But if the poem is a metaphor for desire, what should we make ofthe metaphor itself? The poem describes an apple. The apple is theobject of one’s desire. We may say, perhaps, that the apple is a stand-in for the loved one. We, along with the apple-pickers, reach for it,straining. We desire it, can almost taste it; the fruit is red and ripe,sweet and tempting. And what would we do with the apple, once wehad it? Well, the answer is obvious: we would eat it.

In spite of the explosion of interest in food programs and food writing, however, cooking experimentation is reported as remaining a largely vicarious indulgence: something that people engage with as voyeurs, preferring to read about or watch (Short 2006) but—as with conventional pornography—unlikely to be lived out in practice (Parasecoli 2008: 3).

Chinese philosopher Mencius (fourth century b.c.) is reported to have said, “shi se xing ye” (appetite for food and sex is nature) (Farquhar 2002: 1).

Elspeth Probyn indicates that there is a sense that “sex on its own is no longer terribly interesting” (2000: 72) and, consequently, food writing and food programs have developed as a form of pornography whereby cooking has become foreplay and eating is fucking (Crumpacker 2006: 54).

i get powdered sugar, white like my veil, on me,and he fits his whole mouth around my chin,suctioning the sweetness,pulling my jaw. i pushon his shoulders, but his weight is heavy.my chin turns purple and black, swellsand protrudes like royalty,and every night he calls me princess.

i rest,a piece of bread and peanut butterin the palm of my hand.then he slaps my hand up against my face.the crunch of sticky peanuts,the crunch of my nose bones.his laughing. the blood making boulevardsalong the bread.we will marry within the year.

runny uncooked eggs and vinegar--forging perfect white patterns on bright yellow,

You hear of people getting their eyes charredto cinders, staring into an eclipse . . .He speaks so quickly, one of his lipshas cracked, leaks a trickle of bloodalong his chin. . . . I

e stares at me, the hollowsunder his eyes more prominent than ever.- I don't eat much these days. The flavorhas gone out of everything, almost.For the first time it's not a boast.

/ won't be hurtif you don't want seconds. It's not as hotas I would like to make it, butyou always were a bit of a lightweight.Here, it's finished, try a bite.He holds a forkful of the crispgreen shreds for me to take. I swallow, gasp,choke- pins and needles shootthrough mouth and throat, a heat so absoluteas to seem freezing. I know better thanto try and wash it down with ice water- it seems to cool, but only spreads the fire -I can only bite my lip and swearquietly to myself, so caughtup in our old routine - What? This is ho

that appetite we shared, based less in needthan boredom - always the cheapest restaurants,Thai, Szechuan, taking our cha

friendships based on food are rarely stable.We should have left ours at the table

'I'm crazy about her shrimp!' I shout to the gods above.

How good the wine tastes That has run red Out of a laughing mouth! Down her chin And on to her naked tits.

While I chop the hot peppers, She grins at me

We don't even take time To come up for air. We keep our mouths full and busy Eating bread and cheese And smooching in between.

In gratitude fortheir generosity, the three sisters revealed their true identities— corn,beans, and squash—and gave themselves to the people in a bundle ofseeds so that they might never go hungry again.

Farmers Market and Local Food Promotion Program: $23.5 million/year.Regional Partnership Program: $5 million/year.Value-Added Producer Grants: $17.5 million/year, with up to $4.3 million for food safetyinfrastructure and certification assistance.Additionally, $4 million/year of LAMP funding is set aside for administration, outreach, and evaluation.

Create a new “turnkey grant” opportunity for a streamlined application process for projects of$100,000 or less for Farmers Market and Local Food Promotion grants (FMLFPP) to support marketand business development needs and catalyze growth

Reduce match requirements for Value-Added Producer Grants (VAPG) from 50% to 25% for smallergrowers who have $250,000 or less in gross sales annually

What is most probable is that production in the developing countries will not keep pace with rising demand, unless there is a new input of scientific effort andthe injection of new money into agricultural development. Although production in and exports from the major cereal-producing countries will be able to fill theshortfall, the means do have to be provided for this necessary redistribution.

his can only be achieved by trade. Trademakes up food deficits for countries that are not self-sufficient by moving food from surplus to deficit areas—to mutual economic and probably social andenvironmental advantage

Of the seventeen African countries currently listed by the FAO as having the most serious hunger andmalnutrition problems, only two are not suffering from war, civil unrest, revolution, or incompetent dictatorial governments.

This more optimistic view, while accepting that increasing agricultural production will be made more difficult by global warming, energy shortages, and urbanpressures, believes that production can be boosted by improved plant varieties, other technical advances, and more sophisticated land management. This wouldinvolve using more precise and less wasteful irrigation and applying fertilization to crop varieties that have been further improved by new plant breedingtechniques

. According to the most pessimistic view of the future world foodequation, rapidly increasing population and the demand for improved diets from expanding Asian economies is likely to lead to greater competition for a foodsupply that could become increasingly inadequate. In addition, production in many parts of the world will be handicapped by concern for environmentalprotection and sustainability.

Dietary change in emerging economies and developing countries toward greater animal product consumption will put additional strain on world foodproduction capacity.

