Currently, across the globe ‘the food system is in the spotlight of sustainability concerns’ (Ehgartner, 2020, p. 2). In Italy, the ‘Expo 2015’ that was held in Milan, although considered one of the most controversial world's fairs ever staged in Western countries, has marked a meaningful turning point: due to the international exhibition, policy makers, private organizations, nonprofit institutions, universities, and grassroots social movements, has renewed the public debate regarding the food production and consumption in relation to relevant issues such as economic growth, climate change, collective health, and the future for next generations.
In this respect, the so-called ‘sustainable development’ has affected the education field too. Significantly, Embracing the UN 2030 Agenda, in 2017, the Italian national government has given prominence to activities, both in primary and secondary school, whose strategic goal is to foster ideals about sustainability among the youngsters. In addition, mirroring the transformation occurring in other EU countries, in 2020, the Italian Education Ministry (MIUR) has introduced civic education in the school curricula, making sustainable development, as well as issues related to food sustainability, a mandatory school subject.
Within the overall discourse on sustainability, the aim of the paper is to present an ongoing research project whose focus is to explore how young generations shape their representation about food sustainability. More precisely, the paper investigates high schools as the privileged sites where a certain ‘order of discourse’ (Foucault, 1971) is being produced and negotiated. In this way, the research purports to expand a body of empirical investigations interested in deconstructing discourses about food sustainability (and the system of food production and consumption) in terms of an arena in which different values, interests, needs, and views connect and/or collide (Coffey & Marston, 2013; Ehgartner, 2020; Stenberg & Räisänen, 2006).
We hence suggest that exploring what occurs in the field of education provides a relevant entry point to inquiry into broader social and cultural dynamics. Secondary education is a fundamental socializing context and constitutes a juncture across several social spheres by shaping (both individual and collective) cognitive and practical attitudes towards lifestyles, contributing to produce, through ad hoc pedagogical devices, a particular type of "citizen" more and more directed towards a "sustainable consumer".
As other research demonstrates (Romito 2016), in Italy the pedagogic and organizational processes at stake in secondary education indeed provides a fundamental support to the neoliberal order. On the other hand, secondary school remains one of the most contentious social contexts; a space for self and collective determination, where the youth carve out paths of emancipation and, to some extent, political struggle (Colombo et al., 2021). Such an ambivalence seems to be evident considering issues related to sustainability. Over the last years, Fridays for Future, Extinction Rebellion, and other grassroots collectives composing the Italian social movement organizations that fight against climate change have localized their activities within secondary schools, recruiting many male and female students. At the same time, the introduction of civic education could be seen as a strategy for reconciling intergenerational gaps and transforming school into a "pacified institution".
In sum, the ongoing research is conceived as an empirical attempt to address broader sociological questions that concern the makeup of contemporary citizenship: what are the power/knowledge nexus that shape the ‘food sustainability’ discourse in contemporary Italy? Who is a sustainable citizen, namely, a good citizen, according to the educational system? How do the pedagogies and the rhetoric delivered in high school convey the contentious attitude of the youth?