{"title":"表演蔬菜营养:重新思考学校食品与健康","authors":"Micah M. Trapp","doi":"10.1111/cuag.12297","DOIUrl":null,"url":null,"abstract":"<p>School food programs across the United States are plagued by widespread criticism and face urgent calls for reform and public discourse has also become fixated upon “healthy” eating as a means to address a variety of child health problems. Scholars widely challenge the admonishment to eat “healthy” as laden with privilege and recognize the inherent, hegemonic whiteness of contemporary alternative food movements, but few studies have directly examined the relationship between race and school food programs. This paper draws on ethnographic research to unpack “healthy eating” through the perspective of elementary school students and shows how they challenge dominant narratives that assume kids do not like vegetables and expose the fallacy of nutrition education as the key to healthy eating. Through the performance of vegetable nutrition, kids critically engage with normative nutrition messages and begin to reveal a racialized consciousness of school food.</p>","PeriodicalId":54150,"journal":{"name":"Culture Agriculture Food and Environment","volume":null,"pages":null},"PeriodicalIF":1.3000,"publicationDate":"2023-01-11","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":"0","resultStr":"{\"title\":\"Performing Vegetable Nutrition: Rethinking School Food and Health\",\"authors\":\"Micah M. Trapp\",\"doi\":\"10.1111/cuag.12297\",\"DOIUrl\":null,\"url\":null,\"abstract\":\"<p>School food programs across the United States are plagued by widespread criticism and face urgent calls for reform and public discourse has also become fixated upon “healthy” eating as a means to address a variety of child health problems. Scholars widely challenge the admonishment to eat “healthy” as laden with privilege and recognize the inherent, hegemonic whiteness of contemporary alternative food movements, but few studies have directly examined the relationship between race and school food programs. This paper draws on ethnographic research to unpack “healthy eating” through the perspective of elementary school students and shows how they challenge dominant narratives that assume kids do not like vegetables and expose the fallacy of nutrition education as the key to healthy eating. Through the performance of vegetable nutrition, kids critically engage with normative nutrition messages and begin to reveal a racialized consciousness of school food.</p>\",\"PeriodicalId\":54150,\"journal\":{\"name\":\"Culture Agriculture Food and Environment\",\"volume\":null,\"pages\":null},\"PeriodicalIF\":1.3000,\"publicationDate\":\"2023-01-11\",\"publicationTypes\":\"Journal Article\",\"fieldsOfStudy\":null,\"isOpenAccess\":false,\"openAccessPdf\":\"\",\"citationCount\":\"0\",\"resultStr\":null,\"platform\":\"Semanticscholar\",\"paperid\":null,\"PeriodicalName\":\"Culture Agriculture Food and Environment\",\"FirstCategoryId\":\"1085\",\"ListUrlMain\":\"https://onlinelibrary.wiley.com/doi/10.1111/cuag.12297\",\"RegionNum\":0,\"RegionCategory\":null,\"ArticlePicture\":[],\"TitleCN\":null,\"AbstractTextCN\":null,\"PMCID\":null,\"EPubDate\":\"\",\"PubModel\":\"\",\"JCR\":\"Q3\",\"JCRName\":\"AGRICULTURAL ECONOMICS & POLICY\",\"Score\":null,\"Total\":0}","platform":"Semanticscholar","paperid":null,"PeriodicalName":"Culture Agriculture Food and Environment","FirstCategoryId":"1085","ListUrlMain":"https://onlinelibrary.wiley.com/doi/10.1111/cuag.12297","RegionNum":0,"RegionCategory":null,"ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":null,"EPubDate":"","PubModel":"","JCR":"Q3","JCRName":"AGRICULTURAL ECONOMICS & POLICY","Score":null,"Total":0}
Performing Vegetable Nutrition: Rethinking School Food and Health
School food programs across the United States are plagued by widespread criticism and face urgent calls for reform and public discourse has also become fixated upon “healthy” eating as a means to address a variety of child health problems. Scholars widely challenge the admonishment to eat “healthy” as laden with privilege and recognize the inherent, hegemonic whiteness of contemporary alternative food movements, but few studies have directly examined the relationship between race and school food programs. This paper draws on ethnographic research to unpack “healthy eating” through the perspective of elementary school students and shows how they challenge dominant narratives that assume kids do not like vegetables and expose the fallacy of nutrition education as the key to healthy eating. Through the performance of vegetable nutrition, kids critically engage with normative nutrition messages and begin to reveal a racialized consciousness of school food.