Whowere the people who put in this rhubarb? There is nothing else like it in the yard. Thepeople who lived here before us poured river rock over most of the other patches thatmight have made a garden. But the rhubarb, in its three-square-foot bed, comes backeach year to remind me of something. What? Where there appears to be only dirt,there may be the root system of some kind of insistent thriving.

Not too long ago, a womanasked me how I could fancy myself an environmental writer when I write so muchabout African American history.

There is power to be generated from cultivating whatever mightsustain me, in whatever way I wish.I grow sunflowers and sweet potatoes in my own garden. I plant what plants I desire,and I harvest or not as I choose.

Don’t think Idon’t have histories like this in mind when I insist on growing what I please in the soilthat surrounds me. There is power to be generated from cultivating whatever mightsustain me, in whatever way I wish.

I remember feeling angry that she didn’t believe our block, ourrented house, deserved such a demonstration of care

Even if I had managed to harvest anything during our brief season in that house, Ishouldn’t have trusted the food that dirt produced. Fumes from the nearby freewaydrifted over us all night and all day. Anytime they were touched, flakes of paint flewfrom the Victorian duplex’s exterior walls.

I remember the first garden I planted as a married woman. It wasn’t much to speak of,neither the garden nor the house in whose yard it was sown. The garden was a way tohelp me feel rooted in a place where we were struggling to begin our new life. Iplanted a few sturdy starts: marigolds and nasturtium. I put in zucchini, mostly forthe riot of its bright blossoms. I kept an artichoke for the same reason. The thistleflower delighted me, though it attracted an army of ants that quickly moved theartichoke beyond the possibility of human consumption.

When I speak about garden-variety crops in this country, I nearly alwayspoint toward simultaneous legacies of trauma and triumph.

beganto send out these heirloom Cherokee seeds to whomever showed interest and sentpostage—

FOR MONTHS NOW, I’ve been living through the grief of deaths, devastation, anddebilitating disease. I am naming none of these things in an abstract, global sense,though they are pervasive conditions of our times. I am talking about the deaths offamily, the failure of this country to provide safety to dear friends. I am talking aboutgrief and exhaustion and autoimmune flares that make it difficult, daily, to get out ofbed.

Around 9,770 students responded, about 4% ofthe total number of students, with therespondents roughly representative of thedemographics of the students who received thesurvey, though first-generation, low-income,female, white and full-time students had higherresponse rates.

“If all the stores close, we need food — we have a lot of conversations about being self-sustaining here,” he said, adding that people in thispart of Brooklyn also just need a place to hang out in the sun.

“Yes, there’s a pandemic, but we’re still here, we’re still working,” said Mr. Basora, 22, the acting manager of the garden, planted on anempty corner lot in the historic African-American neighborhood community once known as Weeksville.“It’s our first day, we’re still figuring it out,” he said, putting a gloved hand on his hip. “We’re keeping people active.”

“We realized that a lot of our students were going straight to the playground and not going into the cafeteriato eat before school, from the 7 a.m. to 7:15 a.m. timeframe,” said Jessica Padilla, a sixth-grade math andscience teacher.

The neediest kids are eligible for free or reduced-price meals, as before the pandemic,but qualifying for those benefits requires applications that haven’t been necessary for several years.

Congress temporarily made school meals free to all American schoolkids, but since that ended last fall, theneed has only seemed to grow.

America’s schools say kids are hungry — just as pandemic-era benefit programs havelapsed. There is growing concern about the effects on kids’ ability to learn.

It may not necessarily seem like it’s a college educa-tor’s “job” to teach students reading skills that enableconnection, like note-taking, but many students may notacquire these skills in any other places or have access toacademic skill development in this way. In a multiyearstudy in which undergraduates at a large, public researchinstitution were interviewed about their college read-ing experiences, Tara Lockhart and Mary Soliday (2016)found that many students reported reading practices as acritical component of their ability to enter into academicdiscourse communities in their upper-level courses (p. 24)

With reading, unless we understand thecontext of the information we are learning and are able toconnect that context to other things we know about thatparticular topic or idea, we may find ourselves navigatingonly through disconnected pieces of particleboard.

When you access a text on an e-reader, itmay not be obvious how long a text is, and the internalheadings for the text may not be easily scannable. Withoutquickly flipping through the length of the text itself, seeinghow it is organized and what’s to come, it may be chal-lenging to get a sense of where the text is going or how itbuilds from beginning to end. Certainly, readers can scrollthrough a full text or swipe the digital pages to get a feel forits larger body, but that interaction may not be as accessibleas it is in a bound stack of papers or a book.

WHERE IN THE WORLD DOES THISIDEA GO? CREATING A KEY CONCEPTS MAP

CREATE A READING STORY

ACTIVITY STEPS

PIN THAT CONCEPT

three different approaches to using digital con-tent curation tools in a first-year composition course that heteaches: clipping, tagging, and annotating (p. 178). Clippingrefers to the moment when you find something from theweb and save a portion of it as a clip rather than the wholepiece; tagging is adding a user-defined label or short phraseto something; and annotating is adding longer notes to atext.

