ABSTRACT The study challenges the prevailing neoliberal perspectives on food and food practices in early childhood education. With globalisation and urbanisation, children have more opportunities to experience diverse cultural foods and food practices, which allows them to expand their culinary knowledge and preferences. However, food is frequently discussed only in binary terms, such as good versus bad, which reinforces power dynamics. Hence, there needs to be a more inclusive discussion of food and food practices within the early childhood education curriculum. This study explores Korean American children's experiences and perspectives on food and food practices in both school and home settings through the Suda approach.
Kim et al. (Sat,) studied this question.