Examining Children’s Food Heritage in Spanish schools: A Process of Learning to Become “Eaters-in-Context”?
In this paper, we argue for the use of the word ‘heritage’ when referring to children’s construction and transmission of their identity in relation to food (Hubert, 1994). We show that children’s construction of a food heritage is quite different from that of the adult world in terms of the relation...
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| Xuất bản năm: | URI:https://journals.openedition.org/aof, |
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| Những tác giả chính: | , |
| Định dạng: | Article ou chapitre numérique |
| Được phát hành: |
Anthropology of food
2015
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| Những chủ đề: | |
| Truy cập trực tuyến: | Accès Université d'Orléans et IFPM Accès Université d'Orléans et IFPM |
| Tóm tắt: | In this paper, we argue for the use of the word ‘heritage’ when referring to children’s construction and transmission of their identity in relation to food (Hubert, 1994). We show that children’s construction of a food heritage is quite different from that of the adult world in terms of the relationships and practices they develop with peers in different contexts concerning food. We offer the concept of “eater-in-context” as a mechanism for examining how such process takes place. To do that, we unpack three dimensions of ‘food heritage’, namely place, agents, and time involved. We propose to view those dimensions within school foodscapes (Mikkelsen, 2011; Johansson et al., 2009) to relate the material and immaterial aspects of children’s food heritage. We use two exampleto discuss the theoretical and practical issues emerging out of such a conceptual proposal. We close by discussing the relevance of this conceptualization to the increasing concern with children’s eating practices in and out of schools. |
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