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The purpose of this study is to explore rural children’s own perspectives on health, well-being, and nutrition to better understand how they approach, navigate, and make sense of these topics.

This study uses a qualitative ethnographic research design theoretically informed by the “new” Sociology of Childhood and methodologically informed by constructivist grounded theory. This ongoing study with fifth-grade students in an elementary school in a small rural school district in central Illinois consists of ethnographic observations conducted at the school, in-depth interviews with students, and participatory tools that seek to involve students more fully in the process of data collection.

Preliminary findings of this pilot study suggest that many aspects often discussed in the context of childhood obesity, especially in rural settings, including knowledge or education about healthy eating, increasing physical activity levels, or access to healthy foods, are complex and multifaceted and do not easily lend themselves to standard interventions. Findings also indicate that children’s ideas about healthy eating deviate from their own eating practices.

Conceptualized as a grounded theory study, the research is not intended to be generalizable or reproducible. Instead, the study seeks to develop hypotheses directly from the field and study participants’ views and voices. These perspectives will inform a more in-depth study of childhood obesity in rural settings planned for 2019.

Findings from this pilot study will inform innovative, informed interventions that are guided by children’s own experiences and perspectives. Study findings will also be of benefit to practicing pediatricians and other child health professionals as they understand how to better think about and address challenges of health and weight management of patients and their families.

In Canada, food insecurity is characterized by the consumption of low quantity or low-quality foods, worrying about food supply and/or acquiring foods in socially unacceptable ways, such as begging or scavenging. As of 2012, approximately 15.2% of Ontario, Canada, children are living in food insecure households, a prevalence which has remained steady since 2005. This is particularly concerning when considering that school-aged children are a population whose growth and developing is sensitive to nutritional stress, and the experience of childhood food insecurity is highly associated with the development of adverse physical, mental and learning outcomes. This study aims at establishing the relationship between food insecurity and Education Quality and Accountability Office (EQAO) standardized test scores in order to highlight the incompatibility of the EQAO's reliance on test outcomes in determining Ontarian school's accountability, specifically for those with a high prevalence of food insecurity.

School and community gardens have long histories grounded in social justice. Currently there are advocacy movements calling for gardening programs that foster academics and equity movements through nutrition education, neighborhood green spaces and beautification, and ecological sustainability. While the authors contributed personal experiences and useful resources for those interested in school and community gardening, the authors primarily investigated multiple theories that embraced critical and ecological pedagogies in neighborhoods, schools, urban communities. The democratic movements of food security, removal of food deserts, and socioeconomic sustainability using applicable gardening programs were the driving forces behind this chapter.

School-aged children living in Montgomery and Troy located in Central Alabama are particularly vulnerable to food insecurity. This study used a one-group pre-test–post-test research design to investigate if gardening and nutritional activities could be used as effective intervention to reduce levels of food insecurity among school-aged children. Statistical results found that several of the participants live in urban food deserts. Food insecurity scores were higher for participants in Montgomery compared to those in Troy, AL. The relationship between parental income, household size, and location were important indicators for measuring food insecurity among participants. Recommendations for future research include expanding the scope of study to different sites and climates with larger samples to enhance our understanding of gardening and nutritional educational activities on food insecurity among school-aged children.

Marketing Management, Consumer Behavior.

This case is suitable to be used in advanced undergraduate and MBA/MSc level.

This case illustrates the challenges related to creating awareness toward green environment in Malaysia. It revolves around the issues pertaining food losses and waste along the supply chain from farms to table. Food losses and waste are of the important manifestations of the inefficiencies that plague our food systems. Statistics by the Food and Agriculture Organization (FAO) reported that around 1.3 billion tons of food is lost and wasted every year in the world. In Malaysia, the estimated food loss is around 400,000 tons in 2015 and is increasing every year. The amount of food loss could feed around 370,000 people in a year. It is recognized that household and individual behaviors have a great impact on the environment. The individual and household behavior contributed to ecological imbalance. Personal consumption and behavior create large-scale problems such as climate change, pollution, biodiversity loss, and natural resources depletion. Green behavior relates to activities that minimizes harm to the environment. These include minimizing energy use, utilizing efficient technologies, and reducing food waste and food loss. There is increasing policy interest on managing green behavior to ensure sustainable living and environment in Malaysia. Ministry of Agriculture and Agro-based Industry (MOA) aims to embark a Green Initiative that focuses on the management of food loss and food waste. The Minister has directed The Malaysian Agricultural Research and Development Institute (MARDI) to lead the project. The Director General of MARDI requested Dr Ain Hanim, the director of Corporate Communication Centre to come out with a proposal. This proposal will be discussed at the management meeting at the middle of March, so that the Director General could present it at the Ministry’s management meeting. Taking account the whole picture, Dr Ain Hanim is now contemplating whether to propose a strategic planning that focuses on either (1) to run nationwide awareness campaign on food loss and waste (FLW), (2) to conduct impactful studies on current Malaysian Save Food (MYSaveFood) awareness campaign, or (3) to implement new policies on reducing FLW, food rescue, and food safety. Different strategy requires different amount of budget and also creates different level of impacts. She is in dilemma on which options should be the best for Malaysia.

