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The impact of social media on the shape and form of Public Relations and Advertising within IMC
No full textHistorically, Public Relations and Advertising have been perceived by many as uncomfortable bedfellows, with distinctive roles and identities. Integrated Marketing Communications (IMC) has challenged this division and demonstrated the advantages of an integrated outside-in approach with emphasis on relationship management and media neutrality. This process has been disrupted again by the rapid increase in digital marketing, more specifically social media. This paper examines the impact that social media has had on the shape and form of Public Relations and Advertising within IMC and questions whether such classifications of tools are meaningful in today’s digital landscape. It utilises the Paid, Owned and Earned Media framework (POEM) to explore students’ identification of marketing communications activities within integrated campaigns and their use of terminology. The findings suggest that POEM is a useful tool to analyse the interaction between various elements of a campaign, although it becomes more difficult to apply when activities overlap e.g. Paid/Earned. The results also indicate that, although there were considerable PR activities in the campaigns, the students often did not identify them as PR. The paper concludes that marketing communications would benefit from new terminology and the implications for tutors, researchers, clients and agencies are discussed
Anti-racism in Early Childhood Spaces: Transformative Activism
No full textThis chapter examines the concept and application of contemporary anti-racist approaches in early childhood education and care (ECEC). An account of the use of race-based terminology within the English education system will demonstrate the limitations of achieving racial equity in diverse childhood spaces. Hence, the chapter will showcase the attributes of anti-racist pedagogy in the early years to recommend the adoption of ‘transformative anti-racist activism’. It is argued that only through the manifestation of long-term social movement activism, can racism be dismantled in ECEC
Anti-racism in Early Childhood Spaces: Transformative Activism
No full textThis chapter examines the concept and application of contemporary anti-racist approaches in early childhood education and care (ECEC). An account of the use of race-based terminology within the English education system will demonstrate the limitations of achieving racial equity in diverse childhood spaces. Hence, the chapter will showcase the attributes of anti-racist pedagogy in the early years to recommend the adoption of ‘transformative anti-racist activism’. It is argued that only through the manifestation of long-term social movement activism, can racism be dismantled in ECEC
Understanding coproduced research
No full textTo appreciate the subjective experience of others, we must explore the meaning society has for them, how they interpret their encounters, and how their individual narratives impact their behavior. Subsequently, the focus on what other people think and feel (their narrative) is heavily context dependent due to the interplay of culture and may require an adaptive approach. Capturing authentic experiences and viewpoints can support systematic change that improves the life outcomes of participants, and capturing genuine voices is crucial to the effectiveness of any such study. Coproduction has the power to facilitate co-interpretation to foreground new knowledge that can drive impactful transformation. However, the reality of using coproduced research requires careful contemplation of the researcher’s reflexivity and strong ethical consideration of the intended coproducers. Coproduction is a powerful research method that can be used to obtain authentic insights into marginalized and peripheral groups, but this requires rigorous strategy and a clear understanding of the need to safeguard the well-being of those participating. The role of the researcher, as well as coresearchers, must be explicit when seeking authentic responses; equally, ethical limitations to anonymity and confidentiality must be made clear—safeguarding coresearchers must always take precedence
Observing and assessing children
No full textThis chapter focuses on a highly valuable tool used by early childhood education and care (ECEC) practitioners: observation and assessment for supporting and enhancing young children’s development and learning (D&L). The chapter, which focuses predominantly on ECEC practice in England, is written from the perspective that ECEC practitioners can advocate for young children by ensuring that processes of observation and assessment prioritise the needs of each young child with whom they work. Attention is given to who might observe young children, why observation is used, its historical roots, and how observations of young children’s behaviours can be conducted in ECEC settings. The chapter also considers how child observation data might be recorded, reported, and stored safely and securely, and addresses practical and ethical considerations that ECEC practitioners may need to consider concerning their observations and assessments of young children’s behaviours, D&L in settings
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