Abstract
This paper examines the way non-meat and plant based diets are discussed in four elementary curricula. The author used an open coding technique of grounded theory to understand the way food, nutrition and vegetarianism was discussed. The curricula relied heavily upon the USDA Food Pyramid and a related concept of “balance” for nutritional information. The curricula also discussed nutrition in terms of food and food groups, rather than in terms of nutrients. Although some of the curricula included information about the benefits of vegetarian diets, the high level of use of the Food Pyramid often overwhelmed the low level of information about vegetarianism.
Highlights
When I gave up meat the summer before my sophomore year of high school, my sister angrily tried to convince me not to
Another study about general nutrition concluded that it had a positive effect on students because the program did not improve students’ understanding of vegetarian diets, it did increase students’ understanding of the Food Pyramid, essential nutrients, and special dietary needs, which included the needs of astronauts (Moreno et al, 2004: p. 125)
My study takes on this larger goal by investigating the way one topic, vegetarianism, is presented within four popular curricula
Summary
Received January 17th, 2012; revised February 18th, 2012; accepted March 1st, 2012. This paper examines the way non-meat and plant based diets are discussed in four elementary curricula. The author used an open coding technique of grounded theory to understand the way food, nutrition and vegetarianism was discussed. The curricula relied heavily upon the USDA Food Pyramid and a related concept of “balance” for nutritional information. The curricula discussed nutrition in terms of food and food groups, rather than in terms of nutrients. Some of the curricula included information about the benefits of vegetarian diets, the high level of use of the Food Pyramid often overwhelmed the low level of information about vegetarianism
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