Students may noteven know where to begin in terms of saving and organiz -ing all of these different pieces of information.

This process puts our values and choicesinto critical check.

Thecuratorial choices at the Getty Villa not only affected whatpieces of art were on display, but also how those pieces ofart were organized and what text was included to describeeach piece of art so that a gallery visitor could be properlyoriented to the experience.

In other words,a successful reading curator can bring together multiplestreams of thought to come to a unified conclusion aboutwhat the text means to them.

How do you possiblyknow which songs to choose at a given time for a particularexperience? And how do the possible regroupings of songsand playlists change your audiences’ reception of the CD?

I can’t imagine any college students exchange mix CDsanymore (I can’t even remember the last time I’ve evenseen a disc drive in a laptop!), but creating playlists still re-mains a popular art online.

Some educators argue that they can’t necessarilyanticipate all of the possible students that may enter theirclassroom spaces and, therefore, they cannot make multi-ple options for reading available to their students. To thisend, I take up Anne-Marie Womack’s (2017) argument thataccommodation is “the process of teaching itself” (p. 494).

When we say that reading can only happen in certainspaces at certain times, we’re ignoring all of the studentswho can’t read in those spaces at those times. These con-cerns bring the key tension of teaching reading directly tothe fore: we know that reading well is important to under-standing knowledge, but if we don’t know exactly how todelimit what reading is, then what teaching reading welllooks like can feel slippery and hard to delimit.

We comeby our assumptions about good and bad reading honestly. Wemay be drawing upon our own experiences or relying uponteacher lore to advance our understanding of what goodreading should look like.

Drawingon pre-urban patterns from European experience, Vall-Casas et al. (2011) argue that therediscovery of rural grids and watercourses can form the physical design and landscape basisfor remaking suburbia as more sustainable urbanism, including for urban agriculture.

‘the Orchard did not have to suffer the indignity of a slow decline because itdisappeared so quickly’ (Bost 2010: 50).

Leeds

The history of decline and revitalization of allotments in the United Kingdom is an instructiveexample of the renewal of food-centred green space in cities. Allotments were an Englishinvention, which can be traced back to cities most affected by the beginning of the industrialrevolution in the late eighteenth century when small gardens on the edge of town could becheaply rented by working-class people, and ‘where they could be out in the fresh air withtheir families, and incidentally raise food to supplement their diets’ (Kostof 1992: 57).

The appeal of convenience increasingly involves appeal to a new way ofconceptualising the manipulation and use of time. It speaks to the problem ofliving in a social world where people in response to the feeling that they haveinsufficient time, set about trying to include more activities into the sameamount of time, by arranging or rearranging of their sequence.

The conventional argumentabout the loss of productive food space in cities over the twentieth century has ascribedtransformations in the role and function of designed and informal urban green spaces asbroadly an erosion in the perceived need to locate such food space close by living areas.

There is considerable literature on urban agriculture foundwithin wider work on developing nations and food resilience, and this shows, as notedabove, that much urban food growing is undertaken in the face of official discrimination,barriers or prohibitions (Mougeot 1994: 7). Yet informal urban agriculture is increasinglyevidenced in places as diverse as Accra (Obosu-Mensah 1999) and Latin and South Americancities (Redwood 2009). In fact, in both developing and Western urban settings, urbanagriculture has grown up alongside urbanization and is increasingly understood to make anexceptionally valuable contribution to individual and societal urban resilience (Midmore andJansen 2003; Mougeot 2005).

Understandably, with the extremely rapid urbanizationexperienced in developing-world cities since the 1960s, and the significant implications forfood security of these burgeoning populations,

Later, with an influx of Mexican families from Texas(originally to work seasonally on Dutch market gardens as labourers, later to stay as urbanindustrial workers), crops including ‘cilantro, tomatoes, plus many varieties of peppers, suchas jalapeños and poblanos, became staples in Dutch farmers’ fields’ (Zandstra 2004: 126).

Canning, preserving, drying, pickling, ‘krauting’, or storing summer’sabundance was an annual ritual

The essential function of the great majority of towns was as the principalmarket centre for local commodities. Most towns were probably dependent ontheir own rural territories for grain, wine, meat, cheese, vegetables and fruit, amajority even for their hides and wool, a great many too for their oil and fish.(Waley 1969: 35)

Houses were interspersed with ‘gardens, orchards, paddocks andfarm-yards’ (Trevelyan 2007: 28), and because agricultural practices were somewhatimproved through feudalism, a food surplus became ‘available to towns with their steadilygrowing populations of non-agricultural specialists’ (Morris 1994: 69).

three-field system

between 3,500 and 3,000 BC, some Neolithicvillages began to transform into cities on alluvial plains, and one of the requirements for this‘urban revolution’ was the production and storage of surplus food (Morris 1994: 5)

a central assumption is that conviviality can beexpressed through these spaces and opportunities

Princely gardens of Hellenic times expressed the rulers’ political power throughthe symbolism of control over nature.

Twelveteaching gardens have now been established, and are a result of collaborativepartnerships between faculty, staff, students, alumni, various campus entities (i.e.the Organic Farm, the Longhouse), and the greater community (Bowcutt 2008).

