Wednesday, February 25, 2026

How Consumerism Co-Opted Feminism to Grow Profits, Expand the Workforce, and Sell Us Convenience — and How Technology Can Help Us Reclaim Our Time

Illustrated split-scene image contrasting consumerism and time reclamation. The top half shows a 1960s-style empowered businesswoman holding shopping bags under slogans like “Empower yourself” and “You deserve it,” alongside a woman working at a desk with fast food and frozen dinners nearby, set against factories and city buildings. The bottom half shows a calm woman meditating with a laptop and smartphone displaying AI tools, surrounded by icons of home, family, food, and connection, with a peaceful sunset in the background, symbolizing reclaiming time through technology.
Feminism fought for agency, opportunity, and freedom. Consumerism saw a growth strategy.

Once feminist ideas entered the mainstream, advertisers and corporations did not simply accept them. They repackaged them. They took the language of liberation and turned it into a sales pitch. Empowerment became a brand identity. Independence became a lifestyle aesthetic. Equality got flattened into individual choice, with one consistent action attached: buy.

That process has a name. In 1991, scholars Robert Goldman, Deborah Heath, and Sharon L. Smith coined commodity feminism to describe how feminist ideals were absorbed by advertising and redeployed as marketable symbols. The politics were softened. The message was individualized. The outcome was profitable.

And once you see it, you start noticing it everywhere: empowerment campaigns that celebrate confidence while ignoring structural barriers, “you’ve earned it” messaging that translates liberation into purchasing power, and a culture that frames progress not as changing systems, but as consuming the right products.

The consumer republic and the expansion of the earner

Post–World War II America did not just experience economic growth. It built an identity around mass consumption. Historian Lizabeth Cohen describes how consumption became intertwined with national purpose and the American dream in The Politics of Mass Consumption in Postwar America.

In a society organized around growth through spending, expanding the number of earners expands the number of consumers. That does not require a boardroom conspiracy. It is the logic of the system.

As women entered the workforce in greater numbers, they gained income, autonomy, and options. That is real. At the same time, businesses gained a larger labor pool and a massive new consumer segment: wage earners with purchasing power who were still culturally positioned as primary household decision-makers.

Work and consumption began reinforcing each other.

The second shift and the convenience solution

Then came the pressure point.

In The Second Shift, sociologist Arlie Russell Hochschild documented how women’s entry into paid work often did not come with an equal exit from domestic labor. Many women worked one shift at the job and another at home. 

Time scarcity became the defining condition of the dual-income household.

And when time becomes scarce, markets do what markets do. They sell relief.

Packaged food as “liberation,” and the health costs that followed

This is where the story gets even more uncomfortable, because it is not only about what people bought. It is about what people ate.

As more households relied on two incomes, demand for convenience skyrocketed. The food industry was ready. Processed and packaged foods had been building for decades, but the postwar era accelerated their normalization. Breakfast cereals, boxed mixes, canned soups, frozen dinners, and instant meals were marketed as modern solutions. They were not just food. They were time. They were ease. They were the promise that you could “do it all.”

Convenience was framed as progress.

This dovetailed perfectly with commodity feminism’s logic. Empowerment was not framed as changing workplace expectations, redesigning hours, or redistributing domestic labor. It was framed as optimizing the individual, especially the woman: be efficient, be capable, be modern. And buy the products that make it possible.

Over time, the convenience food revolution also reshaped public health. Research reviews have linked higher consumption of ultra-processed foods to increased risk of obesity and other adverse health outcomes. 

What was sold as liberation through efficiency also became a pipeline of chronic health risk.

School hours, care gaps, and outsourcing life

There is another structural layer people rarely name.

The standard school day does not match the standard workday. That mismatch created a care gap that families filled with afterschool programs, paid childcare, and a whole economy of outsourcing. The Afterschool Alliance documents this persistent gap in reports like Working Families and Afterschool.

