[{"data":1,"prerenderedAt":-1},["ShallowReactive",2],{"detail-sidebar-cat-0-en-105":3,"doc-seo-594726-105":59,"doc-detail-594726-en":130},{"code":4,"msg":5,"data":6},0,"success",[7,13,18,23,28,33,38,43,48,51,55],{"id":8,"doc_module":4,"doc_module_name":9,"category_name":10,"show_sort_weight":11,"slug":12},1,"Document","Story & Novel",90,"story-novel",{"id":14,"doc_module":4,"doc_module_name":9,"category_name":15,"show_sort_weight":16,"slug":17},2,"Literature",80,"literature",{"id":19,"doc_module":4,"doc_module_name":9,"category_name":20,"show_sort_weight":21,"slug":22},4,"Exam",70,"exam",{"id":24,"doc_module":4,"doc_module_name":9,"category_name":25,"show_sort_weight":26,"slug":27},5,"Comic",60,"comic",{"id":29,"doc_module":4,"doc_module_name":9,"category_name":30,"show_sort_weight":31,"slug":32},6,"Technology",50,"technology",{"id":34,"doc_module":4,"doc_module_name":9,"category_name":35,"show_sort_weight":36,"slug":37},7,"Healthcare",40,"healthcare",{"id":39,"doc_module":4,"doc_module_name":9,"category_name":40,"show_sort_weight":41,"slug":42},8,"Research & Report",30,"research-report",{"id":44,"doc_module":4,"doc_module_name":9,"category_name":45,"show_sort_weight":46,"slug":47},9,"Religion & Spirituality",20,"religion-spirituality",{"id":46,"doc_module":4,"doc_module_name":9,"category_name":49,"show_sort_weight":46,"slug":50},"World Cup","world-cup",{"id":52,"doc_module":4,"doc_module_name":9,"category_name":53,"show_sort_weight":52,"slug":54},10,"Lifestyle","lifestyle",{"id":56,"doc_module":4,"doc_module_name":9,"category_name":57,"show_sort_weight":24,"slug":58},19,"General","general",{"code":4,"msg":60,"data":61},"ok",{"site_id":62,"language":63,"slug":64,"title":65,"keywords":66,"description":67,"schema_data":68,"social_meta":123,"head_meta":125,"extra_data":127,"updated_unix":129},105,"en","theorizing-food-sharing-practices-in-a-junior-high-classroom","Theorizing Food Sharing Practices in a Junior High Classroom","","This reflective essay analyzes teacher–student interactions in which food was shared in a junior high classroom. The study explains how food was used in official classroom and educational settings, then theorizes alternative semiotic, dialogic, and culturally encoded ways to interpret these exchanges. Stories grounded in classroom life contrast with common beliefs about food’s educational role, raising questions about classroom relationship-building, the real impact of school bans, and strategic teacher approaches.",{"@graph":69,"@context":122},[70,84,105],{"@type":71,"itemListElement":72},"BreadcrumbList",[73,77,79,82],{"item":74,"name":75,"@type":76,"position":8},"https://docshare.wps.com","Home","ListItem",{"item":78,"name":9,"@type":76,"position":14},"https://docshare.wps.com/document/",{"item":80,"name":40,"@type":76,"position":81},"https://docshare.wps.com/document/research-report/",3,{"item":83,"name":65,"@type":76,"position":19},"https://docshare.wps.com/document/theorizing-food-sharing-practices-in-a-junior-high-classroom/594726/",{"url":83,"name":65,"@type":85,"image":86,"author":91,"headline":65,"publisher":94,"fileFormat":97,"inLanguage":63,"description":67,"dateModified":98,"datePublished":99,"encodingFormat":97,"isAccessibleForFree":100,"interactionStatistic":101},"DigitalDocument",{"url":87,"@type":88,"width":89,"height":90},"https://docshare.wps.com/thumbnails/theorizing-food-sharing-practices-in-a-junior-high-classroom/594726.png","ImageObject",300,407,{"name":92,"@type":93},"Ben ","Person",{"url":74,"name":95,"@type":96},"DocShare","Organization","application/pdf","2026-10-23","2026-10-15",true,{"@type":102,"interactionType":103,"userInteractionCount":14},"InteractionCounter",{"@type":104},"ViewAction",{"@type":106,"mainEntity":107},"FAQPage",[108,114,118],{"name":109,"@type":110,"acceptedAnswer":111},"What does the essay analyze about food sharing in the classroom?","Question",{"text":112,"@type":113},"It analyzes interactions where food was shared between a teacher and junior high students over several years, focusing on how these exchanges can be interpreted in educational contexts.","Answer",{"name":115,"@type":110,"acceptedAnswer":116},"What official policy did the author adopt regarding food in class?",{"text":117,"@type":113},"Children were not allowed to have or eat food unless the teacher provided it, aiming to prevent mess and reduce distractions during learning.",{"name":119,"@type":110,"acceptedAnswer":120},"Why did the author consider alternative interpretations of food exchanges?",{"text":121,"@type":113},"The author theorizes that food sharing carries semiotic, dialogic, and culturally encoded meanings, supported by stories that show how these meanings differ from typical educational assumptions.","https://schema.org",{"og:url":83,"og:type":124,"og:title":65,"og:site_name":95,"og:description":67},"article",{"robots":126,"canonical":83},"index,follow",{"doc_id":128,"site_id":62},594726,1792777290,{"code":4,"msg":5,"data":131},{"doc_id":128,"user_id":132,"nickname":92,"user_avatar":133,"doc_module":4,"category_id":39,"category_name":40,"doc_title":65,"doc_description":67,"doc_content":134,"file_id":135,"file_url":136,"file_type":137,"file_size":138,"view_count":14,"is_deleted":4,"is_public":8,"is_downloadable":8,"audit_status":8,"page_count":139,"language":140,"language_code":63,"site_id":62,"html_lang":63,"table_of_contents":141,"faqs":142,"seo_title":143,"seo_description":67,"update_tm":144,"read_time":145},2336478951081,"https://ap-avatar.wpscdn.com/davatar_276721f389ce27ea32af1340a28f341c","UC