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Food Justice Research Paper

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Why Isn’t Food Justice Taught in Secondary Education Food Justice is communities using their right to grow, sell, and eat healthy food. “Healthy food” is food that isn’t just nutritious but also affordable, culturally-appropriate, and grown locally with care for the well-being of the land, workers, and animals. Food insecurity is when someone is without sufficient access to affordable, nutritious food. In the U.S. 83.5% of the population was food insecure in 2016 (Coleman-Jensen). Food insecurity seems to be quite common so why haven’t I ever heard of it before until I took a college level course on food studies. My family has been food insecure for most of my life, yet I thought we were just poor when everyone was just poor, or at least 80% …show more content…

Arriving in Australia in 1838, Caroline Chisholm’s British influence aimed to meet the needs of a colony that required not only social and moral enlightenment, but knowledge, values and attitudes pertaining to nutrition, health, hygiene and wellbeing. Chisholm had experience from running the Female School of Industry in India, which was made for the daughters of European soldiers where they were taught reading, writing, arithmetic, needlework, cooking and housekeeping. However, instead of creating a similar school in Australia, Chisholm taught underprivileged children and females in personal hygiene clothing care, food preparation, cooking, and human relationships. Her pioneering work created the foundations for Domestic Economy classes for females in Australia, and as a result, the Public Instructions Report in 1849 recommended Domestic Economy training programs for females to train as cookery teachers at the Fort Street Model School in Sydney …show more content…

The post-war years caused a surge in innovation of food design and knowledge growth that sped up the spread of ideas and food products through research and development in the food technology and science industries. By 1952, there was a change in the syllabuses direction which was much different from the previous one. The Home Economics syllabus was designed to integrate with the science faculty so that content could be correlated with scientific principles pertaining to food design using laboratory instruments in the science room. By trying to keep in line with the changing needs of society while acknowledging the need to retain the family unit, the syllabus created a dual dilemma for teacher interpretations. As a result, and due to the sheer magnitude of the syllabus intent, internal tensions and teacher perceptions for how the subject should be taught led to the science theme being shelved by many teachers

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