Youth.
Some quotes include:
"From the management of public schools to the content of the curriculum, corporate values threaten the democratic purposes of public education."
"[S]chools increasingly offer the not-so-subtle message to students that everything is for sale."
"Growing up corporate has become a way of life for American youth."
The author provides a "References" section to 18 books
and articles.