Berkeley  \nBerkeley Review of Education  \nTitle  \nTheorizing Food Sharing Practices in a Junior High Classroom  \nPermalink  \n[https://escholarship.org/uc/item/0g55s543](https://escholarship.org/uc/item/0g55s543)  \nJournal  \nBerkeley Review of Education, 4(2)  \nISSN  \n1947-5578  \nAuthor  \nRice, Mary  \nPublication Date  \n2013-01-01  \nPeer reviewed  \n[eScholarship.org](eScholarship.org) Powered by the California Digital Library  \nUniversity of California  \nAvailable online at [http://escholarship.org/uc/ucbgse_bre](http://escholarship.org/uc/ucbgse_bre)  \nEssay  \n***  \nTheorizing Food Sharing Practices in a Junior High  \nClassroom  \nMary Rice1  \nUniversity of Kansas  \nAbstract  \nThis reflective essay analyzes interactions where food was shared between a teacher and her junior high school students. The author describes the official uses of food in junior high school classrooms and in educational contexts in general. The author then theorizes these interactions, suggesting other semiotic, dialogic, and culturally encoded possibilities for interpreting food exchanges between teachers and students. These possibilities are contextualized using several stories that demonstrate socially grounded interpretations of food use, which contrast with typical notions of how food operates in educational contexts. The implications of these stories raise questions about how relationships are built and maintained in classrooms, what happens in reality when items are banned at school, and what possibilities exist for teachers as they approach classroom interactions in more strategic ways.  \nKey words: food practices, food in education, classroom life, classroom semiotics  \nThis essay is about a teacher, her students, and the food that was exchanged between them over the course of several years. Its purpose is to analyze and then theorize the interactions I (as the teacher) had with individual junior high school students, both in and out of school, where food was shared. I describe the official uses of food in junior highschool classrooms. Then I suggest other possibilities for making meaning from these food sharing events. Finally, I contextualize several of these stories and demonstrate how socially grounded interpretations of food use in my classroom contrast with typical notions of how food operates in educational contexts.  \nBackground  \nI taught junior high school students for 10 years before I entered a doctoral program. When I was a teacher, I taught several kinds of classes: English as a Second Language, reading support, general education language arts for eighth and ninth graders, and ninth grade honors English. While the single section that I taught every year for English learners ’ targeted language development was never larger than 12 students, my other classes often had over 30 children, sometimes closer to 40 children. Concerns about the  \n1 Correspondence concerning this article should be [addressed to Mary Rice. Email: mary.rice@ku.edu](addressed to Mary Rice. Email: mary.rice@ku.edu)[ ](addressed to Mary Rice. Email: mary.rice@ku.edu)Berkeley Review of Education Vol. 4 No. 2, pp. 205-220  \n206 Rice  \ntight space and the need to keep it tidy led me to develop a particular class policy regarding food. Specifically, the policy directed that children would not be allowed to have or eat food in class unless I provided it. I did this so the room would not be filled with crumbs, wrappers, and stains at the end of each school day, but also to eliminate the obtaining, consuming, and disposing of food, which could become distractions in a classroom that was filled to the brim with learners most of the day. Curtailing the traffic of food was one of the ways in which I attended to Kounin’s (1970) idea of minimizing distractions to maintain order.  \nI had reservations about my food policy. Before becoming a teacher, I had worked in the folklore archives at the university I attended as an undergraduate. I took courses and worked with one profe","cbCaiskykL7tMC3k","https://ap.wps.com/l/cbCaiskykL7tMC3k","pdf",319899,17,"English","# Abstract\n# Background\n## Teaching experience and class context\n## Classroom food policy and its purpose\n## Reservations and scholarly influences","[{\"question\":\"What does the essay analyze about food sharing in the classroom?\",\"answer\":\"It analyzes interactions where food was shared between a teacher and junior high students over several years, focusing on how these exchanges can be interpreted in educational contexts.\"},{\"question\":\"What official policy did the author adopt regarding food in class?\",\"answer\":\"Children were not allowed to have or eat food unless the teacher provided it, aiming to prevent mess and reduce distractions during learning.\"},{\"question\":\"Why did the author consider alternative interpretations of food exchanges?\",\"answer\":\"The author theorizes that food sharing carries semiotic, dialogic, and culturally encoded meanings, supported by stories that show how these meanings differ from typical educational assumptions.\"}]","Theorizing Food Sharing Practices in a Junior High Classroom | PDF",1792079722,43]