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School lunch is often regarded as a necessary but inconvenient distraction from the real work of education. Lunch, in this view, is about providing students the nourishment they need in order to attend to academic content and the tests that assess whether content has been learned. In contrast, the central purpose of this collection is to examine school lunch as an educational phenomenon in its own right. Contributing authors—drawing from a variety of disciplinary traditions, including philosophy, sociology, and anthropology—examine school lunch policies and practices, social and cultural aspects of food and eating, and the relation among school food, the environment, and human and non-human animal well-being. The volume also addresses how school lunch might be more widely conceptualized and practiced as an educational undertaking.
In Eating to Learn, Learning to Eat, historian A. R. Ruis explores the origins of American school meal initiatives to explain why it was (and, to some extent, has continued to be) so difficult to establish meal programs that satisfy the often competing interests of children, parents, schools, health authorities, politicians, and the food industry. Through careful studies of several key contexts and detailed analysis of the policies and politics that governed the creation of school meal programs, Ruis demonstrates how the early history of school meal program development helps us understand contemporary debates over changes to school lunch policies.
School Food, Equity and Social Justice provides contemporary, critical examinations of policies and practices relating to food in schools across 25 countries from an equity and social justice perspective. The book is divided into three sections: Food politics and policies; Sustainability and development; and, Teaching and learning about food. Bringing together an interdisciplinary group of academics with practitioner backgrounds, the chapters in this collection broaden discussions on school food to consider its educational and environmental implications, the ideals of food in schools, the emotional and ideological components of schooling food, and the relationships with home and everyday life. Our aim is to provide enhanced insight into matters of social justice in diverse contexts, and visions of how greater equality and equity may be achieved through school food policy and in school food programs. We expect this book to become essential reading for students, researchers and policy makers in health education, health promotion, educational practice and policy, public health, nutrition and social justice education.
This book brings together a unique collection of chapters to facilitate a broad discussion on food education that will stimulate readers to think about key policies, recent research, curriculum positions and how to engage with key stakeholders about the future of food. Food education has gained much attention because the challenges that influence food availability and eating in schools also extend beyond the school gate. Accordingly, this book establishes evidence-based arguments that recognise the many facets of food education, and reveal how learning through a future's lens and joined-up thinking is critical for shaping intergenerational fairness concerning food futures in education and society. This book is distinctive through its multidisciplinary collection of chapters on food education with a particular focus on the Global North, with case studies from England, Australia, the Republic of Ireland, the United States of America, Canada and Germany. With a focus on three key themes and a rigorous food futures framework, the book is structured into three sections: (i) food education, pedagogy and curriculum, (ii) knowledge and skill diversity associated with food and health learning and (iii) food education inclusivity, culture and agency. Overall, this volume extends and challenges current research and theory in the area of food education and food pedagogy and offers insight and tangible benefits for the future development of food education policies and curricula. This book will be of great interest to students, scholars, policymakers and education leaders working on food education and pedagogy, food policy, health and diet and the sociology of food.
There’s a problem with school lunch in America. Big Food companies have largely replaced the nation’s school cooks by supplying cafeterias with cheap, precooked hamburger patties and chicken nuggets chock-full of industrial fillers. Yet it’s no secret that meals cooked from scratch with nutritious, locally sourced ingredients are better for children, workers, and the environment. So why not empower “lunch ladies” to do more than just unbox and reheat factory-made food? And why not organize together to make healthy, ethically sourced, free school lunches a reality for all children? The Labor of Lunch aims to spark a progressive movement that will transform food in American schools, and with it the lives of thousands of low-paid cafeteria workers and the millions of children they feed. By providing a feminist history of the US National School Lunch Program, Jennifer E. Gaddis recasts the humble school lunch as an important and often overlooked form of public care. Through vivid narration and moral heft, The Labor of Lunch offers a stirring call to action and a blueprint for school lunch reforms capable of delivering a healthier, more equitable, caring, and sustainable future.
When school teacher Mrs. Q forgot her lunch one day, she had no idea she was about to embark on an odyssey to uncover the truth about public school lunches. Shocked by what her students were served, she resolved to eat school lunch for an entire year, chronicling her experience anonymously on a blog that received thousands of hits daily, and was lauded by such food activists as Mark Bittman, Jamie Oliver, and Marion Nestle. Here, Mrs. Q reveals her identity for the first time in an eye-opening account of school lunches in America. Along the way, she provides invaluable resources for parents and health advocates who wish to help reform school lunch, making this a must-read for anyone concerned about children's health issues.
