ABSTRACT
Based on a research project in which we spent significant time collaborating with Head Start educators, in this chapter, we focus on snack time in one classroom community. We theorise with Collins’ (2008) Black feminist notion of both/and, illustrating how both resistance and regulation can manifest through snacking in early childhood contexts. Specifically, we describe snacking as both procedural and a conduit for community building, in addition to facilitating both assessment-based practices and nourishment of cultural and mind–body–spirit relations. From these both/and articulations, we re-lens young children’s “in-between” eating (how medical sciences has positioned snacking) to disrupt regulatory practices and unveil the possibilities in these supposed mundane moments.
