Describing the Critical Cultural Social Marketing Approach Used in the Lead My Learning Campaign
This chapter provides a close analysis of how a critical cultural social marketing approach was used to adapt social marketing concepts and techniques to create Lead My Learning. In this chapter we get into the ‘nitty gritty’ of how an emphasis on the critical cultural was applied to crafting the Lead My Learning campaign. A detailed description of the application of the critical cultural social marketing approach is provided, with the chapter structured as a response and analysis to how this critical cultural approach worked with, responded to, and adapted one of the well-known social marketing planning processes, the National Social Marketing Centre’s (NSMC) Six Stage Planning Process (NSMC, 2011). The chapter describes how, using the critical cultural social marketing approach, this planning process were not straightforwardly adopted, but rather, was subjected to careful analysis to create the Lead My Learning campaign. Analysis is structured into six sections: reframing ‘getting started’; reorienting ‘scoping’; recognising knowledge in ‘development’; regardful ‘implementation’; respectful ‘evaluation’; resourceful ‘follow up’, with the titles chosen to convey the emphasis we deliberately sought to place onto the adaptation of this planning process. The chapter also discusses our use of what we have termed, ‘Critical Cultural Yarning Sessions’, a technique created that could be responsive to the Aboriginal guided approach we were following.
- Berthelsen, D., & Walker, S. (2008). Parents’ involvement in their children’s education. Family Matters, 79, 34–41.Google Scholar
- Correa-Chávez, M., Mejia-Arauz, R., & Rogoff, B. (2015). Children learn by observing and contributing to family and community endeavours: A cultural paradigm (Vol. 49). Waltham, MA: Academic Press.Google Scholar
- Helitzer, D., Soo-Jin, Y., & Wallerstein, N. (2000). The role of process evaluation in the training of facilitators for an adolescent health education program. The Journal of School Health, 70(4), 141–147. https://doi.org/10.1111/j.1746-1561.2000.tb06460.x.CrossRefGoogle Scholar
- McDonald, E., Cunningham, T., & Slavin, N. (2015). Evaluating a handwashing with soap program in Australian remote Aboriginal communities: A pre and post intervention study design health behavior, health promotion and society. BMC Public Health, 15(1). https://doi.org/10.1186/s12889-015-2503-x.
- National Social Marketing Centre. (2011). Big Pocket Guide to using social marketing for behaviour change. In National Social Marketing Centre (Ed.). London: NSMC.Google Scholar
- Ong, D., & Blair-Stevens, C. (2009). The Total Process Planning (TPP) framework. In J. French, C. Blair-Stevens, M. Dominic, & M. Rowena (Eds.), Social marketing and public health: Theory and practice. Oxford: Oxford University Press.Google Scholar
- Perry, M., Fantuzzo, J., & Munis, P. (2002). Manual—Family involvement questionnaire. Philadelphia, PA: University of Pennsylvania.Google Scholar
- Robinson-Maynard, A., Meaton, J., & Lowry, R. (2013). Identifying key criteria as predictors of success in social marketing: Establishing an evaluation template and grid (ETG). In K. Kubacki & S. Rundle-Thiele (Eds.), Contemporary issues in social marketing (pp. 41–58). Newcastle upon Tyne: Cambridge Scholars Publishing.Google Scholar
- Walker, M., Fredericks, B., Mills, K., & Anderson, D. (2013). “Yarning” as a method for community-based health research with Indigenous women: The Indigenous women’s wellness research program. Health Care for Women International, 35(10). https://doi.org/10.1080/07399332.2013.815754.CrossRefGoogle Scholar
- Waters, B. S. (2016). We can speak for ourselves parent involvement and ideologies of black mothers in Chicago. Rotterdam: SensePublishers.Google Scholar