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Unpacking School Lunch: Understanding the Hidden Politics of School Food 1st ed. 2022 [Pehme köide]

  • Formaat: Paperback / softback, 296 pages, kõrgus x laius: 210x148 mm, kaal: 420 g, 8 Illustrations, color; 4 Illustrations, black and white; XXI, 296 p. 12 illus., 8 illus. in color., 1 Paperback / softback
  • Ilmumisaeg: 19-May-2022
  • Kirjastus: Springer Nature Switzerland AG
  • ISBN-10: 3030972879
  • ISBN-13: 9783030972875
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  • Pehme köide
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  • Lisa soovinimekirja
  • Formaat: Paperback / softback, 296 pages, kõrgus x laius: 210x148 mm, kaal: 420 g, 8 Illustrations, color; 4 Illustrations, black and white; XXI, 296 p. 12 illus., 8 illus. in color., 1 Paperback / softback
  • Ilmumisaeg: 19-May-2022
  • Kirjastus: Springer Nature Switzerland AG
  • ISBN-10: 3030972879
  • ISBN-13: 9783030972875
Teised raamatud teemal:

This book delves into the heated political battles over what kids eat at school, shedding light onto how policymakers craft food policy for schools. The book takes readers inside schools, through the history of school food programs in the United States and England, and into the policy terrain that makes school lunch difficult to change. Through diverse case studies—hungry linebackers, pink slime, English reality television and policy making, pizza as a vegetable, lunch shaming, and more—chapters provide detailed analysis of rhetorical tactics, arguments over, and policy for school feeding. The book concludes with a progressive vision of school food that is healthy, pleasurable, educative, shame-free, and, most importantly, free for all students, just like the rest of school.

1 In School Food, the Political Is Personal
1(30)
Food Curricula
9(5)
The Hidden Ubiquity of Food Lessons
14(5)
The Politics of School Food
19(3)
About Me
22(2)
Overview of the Book
24(4)
Snack One: "Pink Slime"
28(3)
2 The Whys and Hows of School Food in America
31(46)
The Policy Ecology of School Food
33(8)
A Brief History of US School Food
41(3)
The National School Lunch Act
44(4)
Since the NSLA
48(5)
Theorizing School Food Policy
53(4)
Diffuse Policy Responsibilities
57(1)
Multiple Competing and Cooperating Stakeholders
58(2)
Internal Tensions in Political Ideologies
60(1)
US School Food Policy as Palimpsest
61(5)
A Broad View of Impact
66(1)
Impacts on Students
66(5)
Impacts Beyond Schools
71(2)
Conclusion
73(1)
Snack Two: Pizza Is a Vegetable
74(3)
3 Conservative Resistance to Progressive Incremental ism: The Political Terrain of School Food in America
77(36)
Conservative Modernization
78(2)
Neoliberals
80(2)
An Example of Neoliberal Discourses
82(3)
Neoconservatives
85(3)
An Example of Neoconservative Discourse
88(3)
Authoritarian Populists
91(3)
An Example of Authoritarian Populist Discourse
94(2)
The Professional and Managerial New Middle Class
96(4)
An Example of Professional/Managerial Discourse
100(2)
Conservatives Together and Apart
102(3)
Snack Three: The Pancake that Never Spoils
105(8)
4 Conservative Talk: The Techniques for Dismantling Faith in School Food
113(50)
Arguments
115(1)
Neoliberal Arguments About School Food Reform
115(7)
Neoconservative Arguments About School Food Reform
122(2)
Authoritarian Populist Arguments About School Food Reform
124(3)
Professional-Managerial Arguments About School Food Reform
127(6)
Cross-Group Arguments
133(8)
Rhetorical Tactics
141(1)
Killing the Messenger
141(2)
Blowing Events Out of Proportion
143(2)
Focusing on the Impacts for Conservative Groups
145(2)
Language and Logic Techniques
147(3)
Invoking Race
150(3)
Conclusion
153(2)
Snack Four: Hungry, Hungry Linebackers
155(8)
5 A Canary in the Mine: School Food Reform in England
163(42)
School Food on the Ground
166(1)
Middlebridge Secondary
166(3)
Vista Primary
169(3)
Conservative Re-emergence
172(4)
The Independent School Food Review
176(7)
Forgotten Histories
183(1)
The Truth of the Academies Situation
184(2)
A Surprising "New" Policy: The School Food Plan
186(6)
Neoliberal Technologies of Policy Shifting
192(6)
Conclusion
198(3)
Snack Five: Plain Cheese Sandwiches and Shame
201(4)
6 Rethinking School Food: Innovative Programs and a Progressive Vision
205(35)
Reconceptualizing School Food: Innovative Programs
209(1)
Alice Waters and the Edible Schoolyard Project
210(4)
Doug Davis and the Burlington, Vermont, School District
214(2)
Tony Geraci and the Baltimore, Maryland, School District
216(2)
STAR (Service to All Relations) School, Flagstaff, Arizona
218(3)
What Does a Progressive Vision of School Food Look Like?
221(1)
Give Every Child Food for Free
221(2)
School Food Should Provide for Physical Health
223(1)
School Food Should Aid Social Learning
224(1)
School Food Should Provide Pleasure
225(1)
Make as Much Real Food as Possible
225(2)
Remove as Much Branding as Possible
227(1)
Disrupt and Ultimately End All Forms of Food Shaming
228(1)
School Food Always Teaches, so Schools Should Act Purposefully on What Kids Learn
229(2)
School Food and Food Education Falls Under the Responsibility of More Than the Cafeteria
231(1)
Connect Students with Natural Experiences
232(1)
Consider the Social Justice Implications of Food and Food Education
232(3)
Consider the Environmental Implications of School Food
235(1)
Kids Should Stay Deeply Involved
236(2)
Make Food and Food Education as Local as Possible, but with National Standards (No Conservative Opt-Outs)
238(1)
Provide Supports for Making Programs Sustainable (Less About Grants and Superstars)
239(1)
Conclusion 240(1)
Coda: Covid and Beyond 241(10)
References 251(36)
Index 287
Marcus B. Weaver-Hightower is Professor of Foundations of Education at Virginia Tech.  He was previously professor of Educational Foundations and Research at the University of North Dakota and Fulbright grantee to Australia.  He is author of How to Write Qualitative Research, The Politics of Policy in Boys Education, and several collections.