In recent years everyone from politicians to celebrity chefs has been proselytizing about how we should grow, buy, prepare, present, cook, taste, eat and dispose of food. This book argue that food has become the target of intensified pedagogical activity across a range of domains, including schools, supermarkets, advertising and TV media. Illustrated with a range of empirical studies, this interdisciplinary book develops innovative and theoretical perspectives to problematize the practices of teaching and learning about food. It provides theoretical resources for opening up the concept of pedagogy, assessing the moralities and politics of food education in the classroom and beyond.