To achieve these goals, they have created a student SustainabilityCoordinator position, which I filled in the 2008-09 academic year, to furtherresearch and implement ways in which the campus could become more sustainable.

RAD Services engages a Sustainability ThemeHouse, partners with the Organic Farm to help residents compost, uses eco-friendlymaterials in remodel projects and attempts to donate or recycle all materials, haspurchased electric vehicles for campus driving, utilizes Clear Stream recyclingfrom Thurston County Solid Waste, and uses a suite of certified green cleaningproducts.

The Greener Living Program

The OrganicFarm on campus composts food waste from the campus housing area, and othercompostables collected across campus are taken to Silver Springs Organics, a localcomposting facility.

One of the goals included in the plan is to re-purpose designatedlawns and underutilized areas with forest and garden space. Edible forest gardensestablished in some of these areas will further demonstrate commitment tosustainability, and provide a link to the curriculum.

Gardens typically were addressed within either campusoperations or student life, depending on who is responsible for caring for them.Some spaces are maintained by grounds maintenance staff, whereas others arecared for by student groups. Maintenance is one determining factor in assessingthe potential for teaching about sustainability through ongoing interaction withthe garden.

The functions served by thesegardens included food, demonstration and education, habitat or restoration value,and reducing water use.

Prospective students often consider a campus’sustainability efforts as they are make decisions about where to continue theireducation: 66% of college applicants indicated that a college’s environmentalcommitment weighed upon their decision-making in choosing a school (PrincetonReview 2008).

Many campuses constitute an all-inclusive system: with food services,housing, employment, and leisure (M’Gonigle and Starke 2006). Ranging in sizefrom less than 1,000 to over 40,000 students, colleges and universities have theopportunity to confront a wide range of sustainability challenges at different scales.

they are centers of teaching, learning, and research and as a result theyhave the potential to equip the next generation with skills and concepts for thefuture (Cortese 2003).

not only does growing one’s own food reduce miles traveled betweenfood origin and consumption

Edible forestgardens were seen as addressing several sustainability issues, including: land use,ecology, food systems, ethnobotany, and bioregional concepts. Perceived benefits ofthe garden included: support of teaching and learning, further connecting studentsto place, and establishing student feelings of ownership. It also serves as an exampleof sustainable grounds maintenance. However, many challenges exist in establishingperennial food producing gardens on campus, particularly in regards to continuityand long-term maintenance, and require careful planning to address.

Twelveteaching gardens have now been established, and are a result of collaborativepartnerships between faculty, staff, students, alumni, various campus entities (i.e.the Organic Farm, the Longhouse), and the greater community (Bowcutt 2008).

The campusResidential and Dining Services (RAD, or RAD Services) at Evergreen includes“Sustainability” in its mission statement, attempting to create meaningful spacefor students to live sustainably. RAD Services engages a Sustainability ThemeHouse, partners with the Organic Farm to help residents compost, uses eco-friendlymaterials in remodel projects and attempts to donate or recycle all materials, haspurchased electric vehicles for campus driving, utilizes Clear Stream recyclingfrom Thurston County Solid Waste, and uses a suite of certified green cleaningproducts. They have created Kitchen Garden raised bed plots, collaborated with theCommunity Gardens to organize seed planting workshops, and installed an edibleforest garden. To achieve these goals, they have created a student SustainabilityCoordinator position, which I filled in the 2008-09 academic year, to furtherresearch and implement ways in which the campus could become more sustainable.

The OrganicFarm on campus composts food waste from the campus housing area, and othercompostables collected across campus are taken to Silver Springs Organics, a localcomposting facility.

One of the goals included in the plan is to re-purpose designatedlawns and underutilized areas with forest and garden space. Edible forest gardensestablished in some of these areas will further demonstrate commitment tosustainability, and provide a link to the curriculum.

Because of their place-based nature, edible forest gardens are particularlyeffective in communicating bioregional concepts. Since they are tangible, they cancreate a hands-on learning experience.

The functions served by thesegardens included food, demonstration and education, habitat or restoration value,and reducing water use. Gardens typically were addressed within either campusoperations or student life, depending on who is responsible for caring for them.

curricular integration to existing disciplines, operations andfacilities, dining, housing, recreation and student life, and at the administrative level(Creighton 1999, M’Gonigle and Starke 2006)

By assigning credits, STARS generates a ‘report card’of campus sustainability, evaluating three broad areas: education and research,operations, and administration and finance. Within these categories, specificareas examined include curriculum, faculty and staff development, buildings,grounds, dining services, waste minimization, purchasing, transportation, planning,affordability, and sustainability infrastructure (AASHE 2008).

Prospective students often consider a campus’sustainability efforts as they are make decisions about where to continue theireducation: 66% of college applicants indicated that a college’s environmentalcommitment weighed upon their decision-making in choosing a school (PrincetonReview 2008).

