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The types of food eaten in the UK have changed enormously over the last century. Developments in food processing and preservation techniques have given rise to many ‘new’ processed foods, such as salted snack foods, instant dried meals, dairy spreads, and a variety of different sorts of confectionery. The food industry has responded to demand for luxury foods, novelty foods, special children's foods, cheap mass‐produced foods, long‐lasting food, and foods which are convenient and quick to prepare. There has been a great increase in the amount of processed food consumed. These changes are largely responsible for the present‐day dietary imbalance, with too much fat, too much sugar and salt and too little fibre, which nutritionists are advising us to alter.

In this study, I use currere to examine excessive entitlement in my own high school education. By “excessive entitlement,” I emphasize teachers' actions and systemic conditions related to an excessive educational mindset justifying (and manifesting) self-infallibility. Teachers displaying excessive entitlement might take for granted, for example, the correctness of their actions, closing self-awareness, and more equitable relations with others (especially students). On a structural level, it includes, for example, societal norms, school policies, educational traditions, and often laws. Specifically, I present findings examining three levels of curriculum – the formal or explicit, the implicit or hidden, and the null or present/absent. I offer my own story as a case study of how schools and teachers may silence and erase student identity and culture as well as how more inclusive and dialogic teaching approaches (and methods of inquiry) can counteract and offer alternatives to such oppressive forces. My framework includes professional ethics, moral ethics, and social justice ethics. Looking back at my history as a gay high school student, I discovered that my school's explicit curriculum provided teachers with a safe haven for bigotry and hostility toward LGBTQ students (as well as female students and students of color), and its hidden curriculum projected messages that privileged such a curriculum (and denigrated epistemologies more on the margin). It was only in the null curriculum that I began to experience a sense of liberation and inclusion and an awareness of the multiplicity of epistemology and ontology.