Experiential learning and the visceral practice of ‘healthy eating’

ABSTRACT

Consumer disconnections with food production methods remain of concern to those promoting food knowledge and healthy food attitudes. Knowing food is central to bridging this disconnection – as is demonstrated by third sector projects that promote growing and cooking skills. In recent years ‘celebrity’ chefs' promotion of practical food skills has helped to shape government policies. Many of these initiatives have focused on educating children about healthy eating through cookery lessons. However, there is little evidence whether these more hands-on educative policies will be effective in changing consumption habits. This article enters into the debate through an exploration of a cooking workshop undertaken with primary school pupils that directly involved the children in the food production-consumption cycle. Using ethnographic research undertaken on two new allotment sites in south Somerset, it describes how the children helped harvest the produce, as well as prepare and eat it, and explores how the close, experiential nature of preparing the lunch made the produce become accepted as food. The findings indicate how visceral practices can change not only their access to food, but also widen children's food experiences. An investigation of the close, embodied interactions between the children and the material of the plot helps to explain how these processes unfold.