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This paper reconsiders the role of critical theory within the field of consumer culture theory.
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.
Purpose – A study of amateur gourmet chefs was conducted in order to expand our understanding of consumer resistance, and to theorize the relationship between culture…
Purpose – A study of amateur gourmet chefs was conducted in order to expand our understanding of consumer resistance, and to theorize the relationship between culture, consumer culture, and material culture.
Methodology/approach – A semi-structured long interview approach was employed, so that the interviewees could relate their experience of cooking in their own terms. The methodology was inspired by the existential–phenomenological tradition in consumer research.
Findings – All eschewed participation in the market for cookware. They contend that “real” cooks value utility over all, and question the aestheticization, fetishization, and mass marketing of cookware to a general audience. Their responses reveal the role of culture, knowledge, information, socialization, and market structure on consumer values and beliefs, thereby bringing into question the concept of consumer agency.
Research limitations/implications – The interviews were conducted in only one geographic location and cultural milieu. Future research should examine these concepts in additional contexts.
Practical implications – The analysis reveals the basis of effective consumer resistance. In order to resist, consumers must reject citizenship in consumer culture and reconceive their political subjectivity. That said, such an approach only has emancipatory potential at the level of the individual. The interviews underscore the need for a continued critique of the operation of power in the market.
Originality/value of paper – Most of the extant literature focuses on cultural practices that have formed in response to practices within mainstream consumer culture. The cooks interviewed argued that their practice is rooted in traditions that precede consumer culture.
This paper aims to uncover links, overlaps and influence flows across two seemingly unrelated historical processes – the broadening of the marketing concept and the rapid…
This paper aims to uncover links, overlaps and influence flows across two seemingly unrelated historical processes – the broadening of the marketing concept and the rapid rise of neoliberal ideology, and associated economic and social policies.
Historical examination of the pivotal points in marketing thought, especially since 1960s and 1970s, is juxtaposed with the historical rise of neoliberalism to uncover linkages between marketing and neoliberalism, with a particular reference to Foucault’s analysis of the neoliberal transgression of classical liberalism.
While noble intentions were behind the broadening of the concept of marketing, the implicit assumptions reinforced neoliberal ideology and policies that led to rapid rise in inequality and to disastrous financial and economic crises.
This study, relying on extensive interdisciplinary theorizing, could benefit from empirical and practical extensions.
Globally pervasive marketing practices – based on the broadening of the marketing concept – have become imbricated in contemporary spiraling crises. To escape such spirals, radical rethinking of marketing theories and practices is required.
To reorient away from serving only the interests of centralized capital and to serve the needs of people the world over, marketing thought and practice need to reorient to innovative ideas that transcend the broadened and generic marketing concepts.
The paper develops the linkages between marketing theory and practices since the late 1960s and the neoliberal ideology politics and policies, with roots in the 1920s, that rose to prominence in the 1970s. A key contribution is an exploration of, in a marketing context, Foucault’s analysis of the neoliberal eclipsing of classical liberalism.
– The purpose of this study is to examine if there is a relationship between the factors of cultural intelligence and transformational leadership in international school leaders.
The purpose of this study is to examine if there is a relationship between the factors of cultural intelligence and transformational leadership in international school leaders.
This correlational research study examined 193 international school leaders, who participated in a survey that included the Cultural Intelligence Scale and the Multifactor Leadership Questionnaire 5X. A standard multiple regression analysis was used to determine if the factors of cultural intelligence predict transformational leadership. The individual contribution of each factor to the model was examined.
The results indicate that there is a significant positive relationship between cultural intelligence and transformational leadership in international school leaders. Leaders who have a higher level of cultural intelligence exhibit a higher level of transformational leadership style, which suggests that individuals with high-cultural intelligence are able to lead and to manage more effectively in multicultural environments. Behavioral cultural intelligence and cognitive cultural intelligence were found to be the best predictors of transformational leadership.
The results provide insight into the selection, training, and professional development of international school leaders. Practical implications are provided for integrating cultural intelligence into higher education curriculum.
This paper makes a unique contribution to the nomological network of cultural intelligence by identifying which factors of cultural intelligence best predict transformational leadership in international school leaders, a population to which this model had not been previously applied.
Two landmark studies of national culture undertaken approximately a quarter century apart present a unique opportunity for a longitudinal analysis of the shift in cultural…
Two landmark studies of national culture undertaken approximately a quarter century apart present a unique opportunity for a longitudinal analysis of the shift in cultural values in work organizations over time. Using comparable data from Hofstede and GLO BE, we investigate the hypothesis that, in the rapidly developing nations of Asia, there has been a convergence of collectivist values in work organizations toward the level of collectivist values found in work organizations in the highly developed nations of the major economies. Findings suggest that collectivist values in rapidly developing nations are converging towards collectivist values of highly developed countries. This convergence is not exclusively due to economic growth or wealth but rather due to the speed of the economic growth. Specifically, periods of prolonged rapid economic transformation appear to also have a transforming effect on national cultural values. Implications of this finding and directions for future research are discussed.
This paper aims to explore the impact of differences in educational traditions on conventions of teaching and learning, and on the measurement of learning outcomes. These…
This paper aims to explore the impact of differences in educational traditions on conventions of teaching and learning, and on the measurement of learning outcomes. These are critical issues within the context of business schools that are steeped in one dominant tradition but have a large population of international students previously educated in other traditions. The paper argues that international students face the challenge of satisfactorily demonstrating learning according to foreign conventions that are different from what they would have been accustomed to within the framework of their home educational tradition.
This study draws on a bilingual literature review to capture differences in educational traditions between Australia and China. It then uses logistic regression to analyze the performance of 800 domestic and international Chinese students across a range of different assessment formats at a large Australian business school.
The study finds statistically significant differences in the performance of these two student groups on different assessment types. It concludes that the conventions on approaches to the assessment of learning shaped by a specific educational tradition can hamper the effective demonstration of learning among students from other educational traditions.
The paper focuses on issues related to the assessment of learning in multicultural higher education contexts, which has received less attention in the literature compared to issues on teaching approaches in multicultural contexts. The paper also highlights important implications on the validity of the measurement of learning outcomes and on the subsequent impact on graduate recruitment.