This book introduces the notion of culinary capital to investigate socialisation and school mealtime experiences in an academy school based in the UK. Drawing on interviews collated from children, teachers and staff within the school, the text sheds light on food insecurity in society and schools as being major issue in educational policy. The book examines schools as a microcosm for society with school food space being the playground for socialisation. It shows how forms of culinary capital can be extended in the school dining hall where social space is negotiated with notions of inclusion and exclusion during mealtime. The book uses gender, class and race to understand the school dining hall as a space where culinary capital can be exchanged and learnt. Thorough research accompanied by ethnographic visuals, field notes and observations, it also explores the sensory impact of school gardens. As such the book will be of interest to students, teachers, school leaders, educators and policy makers in the fields of Education, Sociology, Social Policy and Food Studies.

TV cookery shows hosted by celebrity chefs. Meal prep kitchens. Online grocers and restaurant review sites. Competitive eating contests, carnivals and fairs, and junk food websites and blogs. What do all of them have in common? According to authors Kathleen LeBesco and Peter Naccarato, they each serve as productive sites for understanding the role of culinary capital in shaping individual and group identities in contemporary culture. Beyond providing sustenance, food and food practices play an important social role, offering status to individuals who conform to their culture's culinary norms and expectations while also providing a means of resisting them. Culinary Capital analyzes this phenomenon in action across the landscape of contemporary culture. The authors examine how each of the sites listed above promises viewers and consumers status through the acquisition of culinary capital and, as they do so, intersect with a range of cultural values and ideologies, particularly those of gender and economic class.

This book brings together a unique collection of chapters to facilitate a broad discussion on food education that will stimulate readers to think about key policies, recent research, curriculum positions and how to engage with key stakeholders about the future of food. Food education has gained much attention because the challenges that influence food availability and eating in schools also extend beyond the school gate. Accordingly, this book establishes evidence-based arguments that recognise the many facets of food education, and reveal how learning through a future's lens and joined-up thinking is critical for shaping intergenerational fairness concerning food futures in education and society. This book is distinctive through its multidisciplinary collection of chapters on food education with a particular focus on the Global North, with case studies from England, Australia, the Republic of Ireland, the United States of America, Canada and Germany. With a focus on three key themes and a rigorous food futures framework, the book is structured into three sections: (i) food education, pedagogy and curriculum, (ii) knowledge and skill diversity associated with food and health learning and (iii) food education inclusivity, culture and agency. Overall, this volume extends and challenges current research and theory in the area of food education and food pedagogy and offers insight and tangible benefits for the future development of food education policies and curricula. This book will be of great interest to students, scholars, policymakers and education leaders working on food education and pedagogy, food policy, health and diet and the sociology of food.

Presenting a wide range of international case studies, the contributors to this book study the impact of Covid-19 on the risks faced by communities around the globe. Examining cases from the Americas, Europe and Asia – including Mexico, Brazil, China, India, France, and Belgium – Kuah, Guiheux, Lim and their collaborators look at how communities have coped with the social and economic impacts of the pandemic, as well as the public health concerns. Using a framework of risks, fear, and trust, they evaluate how the global health crisis has both revealed and exacerbated a deep crisis of confidence in institutions and systems around the world. In reaction to this they also look at how individuals, social groups and communities have faced fears and built trust at a more local level. The units of spatial analysis in these cases include urban cities, neighbourhoods, slum settlements, migrant camps, schools, markets and homes, for a broad spectrum of case types and rich empirical data. Essential reading for social scientists including sociologists, anthropologists and scholars of other disciplines looking to understand the impact of the Covid-19 pandemic internationally and on a multi-scalar level.

With a triadic perspective, this autoethnographic narrative explores the temporal, situated nature of interactions between the author as an adoptee with her adult adopted children as well as those between herself and her birth father and mother. The epiphanic adoptive family narratives that are foregrounded seek to deepen and challenge understanding of how kinship affinities are experienced. The autoethnographic narratives are written in a critical, evocative style which is valuable for two reasons. Firstly, the processes of reflexive self-introspection, self-observation and dialogue with relational others have established a critical connection between recognising and responding to kinship affinities and personal growth. Secondly, lying at the intersection of the self and other this narrative contributes to deepening insights around epistemic in/justice in adoptive kinship. This book will be of interest to educators and scholars of adoption in offering an insider perspective on unique family relationships as well as how the author undertakes critical evocative autoethnography. Adoptees, adoptive parents, and birth parents will also find the narratives in Part II of this book of particular interest in informing an understanding of kin relationships and how these may be subject to change over time.