The Association for the Advancement ofSustainability in Higher Education (AASHE) consists of 647 member schools fromacross the nation (480 four-year and graduate institutions, and 167 two-yearand community colleges). Demonstrating the still-growing movement, 21 newmembers joined in February 2009, 12 in March 2009, and 11 in June 2009 (AASHEwebsite, accessed April 17, 2009)

Thessaloniki Declaration

Talloires Declaration

The fruit tree landscaping was initiated by a collaboration between Community Gardens and a former RA; there are currently two plots planted with primarily cherry and apple trees.

Edible Forest GardensSustainable Food Options On-CampusSustainable Food Options Off-CampusEvergreen Food GuideCommon TerminologyResources

Marketplace

Flaming Eggplant

Any excess food is given to the Thurston County Food Bank, local charities, or is composted.

Established in 1972 the Organic Farm is one of Evergreen’s most precious and enduring projects.

student-run café

eat local foods in the cafeteria

campus farm

The majority of schemes were geared toward the very poorest and were open tocharges of proselytism, a good example being certain charitable soup kitchens set up during theGreat Irish Famine (1845–1851) which required starving Catholic recipients to convert toProtestantism before they were permitted to sit and eat.

There is considerable researchevidence that people do not like to eat alone,especially in public [27]. Eating alone can make youfeel lonely; and if you are eating alone at a restaurant,you may worry that other people will regard younegatively, as a social loser [28].

The only positive attribute associatedwith eating a lot is “fun-loving”

(People resentit when you eat less than they do [21].)

One isthat the presence of other people induces arousal,and arousal may increase hunger, or increasedominant responses, as Zajonc [12] argued earlier inan analysis of social facilitation that preceded studiesof socially facilitated food intake in humans.

Although de Castro did not say sodirectly, his hypothesis implied that exposure to foodcues drives eating, in what amounts to a simplestimulus-response arc.

Andy de-scribed margarine as an overly processed food “substitute.”

However, she went on to explain, “I’m not buying valuebutter now . . . I don’t like the value packaging. There is astigma about it, isn’t there . . . it’s that cultural thing, it’s likethere’s a stigma about those value products.”

Martin understood health and social framings of yellow fatsto be incompatible, his yellow fat choices to be slipperydepending on which framing is prioritized within the en-counter.

Like Ruth, Martin wanted to trust his embodied experi-ence as to what tastes “good” to eat, and he enthusiasticallydescribed the visceral “goodness” of butter, pork scratchings,and of bread dipped in hot beef dripping. Yet Martin did nothave complete faith in these visceral knowledges. Martin ha-bitually ate margarine, even though he considered it to befunctional rather than tasty, explaining that he “went in tobuying” margarines because he felt that he was “supposed tobe thinking that they’re quite healthy.” However, he expressedsome uncertainty as to how he had come to know this, or evenwhat the stuff of margarine is.

Ruth described the experience of eating marga-rine as “horrible,” “synthetic, really fake.” Yet Ruth did notexperience distaste because margarine had made her sick,nor because of a primary reaction to the flavors, texture,smell, or appearance of margarine. Indeed she explained that“as a child, we just never had butter, so I never really, just, wehad Flora, and I was fine with that.” In the intervening yearssomething had shifted in Ruth’s experience of her embodiedencounters with the stuff of margarine.

Milly experienced distaste in the disjuncture between tex-tual messages about olive-based margarines and the visceralexperience of eating them. This distaste was not a product ofher knowledges about the ingredients of margarine—Millyknew that margarine contained oils, and she was comfortablewith this as she used the same oils in their liquid form. Dis-taste for Milly was knotted with her beliefs about the “sticki-ness” (Ahmed 2013) of food processing practices. Milly feltthat production processes folded with and in the stuff of mar-garine in ways that nullified any potential healthful activity ofthe olives themselves.

Although Claire did not particularly like the flavor of olive-based margarine, the presence of the flavor confirmed to herthe actuality of olives within the product. The tastefulness ofthe spread was encountered by her as entwined with herknowledges and beliefs about the healthful activities of olives.She went on to explain that if she was eating a fat in order toenjoy the flavor of that fat on “say a crumpet or a slice of toast,”then she would use butter. A gap emerged between Claire’sexplanations of her visceral liking of the flavor of a product andthe experience of the tastefulness of that same product.

Ruth, for example, had been brought up eatingmargarine, and recalled first eating butter while on holiday inFrance “and going bloody hell this is delicious!” When she istalking about her knowledges of butter, Ruth is animated andjoyful. She gesticulates, her eyes light up, and “mmm” noisesare made. The experience of eating margarine was, however,described by my participants in less lively, less enthusiasticterms. Anna’s description of margarine as “quite bland . . .just there to moisturize the bread or something” is a concise re-flection of its initial representation within the PDG discussions

It is perhaps not surprising that within the discussions, tastequickly emerged as an important way in which my partici-pants knew the stuff of fat.

When teacher and student are in action, doing, ratherthan speaking and being spoken to, both student and teacherare more intimately exposed to observation, commentary,and in many cases, the unexpected.

If a seedrolled off the tarp, my first instinct was to pick it from theconcrete and return it to the pile. Students were crawlingeverywhere, tweezing tiny seeds from the ground like so manyants. Everyone knew at some primal level that our ancestorswould have depended on such diligence for their survival.

asourdough starter I have from the Cripple Creek GoldRush of 1893.

