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This paper seeks to provide a systematic understanding of the controversy surrounding commerce in US schools.

The paper surveys the history, research and policies related to commerce in schooling (1890‐2005) within the USA. The literature is organized according to four emergent US perspectives – protectionist, celebrant, cultural critic, and educated consumer.

The review finds that dominant US assumptions of commercial media subscribe to a stimulus‐response model of learning, rather than an active model of young people as constructing their own experiences with commercial media. Much of the research and many of the policies about commercial media in schools reflect adult assumptions about how young people learn, rather than provide empirical research about how young people actually interact with commercial texts while in school. The paper questions an excessive emphasis on the texts and technologies of instruction and calls for more empirical research that is grounded in theories of social constructivism, symbolic interactionism, and media education.

The four dominant media perspectives generated through this review of literature are limited to the USA.

A useful review of literature and schema to inform the understanding of educators, policy makers, and researchers as to the dominant US perspectives about commercial media and the education of young people. The schema can be used as a springboard for research and inquiry into the perspectives and policies of commercial practices and education in other countries.

This paper contextualizes nearly a century of research on commercial media and the education of youth in the USA, and provides a historical and theoretical context for researching education, technology and commerce in the USA and other countries.

This paper seeks to conceptualize the field of child and teen consumption as a system of social practices at the cross roads of six strongly intermingled subsystems covering social, institutional, technological, narrative, economic, and political stakes. Children's and teens' consumption is shaped and transformed by a mix of managerial action, public policy, cycles of technological change, the evolution of related institutions like parenthood and schooling, changing cultural references, values, modes of socialization as well as by the actions of children and teens themselves.

Within such a framework, child and teen consumption appears as a complex arena of competing moral and ideological perspectives. In such a volatile context, forms of resistance to ideologies of unending consumption emerge, continuously calling into question the responsibility of business for unwanted long‐term effects.

The five papers included in this special issue shed light on the complexities of marketing to children by successively exploring the contradictions within the individual, managerial, professional, corporate, and institutional levels. As a direct consequence, the notions of “corporate social responsibility” and “corporate social responsiveness” towards childhood are also constantly evolving concepts which are quite difficult to grasp.

The paper attempts to design a transformative research agenda to promote socially responsible marketing practices and ethically embedded theoretical frameworks. It also stands as an invitation to deepen the indispensable dialogue – albeit often demanding for both sides – between marketing practitioners and social scientists aimed at constantly redefining the moving outline of corporate social responsibility in contemporary children‐oriented markets.