Drawing on ethical and sociological theories of food, this book presents a new approach to food education that moves beyond nutrition-centred education. Food education has gained increasing scientific and political importance in many countries as a promising way to change contemporary eating. However, many practices fail to address two epistemological obstacles regarding its very components – ‘food’ and ‘education’. Food has largely been thought of from a nutritionistic viewpoint alone and the ethical issues over children’s freedom of choice and well-being have been absent. This book resolves these problems by applying ethical and sociological theories of food and analysing food education in two pioneering countries: Japan and France. The book focuses on taste education and gastronomy as two key concepts which have great potential to positively impact food education. Taste education is a promising alternative to nutrition-centred pedagogy which foregrounds the experience and pleasure of eating food, creating an environment for taste sensibility and food curiosity. From taste education, the picture can be broadened to examine the role and impact of gastronomy in food education. Examining the cultural traditions of France and Japan reveals how gastronomy can impact eating habits and food cultures and how these criteria should be an intrinsic part of food education. The book concludes by constructing an integrative theory for food education that moves beyond nutrition-centred education for the benefit of one’s well-being. This book will greatly interest students, scholars, policymakers and educators working on food education, food-related issues at the intersection between nutritional and social sciences, and ‘gastronomes’ searching for a pedagogical guide for developing their capabilities to eat in a more humanistic way.
This book critically assesses the role of agrobiodiversity in school gardens and its contribution to diversifying diets, promoting healthy eating habits and improving nutrition among schoolchildren as well as other benefits relating to climate change adaptation, ecoliteracy and greening school spaces. Many schoolchildren suffer from various forms of malnutrition and it is important to address their nutritional status given the effects it has on their health, cognition, and subsequently their educational achievement. Schools are recognized as excellent platforms for promoting lifelong healthy eating and improving long-term, sustainable nutrition security required for optimum educational outcomes. This book reveals the multiple benefits of school gardens for improving nutrition and education for children and their families. It examines issues such as school feeding, community food production, school gardening, nutritional education and the promotion of agrobiodiversity, and draws on international case studies, from both developed and developing nations, to provide a comprehensive global assessment. This book will be essential reading for those interested in promoting agrobiodiversity, sustainable nutrition and healthy eating habits in schools and public institutions more generally. It identifies recurring and emerging issues, establishes best practices, identifies key criteria for success and advises on strategies for scaling up and scaling out elements to improve the uptake of school gardens.
This book tackles questions about the metaphysical and ethical foundations of our concern for our planet, and about educational and pedagogical implications. It pursues answers to urgent questions such as: should educational policy and practice be informed by a concern for nature and the environment for our (human) purposes? Or should we teach and learn for the natural environment in and for itself? Chapters in this volume contribute towards the unmasking and undoing of the various kinds of denialism and pernicious relativism (cultural, moral and epistemological) that have held us in their grip and that continue to thwart attempts to establish a sane and morally sustainable set of relationships between us, human beings, and other animals and the animate and inanimate environment. Education, the Environment and Sustainability provides educators and interested laypersons with tools for critical reflection and interrogation of their own and others’ assumptions, preconceptions, and practices affecting nature and the environment. This volume was originally published as a special issue of Ethics and Education.
Critical Pedagogies in Physical Education, Physical Activity and Health explores critical pedagogy – and critical work around the body, health and physical activity – within physical education. By examining the complex relationships between policies and practice, and how these are experienced by young people, it elucidates the need for critical pedagogy in contemporary times. With contributions from leading international experts in health and physical education, and underpinned by a critical, socio-cultural approach, the book examines how health and physical education are situated across various international contexts and the influence of policy and curriculum. It explores how health is constructed by students and teachers within these contexts as well as how wider spaces and places beyond formal schooling influence learning around the body, health and physical activity. Finally, it considers what progressive pedagogies might ‘look like’ within health and physical education. Chapters utilise empirical work within the field to explore various topics of relevance to critical pedagogy, drawing on theoretical insights while providing practical applications and concluding with reflection points to encourage readers to consider the relevance for their own contexts. Designed to support pedagogical study in a range of contexts, this book will be of particular interest to undergraduate and postgraduate students, teachers and researchers with an interest in physical education, physical activity and health and the role they play in young people’s lives.