MARC 主機 00000nam  2200349   4500 
001    AAI3327231 
005    20110223105623.5 
008    110223s2008    ||||||||||||||||| ||eng d 
020    9780549794578 
035    (UMI)AAI3327231 
040    UMI|cUMI 
100 1  Leynse, Wendy Lee Hunnewell 
245 10 Lunchtime in Loireville: Learning to become a culturally 
       competent member of French society through food 
300    431 p 
500    Source: Dissertation Abstracts International, Volume: 69-
       08, Section: A, page: 3192 
500    Adviser: Susan Carol Rogers 
502    Thesis (Ph.D.)--New York University, 2008 
520    This dissertation seeks to analyze the ways in which 
       French people create understandings of who they are, how 
       their world is structured, and how they fit into that 
       world -- all through the process of socializing seemingly 
       routine everyday practices. Specifically, this study of a 
       group of French 10-year-olds at school and at home, 
       (situated in the context of practices and attitudes in 
       their community, more generally) asks the central question
       of how children learn who they are through their food 
       habits and analyzes the effects of perceptions of 
       globalization on the transmission of food habits in a 
       Loire Valley town. I use ethnographic fieldwork to 
       investigate the ways in which people in "Loireville" 
       imagine and manage change through this transmission 
       process, and in my analysis I pay particular attention to 
       the detailed practices of the child socialization 
       processes. Overall, my data illuminate a particular 
       constellation of practices and values that parents wish to
       instill in their children; mechanisms and structures for 
       doing so; and, in the process, transmission patterns 
       through which informants actively seek to identify and 
       preserve something they consider "French" in response to 
       perceived radical change. Chapter 1 situates my research 
       theoretically in relation to the anthropology of food, 
       forces of change and continuity, child socialization, and 
       the literature related to education and taste in France, 
       specifically. Chapter 2 discusses the setting, methodology,
       and relevant history and contemporary issues relating to 
       food habits in France, and, especially, in the Loire 
       Valley fieldwork site. Subsequent chapters focus on 
       several topics that surfaced repeatedly in fieldwork and 
       of which the importance became evident during analysis, 
       namely: mealtime sociability (ch.3), classificatory schema
       of food-related knowledge (ch.4), food and place (ch.5), 
       mass consumption and provisioning strategies (ch.6), and 
       "taste," concentrating on l'apprentissage du gout, or the 
       ways in which children become both tasters and judges of 
       taste (ch.7). Finally, the conclusion provides an 
       opportunity to meld the various highlights into a broader 
       tableau, from which to better assess the data relative to 
       the bigger picture of the contemporary foodscape, global 
       consumption patterns, and sociocultural reproduction and 
590    School code: 0146 
650  4 Education, Home Economics 
650  4 Anthropology, Cultural 
650  4 Agriculture, Food Science and Technology 
690    0278 
690    0326 
690    0359 
710 2  New York University 
773 0  |tDissertation Abstracts International|g69-08A 
856 40 |u