The pattern repeats:

  • more paid work

  • less time

  • more outsourcing

  • more consumption

  • more dependence on consumption to sustain growth

The predictable pushback

This argument is not “women should not work.” Workforce participation expanded opportunity and independence for many women. That matters.

The critique is about how markets used the language of feminism to sell products and normalize a lifestyle that kept the burden on individuals.

Rosalind Gill’s work on postfeminist media culture explains how empowerment messaging often becomes individualized and depoliticized, emphasizing personal choice and self-management rather than collective structural change. 

In plain terms: empowerment becomes something you perform, not something society guarantees.

What comes next

For most of modern history, many families structured life around one primary income, not because it was easy or perfect, but because the household economy was organized differently. Then consumer culture shifted the baseline. Commodity feminism helped sell a new story: real empowerment looks like doing it all, and if you feel stretched, the solution is not redesigning work, school, or care. The solution is buying your way through it.

Work more so you can pay for childcare.
Work more so you can afford cleaning, convenience food, and labor-saving devices.
Work more so you can keep up with the lifestyle that now requires two incomes to sustain.

That is not liberation. That is a treadmill.

Here is the opportunity in 2026: we have tools previous generations did not. Remote and hybrid work can reduce commuting. Automation can remove busywork. AI can compress tasks that used to take hours into minutes. The promise should not be that we cram more work into the same day. The promise should be that we reclaim time.

The next chapter of empowerment is not buying better products with bigger paychecks. It is designing a life where work serves living, not the other way around.

That means making different choices, individually and collectively:

  • Using technology and AI to reduce low-value labor, not intensify it

  • Treating time as a primary form of wealth

  • Resisting the narrative that outsourcing is the only path to survival

  • Rebuilding shared responsibility at home and in communities

  • Pushing for systems that match real life: work hours, school hours, childcare, and care for elders

We do not need to go backward. We need to go forward with intention.

If consumerism co-opted feminism to sell us a world where we must work more to afford the costs of working, then the response is not guilt. It is clarity.

Take back time. Reduce the unnecessary. Use automation and AI to create margin. Build a life with enough space to cook, connect, rest, and care. That is what a modern version of liberation can look like. 

Wednesday, February 18, 2026

Free Video Library Supports Digital Citizenship & Well-Being

Alt text: Illustrated poster showing diverse students watching and discussing a video with a play icon, a callout reading “Created by Students, for Students!”, and the words “This Free Video Library Supports Digital Citizenship & Digital Well-Being,” plus icons and labels for “Frame,” “Focus,” and “Follow Up.”

One of the most practical ways to build a strong digital citizenship and digital well-being culture is to use short videos that feel relevant to students and are easy to discuss.

That is why this free Take Back video library is such a useful resource. The videos are designed to spark real conversations about online life, attention, identity, and healthy habits. And what makes them especially powerful is that they are made by students, for students. (Take Back video library)

These videos come from The Take Back resources page and connect to the broader Take Back movement, which focuses on helping young people and communities build healthier, more intentional relationships with media and technology. (The Take Back resources) (The Take Back).

This work is part of the (Take Two Media Initiative), which is dedicated to enhancing media literacy and wellbeing. Their Media Lab program empowers young people with the tools to lead. Through hands-on training in media literacy, well-being, and digital citizenship, students become Media Ambassadors - capable of delivering powerful talks and workshops to peers, parents, and educators.

Why student-made videos matter

Adults can say all the right things about digital citizenship, and students will still tune out if it feels like another lecture.

Student-created videos change the dynamic:

  • The language sounds like peers, not policy

  • The scenarios feel current, not generic

  • The message lands as “this is for us,” not “this is being done to us”

The broader Take Back work also emphasizes youth leadership, with students taking on roles as ambassadors and peer educators. (thetakebackbook.com)

A simple way to use these videos that consistently works: Frame, Focus, Follow Up

The difference between showing a video and teaching with a video is what happens before and after the play button.

