Titlebook: Educational Dimensions of School Lunch; Critical Perspective Suzanne Rice,A.G. Rud Book 2018 The Editor(s) (if applicable) and The Author(s

束缚

School Lunch Curriculum,res of food and eating. We consider school lunch as it is experienced in three different venues: the school cafeteria, at home (for homeschoolers), and offsite (in open campus schools), and discuss the different educational opportunities and challenges each venue presents with respect to integrating lunch into the curriculum.

雪崩

We Are How We Eat: An Argument for the Social Value of Slow School Lunch, Drawing conceptually from the “slow” movement for the serious reconsideration of lunch, I compare Seabury and other efforts that promote the social value of lunchtime. My analysis illustrates how such initiatives challenge enduring “fast food” orientations to what and how we eat in school.

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Assemble

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Education Toward an Increasingly Integrated Outlook on Meat,nd comprise the whole. Educating students about relations and connections involving food provides them an opportunity to better understand the food system of which they are a part and, from there, to consider how they might best participate in, or perhaps even work to change, that system.

penance

,School Lunch and Student Food Insecurity: A Teacher’s Observations and Reflections,round feeding students, arguing that giving food of marginal quality to those who are food-insecure is not an adequate response. We also provide evidence that teachers can make valuable observations and contributions in the fight to improve school food.

ALB

Allergic

Shek Kam Tse,Wing Wah Ki,Mark Shiu Kee Shums resulted in an ineluctable march of hyperreal foodstuffs—in commercial foods unmoored from former meanings, food institutions, and dining experiences. As an ameliorant, I begin to theorize what I call .—a reconstitution of the raison d’être of lunch and a repositioning of the eater.

使腐烂