In 1897, Mrs C. E. Humphry wrote in her book Manners for Men thatonly “bread, biscuits, olives, asparagus, celery and bonbon” may be“touched with the fingers” (as quoted in Cloake, 2022; see also Post,1922). It was at around this time that cutlery sets for the upper classes inthe Western world5 reached their maximum size, in some casesapproaching somewhere close to 100 items.

Strings’ book affirms what many queer, gender-nonconforming, fat Black activists already knew, buthas been largely unaddressed in the landscape ofcontemporary fat activism. While the mainstreamstrand of “body positivity” has been re-valuing fat asa either a neutral or a positive source of identity(much like being tall), this strand of ‘fativism’ haslargely been a space dominated by white women,who have only now started to catch on to the role ofracism in fatphobia.

The so-called “obesity epidemic,” which problematizesBlack women in particular as “social dead weight” (Strings 2015), relies on deeply political knowledgeabout bodies cloaked in rhetoric of objective science.

Beginning with High Renaissance painters like Albrecht Dürer and Peter Paul Rubens, Stringsintroduces us to the period just before enslavement reshaped the European social imaginary, whereshapely white Venuses were prized and plumpness preferred. But aesthetic preferences began to shiftalongside the changing landscape of European cities like Antwerp and Venice, which were undergoingdramatic demographic and economic transformations with the rising slave trade. Black women becameincreasingly present in artist’s renderings, but were represented as thin, sickly servants, seen as lowlyand inferior.

Lastly, the principles of Life-Enhancing Movement and Eating for Wellbeing are likely to be removedas principles and instead be included as tools. These are approaches to health that are congruent withthe Health at Every Size® framework. However, because many people do not have access to or do notprioritize these aspects of wellbeing, they don’t t as a core principle of Health at Every Size®. Health atEvery Size® should work for all people, regardless of their health goals.

Fatphobia and weight bias are intimately connected to all other forms of oppression,especially racism. The focus on weight and weight loss disproportionately impacts the health of fatBlack people.6 Many people might be surprised to learn that roots of our current fatphobia is fromearly racist rhetoric in the 1700s and 1800s.7 So while we’ve abolished slavery and have laws aboutdiscriminating against people based on race, policy discriminating against fat people has become a wayto continue the oppression of Black people.

One study showed fat womenwho intentionally lost at least 15% of their body weight were over two times higher risk of deathcompared to fat women who remained weight stable

and no matter why they are any given size.

The Association for Size Diversity and Health (ASDAH) arms a holistic denition of health, whichcannot be characterized as the absence of physical or mental illness, limitation, or disease. Rather,health exists on a continuum that varies with time and circumstance for each individual.

The dominance offood retailing by supermarkets allows for space to displaymore varieties, as does the profusion of variants available formany types of products.

One difference ofparticular importance has to do with whether one is looking atdecision to purchase or amount consumed.

salient

It is striking in tregard that the majority of product types in a typical Americsupermarket sell less than one case a week

Recent work suggests that choicamong very similar alternatives are often aversive to peopand may cause them to withdraw from making a cho

generalist animal

One way in which Amrita Bhoomi is trying to transformboth the food system and public health is by promoting millets.Millets are a traditional grain that have largely disappeared fromrural diets and landscapes. KRRS argues that the loss of milletscan be tied to the Green Revolution, because the Indian gov-ernment promoted high-yielding crops such as rice and wheatand simultaneously denigrated millets as a food of the poor

Employment for rural youth is increasingly rare,causing many to migrate. For those who remain in rural areas,most do not have the skills necessary to work the land sustain-ably

One of the cornerstones of ZBNF is jeevamruthra. This is afermented microbial culture that farmers produce in large drumsby mixing cow urine and dung with other on-farm ingredients,such as pulse flower and local soil. Following fermentation, thesolution is applied to the soil in place of chemical fertilizers.According to Palekar, jeevamruthra promotes micro-organismaland earthworm activity, and also prevents fungal and bacterialdiseases

Food sys-tems education within Amrita Bhoomi is an explicitly politicalactivity; it emerges in response to political economic processesand global flows of capital that have created a landscape ofagrarian distress. It mobilizes education for an equally politicallyexplicit purpose: helping farmers become food sovereign. Thepolitics and ecologies of health and education are seamlesslyintertwined: critical food systems education is a means towardhealthy livelihoods and landscapes

mitigate the farmer suicide problem

What should the obesity guidelines say instead? Stop classifying kids and their health bybody size altogether. This would involve a paradigm shift to weight-inclusive approaches,which see weight change as a possible symptom of, or a contributing factor toward, a largerhealth concern or struggle.

Meanwhile, one study used to support the academy’s guidance on bariatric surgery involved81 Swedish teenagers; while cardiovascular health and other illnesses improved, 25 percentof the patients required additional surgery to resolve complications from the first procedureor from the rapid weight loss, and 72 percent reported nutritional deficiencies. Otherresearch shows that bariatric surgery is associated with an increased risk for alcoholismand suicide

But it’s worth noting that Wegovy and other medications can come with side effects likediarrhea and vomiting, and long-term use of these drugs is not well studied in children.

