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This paper reconsiders the role of critical theory within the field of consumer culture theory.

The paper is documentary evidence of a roundtable held at the 10th annual Consumer Culture Theory conference on the subject. The roundtable uses discussion and conceptual methods.

The author begins with a brief introduction to the use of critical theory in the academy and in CCT more specifically. In the course of the roundtable, it was discovered that the reason we do not talk about critical theory more often may be attributable to its success, rather than failure – indeed, it has inspired so many new academic traditions, that we rarely pause to think of the various critical traditions in one place. Building on this foundation, participants were asked to discuss what critical theory means to them; what theorists they have used; what engagement they have had with critical theory traditions in CCT; and what their vision for critical theory influenced consumer research would be. Participation came from both planned and emergent participants. The final conclusion was the felicitous discovery that critical traditions are alive and well in consumer culture theory, and that there are many pathways to pursue critical consumer research in the future.

The roundtable session and paper are a direct response to the conference theme, which asked conference attendees to reflect on the history of consumer research, and specifically the role of critical theory within it. Moreover, the paper builds upon important debates about the philosophy of science and the role of critical theory within consumer research.

By the end of this chapter, you should be able to demonstrate an understanding of:

The concept and characteristics of disruptive innovation.

How to examine the context of disruptive innovation?

Related theories that can help frame practical examples.

Some examples of how markets are being disrupted.

The purpose of this chapter is to focus on increasing the participation of students with language-based learning disabilities (LLD) in postsecondary transition planning and how the interprofessional teams that include a speech-language pathologist may work together to integrate and apply language, literacy, and related self-determinism goals in the secondary school curriculum. As students with LLD enter secondary school, the provision of needed language-literacy intervention services drastically declines, although these students often require these services to facilitate their postsecondary success. Secondary students are expected to read, write, and think at more complex levels than ever before to meet postgraduation workforce demands. The inclusion of self-determination strategies is found to be related to positive post-school outcomes and can be readily integrated into transition planning. The integration of SLPs into the interprofessional team may ideally support secondary school student language-literacy needs in transition planning by using self-determination strategies to help access the curriculum and experience postsecondary success.