In 2022,Taiwan region enacted the Food and Agricultural Education Act,thus officially launching its food education policy.The objective of this article is to elucidate the social background to this Act and current cha...In 2022,Taiwan region enacted the Food and Agricultural Education Act,thus officially launching its food education policy.The objective of this article is to elucidate the social background to this Act and current challenges to promoting food education.The data were obtained from the relevant literature and interviews with 11 key actors,who represented academia,the government,public education and civil society.Although having much in common with the Japanese equivalent policy,Taiwan’s region food education contains some notable features.Food education began as a reaction to recent food safety scandals,growing food anxiety,the prevalence of eating out,the globalisation of food systems and increasing instability,all of which characterise reflexive food modernity.The Taiwan(region)of China policy aims to avoid the nutrition-centered,gendered and nationalistic tendencies of food education in countries such as Japan by stressing the interconnection of food system actors,social responsibility for family meals and an openness to diverse food cultures.However,achieving such objectives requires consciousness of the reflexive food modernity facing Taiwan and addressing operational issues,notably the strengthening of interministerial collaboration and the integration of dialogue with diverse food education actors in defining educational content and professional qualifications.展开更多
基金supported by JSPS KAKENHI,Grant Number 21J01732 and 22K14956the Lotte Foundation,Grant Number LF000805.
文摘In 2022,Taiwan region enacted the Food and Agricultural Education Act,thus officially launching its food education policy.The objective of this article is to elucidate the social background to this Act and current challenges to promoting food education.The data were obtained from the relevant literature and interviews with 11 key actors,who represented academia,the government,public education and civil society.Although having much in common with the Japanese equivalent policy,Taiwan’s region food education contains some notable features.Food education began as a reaction to recent food safety scandals,growing food anxiety,the prevalence of eating out,the globalisation of food systems and increasing instability,all of which characterise reflexive food modernity.The Taiwan(region)of China policy aims to avoid the nutrition-centered,gendered and nationalistic tendencies of food education in countries such as Japan by stressing the interconnection of food system actors,social responsibility for family meals and an openness to diverse food cultures.However,achieving such objectives requires consciousness of the reflexive food modernity facing Taiwan and addressing operational issues,notably the strengthening of interministerial collaboration and the integration of dialogue with diverse food education actors in defining educational content and professional qualifications.
