Some great What’s for Lunch? news arrived on my doorstep when I returned from holiday this week. What’s for Lunch? is available in South Korea!
Like so many children around the world, kids in South Korea have a daily hot meal at school. Lunch is served in a metal tray with multiple compartments and always includes rice and kimchi (pickled vegetables). There’s also a protein (chicken, fish, egg, tofu, but often it’s octopus or squid!), usually served stewed or boiled, plus more veggie sides such as eggplant, radish, bean sprouts or lotus root. Soup is also offered some days.
There are some great photos of South Korean school lunches on this teacher’s Tumblr blog.
To give a sense of just how important the issue is in South Korea, a couple of years ago, the city of Seoul held a very contentious referendum about school lunch. Some members of municipal government had the foresight to push for healthy, free school meals for all of the 800,000-plus primary and middle school kids in the city’s public schools. Of course, such a proposal is costly ($380 million a year, according to this piece in Time) and the program faced opposition from Conservative members of council, including the mayor. (There was even a brawl in council chambers over the issue!)
As I’ve argued many times before, of course, I think the economic and social benefits of school lunch are vast and far-reaching in better health and school performance, among other things. Seems citizens of Seoul agreed (though voter turnout was low) and the universal free school lunch program was passed. The mayor resigned in frustration.
I hope kids and teachers in South Korea feel as strongly as some of their policy makers and I do about the positive impact of school lunch (no brawling, please!). And I look forward to hearing what they think about the lovely hardcover, brand-spanking new Korean version of my book!
For a writer, there’s nothing better than hearing from a reader that they liked your book. So when I heard that a whole bunch of readers—kid readers—decided to name What’s for Lunch? their favourite English nonfiction book of the year, I was pretty excited.
Seems the librarians and students in the Riverside School Board in Quebec, near Montreal, started a new literary prize to (in their words) “promote Canadian literary culture and nurture a love of reading.” They call it Riverside Sparks and I am delighted and honoured to be one of the first recipients of this new annual award.
I am especially pleased because I know what tough critics kids can be—not to mention the notion that I might have a small part in nurturing a love of reading (one of my favourite projects). I wrote What’s for Lunch? hoping that reading about what other kids are doing would inspire children to take charge of their school lunch and the food system. Now these kids are inspiring me!
What’s for Lunch? will be available in all Riverside schools next year.
The book has also been recently recognized with the Stepping Stones Honor Award, given by the multicultural magazine of the same name. The award is intended to “promote respect for the ecological richness and cultural diversity of the world.” And What’s for Lunch? is a longlist nominee for the 2013 Information Book Award from the Children’s Literature Roundtables of Canada.
What’s for Lunch? was created for kids, their parents and teachers to initiate discussions about food and the way it connects to so many issues that we all care about. Things like the environment, poverty, hunger, our health and the health of our communities.
But reading the book is just the beginning. I hope families and educators will use it as a bouncing-off point for more in-depth discussions. That’s why, with the help of my publisher, Red Deer Press, I’ve created a FREE Teaching Guide for use in classrooms everywhere. The guide has questions aimed at initiating talk about what kids eat around the world, teaching ideas inspired by the book’s content, blacklines for easy printout—all downloadable here. (It’s about 5 MB.)
There are curriculum connections to health and nutrition, environmental sustainability, diversity, urban/rural connections, media education and much more. From the Pizza Pie game to Untangling the Food System to a more in-depth session we call The Lottery of Life, I hope these resources will inspire teachers to bring the ideas in What’s for Lunch? into their classroom. I’d love to hear how it goes. Email me (andrea at andreacurtis dot ca) and let me know!
A chilly view from the High Line
I spent this past weekend on a mini vacation in New York City walking and exploring and eating, as well as talking about food with school lunch and food justice (super)hero, Jan Poppendieck, who wrote the brilliant Sweet Charity? about the failures of food banking, and the more recent (and equally brilliant) Free for All: Fixing School Food in America.
The weekend was a literal smorgasbord of fun, food and inspiration. One of the surprise highlights was stumbling on the new food exhibit at the Museum of Natural History. Called Our Global Kitchen, it uses multimedia, display, historical objects, diaroma and even taste tests to bring to life the complexity of our food system, the future of food (think seaweed, bugs and less meat) and the joys of eating together. There’s a chance to sit at a table with a Roman aristocrat, see an ancient Aztec marketplace and cook up various recipes on an interactive table/screen.
Curated by the Center for Biodiversity Conservation, the exhibit pulls no punches about the challenges of feeding a projected 9 billion people by 2050 or the profound problems with current industrial agricultural practices.
Considering the equivocating I seem to read in the media about this (as if it’s still sane to question climate change or the failures of the so-called green revolution to feed the world), I was delighted to see how matter of fact the exhibit is. This is science, baby.
I can’t wait to read my friend Sarah Elton’s upcoming book, Consumed: Sustainable Food for a Finite Planet for more on this subject.
(For teachers and educators who can’t make it to New York before the show closes in August, there are downloadable teaching resources for all grades that touch on issues in the food system like biodiversity, the supply chain and trade, hunger and diet-related health issues. The resources are pegged to the exhibit itself but there are lots of ideas about how to bring these topics into the classroom.)