A three-year study on almost 2,000 kids published in1999 by Australian researchers found that teenage girls who dieted “at a severe level” were18 times as likely to develop eating disorders as those who did not, and that even moderatedieters were at five times the risk as nondieting peers. (Subsequent studies have reaffirmedthe link between dieting and eating disorders.)

Significant weight shifts in children can signal an underlying health condition like diabetesor an eating disorder, or food insecurity. (Some kids are also just genetically predisposed tobe bigger.) But our weight-based medical model trains doctors to see “normalizing” a child’sB.M.I. as the priority rather than to view that number as one data point to be curious about.That leads providers and patients to focus on weight loss in the hopes thinness will fixeverything else.

grabbed bellies ormade jokes about kids’ bodies.

study

A food-marketing consultant once told me that it’s not at all uncommon forAmericans to pay a visit to the health club after work for the expresspurpose of sanctioning the enjoyment of an entire pint of ice cream beforebed.

They found that of the four populations surveyed (the U.S., France,Flemish Belgium and Japan), Americans associated food with health themost and pleasure the least. Asked what comes to mind upon hearing thephrase “chocolate cake,” Americans were more apt to say “guilt,” while theFrench said “celebration”; “heavy cream” elicited “unhealthy” fromAmericans, “whipped” from the French. The researchers found thatAmericans worry more about food and derive less pleasure from eatingthan people in any other nation they surveyed.

So we’ve learned to choose our foods by the numbers (calories, carbs, fats,R.D.A.’s, price, whatever), relying more heavily on our reading andcomputational skills than upon our senses.

Food marketing

I recently asked my mother what her mother served for dinner when shewas a child. The menu, full of such Eastern European Jewish delicacies asstuffed cabbage, cheese blintzes, tripe and spleen, bore absolutely noresemblance to the dinners my mother cooked for us. When I asked herwhy, she just laughed: “You kids wouldn’t have touched that stuff!” Trueenough, and so for us—this being suburban New York in the mid-60’s—shecooked a veritable world’s fair of dishes: spaghetti and meatballs; beefWellington; Chinese pepper steak; boeuf bourguignon. I remember all ofthese dinners fondly, and yet I’ve never cooked a single one of them myself.In America, each generation has been free to reinvent its cuisine, veryoften more than once.

omnivore’s dilemma.

The “French paradox” isthe most famous such case, though it’s worth keeping in mind the Frenchdon’t regard the matter as a paradox at all; we Americans resort to thatword simply because the French experience—a population of wine-swillingcheese eaters with lower rates of heart disease and obesity?!—confoundsour orthodoxy about food. Maybe what we should be talking about is anAmerican paradox: that is, a notably unhealthy people obsessed by the ideaof eating healthily.

there are peoples who still rely on archaiccriteria like, oh, taste and tradition to guide them in their eating decisions.

But the basicpattern was fixed decades earlier: new scientific research comes along tochallenge the prevailing nutritional orthodoxy; some nutrient thatAmericans have been happily chomping for years is suddenly found to belethal; another nutrient is elevated to the status of health food; theindustry throws its marketing weight behind it; and the American way ofdietary life undergoes yet another revolution.

lipophobia

The goal was always low,” Schroeder said. “It was never like, ‘Let’s find the percentage that works best for you.’”

There are several ways to assess body composition. At Penn State, Koopman’s was measured with a Bod Pod, a human-size, egg-shapedcapsule. She would sit on a bench inside it for a few minutes while the machine calculated her body fat, muscle and bone density andreturned a score. Some schools employ a DEXA Scan, which uses a hovering arm to make measurements as athletes lie on a table.

Across the country, many collegiate athletic departments are asking or requiring student-athletes to measure their body composition,producing data that can help schools gauge whether the athletes are optimally training, resting and eating.

The upperclassmen told her to stay away from the dessert table at team banquets. Coaches, they cautioned, would be watching. Thecookies and other treats were not there to be eaten.

No one warned me that dieting would be a slippery slope. Instead, I was left with a chronic disorder I’ll have to be conscious of the rest ofmy life.

It wasn’t until I binged an entire loaf of bread straight from the package in under 15 minutes that I realized I needed help. My husbandfound me on the kitchen floor, sobbing and doubled over in pain from being so full.

Eating disorders aren’t the only mental illnesses to become more widespread in the pandemic. According to the World HealthOrganization, the global incidence of anxiety and depression increased by 25 percent in the first year of the pandemic alone. Ms. Goldbergbelieves that this growing mental health crisis is why many treatment centers are full and people are on waiting lists.

“dress ready.”

I went to bed whenever I started to feel hungry so I wouldn’t have to worry about it.

My emotions became closely intertwined with my diet agenda. If my morning weigh-in was 0.2 pounds higher than the previous day, myentire day was ruined. And if the scale read 0.2 pounds less, I spent the day cautiously choosing a meal plan that would ensure that thefifth of a pound wouldn’t return the next day.

