Analysing and Reviewing the Critical Cultural Social Marketing Approach Used in Lead My Learning

  • Valerie HarwoodEmail author
  • Nyssa Murray


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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Copyright information

© The Author(s) 2019

Authors and Affiliations

  1. 1.Sydney School of Education and Social WorkThe University of SydneySydneyAustralia

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