Eating animals: exploring the “meat paradox” in a food studies classroom

Abstract

ABSTRACT What is the value of bringing an experiential dimension to a conceptual discussion about food? In this article, we reflect on the value of preparing and tasting various kinds of animal proteins in a classroom context. Our experience with a group of food studies graduate students suggests that a meat-tasting experience offers a unique experience to confront the mind-body dualism that persists in food studies and encourage a reflexive approach to meat-eating. We discuss the challenge – and benefits – of teaching about meat in a diverse setting where not all students eat meat.