I use Frame, Focus, Follow Up, a quick structure that helps students watch with purpose and then do something meaningful with what they saw. (Frame, Focus + Follow Up)

Here is how it looks with digital citizenship and digital well-being content.

1) Frame (1 to 2 minutes)

Set students up to connect the video to real life.

  • What is this video about in one sentence?

  • Where do you see this issue show up for students right now?

  • Why might a student have wanted to make this video?

The point is to activate context, not deliver a lecture.

2) Focus (30 seconds)

Give students a positive lens to watch through.

Choose one:

  • Notice a strategy the student creators suggest for staying in control of your time or attention.

  • Listen for a moment that shows what healthy online behavior can look like.

  • Watch for one idea you want to try, and one idea you want to share with a friend.

  • Pay attention to how the video models empathy, boundaries, or self-awareness.

This keeps the viewing grounded in agency and possibility.

3) Follow Up (5 to 8 minutes)

Make the learning visible.

Fast follow-up options:

  • One-minute write: “What is one move I could try this week to improve my digital well-being?”

  • Turn and talk: “What felt true, and what felt helpful?”

  • Small group: “What is one norm we could strengthen in our school community?”

This is where student voice shows up, not just student compliance. 

Ready-to-use prompts that keep the tone constructive

These work with almost any clip in the library:

  • What is one takeaway that helps you navigate online spaces with more confidence?

  • What is one boundary that would make online life feel lighter or less stressful?

  • What is one way to support a friend who is dealing with online drama or pressure?

  • What is one habit you want to strengthen, and what would make it easier?

  • What would it look like if our class or school got really good at digital well-being?

Where this fits in a school plan

This is a resource you can use without building a new program from scratch.

  • Advisory or homeroom: one short video each week using the same routine

  • Family engagement: one video plus a few discussion questions

  • Student leadership: invite students to curate a playlist and facilitate the discussion

If you are looking for a free, student-centered way to support digital citizenship and digital well-being, this library is a strong place to start.

Monday, February 16, 2026

Carpool Conversations: A Podcast & Game Cards That Build Digital Judgment

Sample Game Card
Common Sense Media’s
Carpool Conversations offers a simple, scalable idea: short audio prompts that help adults and kids talk about the issues shaping students’ digital lives. Episodes are two minutes or less and use familiar verbal game structures to make it easier to start real conversations without turning them into lectures.

The companion resource is what makes this a great resource to use with families or at school: printable Family Activity Game Cards. The cards remove friction. No speakers. No tech setup. No “the link won’t load.” Just a prompt and a follow-up question ready for advisory, homeroom, a bellringer, or a take-home family engagement routine.

Why this matters right now

Schools are under pressure to respond to phones, social media conflict, misinformation, and artificial intelligence (AI). Many systems default to control moves: bans, stricter enforcement, and “just put the devices away.” Those moves can reduce exposure. They do not build judgment.

Judgment is built through guided practice and language. Students need repeated opportunities to talk through digital-life scenarios before those scenarios go sideways.

The game cards are the scalability lever

Audio is useful when you want modeling. The adult-child pairing signals curiosity and empathy.

The game cards make the strategy easier to adopt widely:

  • No audio needed

  • Easy to print and distribute

  • Quick to facilitate in small groups

  • Simple to send home as a weekly routine

Each card follows a tight structure: a fact, a prompt, and a follow-up question. That structure is the real innovation. It is a teaching move schools can repeat and adapt.

A note on naming: carpool, commute, and everywhere in between

The title “carpool” fits some communities literally. In big cities, these are often more like commute conversations: on public transit, walking, or in rideshares. The setting changes, but the strategy holds. The goal is to turn everyday micro-moments into guided practice talking through digital-life decisions.

How to use this tomorrow

This works in advisory, homeroom, or as a bellringer.

