Analysing and Reviewing the Critical Cultural Social Marketing Approach Used in Lead My Learning
This chapter considers the contribution of Lead My Learning to promoting education and reviews the ‘lessons learned’ from applying a critical cultural social marketing approach. The chapter examines what the Lead My Learning campaign offered and contributed, drawing on the range of data collected throughout the research. This data includes: interviews (yarning and semi-structured) with parents held in the formative research, throughout the campaign and post campaign; interviews with service providers such as childcare educators; a post-campaign survey with service providers; and relevant quantitative and qualitative data from the survey. The campaign design, methodologies and analysis are discussed, including the two key methods: interviews (yarning and semi-structured) and surveys. We also explain why the post interviews (yarning and semi-structured) were the preferred methodology. Key findings reported include: The potential of strategic discourse production in the promotion of education; providing a language for leading learning—a discourse of parent involvement; describing a learning practice that is ‘subjugated’ by ‘official’ education discourses. Campaign recall and recognition is also reported, including the campaign messages and promotional products. The chapter also provides a detailed discussion of the lessons learned from the Lead My Learning campaign and the use of a critical cultural social marketing approach. This includes, listening and appreciating the knowledge and skills of the parents; appreciating difference/disrupting researcher dominant views; embracing the demands of cross-cultural research; and the crucial importance of relationships.
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