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‘Why are they making us rush?’ The school dining hall as surveillance mechanism, social learning, or child’s space?
Weaver-Hightower, Marcus B.
Weaver-Hightower, Marcus B.
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2023-11-07
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Abstract
School mealtimes, for many schools, are characterized by behavioural difficulties, a problematic time of day requiring much attention and resources. Yet for many school food reformers, those wanting food environments to be educative and pleasant, strict behavioural interventions are contrary to the ideals of social learning. This paper presents an ethnographic case study of Peartree Academy, an all-through academy school in England, to explore how school personnel used the dining hall simultaneously as a community space and as surveillance mechanism. We deliberate on causes and variations of how this manifests. A Foucauldian lens, viewing dining space as ‘heterotopia’ and ‘heterochronies’ [Foucault, M. 1986. “‘Of Other Spaces.” Translated by J. Miskowiec. Diacritics 16 (1): 22. https://doi.org/10.2307/464648], highlights tensions that shape the everyday for both students and staff in the school. As counter-spaces used differently by administrators, pupils, and food reformers, we show how rules and regulations imposed by staff work against the original intentions to develop the dining hall into a community forum in which children develop positive eating behaviours and good citizenship. The children became subjected to power relations through which bodies became docile or resistant, with less opportunity for social learning. True progressive food reform thus requires, ultimately, deeply understanding and negotiating the multiple, overlapping functions of dining spaces.
Citation
Lalli, G.S. and Weaver-Hightower, M.B. (2023) ‘Why are they making us rush?’ The school dining hall as surveillance mechanism, social learning, or child’s space? Children's Geographies, 22(2), pp. 297-311. https://doi.org/10.1080/14733285.2023.2276280
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Journal article
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en
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This is an author's accepted manuscript of an article published by Taylor & Francis in Children's Geographies on 07/11/2023, available online: https://doi.org/10.1080/14733285.2023.2276280 The accepted manuscript may differ from the final published version.
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1473-3285
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1473-3277