The Great Feast Reimagined #engaginglitminds

Philadelphia has many neighborhoods considered “food deserts,” defined by the USDA as “areas in the United States where people have limited access to a variety of healthy and affordable food” (www.ers.usda.gov). The Tacony/Mayfair neighborhood of Northeast Philadelphia (where my school is located) is considered a food desert, and there are a significant number of households where the nearest supermarket is over 1/2 a mile away. (Note - if you ever have some time and want to see some sobering statistics, the food access map is really interesting.)

A “Great Feast” as described in the book Engaging Literate Minds, is a simulation based on Kathy Short's work:

"The Great Feast is a meal that simulates the food experience of children in different parts of the world. Some children have ample food, and others barely enough to survive."

- p. 129

It isn’t necessary to show my students that food distribution isn’t equitable. To be clear, I don’t refer to this neighborhood as a food desert to elicit pity for my students, although the lack of access to fresh food is a serious problem in Philadelphia. I note it to consider that a “peaceful, caring community” is built differently in different school settings. Many of the students in my school don’t need pizza withheld from them to understand unfair food experiences; so if that part of the “Great Feast” isn’t necessary, what part of it can be used for this population?

In my experience, food, particularly sharing of food, almost always brings people together, regardless of income or background. This past year, the students in my classroom came from homes with varied income levels. But one thing remained constant - the desire to share food. Whether it was a small bag of Takis from the corner store or a bulk container of Pringles from Costco, the students loved to be generous with their food.

A peaceful, caring community is then built off this almost instinct-like desire to share. What else can we share in the classroom? Pencils and crayons? Subject expertise? How did it make you feel to be able to share your food? What did you notice when you shared your other gifts?

I do not look like many of my students, and I come from a very different background than that of my students. One of my responsibilities as a literacy professional is to be constantly aware of that and ensuring that my students are at the core of every lesson and activity I plan. Honoring my students’ backgrounds shows that I am paying attention and helps build trust. And what is more peaceful and caring than that?

This post is part of our 2020 Summer Book Study. Find all previous posts and more information here. Also, we will discuss Engaging Literate Minds every Wednesday at 4:30 P.M.at the newsletter. Sign up below – it’s free!