Teachers' Work, Food Policies, and Gender in Argentina

Abstract

Few studies explore teachers' involvement in school feeding, questioning gendered implications within a feminine and feminized profession. Ethnographic data from one public high school in Metropolitan Buenos Aires suggest that teachers' efforts to address student hunger added new work roles: food advocates/activists, food managers, and service providers/caregivers. The data illustrate the collision of gendered roles (feeding and teaching) as well as how the gendered nature of policy shapes teachers' work.

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