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Des années 1920 jusqu'au début des années 1960, un certain nombre d'entreprises commerciales ont publié des annonces publicitaires dans les revues professionnelles à l'intention des enseignants, offrant à ceux-ci un éventail d'aides didactiques, mais associées à des marques. Bien qu'il soit beaucoup question de commercialisation dans les écoles depuis une décennie, les débats contemporains sur la question ne font nullement mention des racines historiques du phénomène. Dans le même ordre d'idées, malgré la croissance de la culture jeunesse et de consommation durant la première moitié du XX e siècle, les historiens n'ont pas étudié les écoles comme lieux de mise en marché. Les annonces qui paraissaient dans les revues des-tinées aux enseignants capitalisaient sur les préoccupations sociales et scolaires de l'époque, par exemple en liant les produits au patriotisme, à leur usage dans le mouvement pour la santé à l'école ou à leur pertinence pour les méthodes et les buts d'un enseignement progressiste. Les aides didactiques commerciales, qui avaient pour but tant d'enrichir les ressources pédagogiques que de promouvoir les produits auprès des enseignants, des élèves et des parents, offraient aux écoles à court d'argent des ressources dont elles avaient besoin et ouvraient aux entreprises la porte à un nouveau marché.

Commercialism appears to be alive and well, in society at large and in schools. In 2007, we see a marketing environment that recognizes few boundaries. Advertisers ply their trade wherever they can and even engage consumers as collaborators in their marketing strategies. This "total environment" of marketing is enabled in part by new technologies that allow advertisements to appear in places they could not have been before, such as video games, social networking websites, and cell phones. It is also the result of greater cultural acceptance of marketing as an everyday fact of life, a friendly political environment, and a willingness on the part of marketers and advertisers to breach boundaries that previously limited their activities. Whereas, for example, there used to be a clear boundary between "editorial content" (e.g., television programming, magazine articles, or school curricula) and advertisements, we now see the judges on American Idol sipping from Coca-Cola cups, the debonair cavemen from Geico commercials starring in their own television program, and Disney Publishing providing comics to schools for a reading program.

Interdisciplinary antecedents, contexts and encouragements -- Theoretical and conceptual frameworks -- Capitalising on play : the corporatisation of sport/physical education spaces -- The sport-education-corporate nexus : global cases -- The sport-education-corporate nexus : regional cases -- The sport-education-corporate nexus : local cases -- Toward a nexus typology and beyond.

The Sixteenth Annual Report on Schoolhouse Commercializing Trends finds that, in a context of fierce corporate opposition to regulation, lack of concern in the education sector about commercialism, and a general assumption by stakeholders that school participation in marketing programs is a constructive way to raise money little state or federal legislation related to school commercialism was signed into law in 2012 or 2013. Advocacy groups within the United States and internationally are, however, increasingly aware of the threats that marketing programs pose to children, especially in the areas of nutrition and privacy. The report outlines the threats that commercializing activities in schools pose to the health and well-being of students and to the integrity of schools' educational programs, and recommends that policymakers ban them outright unless an independent entity certifies that a proposed commercializing activity will cause no harm to children or otherwise undermine the quality of their education.

The Sixth Annual Report on Schoolhouse Commercialism Trends, Year 2002-2003, finds that commercial activity remains firmly entrenched in American public schools as protest mounts from citizens and legislative efforts to rein it in.

Originally published in 1998, American Education and Corporations, provides a detailed study of the effects of commercialisation on the public school system. The book provides a powerful indictment of corporate culture and its influence on American public schooling, within a clear theoretical framework. The book looks at the threat of corporate culture to public education and advocates an understanding of the democratic importance of schooling as a public good.

The first book to bring together noted scholars to address how education is being remade by the violent demands of corporate globalization as well as how education is central to the global pursuit of corporate dominance.