This book addresses the persistence of meat consumption and the use of animals as food in spite of significant challenges to their environmental and ethical legitimacy. Drawing on Foucault’s regime of power/knowledge/pleasure, and theorizations of the gaze, it identifies what contributes to the persistent edibility of ‘food’ animals even, and particularly, as this edibility is increasingly critiqued. Beginning with the question of how animals, and their bodies, are variously mapped by humans according to their use value, it gradually unpacks the roots of our domination of ‘food’ animals – a domination distinguished by the literal embodiment of the ‘other’. The logics of this embodied domination are approached in three inter-related parts that explore, respectively, how knowledge, sensory and emotional associations, and visibility work together to render animal’s bodies as edible flesh. The book concludes by exploring how to more effectively challenge the ‘entitled gaze’ that maintains ‘food’ animals as persistently edible.

This volume was first published by Inter-Disciplinary Press in 2016. The ten essays which make up this volume create a delectable salad, which stands out both in taste and appeal, through a multifarious exploration of themes enriching the all-inclusive discourse on food. Rather than reiterating the debates that have been hashed and re-hashed in various disciplines, the essays compiled here explore novel ideas and spark unique discussions regarding the situatedness of food in everyday life using parameters such as culture, identity, space and taste. Employing unique inter- and intra-disciplinary methodologies and critical approaches, each article explores the evolution of definitions of food, cuisine and foodways and focuses on the ways in which discussions about food have moved beyond the superficial – food as a means of survival – to play a role in economic, social, political, cultural and ideological realms. By transcending boundaries of discipline, methodology and interest areas, this compilation will appeal to the tastes of anyone interested in food.

What drives the human appetite? Two leading scientists share their cutting-edge research to show how we can gain control over what, when, and how much we eat.

Winner of the 2023 Association for the Study of Food and Society Book Prize for Edited Volume Image by image and hashtag by hashtag, Instagram has redefined the ways we relate to food. Emily J. H. Contois and Zenia Kish edit contributions that explore the massively popular social media platform as a space for self-identification, influence, transformation, and resistance. Artists and journalists join a wide range of scholars to look at food’s connection to Instagram from vantage points as diverse as Hong Kong’s camera-centric foodie culture, the platform’s long history with feminist eateries, and the photography of Australia’s livestock producers. What emerges is a portrait of an arena where people do more than build identities and influence. Users negotiate cultural, social, and economic practices in a place that, for all its democratic potential, reinforces entrenched dynamics of power. Interdisciplinary in approach and transnational in scope, Food Instagram offers general readers and experts alike new perspectives on an important social media space and its impact on a fundamental area of our lives. Contributors: Laurence Allard, Joceline Andersen, Emily Buddle, Robin Caldwell, Emily J. H. Contois, Sarah E. Cramer, Gaby David, Deborah A. Harris, KC Hysmith, Alex Ketchum, Katherine Kirkwood, Zenia Kish, Stinne Gunder Strøm Krogager, Jonathan Leer, Yue-Chiu Bonni Leung, Yi-Chieh Jessica Lin, Michael Z. Newman, Tsugumi Okabe, Rachel Phillips, Sarah Garcia Santamaria, Tara J. Schuwerk, Sarah E. Tracy, Emily Truman, Dawn Woolley, and Zara Worth

When children begin secondary school, they already have knowledge and ideas about many aspects of the natural world from their experiences both in primary classes and outside school. This collection of support materials is designed especially for teachers of the early years in secondary school to give guidance both on the ideas which children are likely to bring with them and also on using these ideas to help pupils to make sense of their experiences in science lessons. The materials are in 24 sections, structured around three themes - life and living processes, materials and their properties and physical processes. Included in each section is a science map identifying key science ideas and also a set of learning guides which give detailed advice on helping children to develop these ideas. Written in collaboration with teachers, field-tested in schools and suitable for use with any published science scheme, these materials will be an essential resource for all science teachers who are planning teaching schemes and developing science lessons within the National Curriculum. A separate paperback, Making Sense of Secondary Science: Research into Children's Ideas comes with the file and is also available separately. This provides a summary of research in the area and a detailed bibliography for those who want to pursue certain aspects further.

What ideas do children hold about the naturl world? How do these ideas affect their learning of science? When children begin secondary school they already have knowledge and ideas about many aspects of the natural world from their experiences both in primary classes and outside school. These ideas contribute to subsequent learning and research has shown that teaching is unlikely to be effective unless it takes learners' perspectives into account. Making Sense of Secondary Science: Research into Children's Ideas provides a concise, accessible summary of the research that has been done internationally in this area. The research findings are arranged in three main sections: life and living processes; materials and their properties; and physical processes. Much of this material has hitherto been difficult to access and its publication in this convenient form will be welcomed by all science teachers, both in initial training and in schools, who want to deepen their understanding of how their children think.