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Pedagogies That Explore Food Practices: Resetting the Table for Improved Eco-Justice

Published online by Cambridge University Press:  17 March 2015

Carol E. Harris  and
Barbara G. Barter
Carol E. Harris*
Affiliation:
University of Victoria, British Columbia, Canada
Barbara G. Barter
Affiliation:
Memorial University of Newfoundland, Newfoundland and Labrador, Canada
*
Address for correspondence: Carol E. Harris, 10 Trout River Road, Woody Point, Bonne Bay, NL, Canada, A0K 1P0. Email: [email protected]
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Abstract

As health threats appear with increasing regularity in our food systems and other food crises loom worldwide, we look to rural areas to provide local and nutritious foods. Educationally, we seek approaches to food studies that engage students and their communities and, ultimately, lead to positive action. Yet food studies receive only generic coverage and tangential attention within existing curricula. This article, reporting a pilot study located at Canada's geographic and cultural edge, focuses on local knowledge about past and present food practices. Objectives are to test pedagogies that bring all students greater opportunities for engagement and learning about their physical environment and food history, and that can be applied to rural and, with modifications, urban settings. Three critical, place-base pedagogical approaches — experiential, discovery and arts-based — to classroom teaching and learning are discussed, as well as implications for educational leadership, teacher training and curriculum development.

Keywords

pedagogycurriculumfood sovereigntyplace-based researchtraditional/local knowledgeeco-justice
Type
Feature Articles
Information
Australian Journal of Environmental Education , Volume 31 , Special Issue 1: Putting Food on the Table , July 2015 , pp. 12 - 33
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Copyright
Copyright © The Author(s) 2015 

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