Why Education Researchers Should Take School Food Seriously

• Published in: Educational researcher Vol. 40; no. 1; pp. 15 - 21
• Main Author: Weaver-Hightower, Marcus B.
• Format: Journal Article
• Language: English
• Published: Los Angeles, CA SAGE Publications 01-01-2011; American Educational Research Association
• Subjects: Ancillary School Services; Animal Husbandry; Breakfast Programs; Cafeterias; Campuses; Children; Context Effect; Cultural Context; Cultural factors; Cultural identity; Eating Habits; Education policy; Educational Environment; Educational Finance; Educational Policy; Educational Practices; Educational Research; Educational Researchers; Environmental Influences; Food; Food justice; Food movements; Foodways; Hunger; Influence; Lunch Programs; Lunches; Nutrition; Politics; Politics of Education; Public Health; Researchers; Role; School meals; Schools; Social Environment; Social Justice; Stereotypes; cultural analysis; politics; educational policy; learning environments; social justice; food
• ISSN: 0013-189X; 1935-102X
• DOI: 10.3102/0013189X10397043

Food and eating in schools have most often been thought of as utilitarian parts of the day, as distractions, and, for education researchers, as lacking incentives to study or even as objects of derision rather than serious concern. Yet there are good reasons why scholars of education should consider food and food practices.These include the confounding influences of school food's impact on health and on academics, its effects on teaching and administration, the role schools play in teaching about food, implications for the environment and for other species, the large sums of money involved, the window that food provides into identity and culture, food's influence on educational policy and politics, and the social justice concerns around food.