1. School meals between pedagogy and politics IFHE Congress Melbourne 2012 Jette Benn Aarhus University Benn@dpu.dk

2. Food Education/’Food Bildung’/Food Literacy – in a pedagogical/didactic triangle (Benn et al 2010 s. 18)

3. 3 Model of the levels of food (Benn, 1996, 2009) What is food?

4. The subject field of food ‘Bildung’ research (revised by Benn from Nielsen, FV, 1999 p.36 The subject field of music educational research)

5. School Meals’ Discourses! basic and necessary nutrition following nutritional science development active or passive situation education for health and/or food ‘Bildung’ eating of ’proper meals’ or nurturous diets social equality (food for all) or consumption inequality (food for some) part of health and nutrition education ning a lesson for life or free time!

7. Historical perspectives in 100 years Compensation Compensation/Equality Consumption/Inequality Community/Competence Community/Differentation Consumption offer/Competence Compensation Compensation/Competence/Community/Of fer /Differentation/….

8. Policies - pedagogies 1880-1920 selective social- & health policy 1930’ities selective to community social- & health policy 1950’ities community family- & health policy 1970’ies individual consumer- & health policy 1980’ies single health pedagogical projects 2000 health pedagogical projects & sales offers 2007 – all kinds of policies, offers and educational projects and pedagogies - plus evidense based studies

9. School meal educational projects Ex of participation of pupils reasoned as Practical break and motivation in a school day Learning of cooking and health Learning of culture and social commensality Learning of running a tuck shop as business Experience and learning food ‘Bildung’, food literacy as part of everyday life in school

10. What does history show? Who has the ownership to the lunch break? Shall school lunch be feeding or education? Must it be free public financed or private? Should pupils bee involved? Is it a break or part of school day and education? Is it ‘free food’ and time or prescribed diet and time according to timetable? Supports ‘good’learning healthy nutrtion or is healthy nutrition supporting good learning? Or both?

11. 11 ‘Food is a complex case. It’s consumption is universal, mundane and polyvalent. Everyone eats, most eat several times a day without much reflection; yet the activity is integrally connected with many other highly meaningful aspects of living. It is meaningful because social ;’ (Warde 1997 s. 181)