This chapter examines the act of eating text. The approach to learning and enquiry explored here is, in part, an act of resistance and re-appropriation, genuinely committed to challenging and contesting imposed assumptions about the relationship between curriculum content, academic rigour, and the development of critical thinking and deep learning. Such a challenge to accepted orthodoxies invites a dialogue between those who see 'more facts' as the route to 'good conceptual understanding' and those who question the very distinction between factual knowledge as a schema for understanding the world and the process of interpretation. The chapter then considers how educators might negotiate with their students the realms of 'action and feelings' and encourage them to see the organic power that language has not just to depict but also to create. In doing so, they are inviting them to engage with food as an act of communication, 'a body of images, a protocol of usages, situations, and behaviour'.
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