Schooling Food in Contemporary Times: Taking Stock

Autor/inn/en	Leahy, Deana; Gray, Emily; Cutter-Mackenzie, Amy; Eames, Chris
Titel	Schooling Food in Contemporary Times: Taking Stock
Quelle	In: Australian Journal of Environmental Education, 31 (2015) 1, S.1-11 (11 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0814-0626
DOI	10.1017/aee.2015.26
Schlagwörter	Food; Foods Instruction; Feminism; Transformative Learning; Grade 8; Health Education; Professional Development; Seminars; Obesity; Prevention; Environmental Education; Teaching Methods; Foreign Countries; Australia + Suchen Sie Ihr Suchwort? Lebensmittel; Lebensmittelkunde; Feminismus; Pädagogische Transformation; School year 08; 8. Schuljahr; Schuljahr 08; Gesundheitsaufklärung; Gesundheitsbildung; Gesundheitserziehung; Seminar; Adipositas; Prävention; Vorbeugung; Umweltbildung; Umwelterziehung; Umweltpädagogik; Teaching method; Lehrmethode; Unterrichtsmethode; Ausland; Australien
Abstract	Over the past decade we have witnessed a proliferation and intensification of food pedagogies across a range of sites. This article begins by considering two pedagogical scenes that attempt to address food. They were enacted within educational settings in Australia; one a Year 8 (13 years of age) health education classroom, the other a professional learning seminar. Each were heavily imbued with the obesity prevention imperatives that have come to characterise social, political and educational discourse around food in contemporary times. Using these scenes as a springboard, we move to consider the place where we initially envisioned food might intersect with environmental education. We imagined that it would be a space with significant potential for approaching teaching and learning about food in new ways. Deploying menu as metaphor, the authors explore the possibilities for this new terrain and argue that bringing a Foucauldian inspired "ethics of discomfort" to the table might help us take stock of contemporary approaches and their effects. Given the dominance of crisis-driven responses that tend to characterise school food education, we conclude by suggesting that we need to interrupt the dominant discourses that circulate around food and try to engage with some new possibilities for teaching and learning about food. (As Provided).
Anmerkungen	Cambridge University Press. 100 Brook Hill Drive, West Nyack, NY 10994-2133. Tel: 800-872-7423; Tel: 845-353-7500; Fax: 845-353-4141; e-mail: subscriptions_newyork@cambridge.org; Web site: http://journals.cambridge.org
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01