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ERIC Number: EJ795239
Record Type: Journal
Publication Date: 2004
Pages: 18
Abstractor: ERIC
Reference Count: 57
ISBN: N/A
ISSN: ISSN-0737-5328
Coca-Cola's Global Lessons: From Education for Corporate Globalization to Education for Global Justice
Saltman, Kenneth J.
Teacher Education Quarterly, v31 n1 p155-172 Win 2004
Many critics do censure marketers of junk food for their part in inundating every private and public space with health-harming products and slick advertisements. The author focuses on one such company to illustrate how the dangerous influences of corporate ideology on schooling effect much more than public health--they also work to shape the ways that public institutions of education serve the private sectors' desire to control the future of work, consumption, culture, and politics. To turn back this corporate assault on the public, the author proposes that teacher education programs and progressive educators around the country can play a significant role in challenging these lethal corporate pedagogies with more critical, participatory, and democratic ones. The issue the author addresses is not simply whether or not Coke is paying enough in money and resources to turn schools into advertisements by infiltrating the curriculum and making buildings into billboards. The critical issue at hand is the way that Coca-Cola and other massive multinational corporations are undermining public institutions, and the public sector more generally, by transforming schools into investment opportunities for the wealthiest citizens at the expense of everyone else. The author first explores some of Coca-Cola's educational projects. He then discusses how these efforts are related to corporate globalization. And finally, he elaborates on some critical democratic pedagogies that can contest this corporate assault on youth--pedagogies that teach for global justice rather than corporate globalization.
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Publication Type: Journal Articles; Reports - Descriptive
Education Level: N/A
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A