The objective of this case is as follows:

• to introduce students about the MySaveFood awareness programs in order to develop their understanding about the need for saving foods;

• to expose students to the green concepts such as food loss and food waste; and

• to train students on identifying factors and strategies that can lead to find a solution in regard to implement green activities.

to introduce students about the MySaveFood awareness programs in order to develop their understanding about the need for saving foods;

to expose students to the green concepts such as food loss and food waste; and

to train students on identifying factors and strategies that can lead to find a solution in regard to implement green activities.

Millions of children face food insecurity in the United States. Schools play a major role in addressing the problem of food insecurity through the National School Lunch Program and the School Breakfast Program which provide meals to children at little to no cost. During the COVID-19 pandemic, schools abruptly closed leaving students without their primary source of nutrition. This chapter highlights responses from federal, state, and local agencies. Additionally, responses from local organizations and school districts are discussed. The researchers review a partnership built to address emergency food relief after the school closures. Data from an impact and need study conducted by the South Texas community partnership demonstrate gaps in programs which left the most vulnerable populations in severe need of assistance. This study reinforces the need for and importance of community partnerships to identify and address gaps in the current programs.

In the attempt to address food insecurity and food waste, food rescue has been presented by advocates in high-income countries as an alternative model to conventional food banks. Although supermarkets and restaurants in industrialized nations – including New Zealand, the focus of my case study – are constantly stocked with 150–200% of surplus food over what it takes to nutritionally feed their populations (Stuart, 2012), they continue to report high rates of food insecurity, such as in New Zealand where just 60.8% of households report being fully food secure (NZ Ministry of Health, 2019). To explore one approach to food security initiatives in urban areas, I conducted a nine-week ethnographic case study of Kaibosh Food Rescue, a non-profit food aid initiative in Wellington, New Zealand, which collects and redistributes ‘food waste’. By following the food through its social life and interviewing an array of stakeholders, I found that once food is declared as ‘waste’ by supermarkets, in its afterlife rescued food continues to embody multiple values. I argue that not only does this rescued food still hold much nutritional value, but it can also create social spaces, facilitate action and help empower recipients, all of which were facilitated by the presence of food that in the commercial food industry realm was declared to have no value.

This ethnographic study of school food service employees at an elementary, middle, and high school in the Midwest introduces “feeding labor,” a concept to signify a form of gendered labor that entails emotional and bodily feeding activities.

This chapter is based on 18 months of participant-observation and 25 in-depth interviews.

I illustrate three characteristics of feeding labor: (1) the physical labor of attending to the feeding needs of customers, (2) the emotional labor of managing feelings to create and respond to customers, and (3) variations in the gendered performance of feeding labor as explained through the intersection of race, class, and age. These dimensions vary across different field sites and emerge as three distinct patterns of feeding labor: (1) motherly feeding labor involves physical and emotional attentiveness and nurturing with mostly middle- and upper-class young white customers, (2) tough-love feeding labor involves a mix of tough, but caring respect and discipline when serving mostly working- and lower-middle class racially mixed young teens, and (3) efficient feeding labor involves fast, courteous service when serving mostly working- and middle-class predominantly white teenagers.

These findings show that a caring and nurturing style of emotional and physical labor is central in schools with white, middle-class, young students, but that other forms of gendered feeding labor are performed in schools composed of students with different race, class, and age cohorts that emphasize displaying tough-love and efficiency while serving students food. Examining this form of labor allows us to see how social inequalities are maintained and sustained in the school cafeteria.

Service learning is a pedagogical approach that primarily focuses upon achieving student learning outcomes through meaningful community engagement. While service-learning pedagogies provide “service” to community, the view of community partners from a deficit-oriented perspective can render service learning ineffective and, at worst, potentially harmful to the community served. This chapter presents a course that uses food as a civic lens through which to engage community, instructors, and students in CRITICAL-SERVICE-LEARNING where systemic inequities that contribute to community needs are focused upon, community partners are co-creators of course design, outcomes to student learning and community benefits are equitably considered, and collective knowledge and experience of stakeholders is valued.