These behavioral changes happened so gradually that I didn’t even recognize something was wrong until nearly two years later. By then Ihad lost 50 pounds, though initially I had wanted to shed only 25.

In the early days of wedding planning, my lifestyle changes were subtle. I bought an elliptical machine, took note of my calorie intake andfound healthier meal options. But when the pandemic hit and kept me at home with my gym equipment, measuring cups and extra time onmy hands, the opportunities to try new weight loss methods and obsess over my progress grew. It also forced us to postpone our weddingdate.In just a few months, I was severely limiting my calorie intake, weighing myself several times a day and adhering to strict, self-proclaimedexercise rules. This included 45 minutes of running on a treadmill and 120 minutes of walking (180 minutes on weekends) daily.Before my engagement, I had never heard of intermittent fasting, but it didn’t take long for me to master it.

There was nothing about my journey, however, that surprised Robyn L. Goldberg, a registered dietitian and author of “The EatingDisorder Trap.”

April 25, 2020,

“I can’t wait to see you inyour dress.”

Gierdowski found that two-yearand AA-degree-earning students were twice as likely toprefer learning in online environments than students atfour-year colleges

So, why should we ask students to read in digital envi-ronments given all that we know about how they feel aboutreading books? If student preferences and dispositions areclear, why should we try to advance practices that may runcontrary to those preferences? The conclusion to Baron etal.’s (2017) intensive study may be a good starting point tothis conversation, as they suggest that “we should devoteserious research attention to the question of what kinds oftexts or subject matters make most educational sense inwhich formats. As in so much of education, one size likelydoesn’t fit all” (p. 603)

It’s clear that many elements of print culture, from earlychildhood experiences to the fixity of document design andpublic spaces for reading, can create positive, authoritative,and trustworthy associations with the objects of booksthemselves.

Withdiminished time and ability to process information on-screen, they may not be able to develop working memoryof what they gain from books or what they’re processingon-screen (Wolf, 2018, p. 122)

Positive associations toward reading and a readerly iden-tity often form early in a reader’s life. Childhood experi-ences with reading may, in fact, be critical to developing themotivation to read and a positive association with readingitself.

He goes on to say that “one source—probably theprimary source—of positive reading attitudes is positivereading experiences. This phenomenon is no more compli-cated than understanding why someone has a positive atti-tude toward eggplant. You taste it and like it” (Willingham,2017, p. 138).

real reading.”

student responses about preferring printover electronic books expressed sentiments like “nothingcompares to a print book” and “[I] like to have a book inhand/hold and take home” (

In fact, the past twentyyears of survey research on undergraduate preferencesfor reading materials suggest that more students expressstrong preferences for reading from print books than dig-ital books for a combination of emotional and pragmaticreasons

Describing the book as a “column of support”suggests that the object of the book itself brings peopletogether in a way impossible to replicate otherwise. Bycomparing the drifting sensation of reading the paper booktogether with (the incomparable experience of) surfing theweb, Piper suggests that the feelings, sensations, and cog-nitive processes of reading are all intertwined.

Martinique

-is sanctified by the hidden violence of a filiation thatstrictly follows from this founding episode;

One of the most dramatic consequences of interdepen-dence concerns the hazards of emigration. "\Then identity isdetermined by a root, the emigrant is condemned (especiallyin the second generation) to being split and flattened. Usu-ally an outcast in the place he has newly set anchor, he isforced into impossible attempts to reconcile his former andhis present belonging.Despite their French citizenship, most of the Antilleanswho live in France, participating in the widespreadmove-ment of emigration into this country (North Mricans, Por-tuguese, Senegalese, etc.), have not been spared this condi-tion. It is through a rather impressive turnabout in history, inMartinique, that its leaders are now speaking up to suggestthat it would not, after aIl, be such a bad thing to participatein a dignified manner in this citizenship.

But, in any case, the speecl with which geocultural entitics,aggregates f()l'med through cncounters and kinships, changein the world is relative. For example, there is a real situationalcommunity among the creolizing cultures of the Caribbeanand thosc of the lndian Ocean (in Réunion or Seychelles).

an aptitude fùr "giving-on-and-\vith"

Identity is no longer just permanence; it is a capacity for vari-ation, yes, a variable-either under control or wildly fluctuat-ing.

While we navigatesome new media ecologies with some unprecedented real-ities, we acknowledge that our moment is part of a largertimeline of moments in which others have wrestled withsimilar, although not identical, changes.

Ramelli’s book of inventions published in 1588, Ramellisaid he purportedly invented the bookwheel as a way tohelp readers with gout, who were unable to move easily orlift heavy books, access and engage in multiple readings atonce. That said, like many inventions created initially to ac-commodate people with disabilities, the device captured theinterest of scholars eager to move between the vast num-bers of texts available to them.

Public libraries remained powerful cultural forces for or-ganizing and storing information, though with the advent ofthe printing press, readers began to collect personal librariesas a way to organize and to discern information amidst a seaof knowledge

Although we might think primarily of the internet and com-puting eras when we think of the information age, concernswith managing how we need to learn what we need to learnfrom massive amounts of information has been with usalongside every major change in reading technology.