“Food Brings People Together”

The Sociocultural Factors that Shape Food Literacies

Abstract

Food literacy, a multifaceted concept, is traditionally recognized across health, nutrition, and education disciplines as a critical strategy for combating dietary-related diseases and enhancing population health outcomes. Often viewed through a narrow lens focussing on food-related knowledge and skills, food literacy is now understood to encompass broader sociocultural influences. This study explored these influences on food literacy practices, using a qualitative approach that includes narrative writing activities and semi-structured interviews with community members in the Elmridge neighbourhood, a socioeconomically disadvantaged area in Niagara Falls, Ontario. The findings reveal that food literacy is shaped by a complex interplay of sociocultural factors such as social relations, health perceptions, gendered roles, economic status, and emotional connections to food. This expanded understanding suggests that food literacy education should integrate these contextual factors to more effectively address food insecurity and promote equitable food systems. The study's implications highlight the need for policy and educational frameworks that recognize the sociocultural dimensions of food literacy, advocating for more inclusive and comprehensive approaches to food literacy education.