ABSTRACT
It is not a Scottish norm to be vegan: less so a young vegan child, so what experiences might this particular minority encounter? Are their educational opportunities equitable with their peers? Understanding this and more may help build a future where young ethical consumers receive praise, not prejudice, for their compassionate approach to nonhuman animals; where those in authority appreciate more fully the implications of socially normative praxis; and where the needs and rights of the vegan child are considered as fully as any other. This chapter outlines preliminary research into elements of Scottish Education’s Curriculum for Excellence and teaching pedagogy where animal use is commonplace. With veganism recognised as a protected philosophical belief under the UK Equality Act 2010, understanding that such learning environments could be at best perplexing and at worst distressing for vegan children is key to creating social change in this regard and nurturing children appropriately. Aside from studies investigating the adequate nutrition and other health concerns relating to vegan children, there exists no literature about their lives. Growing up already carries with it complexities of group dynamics and many of these informal rules can adversely affect young people. It is the responsibility of institutions and their representatives to provide as fully inclusive a society as possible for all its members, particularly children.