This book engages with the concept of age-friendly environments, adopting multi-perspectivity to demonstrate how age-friendly environments can contribute to shifting how we think, feel and act toward issues of age and ageing and operate as a vehicle to improve understandings of ageism. Drawing from traditionally distinct fields, the text demonstrates theoretical and applied dimensions of the age-friendly global agenda, with several chapters discussing topics that have to date been underrepresented in age-friendly scholarship, including education, health and justice systems. The case studies encourage critical engagement with the issue of ageism in age-friendly scholarship. It presents a clear understanding of the inequalities, challenges and opportunities of ageing and of the ways international, regional, national and sub-national commitments in health, development and human rights, and are further impacted by, ageing through designing, implementing, monitoring and evaluating policies and programmes. The essays utilise a critical and interdisciplinary dialogue to enhance discussion of the age-friendly environment agenda through the inclusion of age-friendly perspectives in addition to its processes and destinations in an ageing society. The book serves as a catalyst to stimulate research, policy and public interest in the physical, social and regulatory environments in which we age and the consequent impact upon health and well-being. It will be of interest to professors, graduate students and undergraduate students in policy, sociology, health, planning and gerontology. It is also recommended reading for policy makers, politicians, think tanks and lobbyists, who are concerned with age all-age-inclusiveness.

This book is a collection of critical engagements with Andrew Sayer, one of the foremost postdisciplinary thinkers of our times, with responses from Sayer himself. Sayer’s ground-breaking contributions to the fields of geography, political economy and social theory have reshaped the terms of engagement with issues and debates running from the methodology of social science through to the environment, and industrial development to the ethical dimensions of everyday life. Transatlantic scholars across a wide range of fields explore his work across four main areas: critical realism; moral economy; political economy; and relations between social theory, normativity and class. This is the first full-length critical assessment of Sayer’s work. It will be of interest to readers in sociology, economics, political economy, social and political philosophy, ethics, social policy, geography and urban studies, from upper-undergraduate levels upwards.

This book uses a multidisciplinary approach to examine the relationship between the quality of domestic life and the home environment, in its material and relational dimension, with individual and social happiness, in the context of current changes. The theme of happiness and well-being is framed within two significant changes, themselves affected by the recent COVID-19 pandemic: the relationship between the individual’s quality of life and engagement within the community, and the role of new technologies in everyday life. The authors highlight the relational nature of happiness and the centrality of the home environment in its promotion. Three dimensions of psychosocial well-being in the home are analysed: the personal one, consisting of a sense of stability, intimacy and sharing; the social one, which considers the domestic environment as a place for civic education and, in times of pandemic, the site of professional activity and the physical one, consisting of spaces, services and architectural styles. This book is ideal for readers who wish to cross disciplinary boundaries and explore the topic of domestic happiness in its different facets. The target audience is both professional researchers and advanced graduate and undergraduate students. Chapter 12 of this book is now OA on www.taylorfrancis.com under Creative Commons licens CC-BY-NC-ND 4.0.

This book provides a framework for understanding the global flows of cuisine both into and out of Asia and describes the development of transnational culinary fields connecting Asia to the broader world. Individual chapters provide historical and ethnographic accounts of the people, places, and activities involved in Asia's culinary globalization.

Schools and Food Education in the 21st Century examines how schools enact food policy, and through doing so, craft diverse foodscapes that create very different food experiences in schools. The school food policy discourse is made up of an amalgamation of discourses on obesity prevention, nutrition education, welfarism and foodieness. Whilst schools endeavor to enact policy in a variety of ways, this book shows how foodieness is taken up, and can only be taken up differently, in different schools. The book’s unique contribution is to identify the discourse of foodieness and to show how this discourse, whilst seemingly universal, is actually situated in middle-class ideas and is therefore more easily taken up by certain schools. The book argues that the classed nature of foodieness leads to certain food knowledges becoming marginalized or lost and this then positions some schools in tension with their local communities, resulting in widely variant food experiences for children. Earl demonstrates how foodieness is taken up in schools by first exploring how the foodscape at school is shaped by policy and media sources. The book then examines how foodieness is taken up by schools with different SES profiles by showing how food moves through the school day. Asking critical questions on class and poverty that are often overlooked, this book will be of interest to researchers, academics and students working on food issues related to teaching, food, policy and schools in the fields of education, sociology and food studies. It should also be of interest to policymakers, parents and teachers.