ABSTRACT
This chapter considers how the UK education system builds on that prior learning by a combination of tacitly and explicitly teaching the normality of human dominance over other animals. Food practices, broadly speaking, are divided into three areas. Firstly the use of live animals to meet curriculum goals where affective or apparently value-rational relationships are emphasized through a discourse of care and welfare, and which are more commonly found in activities for younger age groups. Secondly, the use of dead animals as objects for experimentation by older children; thirdly, the chapter discusses a set of practices involving the transformation of living animals into dead animal products in projects located in schools and how these often controversial exercises consolidate uses and practices already present elsewhere in school activities. The chapter analysis a Europe-wide curriculum initiative that brings together these anthroparchal messages through online gaming and associated classroom materials, resonant of the recreational digital gaming activities.
