"Food on Europe’s Tables: Regional, National, and International Aspects of Food and Eating Cultures in the Context of the European Integration" Aspects of food and eating cultures in Europe show the various interdependences of the project countries and beyond. In our project students explore the influence of diverse factors on their personal eating behaviour and consumptional patterns, the illusion of perfect health, tremendous consequences of modern agricultural industries in terms of ecology, health and the distribution of food within the EU. On an individual level students comprehend the importance of their personal diets for their well-being. In this context they learn about (European) political means to influence people's eating habits and to influence food production. Furthermore, students as emancipated citizens should become aware of the fact that their behaviour and their eating habits have a decisive impact on quite a number of cultural, political, social and environmental factors. The food-related topics are addressed from different angles. On the personal level, the focus is on types of food, eating habits, eating occasions and personal food consumption and their effects. On the regional level, the focus is on the production and the supply of food; local food suppliers such as supermarkets and restaurants as well as food producers are examined. On the European level the focus is on the trade of food, policies on food, e.g. regarding labelling or/and (over-)production. All in all the topic of food exemplifies the basic characteristic of the European Union, i.e. “Unity in Diversity”. Students realise their power as emancipated consumers able to effect the situation of farmers (regional, European, global) and the environment in the face of protectionist European agricultural policies. From the outset teachers of upper secondary schools from France, Germany, Ireland, Portugal and Sweden intended to find schools from different parts of Europe, including schools with no contact points to each other, from the Atlantic peripheries (Portugal, Ireland) to the centre (Germany, France, South Sweden). It is our pre-understanding that the nature of the project requires a diverse membership regarding major underlying aspects of the topic, e.g. the relevance of climate, culture, migration, economy and of the agricultural sector for the GDP. The project activities are structured in relation to five different project stages: Culture - History / Language / Literature / Art - Biology / Ecology - Economy / Geography - Politcs / Ethics. At every stage students work on different aspects of the topic, exploring them, making creative results and presenting the results in numerous ways. The activities require effective communication and fosters students’ soft skills. In panel discussions and discussions with politicians students learn and practice, too, ways of democratic participation. The project's transnational character is meant to inspire students regarding the different aspects of the work process and the creative production and presentation of results. Apart from the food-related knowledge, participants acquire new ideas about innovative ways of dissemination, presentation and evaluation in a complex transnational project. Students acquire and practice methods that they may employ in their usual lessons (e.g. analysing and interpreting data, conducting interviews, doing panel discussions), and often methodologies employed go beyond students’ usual school curricula (e.g. preparing and carrying out a culinary Food Walk, doing explorations and topical research, making films and compiling a book). During the project students are expected to produce various results, all of which require and promote their independent analytical and critical thinking, cooperation and creativity, intercultural learning and topic-related expertise. Besides, an important result are the presentations of the products which will be conventional (e.g. PPTs, exhibitions, posters) and creative (e.g. Prezi, role plays, leaflets, works of art, food walk, films, photo diaries, calendars). We intend to publish students' products and experiences at the end e.g. as a digital and a non-digital book. We expect a number of long-term effects on students of this transnational project that could not have been achieved otherwise. Apart from the development of knowledge about the topic and diverse ‘soft skills’ regarding the work in a complex project, we are certain that they will develop intercultural understanding, political awareness and competence, and the ability to perform internationally, all of which will be needed to shape the future European Union.
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