How are ‘food animals’ understood and performed in primary, secondary and tertiary education and what happens when these framings are discussed between teachers, pupils and students?

Context and Relevance:

The understanding and portrayal of ‘food animals’ in educational settings shape students' perceptions and ethical stances toward animals and food systems. Examining how ‘food animals’ are framed in primary, secondary, and tertiary education provides insights into the philosophical and policy dimensions of education. This understanding is crucial for developing educational policies and curricula that foster ethical awareness and informed decision-making about food and animals.

Potential Research Approach:

Educational Policy Analysis: Review and analyze current educational policies and curricula related to the teaching of food animals in primary, secondary, and tertiary education. Assess how these policies shape the portrayal of food animals and the underlying philosophical and ethical assumptions.

Philosophical Examination: Explore the philosophical foundations of how ‘food animals’ are presented in educational contexts. Examine how different philosophical perspectives influence the teaching of animal ethics and food systems, and how these perspectives are integrated into educational materials and practices.

Curriculum Evaluation: Conduct a comparative analysis of curricula across different educational levels to determine how ‘food animals’ are represented. Evaluate the effectiveness of these curricula in promoting critical thinking and ethical reflection among students regarding food animals and their roles in food systems.

Classroom Dynamics: Investigate how discussions about ‘food animals’ between teachers, pupils, and students unfold. Analyze the interactions and debates that arise in the classroom, focusing on how different perspectives are negotiated and the impact of these discussions on students’ views and behaviors.

Policy and Practice Recommendations: Based on the findings, develop recommendations for educational policies and practices that enhance the ethical and philosophical understanding of food animals. Propose strategies for integrating more nuanced and reflective discussions into educational settings.

Additional Questions:

1. How are ‘food animals’ framed and taught in current educational policies and curricula?

2. What philosophical perspectives underpin the teaching of food animals in education, and how do they influence educational practices?

3. How do discussions about ‘food animals’ between teachers and students impact students’ ethical perspectives and understanding?

4. What are the gaps in current educational approaches to teaching about food animals, and how can they be addressed?