The purpose of this paper is to study how several brands like Poulain, Liebig and Guérin have helped to disseminate the French roman national through their chromolithographs at…
Abstract
Purpose
The purpose of this paper is to study how several brands like Poulain, Liebig and Guérin have helped to disseminate the French roman national through their chromolithographs at the beginning of the 20th century. By doing so, the paper highlights the participation of brands in the co-construction of the French roman national, a historical narrative that articulates state-supported collective memories.
Design/methodology/approach
A total of 1,106 historical trade cards have been collected and analyzed. Historical studies of the roman national have been used as secondary sources to aid in the interpretation of the motifs conveyed in those chromolithographs.
Findings
Chromolithographic images produced by various brands at the beginning of the 20th century contributed to the roman national. They provide an ethnocentric, patriotic and linear view of history but are also crossed by political fault lines, opposing secular and Catholic visions of history.
Originality/value
The chromolithographs produced and disseminated by companies have so far only been analyzed as promotional tools, aimed at popularizing brands and stores. By studying roman national motifs, this paper helps us understand what role businesses have played in building other narratives and forging a national spirit.
Details
Keywords
Chris Brown, Robert White and Anthony Kelly
Change agents are individuals who can successfully transform aspects of how organisations operate. In education, teachers as change agents are increasingly seen as vital to the…
Abstract
Change agents are individuals who can successfully transform aspects of how organisations operate. In education, teachers as change agents are increasingly seen as vital to the successful operation of schools and self-improving school systems. To date, however, there has been no systematic investigation of the nature and role of teacher change agents. To address this knowledge gap, we undertook a systematic review into five key areas regarding teachers as change agents. After reviewing 70 outputs we found that current literature predominantly positions teacher change agents as the deliverers of top-down change, with the possibility of bottom-up educational reform currently neglected.