유럽의 FOOD 2030 정책과 식품 시스템 교육 - 지리교육의 역할과 방향 모색 -

초록

This study analyzes the EU’s FOOD 2030 food system transition policy and its educational instrument, the CLEVERFOOD project, and critically examines the implications for food systems education within Korean geography education. The analysis reveals that FOOD 2030 positions food as a social resource inseparably connected to health, climate, and community development, and pursues structural transformation across the entire food cycle—from production through disposal—in conjunction with the Farm to Fork Strategy. CLEVERFOOD integrates social mobilization and educational practice for this transition through three operational axes: Policy Labs, Living Labs, and Pan-European Multi-Actor and Public Engagement. This EU experience demonstrates that the paradigm of food education is shifting from an individual health focus toward a critical understanding of global food value chains. The study argues that the spatial disjuncture between production and consumption, power relations within global food value chains, and the geographical implications of local food movements can be reconstituted as core content in geography education, and that cultivating food citizenship constitutes a practical imperative for the discipline.

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