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School lunch—Children’s space or teachers’ governmentality?
Author(s) -
Fossgard Eldbjørg,
Wergedahl Hege,
Bjørkkjær Tormod,
Holthe Asle
Publication year - 2019
Publication title -
international journal of consumer studies
Language(s) - English
Resource type - Journals
SCImago Journal Rank - 0.775
H-Index - 71
eISSN - 1470-6431
pISSN - 1470-6423
DOI - 10.1111/ijcs.12501
Subject(s) - sociality , governmentality , economic shortage , space (punctuation) , psychology , focus group , sociology , social psychology , developmental psychology , political science , government (linguistics) , ecology , philosophy , politics , law , biology , anthropology , linguistics
This article discusses social aspects of school lunches in Norway. How do 11‐year‐old students experience and perceive their packed lunches and lunch breaks and to what extent is the lunch break a space for children's sociality or an area for teachers’ governmentality? The study is based on 25 focus group discussions and drawing and writing assignments with 165 participants. A large proportion of the students expressed that they appreciated their packed lunches because they could decide for themselves what and how much to eat. Additionally, shortage of time and disturbance and noise in the classroom could ruin a good meal. The main issue that the students raised in relation to our question of sociality was with whom they could sit and eat their packed lunches. This finding underlines the importance of considering the emotional dimensions of eating and that commensal eating is not dependent on sharing the same food. The children experienced that the lunch break was governed by an adult agenda in which they had limited opportunities to create their own spaces.