Student food literacy, critical food systems pedagogy, and the responsibility of postsecondary institutions

Authors

  • Michael Classens Trent University
  • Emily Sytsma

DOI:

https://doi.org/10.15353/cfs-rcea.v7i1.370

Keywords:

Critical food literacy; food systems pedagogy

Abstract

The recent “pedagogical turn” (Flowers and Swan 2012, p. 424) in food studies has productively focused attention on how to teach for a more just and sustainable food system. So far, however, the question of the place for food literacy in food systems pedagogy has received relatively little attention. In this perspective piece, we argue that critical food literacy needs to be a central feature of food studies curricula. Taking food systems pedagogy seriously means that teachers and institutions need to support students with the elements of critical food literacy. This focus will result in a more robust and effective food systems pedagogy, and higher levels of critical food literacy among students.

Photograph of kale in sepia tones

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Published

2020-07-12

How to Cite

Classens, M., & Sytsma, E. (2020). Student food literacy, critical food systems pedagogy, and the responsibility of postsecondary institutions. Canadian Food Studies La Revue Canadienne Des études Sur l’alimentation, 7(1), 8–19. https://doi.org/10.15353/cfs-rcea.v7i1.370

Issue

Vol. 7 No. 1 (2020): “Its smoke must make it blind” : Fire and a commitment to regeneration

Section

Perspective

License

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