Echo Boom

Just how closely are tweens being studied by marketers and corporations who are vying for their love, attention and commitment to their products?

A close read of David Siegel et. al’s book entitled “The Great Tween Buying Machine,” provides some insight into the minds of marketers that are making a career marketing to tweens. While at times grossly disturbing, this book attempts to map out the tween mind and present its readers with a close up of what they should be targeting. One of the key methods that they suggest is to look directly at factors that drive tween behaviour, called centrics.

The book suggests centrics are useful because they “provide insight that can be applied to products, services, or communications that will speak directly to tween audiences.”

So what is a centric? According to the authors centrics are associated with either social or personal needs of the tween and will change depending on what is motivating the subject.

Below is chart found on page 51 of their book that will help clarify:

Need	Motivational Platform	Selected Centric
Personal	Belonging	Worth, Familiarity
	Power	Mastery, Intelligence, Rebellion
	Freedom	Individuality, Uniqueness, Independence
	Fun	Imagination, Simplicity, Sensation
Social	Belonging	Popularity, Friendship, Assimiliation
	Power	Superiority, Control, Love
	Freedom	Imitation, Exploriation
	Fun	Amusement, Creativity

This is where I digress… these guys are really like predators. They take common growing pains of youth and turn them into marketing advantages. You take something as basic as wanting to belong, something that is so visceral when we are young. Marketers are acutely aware of this desperate need and set out to make promises to kids, promises of more friends, popularity, being cool… promises that can be easily acquired with the simple purchase of product that embodies an identity or a subjectivity that can easily be taken up. That promise is of course the centric.

Below is a quote written by Susan George that was quoted by Henry Giroux at the Engaging Interpretation lecture series at Emily Carr last week.

"In 1945 or 1950, if you had seriously proposed any of the ideas and policies in today's standard neo-liberal toolkit, you would have been laughed off the stage or sent off to the insane asylum... the idea that the market should be allowed to make major social and political decisions, the idea that the State should voluntarily reduce its role in the economy, or that corporations should be given total freedom that trade unions should be curbed and citizens given much less rather than more social protection -- such ideas were utterly foreign to the spirit of the time. Even if someone actually agreed with these ideas, he or she would have hesitated to take such a position in pubic and would have had a hard time finding an audience."

I find this quote extremely provocative. Just how are notions of privitizations and market control so normalized in our society? And just how far will this go? While it is impossible to compare Canada to the United States it would be naive to dismiss the increasing support of the neoliberal agenda in our own backyard. This agenda really hit home when I attended a forum on the Commercialism of Schools on Saturday.

When it comes to public education, I think we should all be paying attention. With increased reliance on corporate donors it is no longer uncommon to have your grade 3 son or daughter come home singing the theme song of Home Depot (which they learned at school on your tax dollar) and wearing their corporate logo on their shirt because they paid for the playground at your child's elementary school. As was the case in North Vancouver last year. Nor is it uncommon to have corporations trying to dictate what should or should not be included in teachers' curriculum - as was the case for the Vancouver School Board who received a letter from McDonalds urging them not to allow the film Super Size Me be shown in classrooms. However, corporatization of education does not just extend to product placement or direct marketing to students it is also occurring at higher levels of government.

The BC government is a strong believer in the neoliberal credo which dictates that the market knows best. In 2002, the Provincial Liberal government took a good swing at publicly funded education and agreed on an amendment to the School Act in Bill 34. The result, public schools in BC are now allowed to incorporate themselves into School District Business Companies. Thus, School districts can now become 'entrepreneurs' and set up ventures in order to bring their schools additional income; such as the establishment of offshore private schools in China. While this may sound innocent, many critics warn that this approach is only going to increase the division between the have and have not districts who are now being left with the responsibility of financing themselves, with less and less government support.

Another new revenue tactic being deployed by the BC liberal government is the foreign student. Foreign students now make up 7% o BC's public system's operating budget. Like in post secondary institutions, foreign students must pay tuition to attend public schools, which is usually around $10,000. Between 2000–01 and 2001–02, the number of international students jumped from 2,947 to 4,035 which resulted in a net gain of in roughly $40 million. The result, school districts are now competing for these students creating a large gap between districts that can afford to attract students and those that cannot. What's more, many of these students have very low levels of English comprehension, which has a direct impact on the classroom, particularly as many of the ESL positions no longer exist due to the Liberal's 20% budget cut from Education. Read more here.

While it is hard to believe that this is really happening we must take a long look at ourselves and ask a very serious question - is this the best our kids deserve? How can we expect our kids to be critically engaged and active citizens when they are amidst such strong contradictions that are actively encouraged by our own apathy and compliance? We must lose our ephemeral perspectives that never extend beyond the immediate moment in question and start asking ourselves serious questions. Perhaps the most important, says COPE School Board Trustee, Kevin Milsip, "is do we want to pay now or punish them later..."

Here are some links:
School ADS Alert
BC Teachers Federation