The school restaurant: ethnographic reflections in researching children’s food space
AbstractThis paper presents a theoretically influenced discussion of methodological issues in carrying out ethnographic work at Peartree Academy. Food is central to our sense of identity. It draws on notions of the school restaurant and presents an account of the complexities surrounding the disorderliness of fieldwork in researching children’s food space. The aim of this paper is to explore how researcher identity needs to be considered within the relationship between discipline and social learning spaces for eating. Foucault’s concept of discipline is introduced in conceptualising the study. Key reflections place emphasis on the messiness of researching such spaces and offer recommendations for navigation.
CitationLalli, G.S. (2022) The school restaurant: Ethnographic reflections in researching children’s food space, International Journal of Qualitative Studies in Education, 35(1), pp.48-57, DOI: 10.1080/09518398.2020.1797210
PublisherTaylor & Francis
JournalInternational Journal of Qualitative Studies in Education
DescriptionThis is an accepted manuscript of an article published by Taylor & Francis in International Journal of Qualitative Studies in Education on 24/07/2020. The published version of record is available at https://doi.org/10.1080/09518398.2020.1797210. The accepted version of the publication may differ from the final published version.
Except where otherwise noted, this item's license is described as https://creativecommons.org/licenses/by-nc-nd/4.0/