I’ve been making school lunch for my boys for nearly a decade. I don’t like it much and have come up with many (thwarted) plans to get out of the business. They invariably involve having my children make their own meal. But that ideal bumps up against the time-strapped, space-strapped, coffee-deprived reality that is our weekday mornings. Frankly, at this moment in our busy lives, I’d rather make their lunch than create another make-work project for myself. We manage pretty well, all things considered (they eat most of the healthy food we offer in their bags and don’t complain—much).
I am learning to accept the fact that I will likely have children who expect their lunches made for them well into their college years and hope that the other opportunities we’ve created for independence, food appreciation and planning will compensate for this failure.
Despite having acknowledged this many times, despite the fact that What’s for Lunch? is a book about the politics of food rather than a how-to for busy, frustrated parents who must pack a meal for their darlings every day, I have been asked frequently since WFL was published about the secret to making a great lunch. I invariably say I don’t have the answers (see above).
But as I’ve reflected on my personal experience and all the amazing school lunches I learned about in my research, I have started to think I do have a few thoughts on the matter. Let’s call them observations rather than advice. Continue reading
I love the winter holidays. The skating, board games, family, visiting with friends, the cookies and cheeses and wine, the way that every night can be movie night. But most of all, I love that I don’t have to make school lunch. In that spirit, I’ll be taking a break from blogging about it, too.
Happy lunch break one and all!
photograph from What’s for Lunch? by Yvonne Duivenvoorden
Last Saturday I had the pleasure of talking to Mary Ito at CBC’s weekend morning show, Fresh Air, about What’s for Lunch? I told her about the learning curve I’ve had in my first experience writing for children. I talked about how I’ve heard in the past that if you really want to figure out if you understand something, explain it to a child. I think it’s true—have you ever tried to explain lightning or why clouds exist to a kid? Most of us will come up against the limits of our own memory/knowledge when it comes to explaining even such simple things. I don’t think it’s about dumbing down—I believe kids are much smarter and more sophisticated than many adults think—it’s more about breaking ideas down to their constituent parts, unravelling the complexity. Sometimes, it’s also about questioning the bias that you take for granted.
The subject came up because Mary asked me if I found it challenging to negotiate bias when writing a book for children. She said that the food system is political and that there are many competing voices arguing this way and that. (Not to mention billions of dollars spent by food companies to support their own interests—my words, not hers.) How did I choose to take a particular stand?
Things have been rather busy here at What’s for Lunch? Between organizing Halloween costumes and putting the veggie patch to bed, promoting WFL and finishing up the edits on the adult book about food I’m cowriting (due out March 2013), there hasn’t been a lot of time for much else. So I thought I’d reach back into the vault to bring you an older post that offered a behind-the-scenes peak into the research project that was What’s for Lunch?
People who’ve read the book will know that in the pages devoted to France’s school lunch, there is mention of the cheese course (one of 4 courses!) offered daily to French schoolchildren. Knowing kids love to talk about stinky stuff, I decided to hunt down the smelliest French cheese.
It turned out that I didn’t have to go far, since a scientist in the UK had already done the legwork.
He determined—using both human testers and something called an “electronic nose”—that Vieux Boulogne, made in northern France, is the world’s stinkiest cheese. In the same article—as well as many, many others I found—it was mentioned that it beat out another French cheese called Epoisses de Bourgogne, which the author claimed was so stinky it had been banned from public transportation! Continue reading
What’s for Lunch?
has attracted some great responses on the international front, especially in Brazil
. Yesterday, the World Food Programme’s Centre for Excellence Against Hunger
—a collaboration between the government of Brazil and the WFP that started with a focus on best practises for school feeding—published a Q& A with me about the book and what I discovered in my research about how different nations around the world approach school meals.
Below, you’ll find one of their (rather tough) questions. To read the whole interview, click here
Is the emphasis that is sometimes placed on nutritional education a luxury that only richer countries can afford? Or is it wrong to make the distinction between feeding and nurturing?
There are times of emergency when almost any food is good enough for a short period—during the heat of war, natural disaster, etc. But I think we all need to strive for something better than emergency rations devoid of taste, culture and pleasure. Children in developing nations should have all the opportunities that children elsewhere enjoy. Nutrition education is part of this. To alleviate anemia, for instance, we need to ensure children are offered food that is rich in iron, but we also need to talk to them about why it’s important, so they can pass it on to their parents and their own children as they grow older. But I also think food literacy needs to be more than just education about nutrients, micronutrients and food groups, educators should be talking with children about where food comes from, who grows it, how it’s grown, the politics of agriculture and the world of processed food. We have a deeply interconnected international food system, so these issues touch not just those in wealthy nations but people everywhere. In fact, you could easily argue that it’s the poor who benefit least in our current food system. Shouldn’t they have a chance to learn about how the system works and why? It seems to me that talking to children and helping them make the links between their food, their lives and those of people in the world around them is one of the very best way to truly transform the system so that it’s sustainable and just. I was really inspired by some groups in Peru that are working in collaboration with indigenous people to reclaim their food culture, language and traditions in part by connecting schoolchildren with elders in their communities who remember the old agricultural techniques and knowledge of plants. This is the kind of food education I’m talking about and it’s no luxury, it’s a necessity.