Food, passion and marginalised young people : technologies of the self in Jamie's kitchen

A passion for food that is understood in certain ways – slow, organic, not industrialised – plays a central role in the drama of the successful and popular Jamie’s Kitchen (2002) and Jamie’s Kitchen Australia (2006). Large parts of the drama in these shows revolve around an apparent lack of passion that is displayed by the marginalised, unemployed young people that are the central characters in this story. In this paper I examine the ways in which these accounts of food, passion, and the training of marginalised young people expose some of the challenges and opportunities faced by marginalised young people as they seek to transition into the uncertain and risky labour markets of 21st century capitalism. I argue that Michel Foucault’s (1988) concept of technologies of the self enables us to understand passion, and its particular manifestations in Jamie’s Kitchen, and in the training of marginalised young people, as a powerful technology of self transformation. The drama of Jamie’s Kitchen suggests that as a technology of the self passion for food promises to provide precarious, possibly temporary, forms of salvation, meaning and purpose for the young people engaged in the Fifteen Foundation’s social enterprise transitional labour market program.

Growing community : the impact of the Stephanie Alexander kitchen garden program on the social and learning environment in primary schools

This article presents results from a mixed-method evaluation of a structured cooking and gardening program in Australian primary schools, focusing on program impacts on the social and learning environment of the school. In particular, we address the Stephanie Alexander Kitchen Garden Program objective of providing a pleasurable experience that has a positive impact on student engagement, social connections, and confidence within and beyond the school gates. Primary evidence for the research question came from qualitative data collected from students, parents, teachers, volunteers, school principals, and specialist staff through interviews, focus groups, and participant observations. This was supported by analyses of quantitative data on child quality of life, cooperative behaviors, teacher perceptions of the school environment, and school-level educational outcome and absenteeism data. Results showed that some of the program attributes valued most highly by study participants included increased student engagement and confidence, opportunities for experiential and integrated learning, teamwork, building social skills, and connections and links between schools and their communities. In this analysis, quantitative findings failed to support findings from the primary analysis. Limitations as well as benefits of a mixed-methods approach to evaluation of complex community interventions are discussed.

Volunteering in a school kitchen garden program : cooking up confidence, capabilities and connections!

This paper reports on the evaluation of a kitchen garden program in primary schools in Victoria, Australia. It focuses on the motivations, impacts, and issues associated with volunteering in the program. The study revealed that volunteers are drawn from a range of sources, including: families of current and former students, former teachers, local residents, clients of aged care and/or disability services, other schools and communities, local universities, community organizations, the community services sector, and the corporate sector. Benefits to volunteers included: opportunities to use time productively, an increased sense of belonging, learning opportunities, and an increased sense of self-worth and enjoyment. For schools, volunteers enhanced engagement between the school and the local community, enabled them to engage more effectively with hard to reach groups, and increased student engagement. In addition, the involvement of volunteers improved the sustainability of the program, improved communication between teachers and families of students from minority ethnic groups, and gave students the chance to relate to new people, to learn from their experience and to have fun in working with the volunteers. Perhaps the most telling benefits to flow both to students and to volunteers were not the “three Rs—reading, w’riting and a’rithmetic” but the three Cs—confidence, capabilities, and connections. However, a clearly identified issue was the importance of matching volunteers’ motivations and needs with the roles they play to sustain current levels of volunteering and, therefore, the program itself.

Expanding children's food experiences : the impact of a school-based kitchen garden program

Objective: Evaluate achievement of the Stephanie Alexander Kitchen Garden Program in increasing child appreciation of diverse, healthy foods.

Design: Comparative 2-year study.

Setting: Six program and 6 comparison primary schools in rural and metropolitan Victoria, Australia, matched for socioeconomic status and size.

Participants: A total of 764 children in grades 3 to 6 (8–12 years of age) and 562 parents recruited. Retention rates at follow-up included 85% children and 75% parents.

Intervention: Each week of the school year, children spent 45 to 60 minutes in a garden class and 90 minutes in a kitchen class.

Phenomenon of interest: Program impact on children’s willingness to try new foods, capacity to describe foods, and healthy eating.

Analysis: Qualitative data analyzed using inductive thematic analysis. Quantitative data analyzed using random-effects linear regressions adjusted for school clustering.

Results: Child and parent qualitative and quantitative measures (if never tried before, odds ratio 2.0; confidence interval, 1.06–3.58) showed increases in children’s reported willingness to try new foods. No differences in articulation of food descriptions (program vs comparison groups). Qualitative evidence showed that the program extended its influence to healthy eating, but this was not reflected in the quantitative evidence.

