>different from their argument that consumers should "know where [and
>when] food comes from."
The vast majority of Americans also have absolutely no idea where their
water comes from (or their turds go to), either. Ditto for how the
banking system works, and how communications, transportation and other
key elements of infrastructure function. Food system ignorance
shouldn't be surprising, nor IMO, should it be dealt with in isolation.
Same could be said for basic physical and political geography, the
majority of geography teaching effort having been dedicated for the
last 30 years to social geography --- when it was taught at all. My
sons (educated in Canada) had three years of high school geography, and
even then they felt ashamed in the presence of European colleagues from
such academic 'powerhouses' as Romania and Turkey.
I'd like to learn what other folks think would constitute the core
elements of a Food System unit of high school geography. I'm *not*
interested in elements describing some utopian future food system, but
how would you describe to the average 16-year-old the system we have
now. Embedded in that (I suppose) is the assumption that once people
begin to understand how it is structured presently, the need for change
will become increasingly self-evident.
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