Contested Desires: The Edible Landscape of School

Autor/in	Burke, Catherine
Titel	Contested Desires: The Edible Landscape of School
Quelle	In: Paedagogica Historica: International Journal of the History of Education, 41 (2005) 4-5, S.571-587 (17 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0030-9230
DOI	10.1080/00309230500165767
Schlagwörter	Moral Values; Student Attitudes; Teaching Methods; Educational Environment; Curriculum Development; Instructional Development; Foreign Countries; Group Behavior; Food Service; Food Standards; Educational Indicators; Critical Theory; United Kingdom + Suchen Sie Ihr Suchwort? Moral value; Ethischer Wert; Schülerverhalten; Teaching method; Lehrmethode; Unterrichtsmethode; Lernumgebung; Pädagogische Umwelt; Schulumwelt; Curriculum; Development; Curriculumentwicklung; Lehrplan; Entwicklung; Teaching improvement; Unterrichtsentwicklung; Ausland; Gruppenverhalten; Lebensmittelgesetz; Educational indicato; Bildungsindikator; Kritische Theorie; Großbritannien
Abstract	Food and drink are associated with survival and for children and young people the edible landscape represents an essential part of survival in the modern school. Within any institution that "contains" persons over time, such as schools, hospitals and prisons, the organization and control of eating and drinking takes on a particularly significant role. At one and the same time, food and drink and the space in which they are served and consumed can become a site of contested desires, a space where authority and resistance are exercised. It is clear from early accounts that the association of school children with food and drink was also seen as potentially chaotic. It served to remind those seeking to "improve" the morals and behaviour of the "lower" classes of the chasm of difference that existed between the social classes. There is a sense of fear and revulsion in these early accounts of collective consumption. But schools and kindergartens were, from the middle of the nineteenth century and well into the twentieth century, also important sites for the production and consumption of food as a form of pedagogy. This paper explores the interior and exterior edible landscape of school in the UK context and suggests some pointers to its significance in terms of the development of pedagogy and curriculum. (Author).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10