Conclusions and Implications: Findings indicate program success in achieving its primary objective, meriting further program research.

Promoting appreciation of cultural diversity and inclusion with the Stephanie Alexander Kitchen garden program

Purpose – The purpose of this paper is to present emergent findings from an evaluation of the Stephanie Alexander Kitchen Garden (SAKG) Program showing that the program promoted appreciation of cultural diversity and inclusion of culturally diverse groups. Design/methodology/approach – The findings reported here are from the qualitative component of a mixed-method, nonrandomized, pre- and post-comparison evaluation study. Focus groups and interviews were held with school principals, teachers, program specialist staff, parents, volunteers and children at the program schools. Findings – In a culturally diverse school, the program enhanced the school’s capacity to engage and include children and families from migrant backgrounds. In less diverse settings, the program provided opportunities for schools to teach children about cultural diversity. Research limitations/implications – Assessing the program’s impact on multicultural education was not a specific objective of this study, rather these findings emerged as an unanticipated outcome during interviews and focus groups that explored participants’ views on important changes to schools associated with the program. Thus, the quantitative component of the evaluation did not assess the extent of this program impact and further research is recommended. Practical implications – The program may have particular value in culturally diverse schools, providing benefits in terms of engagement of children and families and potentially, in the longer term, associated improvements in learning outcomes. Social implications – These findings suggest that the program can help to promote social equity and inclusion for culturally diverse groups. Originality/value – This paper highlights critical equity implications associated with school-based programs’ capacity to include culturally and linguistically diverse groups.

The role of a community kitchen for clients in a socio-economically disadvantaged neighbourhood

Issue addressed: To investigate the role of a community kitchen for clients living in a socio-economically disadvantaged neighbourhood. Methods: In 2005, semi-structured interviews were conducted with 21 clients attending a community kitchen located in a socio-economically disadvantaged neighbourhood in New South Wales. Participants were asked their reasons for attending the kitchen. Qualitative content analysis was used to categorise verbatim responses to the open-ended questions. Results: The main reasons participants attended the community kitchen were to alleviate food insecurity and the opportunity to interact socially in a safe place, followed by obtaining advice on a broad range of services to address health and social problems. Conclusions: The community kitchen had a positive effect on the lives of socially isolated people who are usually hard to reach, by providing meals, and facilitating social interaction and access to a wide range of services.

Orbitoethmoidal impacted injury by kitchen knife causing abducens nerve palsy

Introduction: Impacted knife injuries in the maxillofacial region are rare and infrequently reported. In cases of injury involving orbit or eye, these reports are even rarer. Discussion: Damage to the orbital contents may result in a rupture of the globe, extraocular muscle injury, lacrimal gland damage, and others. Orbital foreign bodies are not only difficult to detect, and clinical features vary according to its size, characteristics, shape, penetrating method, and site. In this report, a case of abducens nerve palsy after orbitoethmoidal knife injury is presented. © 2010 Springer-Verlag.

College commons records, 1765-1829 (inclusive)

This volume, containing chronologically arranged papers mounted and bound around 1840, provides comprehensive documentation of the College commons around the turn of the 19th century. In particular, the volume documents the role the Steward played in overseeing the Commons. The records chiefly consist of the quarter reports of the Committee assigned to review the Steward’s accounts. Other documents include lists of utensils, bills for dinners for the Corporation, Overseers, and Commencement, regulations, lists of abatements for students’ quarterly bills, and information on kitchen staff.

Journal of College Disorders, 1788-1797

This journal contains entries about various student "disorders" which occurred during Eliphalet Pearson’s tenure at Harvard. Daily entries describe a wide range of students’ rebellious conduct, which included: hissing at speakers in chapel, throwing snowballs and stones at College buildings and people (including tutors and then-President Joseph Willard), disrupting lectures by scraping chairs and feet, breaking windows, intoxication, moving and breaking furniture, stealing firewood, firing pistols, building bonfires, stealing supplies (food, cider and candles), throwing food and utensils during meals, stealing Bibles, wearing hats indoors, filling door locks with stones, drawing on lecture room walls with gravel, and silencing the morning chapel bell by filling it with molten pewter plates (stolen from the kitchen). There are also entries pertaining to more malicious offenses, including the drowning of a dog in a well. Several entries describe meetings of the College government to determine the appropriate punishments for each offense. Students were often fined, expelled, or suspended ("rusticated") for their unruly behavior.