|Essay||We Are What We Eat||
If you are what you eat, and especially if you eat industrial food as 99 percent of Americans do, what you are is "corn."
|Essay||Penny-wise and Pounds Foolish||
The success of school meals should be measured by the health of children and the planet, not by bodies served at lowest cost.
|Essay||School Food, Public Policy, and Strategies for Change||
Decisions about school food are about balancing the interests of corporations and those of advocates for children's health.
|Essay||Feeding Our Future||
By feeding young people well, we are feeding and nourishing our own future.
|Essay||Three Sisters: An Ancient Garden Trio||
The "Three Sisters" — corn, beans, and squash — provide a meaningful context for school garden education.
|Essay||The Meaning of Food||
Traditional Hawaiian farmers address problems of diet-related diseases by reconnecting food, farming, education, and health.
|Claire Hope Cummings|
|Essay||You Are What You Grow: Will This Year's Farm Bill Make Us Fatter and Sicker?||
The Farm Bill significantly affects food, farming, land use, school meals, biodiversity, family farms, and farm workers in the U.S.
|Essay||Wild and Slow: Nourished by Tradition||
Degenerative diseases like diabetes can be reduced by shifting from refined carbohydrate diets to traditional wild foods.
|John C. Mohawk|
Taste is social, cultural, and mysterious; detects toxins; can save the Earth; and is preserved by local organic farmers.
|Essay||The Many Wonders of Plants||
To learn to eat well, children need to be reconnected with nature and with living food.
|Joan Dye Gussow|