A 7-minute routine:

  1. Play one short episode or read one game card

  2. Silent think, 30 seconds

  3. Turn-and-talk on the main prompt, 2 minutes

  4. Answer the follow-up question in writing, 2 minutes

  5. Share-out with one norm, 30 seconds

Start with a norm that prevents the conversation from turning into gossip: “Speak from your experience, not someone else’s story.”

Family engagement that does not require a workshop

This is a realistic family engagement model because it does not demand a big time commitment.

A simple approach:

  • Share one prompt weekly

  • Offer both formats: audio and printable card

  • Keep the ask low stakes: one conversation, not homework

  • Make the tone connection-focused, not compliance-focused

Sample message schools can adapt:
“This week’s conversation is two minutes. Try it in the car, on the commute, walking home, or at dinner. One question. No lecture. If your child shares one takeaway, that is a win.”

Bottom line

Schools cannot filter their way into student judgment. If we want students to make better decisions online, they need practice talking through decisions with adults who model curiosity and restraint. Carpool Conversations and the companion game cards provide a low-lift structure for that practice, in cars, on commutes, and everywhere families find two minutes together.

Tuesday, February 10, 2026

Responsible AI Use Starts With the Learning Goal, Not a Tool Ban

Split-screen illustration labeled “OLD WAY” and “SMARTER WAY.” Left: a frustrated student writes by hand in a dull classroom under a “write by hand only” message. Right: a diverse group of students and a teacher collaborate using a mix of tablets and shared screens with AI-style icons, showing technology-supported learning.
Some educators say they are “preparing students for AI” by going back to pencil and paper.

That's not preparation. It's avoidance. 

In my latest article for Tech & Learning, I argue that responsible use of AI does not start with bans or fear-driven rollbacks. It starts with clarity about the learning goal. When educators are intentional about what students are learning, AI can be used to support thinking, provide feedback, and extend creativity without replacing student work.

The question is not whether students should use AI. They already are. The real question is whether schools will help them use it well.

Read the full article in Tech & Learning at: Empowering Students with AI Starts with the Learning Goal here.


Saturday, February 7, 2026

Chatting with Machines: How AI Companions Are Impacting Students

Promotional graphic with the headline “How Are AI Companions Impacting Our Students?” above a split image of a smiling teen using a phone and a friendly robot chatbot at a laptop, with labels “Development & Safety,” “AI Policies,” and “Age-Appropriate Tools,” and a note to read the Tech & Learning article “Chatting with Machines: What Adults Should Know About Student Use of AI Companions.”
Teens are not just using artificial intelligence (AI) tools. Many are forming relationships with AI companions. That shift has real implications for student development, emotional well-being, and how young people define connection.

I published a piece in Tech and Learning that looks at what the research is telling us, why moves like Character.AI’s under-18 ban matter, and what educators and families can do right now to respond with clarity instead of panic. I also highlight examples of age-appropriate tools that aim to keep chat interactions purposeful, supervised, and grounded in learning.

If you are supporting students in a world where AI is always available, always responsive, and increasingly personal, this is a conversation we cannot avoid. Here is the article: Chatting with Machines: What Adults Should Know About Student Use of AI Companions

As you read, consider this question: What are we doing in schools and at home to help students recognize the difference between helpful support and unhealthy dependence, and to build the human relationship skills they will need for life?

Monday, February 2, 2026

Common Sense Education is pausing EdTech reviews. Here is what schools can do next.

Common Sense Education has shared that its EdTech review pages are no longer being updated, and it will take a break from EdTech reviews beginning February 2026.

That matters because so many educators have used those reviews as a quick first filter when deciding what tools to bring into classrooms.

I wrote a new article for Tech & Learning that breaks down what is changing and, more importantly, where educators can look next for decision support, including how to use the EdTech Index from ISTE+ASCD to narrow options using validation badges and quality indicators.

Visit Tech & Learning to read the full article. 


Screenshot from the Common Sense website that explains the content is no longer being updated.